Add
to this trend that, more and more, schools are finding it difficult to
refuse credit to students who have learned, for
example, French or statistics in
an alternative way and can produce evidence of
competence. At some point,
college and especially high school educators have
to ask themselves why students
should be required to sit in their courses when
the same information (and course
credit) is available elsewhere for less hassle,
with more immediate or more
personal feedback, and with less drag and
interference from unmotivated peers."
