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It doesn't matter when you learn it, so long as you learn it. A student’s grade should reflect her current understanding of the course, not last month’s, not her understanding when it was convenient for me to assess her. Keep a loose grip on your students' grades. My assessment policy needs to direct my remediation of your skills. My comprehensive test on "Twelfth Night" won't do much for us two months down the road when you come in looking to patch yourself up. Assign separate scores to "Twelfth Night Themes," "Twelfth Night Vocabulary," and "Twelfth Night [whatever else it is you English teachers do]," scores which can be targeted and remediated individually. My assessment policy needs to incentivize your own remediation. How many students will put in the effort to remediate their skills if the reward isn't tangible and immediate? Traditionally, what do you have? The promise that your studying here at lunch is really gonna pay off on the next test? Which is in three weeks. The student's like, awesome, glad I came in.

Experts on distance education at community colleges said that the president's proposals on creating free online courses could be historic and transformative.

"And this will make it possible for a professor to complement his lecture with an online exercise, or for a student who can't be away from her family to still keep up with her coursework. We don't know where this kind of experiment will lead, but that's exactly why we ought to try it because I think there's a possibility that online education can provide especially for people who are already in the workforce and want to retrain the chance to upgrade their skills without having to quit their job."

He said that the college has expanded courses offered online, and in the early morning, or nights or weekends, but that "the bottom line is that we have to build capacity."