Comment Tragically, not as good as I was hoping. (Score 1) 285
When I read this:
Having taken the entire course through to the final exam, my overall assessment is: It's amazingly, shockingly awful. Some nights I got seriously depressed at the notion that this might be standard fare for college lectures encountered by many students during their academic careers.
I thought (wrongly, I suppose) that this might be an indictment of college courses in general. Most of the issues he found are, in my experience, valid for live college courses as well. It is "standard fare for college lectures" to have very little student feedback, gigantic jumps in difficulty, and missing definitions of key ideas. To me, though, it does not follow that online courses are inherently inferior. Obviously Delta thinks every teacher gives at least as much effort to teaching as Delta thinks he does himself. Online courses are supposed to solve this problem by creating access to supposed rock star teachers, and at worst (i.e. this Statistics course) they are simply as bad as live mega-lectures, but no worse.
Also, while this is a clear example of poor teaching, I'd like to suggest that the quality of the teacher is not the biggest factor in crummy classes. That factor, I've been thinking lately, is actually the administration. Currently, most of the best k-12 principals simply get out of the way of teachers; the worst create a hostile work environment and undermine the motivations of the student body. While college administrators typically do not exercise the kind of direct control over classes, they do set priorities for the university. Good lesson plans simply are not a priority, perhaps because students don't pay more when they do better. Research, in contrast, is highly lucrative, and working harder at it is likely to produce more research grants.
I'm not suggesting that universities shouldn't do so much research. Research is good! Rather, we're starting to get to the point where we need some level of education between (current) high school and college. In many places, community college provides that level - student-focused instruction of introductory college-level knowledge. I don't think a person should start studying at the university level until that person is learning things that research faculty will actually find engaging to teach (how many math professors love teaching basic calculus?). And once one is studying with those professors, the student should be ready to engage with messy intellectual ideas instead of clear-cut facts, and that's what research faculty deal with all the time.