Our book gives several characteristics that affect success in online classes. Our textbook says the most important characteristic are interaction, support and problems with technology. I do feel that the structure and delivery of the online class are important, but equally important is student motivation and learning style. No matter how well designed the online class is, if you aren't motivated to do well in the course, you can run into problems. Individual learning styles also have a huge impact on whether or not students can be successful in online courses.
Personally, I find it hard to believe that students in traditional classrooms do not outperform virtual students. Through personal experience, I have found that online courses are something that do not appeal to me and usually do not match my learning style. While I was an undergraduate at FSU, I decided to take a few online classes over a summer semester. I took geology online because I needed an elective and had heard from other students that it was a good class to take online. After taking the class, I knew why it was recommended to me.
The effort required was minimal at best.
We took weekly online quizzes and posted to a discussion board. For the online quizzes, I usually waited until the last minute, skimmed over the chapter and used the index to find the answers to the questions. In my laziest moments, I would copy and paste the question directly into Google and get the answer. Was I learning anything? Not in the least. The discussion boards were more of an annoyance than a learning tool. I really didn't have anything to say, but I would skillfully craft some wordy response, to try to convince the professor I had some inkling of what I was talking about. In the end it achieved its purpose, summer financial aid and an easy A. If this was the experience I had as an adult, how this would be for an adolescent frightens me. Another concern I have is, anyone could have taken this class for me. There was nothing to verify that I took the class myself, or paid someone to take it.
Also, I think that some subjects may be better suited to online instruction than others. When I think about subjects that would be terrible to take online, I think of all of my upper level mathematics classes. Have you ever read a textbook on complex variables? Well I have, and let me tell you that without direct instruction from my professor, it would have looked like nothing more than gobbledygook on a page. Another example is physical education online. Yes, on paper it might meet the requirements, but the activities and progress charts can easily be fudged. On the other hand, some classes might fare better online. I took C++ programming in college as a traditional class. I feel like it would have been just as effective had I taken it online. Or our technology class for example, all the work is done on a computer anyway, why not take it online?
It all boils down to what works for you. It depends on how motivated you are, how interested you are in the subject and your commitment to learning. There is always a way to circumvent the work in an online class and the temptation to "skim and search" is ever present, but if you commit yourself to learning the material, online classes could be beneficial. I am not wholeheartedly against online classes and I see where they provide a convenience for people that do not have the time for traditional classes, but I don't foresee the end of traditional teachers happening any time soon. If I did, I wouldn't be in the EPI program. To me, it seems that there is a commonality among all of the areas of educational technology.
All of these things are useful, but should be used in moderation.