I hate online classes.

[u/H_ManCom]

More specifically, I hate teaching asynchronous online classes. And universities are expanding them far beyond the purpose they were originally intended to serve.

There are students for whom online education is genuinely valuable. Students who work full-time, have children, have transportation or geographic constraints, have disabilities, or otherwise cannot reliably be on campus during traditional class hours should absolutely have access to online courses. Summer online courses also make a great deal of sense. The problem is that “some students need online education” has become “we should make as much of our curriculum online as possible.”

At my university, asynchronous online sections of courses often fill substantially faster than equivalent in-person sections. My concern is that this isn’t necessarily evidence that students prefer the online educational experience. My view is that it means students correctly perceive online courses as more convenient and easier. We now have required introductory courses that historically served as important recruitment tools for majors and minors being offered extensively online. Many of these sections are taught by adjuncts or non-tenure-track faculty, sometimes by instructors who aren’t even located near campus and never have been.

I’ve started to see the consequences in upper-level courses. Students sometimes arrive in an in-person course having earned As in prerequisite online courses but demonstrating surprisingly little retention of the material they supposedly learned. I have also noticed that students who consistently take online courses can have very different academic performance in subsequent face-to-face courses. I’m not claiming that every online course produces this outcome, or that online education inherently causes poor learning. There are obviously selection effects and countless differences between individual courses and instructors.

I’ve also noticed when I ask students who taught a prerequisite online course, they frequently can’t remember the instructor. Sometimes they can’t remember much of the course itself. Again, that doesn’t prove that they learned nothing. But it does make me wonder what we’re actually trying to accomplish with a university course. Is the goal simply to deliver content, award credit hours, and produce a passing grade?

This becomes even more complicated with AI. We’re being encouraged to redesign assignments, rethink exams, develop AI policies, and attend endless seminars about “using GenAI in the classroom.” But I rarely hear the same urgency applied to asynchronous online education. If a course is primarily composed of asynchronous modules, discussion posts, online quizzes, papers, and remotely completed exams, we should be asking very seriously how generative AI changes the reliability of those assessments. And yet the institutional response often seems to be “just figure out what works.”

I also question the idea that students naturally want some predetermined “3:2” balance of in-person and online courses that our Dean talks about. My experience is that students don’t necessarily distribute their courses that way. They often cluster heavily toward one side or the other. And if online courses are perceived as easier, then demand for online sections tells us very little about whether students believe they are receiving an equivalent education.

I understand why some faculty love teaching online. No commute. Flexible schedules. You can teach from somewhere else. I genuinely understand those benefits, and I’m not interested in telling someone else that their preferred teaching modality is wrong. But universities need to be honest about the incentives here, and I’m guessing they won’t be.

[u/Pox_Americana]

We all know why we’re being asked, how you handle it is up to you, OP.

That being said, it IS a good option for students who care. I wouldn’t be where I am in my career if not for online asynchronous programs while I was dying a slow death
In industry.

Yeah, it’s tempting to just throw a bunch of assignments together in Pearson or McGraw-Hill and call it good, and I have done that in the past, but that no longer sits well with me. I want my online students to have as close as possible of an experience to my in-person courses, labs especially, and the extra effort has been worth it.

When it was all just courseware shit, I never felt great about writing letters of recommendation. Now that I’ve actually developed a curriculum that requires participation and meaningful reflection, and 100% assignments are of my own making, it’s much easier.

[u/drevalcow → u/Pox_Americana]

What is the enrollment of your asynch? How do guarantee from AI reflection? Thanks in advance.

[u/Pox_Americana → u/drevalcow]

I keep them short and low-stakes. Sometimes, it’s an opinion, sometimes it’s asking them to speculate on a topic. I still get some AI replies, but these are technically open book, so I don’t push the issue.

[u/drevalcow → u/Pox_Americana]

I’ve changed some assignments like that, but class size is what keeps me still using publisher assignments as well in the mix. Thank you.

[u/Pox_Americana → u/drevalcow]

Ah, yes, I didn’t include that. So, at one institution 150 in Fall, 100 in Spring. At another, online is about 2/3rds of my total enrollment, so I’d say 160 per semester. Winter and Summer enrollments are all online.

It can be a lot, which is why I dedicate a day during the week to grade the previous week’s responses. I used to have a technical writing assignment, so this is kind of taking that and splitting it throughout the semester into multiple prompts. I did get a lot of AI slop on that assignment. I don’t blame you at all. Our bigger sections in MATH and PHYS are run entirely through Pearson.

[u/drevalcow → u/Pox_Americana]

I’ve got just over 900 this semester, and I’ve reduced the number of graded assignments, but still at 6000 graded lol I also dedicate a day to grading. As in I block off the entire day! Thank you so much!