Some Myths about Online Learning

Myth 1: Classroom learning is superior to online learning.

There is a large and growing body of evidence (see http://www.nosignificantdifference.org/) that demonstrates that, generally, there is no significant difference between classroom instruction and online learning. Just as there is good and classroom learning, there is good and bad online learning. The quality of the learning experience, of course, varies based on class size, student preparation, instructor skills, the quality of the curriculum material and other variables.

Myth 2: Online learning lacks important interaction with faculty and other students.

Well designed online courses have a high level of interaction built in. These include collaborative group/team projects (developing a business plan, for example), threaded discussions, Group/Team Discussion Boards, instant messaging, e-mail (originated from a course management application) and phone communication. It is more work to teach online because online courses have more and deeper interaction with students.

Myth 3: Online learning works well for some subjects/degrees but not for others.

This might be true in very limited areas like laboratory science or engineering which require specialized equipment. But there are now high- quality online programs in most academic areas, including highly interactive /clinical disciplines like teacher education, nursing and even PhD programs.

Myth 4: Online learning works well only for certain types of students.

Online learning today includes every kind of student in all age groups, ethnicities, degree levels and geographies. It provides huge advantages for working adults who need to fit their education into their work and family life. Also, students who are quiet in the classroom often become active participants online. All students now realize that to learn online is fast becoming a needed skill for most learners as they move on into other learning environment or into the workplace.

Myth 5: Employers do not value online degrees or courses.

Research from Eduventures shows that 62% of employers believe online learning is equal to or better than classroom-based learning. Many employers value the traits exhibited by holders of distance degrees: maturity, initiative, self-discipline, and strong goal orientation. Generally, corporate tuition reimbursement programs treat all accredited programs equally, whether delivered online or not. Also, online courses are accepted by most colleges for transfer credit.

Myth 6: It is difficult to measure online learning.

Online learning focuses more on completing assigned work and generally not trying to measure the time. Credit is given for work completed on schedule and with suitable quality. However, Discussion Board participation-its frequency and quality- is clearly measured by various course management systems. To deal with cheating concerns, online students might take exams in a secure proctored test center, their work checked for plagiarism, or have oral defenses of their capstone work. The variety of assignments and their use of current events makes it easier to evaluate class work.

Myth 7: Online learning is a quick and easy way to get a degree.

The evidence is that students take longer, read more, write more, and do more research that a classroom student. But some students may be able to earn a degree more quickly in some online programs because they are able to move at their own pace.

Myth 8: Online learning diminishes the teacher’s importance

The faculty role is often enhanced and even more important in online and hybrid courses. Online learning can free faculty to interact more with students, to mentor, advise, review individual work, and answer questions. Faculty use a host of technology that fosters student interaction and learning, including the Web, Chat sessions, Discussion Boards, Web Logs, Wikis, e-mail and telephone communication.

Myth 9: Online learning will make traditional classroom-based education obsolete.

While online learning education provides advantages of access and potentially lower cost and higher quality, this does not diminish the value of face-to-face student services and learning. Particularly for under prepared and returning students, the classroom and the campus provide necessary connections and resources that help them learn. It is likely that many of these students would be better served beginning in face-to-face courses, then moving to a hybrid environment (a mix of face-to-face and online) and then progressing to learning purely online. Rather than making traditional instruction obsolete, online learning gives instructors another tool to apply to modern teaching and learning.

Please comment if you are aware of any other myths about online learning.


(Adapted from Innovation Abstracts published by NISOD.)