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Online learning has generated enthusiasm for its potential to promote greater access to college by reducing the cost and time of commuting and by allowing students to study on a schedule that is optimal for them. The article explores why students might struggle in these courses, discusses current access barriers to online education, and offers suggestions on how public policy and institutional practice could be changed to allow online learning to better meet its potential in terms of improving both college access and student progression. Community College Research Center Teachers College, Columbia University |
