The Biden administration’s recent announcement of plans to increase oversight over distance education has sparked concerns among educational experts and organizations. While the administration aims to gather more data on student outcomes and programs offered through distance education, critics worry that these changes may hinder rather than help students who rely on online learning for access and flexibility.
One of the proposed changes that has raised eyebrows is the ban on asynchronous instruction in distance education courses. Asynchronous activities, such as watching prerecorded videos or completing reading assignments at one’s own pace, have been a valuable tool for nontraditional students, including parents and working professionals. These activities allow students to balance their education with other responsibilities and commitments, making it easier for them to access postsecondary education. Prohibiting asynchronous instruction could limit opportunities for these students and have a disproportionate impact on low-income individuals.
Emmanual Guillory, senior director of government relations at the American Council on Education, expressed concerns about the additional burden these regulations would place on colleges, particularly those that are already under-resourced. Implementing these changes would require more manpower and resources, adding to the administrative workload for institutions that are striving to provide quality academic programming. Guillory emphasized that asynchronous instruction has been a lifeline for many students and cutting it out could hinder their educational journey.
Another proposed change involves requiring colleges to create a virtual location for all their distance programs and provide more information on student attendance to the government. While the Department of Education argues that institutions can easily track student attendance through their systems, some education experts disagree. Jordan DiMaggio, vice president of policy and digital strategy at UPCEA, pointed out that complying with these regulations may require significant changes to institutional learning management systems, posing challenges for many colleges.
Russell Poulin, executive director of the Western Interstate Commission for Higher Education’s Cooperative for Educational Technologies, highlighted the potential impact of these changes on institutions that have invested time and resources in developing effective asynchronous instruction methods. While acknowledging the need to address substandard practices, Poulin emphasized the importance of finding a balanced solution that does not hinder the delivery of distance education programs.
Overall, the proposed regulations on distance education have sparked a debate within the educational community. While the Biden administration aims to improve oversight and accountability in online learning, critics argue that these changes may inadvertently restrict access and flexibility for students who rely on distance education. As the public has the opportunity to submit comments on the proposed regulations until August 23, it remains to be seen how these changes will shape the future of online education in the United States.