> Anyone who has come into personal contact with an inspiring professor at the top of his or her field knows that the experience can't be reproduced by remote c

> Anyone who has come into personal contact with an inspiring professor at the top of his or her field knows that the experience can't be reproduced by remote control; my own entire graduate school experience was made worthwhile by a single extraordinary teacher, without whom it might have been an utter waste of time. As a CS undergrad, I can tell you that I've studied under a few professors that are famous academically, but the lectures themselves were nothing to write home about. In fact, when video was available for a course, I'd save myself an hour of commuting and just watch the lecture at home. There might be certain disciplines where the style of the lecture is more dynamic, and where the lecturer needs to interact with the students, but I don't believe this to be the case with STEM subjects. Graduate school might be different, but I don't know much about that. > But what the school also overlooked is that students with academic problems may not be the best candidates for distance learning. "They need people almost literally holding their hands, watching them do work," says Newfield, "being there when they get frustrated at the moment when that happens." No one cares if you fail courses, and no one holds your hand in the University. The professor doesn't know you, and he isn't going to check up on your progress. The only difference is that you the professor might have office hours where you can ask him questions personally (something not many students do, by the way).