That's what my inbox has been telling me ever since my story two weeks ago about the inevitable invasion of MOOCs (massive open online courses) into higher education, "The Internet Will Not Ruin College." The negativity wasn't unanimous, but it was definitely illuminating.

Information is not the same as knowledge! Online education might work for remedial algebra or the basics of computer programming, conceded several professors, but when the goal is to teach students to think and write critically about history or literature, the benefits of teaching thousands of students simultaneously via their iPads becomes much hazier. University administrators pushing MOOCs, they argued, are more interested in cutting costs or finding new sources of revenue than in delivering the best education possible. Most students who do register for MOOCs never finish them, they warned, and the available data suggests the kinds of students who need the most educational assistance tend to be the ones who benefit the least from online classes.

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I am not arguing that we shouldn't be looking long and hard at exactly how online courses are "disrupting" education, with special attention devoted to who plans to profit from new delivery models and how taxpayers will inevitably get screwed. What I'm saying is we have to start from the position that the tidal wave is already here. Indignation, however righteous, is beside the point. The kids who are cutting their teeth on Khan Academy videos for help with their chemistry and calculus homework will grow up correctly assuming that there will always be low-cost or free educational opportunities available to them online in virtually any field of inquiry. They will naturally migrate to the best stuff and be less and less willing to pay for crap. This will cause a lot of trauma for the educational establishment, but that's not the problem of the next generation that wants to learn.

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