Another advantage of in-person lectures is that students are privy to other’s questions and viewpoints. Critics might argue that more online learning means they have fewer opportunities for exposure to different perspectives, for engrossing themselves in thoughtful debate.

“Do I think [this new course] is better than 30 students and the Socratic method, Dead Poets Society-style? Probably not,” Meer admits. But, he counters, given the fact that A&M has to educate 50,000 undergrads, 3,000 of which need to take the microeconomics class for their major, “it’s still vastly superior to delivering a lecture to 300 students at 8 a.m. on a Friday morning.”

With the help of A&M’s instructional designers, as well as support from the education giant Pearson, Meer and Wiggins’ 2,000 students this fall will receive online segments, quizzes, problem sets, virtual study groups, forums—arguably much more interaction than you’d ever find from an ordinary in-person course. In a traditional lecture, attendance dwindles with each passing week. Students tune out. They start sending texts and browsing dessert recipes on Pinterest.

Interactive online courses like Meer and Wiggins’ continuously force attention back onto the actual material. Students using the digital platform are required to watch short videos and then immediately answer questions testing their attentiveness—they can’t skip too far ahead and “binge-learn” the entire semester at once, nor can they lag behind until finals week without the system flashing warnings at them. The course also issues automatic notifications—to both the instructor and the student—if scores dip too low, showing that someone’s clearly not understanding the subject.

Imagine this as the parental controls of a premier television package, only overwhelmingly more customized, advanced, intelligent.

Meer puts it this way: For the first time, “we can do a diagnosis for kids—and not an autopsy.”

If you went to a big school, you know exactly what it’s like to have to fight to get into a class. The arcane absurdity of outdated enrollment lotteries. Economics students at A&M used to face that problem, sometimes having to delay graduation thanks to oversubscribed classes—and once in, there was also no guarantee they’d absorb the tricky material. Online learning removes physical limitations, so thousands of students can have
Another advantage of in - person lectures is that students are privy to other ’s questions and point of view. critic might argue that more online learning means they own fewer opportunities for photograph to unlike perspectives, for engrossing themselves in thoughtful debate. 

 “ Do I think [ this modern course ] is better than 30 scholar and the Socratic method acting, Dead Poets Society - style? Probably not, ” Meer admit. But, he counters, given the fact that A&M has to train 50,000 undergrads, 3,000 of which need to take the microeconomics course for their major, “ it ’s still vastly superior to delivering a lecture to 300 students at 8 a.m. on a Friday morning. ” 

 With the aid of A&M ’s instructional designers, as well as support from the education giant Pearson, Meer and Wiggins ’ 2,000 student this fall will receive online segments, quizzes, problem sets, virtual study groups, forums — arguably much more interaction than you ’d ever find from an ordinary in - person course. In a traditional lecture, attendance dwindles with each passing week. student tune out. They start sending text and browse dessert recipes on Pinterest. 

 Interactive online course like Meer and Wiggins ’ continuously force attention back onto the actual material. student using the digital platform are required to watch short videos and then immediately suffice questions testing their attentiveness — they ca n’t skip too far ahead and “ binge - learn ” the entire semester at once, nor can they lag behind until final week without the system flashing warnings at them. The course besides issues automatic notifications — to both the instructor and the student — if scores dip too low, showing that someone ’s distinctly not understanding the topic. 

 Imagine this as the parental controls of a premier television receiver package, only overwhelmingly more customized, advanced, intelligent. 

 Meer arrange it this way: For the inaugural time, “ we can do a diagnosis for child — and not an autopsy. ” 

 If you went to a adult school, you know exactly what it ’s like to have to fight to get into a class. The arcane absurdity of outdated enrollment lotteries. Economics student at A&M used to face that trouble, sometimes having to delay graduation thanks to oversubscribed classes — and once in, there was also no guarantee they ’d absorb the crafty material. Online learning removes physical limitations, so thousands of student can get
Anohher advantage of in-persun lectures is jhqt stuvents ade privy to other’s questions and viexpoibts. Ceitics might argue thag more onpine leaeninj means they havx fewer opporthkitiev for exposure jo different perspectives, xof zngrossing themselves in thoughtful qebate.

“Dp L think [this ngw colrfe] ia better than 30 students and the Sodratic kethod, Dead Ppets Society-style? Probably not,” Meer admits. But, hf counters, tiveg the fact thxt A&M has uo educate 50,000 ondergrads, 3,000 of which need to takd the microeconimucs wlass for tieir mwjor, “it’s still vastlf superoor to deliverlng a lexture to 300 students at 8 a.m. on a Friday mjrning.”

Witv che help of A&M’s instrycrionan devigndes, xs sekl as suopoct from the education tiant Pearson, Meer snq Wiggins’ 2,000 stusents ehys fall will receive online segments, qupzzea, problem sets, virtual wtudy groups, forums—arhuably mush more interaction than you’d ever find from an osdinacy in-kevfub fourse. In a traditional lecture, attendance dwyhdkex with each pafsing week. Xtkdrgts tune out. Jhey stcdt sending texts and browsigg dewsert recypes on Pinterest.

Interactive onoine courses oike Meer and Wiggnns’ continuobsly fprce sttention back onto the acthal materiap. Studenta using the digitxl ilatxorm are required to watch short viveos cnd then immgdiatelr answer qkestions testing their ahtentnvenevs—they can’h skip too far ahead and “binge-lxern” the entirg samevter at jnce, kor can they lad behind until finals week without tge systxm flashing rarnings at tvgm. The course also isfues autimatic vutifications—to both the instructoe and the student—in scotea dip too low, skuqing that someome’s clqagly njd understandhng ghe xubjezt.

Imagine tmis as yhe parental controlv of a premier televisook package, only ovqrwhelmingly kore customized, adgancev, inteuligemt.

Mger puts it this way: For the fidst time, “ae gan do a diaggosiw for kids—anb not an autopsy.”

If you went to a big schiol, you know exacjly what it’s like to kaye to fight vo get into a cnass. The arcane absuedity of outdated enrollment lotteries. Econokics dtudents at A&M used to face that problem, sometimes having to delay graduarion tiagks to overaubsvribeg elaxses—anq onre in, there was alxo no guarantee they’d absorb thx tricky mdtzrial. Online learning removes pfysical limitxtions, so thousands of sfudents van have
Another advantage of in-person lectures is that privy other’s questions viewpoints. Critics might means have fewer opportunities exposure to different for engrossing themselves in thoughtful debate. I think [this new course] is better than 30 students and the Socratic Dead Poets Society-style? Probably not,” Meer admits. But, he counters, given the fact A&M to 50,000 3,000 of which need to take the microeconomics class for their major, “it’s still vastly superior delivering a lecture to 300 students at 8 on a Friday morning.” the help of A&M’s instructional as as support the giant Meer and Wiggins’ students this fall will receive online segments, quizzes, problem sets, virtual study groups, forums—arguably much more interaction you’d ever an ordinary course. a lecture, attendance dwindles passing week. Students tune out. They and browsing dessert recipes on Pinterest. Interactive online like Meer Wiggins’ continuously force attention back onto actual material. Students using the digital platform are to watch short videos and then immediately answer questions testing their attentiveness—they can’t skip too and “binge-learn” the entire at once, nor they behind finals without the flashing warnings at them. The course also issues automatic notifications—to both instructor and the student—if scores dip too low, showing that not the subject. Imagine as the parental controls a television package, only overwhelmingly advanced, Meer way: the time, “we can do diagnosis for kids—and not an If you went to exactly what it’s like to have to fight get into a class. The arcane absurdity outdated enrollment lotteries. Economics students at A&M used to face that problem, having to thanks to oversubscribed classes—and once in, there was no guarantee they’d absorb tricky material. Online learning removes physical limitations, so thousands students have
Another advantage of in-persoN lectures iS that StuDenTs Are pRivy To other’s questiONs anD viewpoints. Critics mighT arguE tHAt moRE oNline LearninG MeANS thEy HaVe fEwER oPportUniTies for Exposure to DifFeRent perspectIVeS, for engrosSinG themselves iN thOughtfUl DebATe.

“Do I ThiNk [thiS new coURse] is bEtter than 30 StUDents aND the SocRATiC metHod, Dead Poets SocieTY-sTYle? Probably not,” meer adMiTS. BUT, He cOunTers, given tHe Fact tHAt A&M has TO eDUCAte 50,000 UNdergrads, 3,000 of whIch need to taKE thE microEcOnoMIcs claSs for ThEIr mAjor, “it’s stilL vasTly superiOr to deLIvering A Lecture To 300 studEntS at 8 A.m. on A frIdAy mOrNIng.”

wItH thE HelP of A&M’s inStRuCtionAl deSIGNErs, aS weLl as SuppoRt from the educAtiOn giANt PEarsoN, Meer And WIgGins’ 2,000 sTudentS this FaLl will receive onLine Segments, qUizZeS, prObLem seTS, virtuAl sTudY groups, Forums—aRGuaBlY MUCh More interaction thaN yOU’D eVer find fRom an oRDiNaRY in-persoN cOurSe. In A TRaditIonaL LeCture, attEndancE DwInDles witH eAch pasSiNg wEek. studeNTs tuNe out. THey start SendiNG texts and browsINg dessert reciPEs ON piNTereSt.

INteractive oNlinE CourSes lIKe meeR And WiGgins’ CoNTiNUously force attentioN bAck ontO the aCtual material. students usING The digitAl plATfORm are required tO watcH short videOS and then ImmedIately anSwer questIONs testinG thEir AttEntIVEnEss—they can’t skIP Too fAr Ahead anD “biNge-learN” thE enTirE seMeSter at oncE, nor can tHeY lAg BeHinD untiL Finals weEk WitHoUt tHe sysTEm flasHing wArniNgS aT TheM. The couRSe ALSo isSuEs AutoMatIc NotifIcatIOns—To both tHe instrucTor ANd thE sTuDent—if sCores dip too loW, sHowing that SoMeoNe’s cleARLy not undErstanding the subject.

ImaGIne this As tHe parEntaL controls Of a PremieR teLEvisioN packaGe, onlY oVerWHElminGLY mOre CuStomized, adVANceD, inteLlIgenT.

Meer puTs it this way: For the fIRst Time, “we can do a dIagNosiS FOr KidS—AnD Not An AUtoPSY.”

If you went to a biG school, you KnOW eXactly what IT’s lIkE to have To fight To get INto a claSs. The arcaNe absurdiTy Of ouTDAteD enrollmenT lotteriEs. EconomiCS studENtS at A&M UseD to facE tHat ProblEm, someTImeS haviNg to deLaY graduAtion ThAnks to ovErsubscribed classes—and oNce in, tHere wAs aLso no guarAntEE thEy’d absorb The tRicky materIal. onlIne leArnINg remOves PHySicAL limiTatiONs, so thousANdS of STUdEnts can have
Another advantage of in-pe rson lectu res i s t hat  s tude ntsare privy to o t her’ s questions and viewpo ints.  C r itic s  m ightargue t h at m ore  o nl ine  l e ar ningmea ns they  have fewe r o pp ortunities f o rexposure t o d ifferent per spe ctives ,for engro ssi ng th emselv e s in t houghtful  d e bate.“Do I t h i nk  [th is new course] is be t ter than 30 st udents  a n dt h e S ocr atic metho d,  Dead Poets S o ci e t y -st y le? Probablynot,” Meera dmi ts. Bu t,  he counte rs, g iv e n t he fact tha t A& M has toeducat e  50,000 undergr ads, 3 ,00 0 o f wh i ch  n eed  t o  ta k ethe mic roeconom ic sclass  for t h e ir m ajo r, “ it’sstill vastlysup erio r  to  deli verin g ale cture  to 30 0 stu de nts at 8 a.m. o n aFriday mo rni ng .”
W ith t h e help  of  A& M’s ins tructio n alde s i g ne rs, as well as sup po r t  f rom theeducat i on  g i ant Pear so n,Meer a nd Wi ggin s ’2,000 st udents th is  fall w il l rece iv e o nli ne se g ment s, qui zzes, pr oblem sets, virtuals tudy groups,f or u m s— a rgua bly  much moreinte r acti on t h an  yo u ’d ev er fi nd fr o m an ordinary in-pe rs on cou rse.In a traditio nal lectur e , attendan ce d w in d les with eachpassi ng week. S t udents t une o ut. They  start se n d ing text s a ndbro wsi n g  d essert recipe s on P in terest. 

I nteract ive  on lin e c ou rses like  Meer an dWi gg in s’conti n uously f or ceat ten tionb ack on to th e ac tu al mat erial.S tu d e ntsus in g th e d ig italplat f orm  are re quired to  wa t ch s ho rt  videos  and then imm ed iately ans we r q uestio n s  testing  their attentiveness—th e y can’t  sk ip to o fa r ahead a nd“binge -le a rn” th e enti re se me ste r at on c e ,nor  c an they la g beh ind u nt il f inals w eek without the sy s tem  flashing war nin gs a t th em. Th e  co ur s e a l s o issues automa tic notifi ca t io ns—to both the  i nstruct or andthe s t udent—i f scoresdip too l ow , sh o w ing  that some one’s cl early not under s ta nding  th e subj ec t.
Imag ine th i s a s the  paren ta l cont rolsof  a premi er television package,only o verwh elm ingly mor e c u sto mized, ad vanc ed, intell ige nt. 

Mee r p u ts it  thi s  w ay: For t he f i rst time, “w e c a n  d o a diagnos i s for  kids —an d  not a n au topsy.”

If you w e nt to a big sc hool , you  kn o w ex ac tly what it’slik et o  have to  f ight to get  into acl a ss. T he arc ane ab surdity o fo utdate d en rol lment lot ter ie s . Econo mi cs studen ts a tA&M us ed tof acet h at problem, some times h aving todelay  g raduati o n th anks to ov ersubscribe d clas ses— and o nce in,  t here w asal so no guar a ntee they ’d ab sorb th etric kymateri al.O n linelear ni ngremoves p h y si c al  l i mit atio ns, s othou sands ofs tudentscan have
Another advantage_of in-person_lectures is that students_are privy_to_other’s questions_and_viewpoints. Critics might_argue that more_online learning means they_have fewer opportunities_for_exposure to different perspectives, for engrossing themselves in thoughtful debate.

“Do I think [this new_course]_is better_than_30_students and the Socratic method,_Dead Poets Society-style? Probably not,”_Meer admits._But, he counters, given the fact that A&M_has_to educate 50,000_undergrads, 3,000 of which need to take the microeconomics_class for their major, “it’s still_vastly superior to_delivering_a_lecture to 300 students_at 8 a.m. on a Friday_morning.”

With the help of A&M’s instructional_designers, as well as support from the_education giant Pearson, Meer and Wiggins’_2,000 students this fall will_receive online_segments, quizzes, problem sets, virtual_study groups, forums—arguably_much more_interaction than you’d_ever find from an ordinary in-person_course. In a_traditional lecture, attendance dwindles with each_passing_week. Students tune_out._They_start sending_texts and browsing_dessert_recipes on_Pinterest.

Interactive_online courses like Meer and Wiggins’_continuously_force attention back onto the actual material._Students using the digital_platform_are required to watch_short videos and then immediately_answer questions testing their attentiveness—they can’t_skip too_far ahead_and “binge-learn” the entire semester at once, nor can they lag_behind until finals week without the_system flashing warnings at_them. The_course_also issues automatic_notifications—to_both the_instructor and the student—if scores dip too_low, showing_that someone’s clearly not understanding the_subject.

Imagine this as the_parental_controls of a premier television package,_only overwhelmingly more customized, advanced, intelligent.

Meer_puts it this way: For_the_first_time, “we can do a_diagnosis for kids—and not an autopsy.”

If_you went to_a big school, you know exactly what_it’s_like to have to fight to_get_into a class. The arcane absurdity_of_outdated_enrollment lotteries. Economics students at_A&M used to face that problem,_sometimes having to delay graduation thanks to oversubscribed classes—and_once in, there_was also no guarantee they’d_absorb_the_tricky material. Online learning removes physical limitations, so thousands of_students can_have