Education: Web's New Come-On
By LISA GUERNSEY
March 16, 2000, Thursday
New York Times
A FEW years ago, when educators and company executives first talked about
the prospects of online education, they borrowed terms from the business
world. Students are consumers, they said. Treat them as valued customers
and offer them convenient courses at prices they can afford.
Traditionalists cringed at the commercial mentality. But many were
heartened by the thought that the product being packaged was still
education. And few disagreed that adult students, especially, would do
some comparison shopping before devoting their time to an online course.
Now a group of Internet entrepreneurs is trying to turn the shopping
analogy into something more literal. Students are not merely consumers of
knowledge, they argue. They are consumers, period.
A student in a photography course, for example, could be in the market for
a new camera. Someone learning French might be inclined to buy a travel
guide or airline tickets. Instead of relying solely on revenue from
tuition, the entrepreneurs asked, why not offer online courses -- perhaps
even free ones -- and make money from people who might shop while they
study? Why not use education as a marketing tool to attract potential
shoppers the way other sites use free e-mail or home pages?
Michael Rosenfelt, the founder of
notHarvard.com (
notharvard.com), argues
that the combination of courses and consumerism will be the next marketing
wave to hit the Internet. ''Education has always been at the basis of
commerce,'' said Mr. Rosenfelt, who coined the term eduCommerce to
describe the concept. ''Sellers need to teach, and buyers want to learn.''
Some who follow trends in education do not know whether to be amused or
appalled by the concept. ''It would be interesting to consider what is
meant by the term 'course,' '' said Alex Molnar, director of the Center
for the Analysis of Commercialism in Education at the University of
Wisconsin in Milwaukee. ''If you mean something as straightforward as
having people learn a fact they didn't know before, that certainly doesn't
rise to the level of a course as most people think of it.''
William L. Rukeyser, a former official in California's Department of
Education and director of a nonprofit organization called Learning in the
Real World, also questions the concept. ''If the so-called education has
the intent of getting people to buy a product,'' Mr. Rukeyser said, ''then
there is an open question as to whether it can be dignified with the name
education at all.''
But the companies involved are confident that adult students, their
primary targets, will understand the value of these courses.
notHarvard.com is banking on the concept entirely. Instead of charging
tuition, it is making deals with commercial Web sites that will offer the
courses at no charge in an attempt to acquire new customers.
''We make no pretense that this is, in fact, a for-profit venture,'' said
Mr. Rosenfelt, who once had the title ''marketing weasel'' on his business
card.
(Officials at Harvard University are not content with the apparent
differences between their institution's name and that of
notHarvard.com.
They have asked lawyers to explore whether
notHarvard.com's name is a
trademark infringement.)
Other companies that hope to profit from student shoppers include
Learn2.com, Smart Planet and Hungry Minds.
Learn2.com (
learn2.com) creates
its own courses and tutorials; most of them are free, but some are
subsidized by courses that cost money. Smart Planet (
smartplanet.com) and
Hungry Minds (www.hungryminds .com) are designed to be clearinghouses for
online courses developed primarily by other companies and universities.
Most of their courses are not free, so the sites make some money on
commissions on tuition or on sales of CD-ROM tutorials.
But for all three companies, shopping still plays a role: students at each
site are invited to make online purchases, and the sites pockets a
percentage of each sale.
''We are essentially a marketing platform,'' said Stuart Skorman, chief
executive and founder of Hungry Minds. In his company's case, that
marketing takes the form of promoting courses that are available for a fee
from places like the University of California at Los Angeles and consumer
products from stores like
Reel.com and
Amazon.com. Students browsing
Hungry Minds courses, which include subjects like art history and
alternative medicine, are invited to shop in the Knowledge Store, where
they can buy items like books, music and software.
Such mixtures of marketing and education could backfire, critics say.
Adults may shun courses that seem to focus more on selling than teaching.
And qualified instructors may not want to teach for companies that can
change the content of the courses the instructors want to teach or are
blatantly using education as a way to increase sales.
Dr. Molnar said he could not imagine spending his time as an instructor
for such sites and did not expect that his colleagues or students would
want to, either. ''That is not an edifying model of a scholar,'' Dr.
Molnar said. ''That is a scholar as a used car salesman.''
But Chris Dobbrow, president and chief executive of Smart Planet, said the
strategy could work, as long as lines are drawn between course content and
advertising. ''The trick,'' he said, ''is not to make it an infomercial.''
A Web site called CodeWarriorU (www .codewarrioru.com) provides a view of
the kind of education offered by
notHarvard.com. CodeWarriorU was
developed by
notHarvard.com for Metrowerks, a software maker that creates
tools for computer programmers. Its first courses were offered in
February: one on C++ programming for the Macintosh and another called an
introduction to Code Warrior, one of Metrowerks's software packages. In
both courses, instructors posted new lessons every week and responded to
questions posed by students on the course bulletin board.
In the introductory Code Warrior class, the instructor was Joe Zobkiw, a
software developer who started his own company. The class on C++ was
taught by Ronald Liechty, a Metrowerks employee who has been teaching
similar classes for more than six years. Metrowerks screens all
instructors to determine whether they know the material and can lead a
class, said David Perkins, the company's chief executive.
By the end of February, the courses had attracted more than 2,000 students
-- well over the 500-student limit per course. Many who did not sign up in
time audited the course by reading lesson plans without posting any
messages.
To register, students were asked to provide their names and e-mail
addresses and to identify their interests.
notHarvard.com collects that
data, Mr. Rosenfelt said, only to get a sense of what courses it should
offer. Students were also directed to a Web page that listed the course's
required materials, which included a book on C++ and one of two versions
of Code Warrior software, priced at $49 or $119.
That unabashed attempt to promote the software did not faze Karl Kornel, a
high school senior in Cincinnati who took both courses. ''I saw obviously
that they were planning to sell some kind of products,'' Mr. Kornel said.
''I wasn't surprised.'' He had already bought the software to supplement a
computer-science course he was taking at school, so he was able to take
the courses by spending only $36, the cost of the book.
Mr. Kornel said the course had been better than just reading a textbook or
a tutorial because he could interact online with other students and the
instructor. ''It's pretty well laid out, I must admit,'' he said.
Yet when asked if such a course would ever replace computer courses
offered by universities, Mr. Kornel was skeptical. ''If you are paying for
education, it is probably going to be written with a lot more
forethought,'' Mr. Kornel said, adding, ''I have not heard of any colleges
saying, 'We'll give you credit for CodeWarriorU courses.' ''
notHarvard.com is developing courses for other commercial Web sites, each
of which will be designed with input from the host companies. The
CodeWarriorU courses, for example, are fairly light on advertising, Mr.
Rosenfelt said.
Other companies may want to promote more products, but Mr. Rosenfelt said
his company would try to ensure that the course content did not become an
advertisement. A site sponsored by a car dealership, he said, would not
offer a course on how to select the best car dealership or even the best
car. Instead, it might offer a course on car maintenance, in the hope that
people would come back to the site to shop. ''As with anything,'' Mr.
Rosenfelt said, ''there are agendas. We just need to be sure that we are
upfront about what this is.''
But Mr. Rukeyser, whose organization examines educational technology's
effect on the way students learn, wonders whether the terms ''education''
and ''courses'' are deceptive in the case of
notHarvard.com. ''There is a
cloak of objectivity and disinterest that wraps around somebody who says,
'I'm here as an educator,' '' Mr. Rukeyser said. Sites that are offering
courses as part of a marketing strategy, he said, should ask themselves:
''Are the signals clear enough for people to perceive it is in fact
primarily advertising and secondarily instructional?''
A site like Hungry Minds raises slightly different questions. Instead of
developing courses that are offered through the Web sites of specific
companies, it displays online courses created by its own online guides or
by outside instructors. The site encourages those course creators to list
related Web sites, books and videos.
''When someone recommends something, it's totally from the heart,'' said
Mr. Skorman, of Hungry Minds. ''It's not, 'Let's sell something because we
can make money.' '' And what if a teacher has written a book and lists it
as required reading? ''We're going to watch it very, very closely,'' Mr.
Skorman said. ''If they are going to sell their own book, we'll say this
is their book and they'll profit from it.'' (Questions about such
potential conflicts, of course, can also arise on even the most
prestigious campuses.)
Steve Gott, the president and chief executive of
Learn2.com, said that it
might take awhile for consumers to become used to linkages between
commerce and online learning. ''It's a new concept, to buy while you
learn,'' Mr. Gott said, ''but we're there and ready for it, when people
become accustomed to it.''
The sites' founders say they are not trying to replicate the experience of
traditional offline and online college courses. Instead, the commercial
sites' courses are intended to attract adults who are engaged in what is
called ''lifelong learning,'' a buzzword among college administrators and
among people running corporate-training and continuing-education programs.
The Internet is considered by many experts to be the main arena for this
new version of education, and universities have been scrambling for the
past few years to stake out their spaces online. Many colleges are already
offering online education tailored to adults, like the State University of
New York, which delivers hundreds of such courses, many for college
credit, and New York University, which offers many noncredit courses
through the Internet.
Now colleges face competition from commercial Web sites that may not offer
exactly the same kinds of courses but have the potential to overlap in
areas like computer training and self-improvement courses.
''There is nothing wrong with traditional education,'' Mr. Skorman said.
''But it is just a piece of the puzzle.''
Even offline, education comes in many forms. The Home Depot, for example,
sometimes offers free how-to classes. No one is forced to buy Home Depot
products, but it is obvious that The Home Depot is using the classes to
win customers and build loyalty to its brand.
Mr. Rosenfelt of
notHarvard.com said the Home Depot model was similar to
what he was trying to do online, with a much larger audience. He likes to
say that his company is simply offering people another choice. ''It's like
saying: 'Hey, you can go physically take classes, you can go online and
pay for them, or if you'd like, there is a new option, which is this
notion of eduCommerce. Here are free courses taught by branded, compelling
instructors. They are free, but they are sponsored by a company,' '' he
said.
At the same time, he said,
notHarvard.com has to remember that people will
not take courses that feel like advertisements. ''Education is a lot more
than simply a veiled marketing message,'' he added. ''We have to provide,
and we think education provides, a real value to consumers.''