Today’s Chronicle article, “Online Learning May Slightly Hurt Student Performance” by Sophia Li presents a study asserting that online components of learning may be less effective for Hispanics, underachieving students, and males.
The first two I’m not really surprised about, but the gender gap debunks the myth that female students have some kind of inherent intellectual-emotional need for direct communication in order to learn effectively. But what’s curious is that both study and article neglect class. Students who grow up in a household that can afford better technology and be better connected would more likely perform better no matter what demographic variability. It’s not merely an influencing factor, but an overriding one.