There is a kind of education which can be done without personal presence and a kind of education which cannot. If any reader does not agree with this dichotomy, they are not thinking widely enough about education. Examples:
1). Shall we give degrees in the sciences without laboratory work?
2). Shall we give degrees in the engineering professions without actually learning the technologies hands-on?
3). Shall we embrace medical students, or health associated pre-professionals, without any direct involvement with the disciplines?
Such examples could go on. Note that this sort of analysis sets apart many of the most important disciplines from the online enthusiasm.
It is my rather experienced belief that it does not come anywhere near stopping there. [I'm not talking about Manziel and whatever situation he's engaging in. I have suspicions but who really cares?]. There is a potential in the human mind called ascending from mere concrete thinking to higher cognitive thinking. This is the Devil to teach as is. Cultivating the learner's true ability to become an analytical thinker, then a mind capable of true synthesis thinking, and then the ability to engage in high-level evaluation of complex subjects, understanding the multidimensionality of such problems, requires --- if you're going to succeed at all --- a personal teacher/ student and often small group/ teacher/ students dynamic which uses all the overtness and the subtleties of raw presence to achieve. "Virtual Presence" might get there someday, but we are miles off. [Persons here on IE continuously misunderstand the "other guy" due to the two-dimensionality of electronic exchange].
For certain subject matters you can "can" courses. I was a little bit of a large-audience lecture legend at WMU, and people occasionally asked if I thought I might film all my stuff and the University employ it online. Even there i didn't like the idea, because there is no better instant-opportunity for lighting a curiosity fire which might burn for a lifetime than the exact second the question arises in the student's mind and the hand goes up. Right then the educational process gets intensely personal and, if you're any good, a conflagration of the intellect's vision occurs. Pretty priceless, in my view.
I look at this movement towards "isolation education" as another dangerous aspect of a culture building boxes of convenience around its citizens, which will produce God Knows What increase in percentages of not only mediocrity and even bizarreness. Sure, some can self-educate. Most can't.
As to Manziel: anyone who says that this is not another evidence that these universities are making it a cakewalk for remaining eligible, is kidding themselves for some reason opaque to me.
I'm sorry but I flat out disagree with 90% of this post.
As an educator you should ABSOLUTELY want to film your courses and make them available to a wider audience. Giving people the opportunity to take your "legendary" course is limited to the number of seats in the auditorium. By filming the class and disseminating it you can reach a wider audience and have a greater impact by reaching more students. Also, there are many instances where people cannot attend classes for many reasons. For example, my wife gave birth to our son during law school and the law school was nice enough to tape all the lectures she missed while recovering so she wouldn't fall behind. Why wouldn't you want that? That's just one example of the MANY good reasons to offer your class in a different format than in-class lecture. Extenuating circumstances aside, what percentage of students participated in your lectures? I'm guessing it would be less than 10% (correct me if I'm wrong). Everyone is listening, taking notes, and absorbing. Why can't this be done at home? Or from a hospital bed? Or from another country, a ship at sea, the space station? It can and it should. Especially if there is the capability for participation from remote users, which in many cases exists.
Isolation Education - Are you any more or less isolated when in a lecture hall of a thousands students or when listening to a lecture in your living room by yourself? I would argue it is the same. The working world is increasingly going the way of independence. Companies are realizing that having offices and employees with commutes are expensive and not always productive. Obviously not all jobs can be this way but many can be made remote. In my opinion, as a society, we should embrace the potential for telecommuting because it is far less wasteful for a variety of reasons; money, gas, time, office space, etc. I worked at one job where we had weekly meetings (with video and audio) with counterparts across the U.S., Amsterdam, and India and it didn't take anything away from the team dynamic. In fact, it did the opposite because without that technology I wouldn't have been able to interact as well with my coworkers.
I also think the social impact of less interaction could be better for society than not. For example, when you work in an office there is a decorum and socialization that is expected to "fit in." Many times people simply do not fit into these types of environments and the socialization required is more work than the work they would be doing in itself. Many talented people might be better suited for telecommuting but the standards of society demand something different which is in my opinion asinine when we have the technology and general understanding of human behavior to optimize work environments to maximize productivity and happiness.
Sorry for the long rant. I just think that we should embrace the 21st century rather than fight against it. I think projects like Itunes U and MIT edX are brilliant and offer something to people that is far more valuable than an in-class-lecture at random school X with 1,000 other students sitting and taking notes.
In fact, go onto Itunes U, take Stanford's iOS programming course and you'll be blown away by the potential of online education.
http://www.nytimes.com/2012/05/03/education/harvard-and-mit-team-up-to-offer-free-online-courses.html?_r=0