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That's because the technology required for online courses isn't always easily accessible or affordable for these students. Although the course may be cheaper than classroom-based courses, the Campaign for the Future of Higher Education argues in a report released Wednesday low-income students might still have a harder time accessing it.
In its report, the third in a series examining the influence of private money in online education, the faculty organization cites a 2013 report from the U.S. Census Bureau analyzing computer and Internet use in the United States. In 2011, for example, about 76 percent of non-Hispanic white households and 83 percent of Asian households reported Internet use at home, compared with 58 percent of Hispanic households and 57 percent of black households.
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"We have to wrap our heads around the fact that we can't make assumptions that this will be so simple because everyone will just fire up their computers and do the work," says Lillian Taiz, a professor at California State University, Los Angeles, and president of the California Faculty Association.
Similarly, about 57 percent of individuals living in low-income households (with incomes below $25,000) reported having a computer at home.
But aside from Internet access, another problem is aging and out-of-date computing power.
Paul LeBlanc, president of Southern New Hampshire University – the first institution to run a federal government-backed competency-based online education program – says many times students run into problems when they can't run certain applications on their computers or don't have a webcam to communicate with instructors and peers.
Many students, Taiz says, don't have computers at home, high-speed Internet access, smart phones, or other technologies necessary to access course content.
"A student who has to come to campus to use campus computers is not getting any of the theoretical benefits of working at their own pace or working at home," says Taiz, a member of the Campaign for the Future of Higher Education.