Magazine article Liberal Education

A Plea for "Close Learning"

Magazine article Liberal Education

A Plea for "Close Learning"

Article excerpt

What AN EXCITING YEAR for distance learning! Cutting-edge communication systems allowed universities to escape the tired confines of face-to-face education. Bold new technologies made it possible for thousands of geographically dispersed students to enroll in world-class courses. Innovative assessJ J mechanisms let professors supervise their pupils remotely. All this progress was good for business, too. Private entrepreneurs leapt at the chance to compete in the new distance-learning marketplace, while Ivy League universities bustled to keep pace.

True, a few naysayers fretted about declining student attention spans and low coursecompletion rates. But who could object to the expansively democratic goal of bringing firstrate education to more people than ever before? The new pedagogical tools promised to be not only more affordable than traditional classes, but also more effective at measuring student progress. In the words of one prominent expert, the average distance learner "knows more of the subject, and knows it better, than the student who has covered the same ground in the classroom." Indeed, "the day is coming when the work done [via distance learning] will be greater in amount than that done in the class-rooms of our colleges." The future of education was finally here.

2013, right? Think again: 1885. The commentator quoted above was Yale classicist (and future University of Chicago President) William Rainey Harper, evaluating correspondence courses. That's right: you've got (snail) mail. Journalist Nicholas Carr has chronicled the recurrent boosterism about mass mediated education over the last century: the phonograph, instructional radio, televised lectures. All were heralded as transformative educational tools in their day. This should give us pause as we recognize that massive open online courses, or MOOCs, are but the latest iteration of distance learning.

In response to the current enthusiasm for MOOCs, skeptical faculty (Aaron Bady, Ian Bogost, and Jonathan Rees, among many others) have begun questioning venture capitalists eager for new markets and legislators eager to dismantle public funding for American higher education. Some people pushing for MOOCs, to their credit, speak from laudably egalitarian impulses to provide access for disadvantaged students. But to what are they being given access? Are broadcast lectures and online discussions the sum of a liberal education? Or is it something more than "content" delivery?

"Close learning"

To state the obvious: there's a personal, human element to liberal education, what John Henry Newman once called "the living voice, the breathing form, the expressive countenance." (2001, 14). We who cherish personalized instruction would benefit from a pithy phrase to defend and promote this millennia-tested practice. I propose that we begin calling it close learning, a term that evokes the laborious, time-consuming, and costly but irreplaceable proximity between teacher and student. Close learning exposes the stark deficiencies of mass distance learning, such as MOOCs, and its haste to reduce dynamism, responsiveness, presence.

Techno-utopians seem surprised that "blended" or "flipped" classrooms-combining out-of-class media with in-person discussions-are more effective than their online-only counterparts, or that one-on-one tutoring strengthens the utility of MOOCs. In spite of all the hype about interactivity, "lecturing" à la MOOCs merely extends the cliché of the static, one-sided lecture hall, where distance learning begins after the first row. As the philosopher Scott Samuelson (2013) suggests, "The forces driving online education, particularly MOOCs, aren't moving us toward close learning. We should begin by recognizing that close learning is the goal and then measure all versions of our courses by that standard. Many giant lecture-hall courses are going to be found wanting, as will many online courses, and all (or almost all) MOOCs. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed


An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.