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Conclusions
1. Online Teaching and learning is effective.
2. Quality in Online Learning is as well controlled as it is in comparable face-to-face institutions. An online diploma mill is no worse than an on-ground diploma mill. Similarly, an online class or program from an Ivy League university probably will not vary in quality significantly from an on-ground university of the same caliber.
3. The good intentions of most of the people involved, coupled with the institution, the law, courts, the students desires, the staff, faculty, administration, government funding sources and accrediting bodies will control online teaching and learning quality at least as well as they control classroom teaching and learning quality.
4. Much of the resistance to online learning comes from fear of the unknown, and a belief that is deeply based in our personal experiences, that of being educated in classrooms rather than online.
5. The evidence is overwhelming that better educational products can be produced at lower costs to the funding sources, the institution, and the student.
6. Is it fair to anybody to spend $12,500 on one year’s of education that is being produced at the same quality for $350.00 by mega universities using distance education? (Capper & Potashnik, 1998)
7. More people in the world will have the opportunity to be educated, creating a bigger market of students for teachers to supply.
8. Faculty who wish to remain primarily or solely on-ground teachers can probably do so.