As I think about the title of this post, "Online Content Education", I become aware of the apparent contradiction or stress between the words content and education. Transmitting information -bits of facts and data could be considered "Content Education" but is it education in the sense of a formative process? What about the need to think critically, or the ability to communicate complex ideas?
These require added context and have to be developed during the learning process.
Science teaching appears to be one of the topics where content is well defined, and measurable outcomes could be designed for specific subjects. For instance in chemistry one can teach the periodic table and assess learning outcomes by developing questions that directly reflect if the student understands the periodic table.
It seems like a simple task; understanding the periodic table seems like a topic that can be boxed into a simple set of questions. Questions that would have a 'right' answer, which can be stated within a multiple choice set of questions where all but one are wrong. We can do that today easily within an 'online' format expanding access, allowing students who otherwise wouldn't be able to learn.
On the other hand if content is not the only thing, how will online instruction be detrimental to learning? In today's The Oregonian I read a guest column by Ramin Farahmandpur (Professor in the Department of Educational Leadership and Policy in Portland State University's Graduate School of Education) that clearly articulates how students in online classes lose the opportunity given by classroom discussion and interaction. Prof. Farahmandpur uses the word 'shortchange' to describe the loss of learning opportunities during online instruction and mentions how Western Governors University (A well known online private non-for-profit organization) had in 2012 the lowest graduation rates according to the CBS Money Watch Report. To read more click the following link http://www.oregonlive.com/opinion/index.ssf/2014/10/online_education_leaves_much_t.html