Online education has become increasingly popular in recent years, offering students the flexibility to learn from anywhere at any time. However, with this convenience comes the challenge of ensuring that students are actively engaged in their courses and not just collecting financial aid funds without participating in their education. The U.S. Education Department has proposed a new rule that would require colleges to take attendance in virtual courses, sparking debate among administrators, faculty members, and industry experts.
The proposed change would require students to demonstrate their engagement in the course every 14 days by submitting assignments or interacting with professors and peers during lectures and discussions. While the intention behind this rule is to prevent students from dropping out of online courses while institutions continue to receive federal financial aid funds, the implementation of this policy poses significant challenges for colleges and universities.
One of the main concerns raised by administrators is the potential financial burden that this new requirement would impose on institutions. Carolyn Fast, director of higher education at the Century Foundation, believes that taking attendance is a reasonable request to ensure accurate reporting of student engagement and withdrawal dates. However, David Baime, senior vice president for government relations at the American Association of Community Colleges, has questioned the Department of Education’s lack of data on the widespread issue of attendance tracking and the underestimated costs associated with implementing this rule.
According to the proposed regulations, it would cost institutions over $7.5 million to implement attendance-taking measures, based on the assumption that half of the institutions offering distance education courses do not currently have attendance tracking systems in place. Baime argues that the actual costs and time involved in complying with this rule are likely to be much higher than the department’s estimates, placing an additional burden on already overworked faculty members.
Caleb Simmons, executive director of online education at the University of Arizona, emphasizes the impact of this policy on faculty members who are already juggling multiple responsibilities. He acknowledges that while the financial and workload implications can be managed, the additional burden on faculty without compensation is a significant concern.
Another challenge highlighted by industry experts is the differing standards applied to online and in-person courses. Jordan DiMaggio, vice president of policy and digital strategy at UPCEA, points out that the proposed regulations may reflect a bias against online education and raise questions about the department’s focus on protecting students‘ outcomes and taxpayer dollars. Online courses often cater to students who require flexibility due to personal or external circumstances, making strict attendance requirements less feasible for this population.
Emmanual Guillory, senior director of government relations at the American Council on Education, echoes these concerns, emphasizing the potential impact on low-income students who rely on online education for accessibility and flexibility. The proposed regulations are currently open for public comments until August 23, with a potential implementation date of July 2026 if finalized before November 1.
In conclusion, the debate surrounding the Department of Education’s proposed rule to require colleges to take attendance in virtual courses highlights the complexities and challenges of regulating online education. While the intention to protect students and ensure accountability is commendable, the practical implications of this policy raise concerns about financial burdens, faculty workload, and the unique needs of online learners. As stakeholders continue to provide feedback and engage in discussions, finding a balance between accountability and flexibility in online education remains a key challenge for the future.