|In 'The Trouble With Online Education' (Op-Ed, July 20), Mark Edmundson captures the inadequacy of online courses from the teacher's perspective, and I can corroborate from the student's.
I was a math-obsessive in high school. To supplement my school's curriculum, I turned to a Stanford program offering online courses to gifted youth. I started the program with enthusiasm, but I soon felt alone and unsupported. I had no one to impress or disappoint. I struggled to stay motivated. It was impersonal and transactional, and it nearly destroyed my obsession.
A face-to-face meeting in a classroom imposes accountability, inspires effort and promotes academic responsibility in subtle ways that we don't fully appreciate. On a campus, students attend class and stay alert because they worry what the teacher will think if they don't.