by Aryanna Bartholomew
April 17, 2025

As educational institutions continue to adapt to the evolving demands of students, the balance between online and in-person learning has become a central topic of discussion. At GCC, the shift toward online learning has been significant, with over 200 courses offered in this format. But how does online learning compare to traditional in-person classes, and why is this option so appealing to students?

Online learning has undergone dramatic changes in recent years, offering students more flexibility than ever before. Initially, online courses required students to attend campus for exams or live lectures. However, the rise of the internet and asynchronous courses has eliminated these requirements, giving students the freedom to learn at their own pace and on their own schedule.

Ed Levinstein, dean of Distributed Learning at GCC, explains that the college offers both online and in-person learning to meet student needs. “The philosophy behind offering both modalities is to provide what students need and to satisfy areas of demand,” Levinstein said. This flexibility allows students to balance their education with other commitments, such as work or family life. Levinstein, who also serves as an adjunct professor for the asynchronous version of GCC’s public speaking course (SPE-108), emphasizes that both synchronous (live sessions) and asynchronous courses are available. The decision to offer one format over the other often depends on factors such as faculty availability and course structure.

Many adjunct faculty members, such as Levinstein, also hold administrative roles at GCC, which can make teaching in a synchronous modality more challenging. Levinstein, for example, cannot teach while fulfilling his administrative duties as Dean.

To ensure online courses are accessible and effective, GCC has a dedicated team of course designers who work directly with professors. Their goal is to make courses user-friendly and accessible to all students, especially those with disabilities. Judith Littlejohn, director of Online Learning, emphasizes that making online learning easy to navigate is crucial. “We need to make [online learning] easy to navigate, not add to the challenge,” Littlejohn said.

While online learning offers flexibility, it also comes with its own challenges. Some students express frustration when their preferred in-person courses don’t attract enough enrollment, forcing them to take online versions instead. To address these concerns, GCC offers resources such as tutoring and virtual clubs to help students engage with the material and with fellow online learners. “We understand how frustrated students feel when they’re forced to go online. We try to support them as best we can,” Littlejohn said.

Feedback is also vital in online learning. Students who feel their needs are not being met by instructors are encouraged to provide anonymous feedback. Littlejohn ensures that all feedback is read and acted upon: “We read through it all and try to act on the feedback to resolve the issues,” she said.

GCC’s online programs adhere to the SUNY OSCQR rubric, ensuring that online courses offer an equivalent level of education to in-person classes. Courses are reviewed on a six-year cycle to ensure they remain current and effective. Additionally, all faculty teaching online courses must complete Regular and Substantive Interaction (RSI) training to effectively engage with students and provide timely, constructive feedback.

GCC is recognized by SUNY in its Online+ program for its exemplary online learning offerings, including programs in accounting and business administration that can be completed 100% online. Littlejohn also expressed interest in expanding and improving GCC’s microcredential offerings, with the goal of allowing students to complete them within one semester.

Kathleen Landy, GCC’s new provost (vice president of academic affairs), shared her vision for the future of online learning. “I envision a future where modality is flexible enough to accommodate all students. I reject the false dichotomy that it has to be either online or in-person. There’s room for both, and we can embrace both,” Landy said.

Like Littlejohn, Landy emphasizes the importance of student feedback in shaping the future of online learning. “It’s essential to amplify student voices to cultivate and embrace vitality,” Landy said. However, she stresses that collecting feedback is only part of the process. She said, “It’s just as important to thoughtfully use that feedback to improve the student experience.”