Rhetorical Analysis Of Chubb And Moe: Higher Education's Online Revolution

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A Rhetorical Analysis of “Chubb and Moe: Higher Education 's Online Revolution” by John E. Chubb and Terry M. Moe

In beginning, the article Chubb and Moe: Higher Education 's Online Revolution” by John E. Chubb and Terry M. Moe defines the important impact of online technology in the field of teaching as a form of revolutionary change in collegiate education. The ethos of the Chubb and Moe (2012) is based on the elite educational institutions of Harvard University and MIT as supporters of global educational products, such as edX, that define the importance of computer technology as a means of educating people around the world. The message of American elite educational institutions is founded on the premise that technology (which is cheap)
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In some ways, Chubb and Moe (2012) act as propagandists for the claim that teachers and administrators need to accept this new “revolution” in education, even if it threatens their job security: “For now, policy makers, educators and entrepreneurs alike need to recognize that this is a revolution” (para.11). These are some of the more emotional and unsubstantiated claims of this article, which assumes teachers will not see this form of online technology as a threat to their role as “brick and mortar” teachers in the low-cost” technology that Harvard and MIT are now proposing for international markets. Finally, the logos of this article defines the overarching problem with computer technology as a cheaper and more effective way of learning that does not utilize real teachers in a live classroom. More so, the authors fail to explain how this will effect teachers that will lose employment due to these new forms of online experiences. One important limitation is how professors will be teaching an American curriculum at a Chinese or Indian culture. The “balance of “direct” teaching is posited by the authors as being intermeshed with offline homework and

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