Across public research institutions, for example, [a report by the American Federation of Teachers] finds that full-time, tenured or tenure-track faculty members make up only 41 percent of instructional staff, while full-time non-tenure-track make up 20 percent, part-time faculty members off the tenure track make up 20 percent, and graduate employees are another 19 percent.
A commonly held misconception is that online faculty are all or mostly adjuncts. It would likely be fair to estimate that adjunct and permanent faculty of diverse types mirror the full-time/part-time proportions found in face-to-face teaching.
The study found that all students who take more online courses, no matter the demographic, are less likely to attain a degree. However, some groups—including black students, male students, younger students, and students with lower grade-point averages—are particularly susceptible to this pattern.
“They have taken over our universities rock solid, in particular, when you control the college of education, journalism, of law, and economics, you control our culture. You utterly and totally control our culture. Liberals have had control of our culture now for about 20 years. We are engaged in just a huge, important struggle. A battle of ideas.”
After some reflection, it’s become clear to me that there is a crucial difference in how the Internet’s remaking of higher education is qualitatively different than what we’ve seen with recorded music and newspapers. There’s a political context to the transformation.
When the real conversation ("What is learning; what is worth learning?") becomes the main conversation, then perhaps the methods will be worth discussing, too.
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