CoChat
Sign Up
Cited by 96Online and Blended LearningEducation during COVID-19 pandemicOnline Learning and Analytics

The DOI matches its Crossref record; the references it cites are not checked yet.

The Human Factor: The Promise & Limits of Online Education

Open access
Baum, Sandy, McPherson, Michael·2019·Daedalus
DOI 10.1162/daed_a_01769
Open this paper in CoChat — free account

Abstract

The idea that online learning might revolutionize higher education, lowering the cost of high-quality learning opportunities for students with limited access to traditional higher education, follows similar hopes for earlier technologies, including radio and television. If such a revolution is to come, it is still far from a reality. Strong evidence indicates that students with weak academic backgrounds and other risk factors struggle most in fully online courses, creating larger socioeconomic gaps in outcomes than those in traditional classroom environments. The central problem appears to be the lack of adequate personal interaction between students and instructors, as well as among students. Hybrid learning models do not exhibit the same problems and there is potential for online learning to develop strategies for overcoming these difficulties. Meanwhile, narrowing gaps in educational opportunities and outcomes requires considerable skilled human interaction.

Overview

Integrity signals

Registry

Crossref · 10.1162/daed_a_01769

Cites

0 of 1 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

  • Untitled work

    Courses (2002) · Adrianna J. Kezar (San Francisco: Jossey-Bass

    Unresolved

Show all 1 references

Cited by

Sorted by citations

See all 96

Related

Metadata

Authors
Baum, S., & McPherson, M.
Affiliations
Skidmore College (US)
ORCID
McPherson, Michael
Venue
Daedalus
Publisher
MIT Press - Journals
Published
2019-10
Volume
148
Issue
4
Pages
235-254
ISSN
  • 0011-5266 (ISSN-L)
  • 1548-6192
DOI
10.1162/daed_a_01769
OpenAlex
W2973710212
Cited by
82
References
1
Citations by year
2026: 4 · 2025: 6 · 2024: 13 · 2023: 32 · 2022: 12 · 2021: 12 · 2020: 3
FWCI
18.21
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
Daedalus (publishedVersion, cc-by)
Topics
  • Social Sciences › Education › Online and Blended Learning
  • Social Sciences › Education › Education during COVID-19 pandemic
  • Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
Keywords
online learning, higher education, student-teacher interaction, peer interaction, hybrid learning, socioeconomic inequality in education, educational technology, higher education access, educational outcomes

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review