Size (d)
n: the Number of Studies included in Meta-Analysis; Hedges g: average effect size
p: significance level of the effect size; S error : standard error; EB low – EB up : lower and upper limits of the effect size
The square symbols in the forest graph in Fig. 3 represent the effect sizes, while the horizontal lines show the intervals in 95% confidence of the effect sizes, and the diamond symbol shows the overall effect size. When the forest graph is analyzed, it is seen that the lower and upper limits of the combined effect sizes are generally close to each other, and the study loads are similar. This similarity in terms of study loads indicates the similarity of the contribution of the combined studies to the overall effect size.
Figure 3 clearly represents that the study of Liu and others (Liu et al., 2018 ) has the lowest, and the study of Ercan and Bilen ( 2014 ) has the highest effect sizes. The forest graph shows that all the combined studies and the overall effect are positive. Furthermore, it is simply understood from the forest graph in Fig. 3 and the effect size statistics in Table Table3 3 that the results of the meta-analysis study conducted with 27 studies and analyzing the effect of online education on academic achievement illustrate that this relationship is on average level (= 0.409).
After the analysis of the effect size in the study, whether the studies included in the analysis are distributed heterogeneously or not has also been analyzed. The heterogeneity of the combined studies was determined through the Q and I 2 tests. As a result of the heterogeneity test, Q statistical value was calculated as 29.576. With 26 degrees of freedom at 95% significance level in the chi-square table, the critical value is accepted as 38.885. The Q statistical value (29.576) counted in this study is lower than the critical value of 38.885. The I 2 value, which is the complementary of the Q statistics, is 12.100%. This value indicates that the accurate heterogeneity or the total variability that can be attributed to variability between the studies is 12%. Besides, p value is higher than (0.285) p = 0.05. All these values [Q (26) = 29.579, p = 0.285; I2 = 12.100] indicate that there is a homogeneous distribution between the effect sizes, and fixed effects model should be used to interpret these effect sizes. However, some researchers argue that even if the heterogeneity is low, it should be evaluated based on the random effects model (Borenstein et al., 2007 ). Therefore, this study gives information about both models. The heterogeneity of the combined studies has been attempted to be explained with the characteristics of the studies included in the analysis. In this context, the final purpose of the study is to determine the effect of the country, academic level, and year variables on the findings. Accordingly, the statistics regarding the comparison of the stated relations according to the countries where the studies were conducted are given in Table Table4 4 .
The dispersion of the studies according to the countries and the heterogeneity test results
Country | Confidence interval (%95) | Heterogeneity test | ||||||
---|---|---|---|---|---|---|---|---|
n | Effect size (d) | Lower limit | Upper limit | Q | sd | |||
Academic Success | Turkey | 4 | 0.575 | 0.304 | 0.846 | 5.306 | 3 | 0.151 |
Taiwan | 15 | 0.370 | 0.236 | 0.503 | ||||
USA | 4 | 0.218 | -0.0092 | 0.528 | ||||
Others | 4 | 0.596 | 0.345 | 0.847 |
As seen in Table Table4, 4 , the effect of online education on academic achievement does not differ significantly according to the countries where the studies were conducted in. Q test results indicate the heterogeneity of the relationships between the variables in terms of countries where the studies were conducted in. According to the table, the effect of online education on academic achievement was reported as the highest in other countries, and the lowest in the US. The statistics regarding the comparison of the stated relations according to the class levels are given in Table Table5 5 .
The dispersion of the studies according to the class level and the heterogeneity test results
Level | Confidence interval (%95) | Heterogeneity test | ||||||
---|---|---|---|---|---|---|---|---|
n | Effect size (d) | Lower limit | Upper limit | Q | Sd | |||
Academic Success | 4. Class | 2 | 0.588 | 0.211 | 0.965 | 2.427 | 4 | 0.658 |
5. Class | 6 | 0.395 | 0.203 | 0.587 | ||||
6. Class | 9 | 0.472 | 0.272 | 0.671 | ||||
7. Class | 5 | 0.358 | 0.055 | 0.660 | ||||
8. Class | 5 | 0.266 | -0.007 | 0.539 |
As seen in Table Table5, 5 , the effect of online education on academic achievement does not differ according to the class level. However, the effect of online education on academic achievement is the highest in the 4 th class. The statistics regarding the comparison of the stated relations according to the class levels are given in Table Table6 6 .
The dispersion of the studies according to the school subjects and the heterogeneity test results
Subjects | Confidence interval (%95) | Heterogeneity test | ||||||
---|---|---|---|---|---|---|---|---|
n | Effect size (d) | Lower limit | Upper limit | Q | Sd | |||
Academic Success | Art | 2 | 0.109 | -0.329 | 0.547 | 10.996 | 7 | 0.139 |
Biology | 1 | 0.078 | -0.234 | 0.391 | ||||
ICT | 3 | 0.659 | 0.406 | 0.913 | ||||
English | 5 | 0.365 | 0.075 | 0.656 | ||||
Math | 4 | 0.386 | 0.077 | 0.695 | ||||
Nature | 3 | 0.405 | 0.159 | 0.651 | ||||
Science | 6 | 0.534 | 0.294 | 0.774 | ||||
Social Sciences | 3 | 0.409 | 0.063 | 0.756 |
As seen in Table Table6, 6 , the effect of online education on academic achievement does not differ according to the school subjects included in the studies. However, the effect of online education on academic achievement is the highest in ICT subject.
The obtained effect size in the study was formed as a result of the findings attained from primary studies conducted in 7 different countries. In addition, these studies are the ones on different approaches to online education (online learning environments, social networks, blended learning, etc.). In this respect, the results may raise some questions about the validity and generalizability of the results of the study. However, the moderator analyzes, whether for the country variable or for the approaches covered by online education, did not create significant differences in terms of the effect sizes. If significant differences were to occur in terms of effect sizes, we could say that the comparisons we will make by comparing countries under the umbrella of online education would raise doubts in terms of generalizability. Moreover, no study has been found in the literature that is not based on a special approach or does not contain a specific technique conducted under the name of online education alone. For instance, one of the commonly used definitions is blended education which is defined as an educational model in which online education is combined with traditional education method (Colis & Moonen, 2001 ). Similarly, Rasmussen ( 2003 ) defines blended learning as “a distance education method that combines technology (high technology such as television, internet, or low technology such as voice e-mail, conferences) with traditional education and training.” Further, Kerres and Witt (2003) define blended learning as “combining face-to-face learning with technology-assisted learning.” As it is clearly observed, online education, which has a wider scope, includes many approaches.
As seen in Table Table7, 7 , the effect of online education on academic achievement does not differ according to online education approaches included in the studies. However, the effect of online education on academic achievement is the highest in Web Based Problem Solving Approach.
The dispersion of the studies according to the online education approaches and the heterogeneity test results
Subjects | Confidence interval (%95) | Heterogeneity test | ||||||
---|---|---|---|---|---|---|---|---|
n | Effect size (d) | Lower limit | Upper limit | Q | Sd | |||
Online Education Approaches | Computer Assisted Learning | 2 | 0.433 | 0.054 | 0.812 | 10.245 | 7 | 0.175 |
Online Learning Environments | 11 | 0.416 | 0.263 | 0.569 | ||||
Digital Story Telling | 3 | 0.332 | 0.049 | 0.615 | ||||
Blended Learning | 2 | 0.586 | 0.208 | 0.964 | ||||
Mobile Learning | 3 | 0.463 | 0.216 | 0.711 | ||||
Learning by Social Networks | 2 | 0.409 | 0.049 | 0.768 | ||||
Web Based Problem Solving | 2 | 0.842 | 0.417 | 1.267 | ||||
Web Based Learning | 2 | 0.096 | -0.176 | 0.368 |
Considering the developments during the pandemics, it is thought that the diversity in online education applications as an interdisciplinary pragmatist field will increase, and the learning content and processes will be enriched with the integration of new technologies into online education processes. Another prediction is that more flexible and accessible learning opportunities will be created in online education processes, and in this way, lifelong learning processes will be strengthened. As a result, it is predicted that in the near future, online education and even digital learning with a newer name will turn into the main ground of education instead of being an alternative or having a support function in face-to-face learning. The lessons learned from the early period online learning experience, which was passed with rapid adaptation due to the Covid19 epidemic, will serve to develop this method all over the world, and in the near future, online learning will become the main learning structure through increasing its functionality with the contribution of new technologies and systems. If we look at it from this point of view, there is a necessity to strengthen online education.
In this study, the effect of online learning on academic achievement is at a moderate level. To increase this effect, the implementation of online learning requires support from teachers to prepare learning materials, to design learning appropriately, and to utilize various digital-based media such as websites, software technology and various other tools to support the effectiveness of online learning (Rolisca & Achadiyah, 2014 ). According to research conducted by Rahayu et al. ( 2017 ), it has been proven that the use of various types of software increases the effectiveness and quality of online learning. Implementation of online learning can affect students' ability to adapt to technological developments in that it makes students use various learning resources on the internet to access various types of information, and enables them to get used to performing inquiry learning and active learning (Hart et al., 2019 ; Prestiadi et al., 2019 ). In addition, there may be many reasons for the low level of effect in this study. The moderator variables examined in this study could be a guide in increasing the level of practical effect. However, the effect size did not differ significantly for all moderator variables. Different moderator analyzes can be evaluated in order to increase the level of impact of online education on academic success. If confounding variables that significantly change the effect level are detected, it can be spoken more precisely in order to increase this level. In addition to the technical and financial problems, the level of impact will increase if a few other difficulties are eliminated such as students, lack of interaction with the instructor, response time, and lack of traditional classroom socialization.
In addition, COVID-19 pandemic related social distancing has posed extreme difficulties for all stakeholders to get online as they have to work in time constraints and resource constraints. Adopting the online learning environment is not just a technical issue, it is a pedagogical and instructive challenge as well. Therefore, extensive preparation of teaching materials, curriculum, and assessment is vital in online education. Technology is the delivery tool and requires close cross-collaboration between teaching, content and technology teams (CoSN, 2020 ).
Online education applications have been used for many years. However, it has come to the fore more during the pandemic process. This result of necessity has brought with it the discussion of using online education instead of traditional education methods in the future. However, with this research, it has been revealed that online education applications are moderately effective. The use of online education instead of face-to-face education applications can only be possible with an increase in the level of success. This may have been possible with the experience and knowledge gained during the pandemic process. Therefore, the meta-analysis of experimental studies conducted in the coming years will guide us. In this context, experimental studies using online education applications should be analyzed well. It would be useful to identify variables that can change the level of impacts with different moderators. Moderator analyzes are valuable in meta-analysis studies (for example, the role of moderators in Karl Pearson's typhoid vaccine studies). In this context, each analysis study sheds light on future studies. In meta-analyses to be made about online education, it would be beneficial to go beyond the moderators determined in this study. Thus, the contribution of similar studies to the field will increase more.
The purpose of this study is to determine the effect of online education on academic achievement. In line with this purpose, the studies that analyze the effect of online education approaches on academic achievement have been included in the meta-analysis. The total sample size of the studies included in the meta-analysis is 1772. While the studies included in the meta-analysis were conducted in the US, Taiwan, Turkey, China, Philippines, Ireland, and Georgia, the studies carried out in Europe could not be reached. The reason may be attributed to that there may be more use of quantitative research methods from a positivist perspective in the countries with an American academic tradition. As a result of the study, it was found out that the effect size of online education on academic achievement (g = 0.409) was moderate. In the studies included in the present research, we found that online education approaches were more effective than traditional ones. However, contrary to the present study, the analysis of comparisons between online and traditional education in some studies shows that face-to-face traditional learning is still considered effective compared to online learning (Ahmad et al., 2016 ; Hamdani & Priatna, 2020 ; Wei & Chou, 2020 ). Online education has advantages and disadvantages. The advantages of online learning compared to face-to-face learning in the classroom is the flexibility of learning time in online learning, the learning time does not include a single program, and it can be shaped according to circumstances (Lai et al., 2019 ). The next advantage is the ease of collecting assignments for students, as these can be done without having to talk to the teacher. Despite this, online education has several weaknesses, such as students having difficulty in understanding the material, teachers' inability to control students, and students’ still having difficulty interacting with teachers in case of internet network cuts (Swan, 2007 ). According to Astuti et al ( 2019 ), face-to-face education method is still considered better by students than e-learning because it is easier to understand the material and easier to interact with teachers. The results of the study illustrated that the effect size (g = 0.409) of online education on academic achievement is of medium level. Therefore, the results of the moderator analysis showed that the effect of online education on academic achievement does not differ in terms of country, lecture, class level, and online education approaches variables. After analyzing the literature, several meta-analyses on online education were published (Bernard et al., 2004 ; Machtmes & Asher, 2000 ; Zhao et al., 2005 ). Typically, these meta-analyzes also include the studies of older generation technologies such as audio, video, or satellite transmission. One of the most comprehensive studies on online education was conducted by Bernard et al. ( 2004 ). In this study, 699 independent effect sizes of 232 studies published from 1985 to 2001 were analyzed, and face-to-face education was compared to online education, with respect to success criteria and attitudes of various learners from young children to adults. In this meta-analysis, an overall effect size close to zero was found for the students' achievement (g + = 0.01).
In another meta-analysis study carried out by Zhao et al. ( 2005 ), 98 effect sizes were examined, including 51 studies on online education conducted between 1996 and 2002. According to the study of Bernard et al. ( 2004 ), this meta-analysis focuses on the activities done in online education lectures. As a result of the research, an overall effect size close to zero was found for online education utilizing more than one generation technology for students at different levels. However, the salient point of the meta-analysis study of Zhao et al. is that it takes the average of different types of results used in a study to calculate an overall effect size. This practice is problematic because the factors that develop one type of learner outcome (e.g. learner rehabilitation), particularly course characteristics and practices, may be quite different from those that develop another type of outcome (e.g. learner's achievement), and it may even cause damage to the latter outcome. While mixing the studies with different types of results, this implementation may obscure the relationship between practices and learning.
Some meta-analytical studies have focused on the effectiveness of the new generation distance learning courses accessed through the internet for specific student populations. For instance, Sitzmann and others (Sitzmann et al., 2006 ) reviewed 96 studies published from 1996 to 2005, comparing web-based education of job-related knowledge or skills with face-to-face one. The researchers found that web-based education in general was slightly more effective than face-to-face education, but it is insufficient in terms of applicability ("knowing how to apply"). In addition, Sitzmann et al. ( 2006 ) revealed that Internet-based education has a positive effect on theoretical knowledge in quasi-experimental studies; however, it positively affects face-to-face education in experimental studies performed by random assignment. This moderator analysis emphasizes the need to pay attention to the factors of designs of the studies included in the meta-analysis. The designs of the studies included in this meta-analysis study were ignored. This can be presented as a suggestion to the new studies that will be conducted.
Another meta-analysis study was conducted by Cavanaugh et al. ( 2004 ), in which they focused on online education. In this study on internet-based distance education programs for students under 12 years of age, the researchers combined 116 results from 14 studies published between 1999 and 2004 to calculate an overall effect that was not statistically different from zero. The moderator analysis carried out in this study showed that there was no significant factor affecting the students' success. This meta-analysis used multiple results of the same study, ignoring the fact that different results of the same student would not be independent from each other.
In conclusion, some meta-analytical studies analyzed the consequences of online education for a wide range of students (Bernard et al., 2004 ; Zhao et al., 2005 ), and the effect sizes were generally low in these studies. Furthermore, none of the large-scale meta-analyzes considered the moderators, database quality standards or class levels in the selection of the studies, while some of them just referred to the country and lecture moderators. Advances in internet-based learning tools, the pandemic process, and increasing popularity in different learning contexts have required a precise meta-analysis of students' learning outcomes through online learning. Previous meta-analysis studies were typically based on the studies, involving narrow range of confounding variables. In the present study, common but significant moderators such as class level and lectures during the pandemic process were discussed. For instance, the problems have been experienced especially in terms of eligibility of class levels in online education platforms during the pandemic process. It was found that there is a need to study and make suggestions on whether online education can meet the needs of teachers and students.
Besides, the main forms of online education in the past were to watch the open lectures of famous universities and educational videos of institutions. In addition, online education is mainly a classroom-based teaching implemented by teachers in their own schools during the pandemic period, which is an extension of the original school education. This meta-analysis study will stand as a source to compare the effect size of the online education forms of the past decade with what is done today, and what will be done in the future.
Lastly, the heterogeneity test results of the meta-analysis study display that the effect size does not differ in terms of class level, country, online education approaches, and lecture moderators.
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How effective is online learning what the research does and doesn't tell us.
Susanna Loeb, Professor of Education, on the effectiveness of online learning for K-12 students.
In the fifth essay of the Education Week series "Weighing the Research: What Works, What Doesn't," Professor of Education Susanna Loeb explores the effectiveness of online learning in K-12 education. "It is not surprising that in-person courses are, on average, more effective. Being in person with teachers and other students creates social pressures and benefits that can help motivate students to engage. Some students do as well in online courses as in in-person courses, some may actually do better, but, on average, students do worse in the online setting, and this is particularly true for students with weaker academic backgrounds."
How Effective Is Online Learning? What the Research Does and Doesn't Tell Us — Education Week
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The coronavirus pandemic has forced students and educators across all levels of education to rapidly adapt to online learning. The impact of this — and the developments required to make it work — could permanently change how education is delivered.
The COVID-19 pandemic has forced the world to engage in the ubiquitous use of virtual learning. And while online and distance learning has been used before to maintain continuity in education, such as in the aftermath of earthquakes 1 , the scale of the current crisis is unprecedented. Speculation has now also begun about what the lasting effects of this will be and what education may look like in the post-COVID era. For some, an immediate retreat to the traditions of the physical classroom is required. But for others, the forced shift to online education is a moment of change and a time to reimagine how education could be delivered 2 .
Online education has traditionally been viewed as an alternative pathway, one that is particularly well suited to adult learners seeking higher education opportunities. However, the emergence of the COVID-19 pandemic has required educators and students across all levels of education to adapt quickly to virtual courses. (The term ‘emergency remote teaching’ was coined in the early stages of the pandemic to describe the temporary nature of this transition 3 .) In some cases, instruction shifted online, then returned to the physical classroom, and then shifted back online due to further surges in the rate of infection. In other cases, instruction was offered using a combination of remote delivery and face-to-face: that is, students can attend online or in person (referred to as the HyFlex model 4 ). In either case, instructors just had to figure out how to make it work, considering the affordances and constraints of the specific learning environment to create learning experiences that were feasible and effective.
The use of varied delivery modes does, in fact, have a long history in education. Mechanical (and then later electronic) teaching machines have provided individualized learning programmes since the 1950s and the work of B. F. Skinner 5 , who proposed using technology to walk individual learners through carefully designed sequences of instruction with immediate feedback indicating the accuracy of their response. Skinner’s notions formed the first formalized representations of programmed learning, or ‘designed’ learning experiences. Then, in the 1960s, Fred Keller developed a personalized system of instruction 6 , in which students first read assigned course materials on their own, followed by one-on-one assessment sessions with a tutor, gaining permission to move ahead only after demonstrating mastery of the instructional material. Occasional class meetings were held to discuss concepts, answer questions and provide opportunities for social interaction. A personalized system of instruction was designed on the premise that initial engagement with content could be done independently, then discussed and applied in the social context of a classroom.
These predecessors to contemporary online education leveraged key principles of instructional design — the systematic process of applying psychological principles of human learning to the creation of effective instructional solutions — to consider which methods (and their corresponding learning environments) would effectively engage students to attain the targeted learning outcomes. In other words, they considered what choices about the planning and implementation of the learning experience can lead to student success. Such early educational innovations laid the groundwork for contemporary virtual learning, which itself incorporates a variety of instructional approaches and combinations of delivery modes.
Fast forward to 2020, and various further educational innovations have occurred to make the universal adoption of remote learning a possibility. One key challenge is access. Here, extensive problems remain, including the lack of Internet connectivity in some locations, especially rural ones, and the competing needs among family members for the use of home technology. However, creative solutions have emerged to provide students and families with the facilities and resources needed to engage in and successfully complete coursework 7 . For example, school buses have been used to provide mobile hotspots, and class packets have been sent by mail and instructional presentations aired on local public broadcasting stations. The year 2020 has also seen increased availability and adoption of electronic resources and activities that can now be integrated into online learning experiences. Synchronous online conferencing systems, such as Zoom and Google Meet, have allowed experts from anywhere in the world to join online classrooms 8 and have allowed presentations to be recorded for individual learners to watch at a time most convenient for them. Furthermore, the importance of hands-on, experiential learning has led to innovations such as virtual field trips and virtual labs 9 . A capacity to serve learners of all ages has thus now been effectively established, and the next generation of online education can move from an enterprise that largely serves adult learners and higher education to one that increasingly serves younger learners, in primary and secondary education and from ages 5 to 18.
The COVID-19 pandemic is also likely to have a lasting effect on lesson design. The constraints of the pandemic provided an opportunity for educators to consider new strategies to teach targeted concepts. Though rethinking of instructional approaches was forced and hurried, the experience has served as a rare chance to reconsider strategies that best facilitate learning within the affordances and constraints of the online context. In particular, greater variance in teaching and learning activities will continue to question the importance of ‘seat time’ as the standard on which educational credits are based 10 — lengthy Zoom sessions are seldom instructionally necessary and are not aligned with the psychological principles of how humans learn. Interaction is important for learning but forced interactions among students for the sake of interaction is neither motivating nor beneficial.
While the blurring of the lines between traditional and distance education has been noted for several decades 11 , the pandemic has quickly advanced the erasure of these boundaries. Less single mode, more multi-mode (and thus more educator choices) is becoming the norm due to enhanced infrastructure and developed skill sets that allow people to move across different delivery systems 12 . The well-established best practices of hybrid or blended teaching and learning 13 have served as a guide for new combinations of instructional delivery that have developed in response to the shift to virtual learning. The use of multiple delivery modes is likely to remain, and will be a feature employed with learners of all ages 14 , 15 . Future iterations of online education will no longer be bound to the traditions of single teaching modes, as educators can support pedagogical approaches from a menu of instructional delivery options, a mix that has been supported by previous generations of online educators 16 .
Also significant are the changes to how learning outcomes are determined in online settings. Many educators have altered the ways in which student achievement is measured, eliminating assignments and changing assessment strategies altogether 17 . Such alterations include determining learning through strategies that leverage the online delivery mode, such as interactive discussions, student-led teaching and the use of games to increase motivation and attention. Specific changes that are likely to continue include flexible or extended deadlines for assignment completion 18 , more student choice regarding measures of learning, and more authentic experiences that involve the meaningful application of newly learned skills and knowledge 19 , for example, team-based projects that involve multiple creative and social media tools in support of collaborative problem solving.
In response to the COVID-19 pandemic, technological and administrative systems for implementing online learning, and the infrastructure that supports its access and delivery, had to adapt quickly. While access remains a significant issue for many, extensive resources have been allocated and processes developed to connect learners with course activities and materials, to facilitate communication between instructors and students, and to manage the administration of online learning. Paths for greater access and opportunities to online education have now been forged, and there is a clear route for the next generation of adopters of online education.
Before the pandemic, the primary purpose of distance and online education was providing access to instruction for those otherwise unable to participate in a traditional, place-based academic programme. As its purpose has shifted to supporting continuity of instruction, its audience, as well as the wider learning ecosystem, has changed. It will be interesting to see which aspects of emergency remote teaching remain in the next generation of education, when the threat of COVID-19 is no longer a factor. But online education will undoubtedly find new audiences. And the flexibility and learning possibilities that have emerged from necessity are likely to shift the expectations of students and educators, diminishing further the line between classroom-based instruction and virtual learning.
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Conventional learning is evolving with the help of computers and online technology. New ways of learning are now available, and improved access is one of the most important benefits available. People all around the world are experiencing improved mobility as a result of the freedom and potential that online learning provides, and as academic institutions and learning organisations adopt online learning technologies and remote-access learning, formal academic education is becoming increasingly legitimate. This essay argues the contemporary benefits of online learning, and that these benefits significantly outweigh the issues, challenges and disadvantages of online learning.
Online learning is giving people new choices and newfound flexibility with their personal learning and development. Whereas before, formal academic qualifications could only be gained by participating in a full time course on site, the internet has allowed institutions to expand their reach and offer recognized courses on a contact-partial, or totally virtual, basis. Institutions can do so with relatively few extra resources, and for paid courses this constitutes excellent value, and the student benefits with greater educational access and greater flexibility to learn and get qualified even when there lots of other personal commitments to deal with.
Flexibility is certainly one of the most important benefits, but just as important is educational access. On top of the internet’s widespread presence in developed countries, the internet is becoming increasingly available in newly developed and developing countries. Even without considering the general informational exposure that the internet delivers, online academic courses and learning initiatives are becoming more aware of the needs of people from disadvantaged backgrounds, and this means that people from such backgrounds are in a much better position to learn and progress than they used to be.
The biggest argument that raises doubt over online learning is the quality of online courses in comparison to conventional courses. Are such online courses good enough for employers to take notice? The second biggest argument is the current reality that faces many people from disadvantaged backgrounds, despite the improvements made in this area in recent years – they do not have the level of basic access needed to benefit from online learning. In fact, there are numerous sources of evidence that claim disadvantaged students are not receiving anywhere near the sort of benefits that online learning institutions and promoters are trying to instigate. Currently there are many organisations, campaigns and initiatives that are working to expand access to higher education. With such high participation, it can be argued that it is only a matter of time before the benefits are truly realised, but what about the global online infrastructure?
There is another argument that is very difficult to dispel, and that is the response of different types of students to the online learning paradigm. Evidence shows that there are certain groups of students that benefit from college distance learning much more than other groups. In essence, students must be highly motivated and highly disciplined if they are to learn effectively in their own private environment.
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Assessing the impact of online-learning effectiveness and benefits in knowledge management, the antecedent of online-learning strategies and motivations: an empirical study.
2. literature review and research hypothesis, 2.1. online-learning self-efficacy terminology, 2.2. online-learning monitoring terminology, 2.3. online-learning confidence in technology terminology, 2.4. online-learning willpower terminology, 2.5. online-learning attitude terminology, 2.6. online-learning motivation terminology, 2.7. online-learning strategies and online-learning effectiveness terminology, 2.8. online-learning effectiveness terminology, 3. research method, 3.1. instruments, 3.2. data analysis and results, 4.1. reliability and validity analysis, 4.2. hypothesis result, 5. discussion, 6. conclusions, 7. limitations and future directions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.
Click here to enlarge figure
Variables | Category | Frequency | Percentage |
---|---|---|---|
Gender | Male | 243 | 51.81 |
Female | 226 | 48.19 | |
Education program level | Undergraduate program | 210 | 44.78 |
Master program | 154 | 32.84 | |
Doctoral program | 105 | 22.39 | |
Online learning tools | Smartphone | 255 | 54.37 |
Computer/PC | 125 | 26.65 | |
Tablet | 89 | 18.98 | |
Online learning media | Google Meet | 132 | 28.14 |
Microsoft Teams | 99 | 21.11 | |
Zoom | 196 | 41.79 | |
Others | 42 | 8.96 |
Construct | Measurement Items | Factor Loading/Coefficient (t-Value) | AVE | Composite Reliability | Cronbach’s Alpha |
---|---|---|---|---|---|
Online Learning Benefit (LBE) | LBE1 | 0.88 | 0.68 | 0.86 | 0.75 |
LBE2 | 0.86 | ||||
LBE3 | 0.71 | ||||
Online-learning effectiveness (LEF) | LEF1 | 0.83 | 0.76 | 0.90 | 0.84 |
LEF2 | 0.88 | ||||
LEF3 | 0.90 | ||||
Online-learning motivation (LMT) | LMT1 | 0.86 | 0.77 | 0.91 | 0.85 |
LMT2 | 0.91 | ||||
LMT3 | 0.85 | ||||
Online-learning strategies (LST) | LST1 | 0.90 | 0.75 | 0.90 | 0.84 |
LST2 | 0.87 | ||||
LST3 | 0.83 | ||||
Online-learning attitude (OLA) | OLA1 | 0.89 | 0.75 | 0.90 | 0.84 |
OLA2 | 0.83 | ||||
OLA3 | 0.87 | ||||
Online-learning confidence-in-technology (OLC) | OLC1 | 0.87 | 0.69 | 0.87 | 0.76 |
OLC2 | 0.71 | ||||
OLC3 | 0.89 | ||||
Online-learning monitoring (OLM) | OLM1 | 0.88 | 0.75 | 0.89 | 0.83 |
OLM2 | 0.91 | ||||
OLM3 | 0.79 | ||||
Online-learning self-efficacy (OLS) | OLS1 | 0.79 | 0.64 | 0.84 | 0.73 |
OLS2 | 0.81 | ||||
OLS3 | 0.89 | ||||
Online-learning willpower (OLW) | OLW1 | 0.91 | 0.69 | 0.87 | 0.77 |
OLW2 | 0.84 | ||||
OLW3 | 0.73 |
LBE | LEF | LMT | LST | OLA | OLC | OLM | OLS | OLW | |
---|---|---|---|---|---|---|---|---|---|
LBE | |||||||||
LEF | 0.82 | ||||||||
LMT | 0.81 | 0.80 | |||||||
LST | 0.80 | 0.84 | 0.86 | ||||||
OLA | 0.69 | 0.63 | 0.78 | 0.81 | |||||
OLC | 0.76 | 0.79 | 0.85 | 0.79 | 0.72 | ||||
OLM | 0.81 | 0.85 | 0.81 | 0.76 | 0.63 | 0.83 | |||
OLS | 0.71 | 0.59 | 0.69 | 0.57 | 0.56 | 0.69 | 0.75 | ||
OLW | 0.75 | 0.75 | 0.80 | 0.74 | 0.64 | 0.81 | 0.80 | 0.79 |
LBE | LEF | LMT | LST | OLA | OLC | OLM | OLS | OLW | |
---|---|---|---|---|---|---|---|---|---|
LBE1 | 0.88 | 0.76 | 0.87 | 0.66 | 0.54 | 0.79 | 0.78 | 0.63 | 0.74 |
LBE2 | 0.86 | 0.68 | 0.74 | 0.63 | 0.57 | 0.75 | 0.91 | 0.73 | 0.79 |
LBE3 | 0.71 | 0.54 | 0.59 | 0.71 | 0.63 | 0.55 | 0.50 | 0.36 | 0.53 |
LEF1 | 0.63 | 0.83 | 0.72 | 0.65 | 0.51 | 0.62 | 0.69 | 0.46 | 0.57 |
LEF2 | 0.77 | 0.88 | 0.78 | 0.71 | 0.55 | 0.73 | 0.78 | 0.52 | 0.69 |
LEF3 | 0.72 | 0.90 | 0.80 | 0.83 | 0.57 | 0.72 | 0.76 | 0.58 | 0.69 |
LMT1 | 0.88 | 0.76 | 0.87 | 0.66 | 0.54 | 0.79 | 0.78 | 0.63 | 0.74 |
LMT2 | 0.79 | 0.89 | 0.91 | 0.79 | 0.62 | 0.73 | 0.88 | 0.61 | 0.67 |
LMT3 | 0.72 | 0.65 | 0.85 | 0.77 | 0.89 | 0.72 | 0.67 | 0.59 | 0.69 |
LST1 | 0.61 | 0.63 | 0.68 | 0.90 | 0.78 | 0.64 | 0.57 | 0.39 | 0.57 |
LST2 | 0.74 | 0.59 | 0.72 | 0.87 | 0.78 | 0.68 | 0.61 | 0.48 | 0.63 |
LST3 | 0.72 | 0.90 | 0.80 | 0.83 | 0.57 | 0.72 | 0.76 | 0.58 | 0.69 |
OLA1 | 0.72 | 0.65 | 0.85 | 0.79 | 0.89 | 0.72 | 0.67 | 0.59 | 0.69 |
OLA2 | 0.51 | 0.48 | 0.55 | 0.59 | 0.83 | 0.58 | 0.47 | 0.42 | 0.43 |
OLA3 | 0.52 | 0.44 | 0.55 | 0.70 | 0.87 | 0.55 | 0.43 | 0.39 | 0.47 |
OLC1 | 0.78 | 0.70 | 0.73 | 0.65 | 0.53 | 0.87 | 0.77 | 0.65 | 0.91 |
OLC2 | 0.51 | 0.53 | 0.57 | 0.62 | 0.75 | 0.71 | 0.46 | 0.39 | 0.47 |
OLC3 | 0.81 | 0.73 | 0.78 | 0.69 | 0.55 | 0.89 | 0.80 | 0.66 | 0.75 |
OLM1 | 0.79 | 0.89 | 0.91 | 0.79 | 0.62 | 0.73 | 0.88 | 0.61 | 0.69 |
OLM2 | 0.86 | 0.68 | 0.74 | 0.63 | 0.57 | 0.75 | 0.91 | 0.73 | 0.79 |
OLM3 | 0.69 | 0.55 | 0.57 | 0.47 | 0.39 | 0.67 | 0.79 | 0.61 | 0.73 |
OLS1 | 0.41 | 0.23 | 0.35 | 0.28 | 0.39 | 0.41 | 0.40 | 0.69 | 0.49 |
OLS2 | 0.45 | 0.41 | 0.48 | 0.38 | 0.43 | 0.48 | 0.52 | 0.81 | 0.49 |
OLS3 | 0.75 | 0.66 | 0.72 | 0.60 | 0.49 | 0.69 | 0.77 | 0.89 | 0.82 |
OLW1 | 0.78 | 0.70 | 0.73 | 0.65 | 0.53 | 0.87 | 0.77 | 0.65 | 0.91 |
OLW2 | 0.75 | 0.65 | 0.71 | 0.59 | 0.51 | 0.69 | 0.77 | 0.87 | 0.84 |
OLW3 | 0.57 | 0.49 | 0.54 | 0.59 | 0.57 | 0.57 | 0.53 | 0.39 | 0.73 |
Hypothesis | Path | Standardized Path Coefficient | t-Value | Result |
---|---|---|---|---|
H1 | OLS → LST | 0.29 *** | 2.14 | Accepted |
H2 | OLM → LST | 0.24 *** | 2.29 | Accepted |
H3 | OLC → LST | 0.28 *** | 1.99 | Accepted |
H4 | OLC → LMT | 0.36 *** | 2.96 | Accepted |
H5 | OLW → LMT | 0.26 *** | 2.55 | Accepted |
H6 | OLA → LMT | 0.34 *** | 4.68 | Accepted |
H7 | LMT → LST | 0.71 *** | 4.96 | Accepted |
H8 | LMT → LEF | 0.60 *** | 5.89 | Accepted |
H9 | LST → LEF | 0.32 *** | 3.04 | Accepted |
H10 | LEF → LBE | 0.81 *** | 23.6 | Accepted |
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Hongsuchon, T.; Emary, I.M.M.E.; Hariguna, T.; Qhal, E.M.A. Assessing the Impact of Online-Learning Effectiveness and Benefits in Knowledge Management, the Antecedent of Online-Learning Strategies and Motivations: An Empirical Study. Sustainability 2022 , 14 , 2570. https://doi.org/10.3390/su14052570
Hongsuchon T, Emary IMME, Hariguna T, Qhal EMA. Assessing the Impact of Online-Learning Effectiveness and Benefits in Knowledge Management, the Antecedent of Online-Learning Strategies and Motivations: An Empirical Study. Sustainability . 2022; 14(5):2570. https://doi.org/10.3390/su14052570
Hongsuchon, Tanaporn, Ibrahiem M. M. El Emary, Taqwa Hariguna, and Eissa Mohammed Ali Qhal. 2022. "Assessing the Impact of Online-Learning Effectiveness and Benefits in Knowledge Management, the Antecedent of Online-Learning Strategies and Motivations: An Empirical Study" Sustainability 14, no. 5: 2570. https://doi.org/10.3390/su14052570
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Subscribe to the brown center on education policy newsletter, stephanie riegg cellini stephanie riegg cellini nonresident senior fellow - governance studies , brown center on education policy.
August 13, 2021
In 2020, the pandemic pushed millions of college students around the world into virtual learning. As the new academic year begins, many colleges in the U.S. are poised to bring students back to campus, but a large amount of uncertainty remains. Some institutions will undoubtedly continue to offer online or hybrid classes, even as in-person instruction resumes. At the same time, low vaccination rates, new coronavirus variants, and travel restrictions for international students may mean a return to fully online instruction for some U.S. students and many more around the world.
Public attention has largely focused on the learning losses of K-12 students who shifted online during the pandemic. Yet, we may have reason to be concerned about postsecondary students too. What can we expect from the move to virtual learning? How does virtual learning impact student outcomes? And how does it compare to in-person instruction at the postsecondary level?
Several new papers shed light on these issues, building on previous work in higher education and assessing the efficacy of online education in new contexts. The results are generally consistent with past research: Online coursework generally yields worse student performance than in-person coursework. The negative effects of online course-taking are particularly pronounced for less-academically prepared students and for students pursuing bachelor’s degrees. New evidence from 2020 also suggests that the switch to online course-taking in the pandemic led to declines in course completion. However, a few new studies point to some positive effects of online learning, too. This post discusses this new evidence and its implications for the upcoming academic year.
A number of studies have assessed online versus in-person learning at the college level in recent years. A key concern in this literature is that students typically self-select into online or in-person programs or courses, confounding estimates of student outcomes. That is, differences in the characteristics of students themselves may drive differences in the outcome measures we observe that are unrelated to the mode of instruction. In addition, the content, instructor, assignments, and other course features might differ across online and in-person modes as well, which makes apples-to-apples comparisons difficult.
The most compelling studies of online education draw on a random assignment design (i.e., randomized control trial or RCT) to isolate the causal effect of online versus in-person learning. Several pathbreaking studies were able to estimate causal impacts of performance on final exams or course grades in recent years. Virtually all of these studies found that online instruction resulted in lower student performance relative to in-person instruction; although in one case , students with hybrid instruction performed similarly to their in-person peers. Negative effects of online course-taking were particularly pronounced for males and less-academically prepared students.
A new paper by Kofoed and co-authors adds to this literature looking specifically at online learning during the COVID-19 pandemic in a novel context: the U.S. Military Academy at West Point. When many colleges moved classes completely online or let students choose their own mode of instruction at the start of the pandemic, West Point economics professors arranged to randomly assign students to in-person or online modes of learning. The same instructors taught one online and one in-person economics class each, and all materials, exams, and assignments were otherwise identical, minimizing biases that otherwise stand in the way of true comparisons. They find that online education lowered a student’s final grade by about 0.2 standard deviations. Their work also confirms the results of previous papers, finding that the negative effect of online learning was driven by students with lower academic ability. A follow-up survey of students’ experiences suggests that online students had trouble concentrating on their coursework and felt less connected to both their peers and instructors relative to their in-person peers.
Cacault et al. (2021) also use an RCT to assess the effects of online lectures in a Swiss university. The authors find that having access to a live-streamed lecture in addition to an in-person option improves the achievement of high-ability students, but lowers the achievement of low-ability students. The key to understanding this two-pronged effect is the counterfactual: When streamed lectures substitute for no attendance (e.g., if a student is ill), they can help students, but when streaming lectures substitute for in-person attendance, they can hurt students.
One drawback of RCTs is that these studies are typically limited to a single college and often a single course within that college, so it is not clear if the results generalize to other contexts. Several papers in the literature draw on larger samples of students in non-randomized settings and mitigate selection problems with various econometric methods. These papers find common themes: Students in online courses generally get lower grades, are less likely to perform well in follow-on coursework, and are less likely to graduate than similar students taking in-person classes.
In a recent paper , my co-author Hernando Grueso and I add to this strand of the literature, expanding it to a very different context. We draw on data from the country of Colombia, where students take a mandatory exit exam when they graduate. Using these data, we can assess test scores as an outcome, rather than (more subjective) course grades used in other studies. We can also assess performance across a wide range of institutions, degree programs, and majors.
We find that bachelor’s degree students in online programs perform worse on nearly all test score measures—including math, reading, writing, and English—relative to their counterparts in similar on-campus programs. Results for shorter technical certificates, however, are more mixed. While online students perform significantly worse than on-campus students on exit exams in private institutions, they perform better in SENA, the main public vocational institution in the country, suggesting substantial heterogeneity across institutions in the quality of online programming. Interviews with SENA staff indicate that SENA’s approach of synchronous learning and real-world projects may be working for some online students, but we cannot definitively call this causal evidence, particularly because we can only observe the students who graduate.
A new working paper by Fischer et al. pushes beyond near-term outcomes, like grades and scores, to consider longer-term outcomes, like graduation and time-to-degree, for bachelor’s degree-seeking students in a large public university in California. They find reason to be optimistic about online coursework: When students take courses required for their major online, they are more likely to graduate in four years and see a small decrease in time-to-degree relative to students taking the requirements in-person.
On the other hand, new work considering course completion during the pandemic is less promising. Looking at student outcomes in spring 2020 in Virginia’s community college system, Bird et al. find that the switch to online instruction resulted in an 8.5% reduction in course completion. They find that both withdrawals and failures rose. They also confirm findings in the literature that negative impacts are more extreme among less-academically-prepared students.
Much more research on virtual learning will undoubtedly be forthcoming post-pandemic. For now, college professors and administrators should consider that college students pushed online may be less prepared for future follow-on classes, their GPAs may be lower, course completion may suffer, and overall learning may have declined relative to in-person cohorts in previous years. These results seem particularly problematic for students with less academic preparation and those in bachelor’s degree programs.
The research is less clear on the impact of virtual instruction on college completion. Although course completion rates appear to be lower for online courses relative to in-person, the evidence is mixed on the impact of virtual instruction on graduation and time-to-degree. The negative learning impacts, reduced course completion, and lack of connection with other students and faculty in a virtual environment could ultimately reduce college completion rates. On the other hand, there is also evidence that the availability of online classes may allow students to move through their degree requirement more quickly.
As the fall semester approaches, colleges will need to make critical choices about online, hybrid, and in-person course offerings. Maintaining some of the most successful online courses will enhance flexibility at this uncertain time and allow some students to continue to make progress on their degrees if they get sick or cannot return to campus for other reasons. For those transitioning back to campus, administrators might consider additional in-person programming, review sessions, tutoring, and other enhanced supports as students make up for learning losses associated with the virtual instruction of the past year.
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Online learning is one of the new innovative study methods that have been introduced in the pedagogy field. In the last few years, there has been a great shift in the training methods. Students can now learn remotely using the internet and computers.
Online learning comes in many forms and has been developing with the introduction of new technologies. Most universities, high schools, and other institutions in the world have all instituted this form of learning, and the student population in the online class is increasing fast. There has been a lot of research on the impacts of online education as compared to ordinary classroom education.
If the goal is to draw a conclusion of online education, considerable differences between the online learning environment and classroom environment should be acknowledged. In the former, teachers and students don’t meet physically as opposed to the latter, where they interact face to face. In this essay, the challenges and impact of online classes on students, teachers, and institutions involved were examined.
Thus, the thesis statement about online classes will be as follows:
Online learning has a positive impact on the learners, teachers, and the institution offering these courses.
Online learning or E learning is a term used to describe various learning environments that are conducted and supported by the use of computers and the internet. There are a number of definitions and terminologies that are used to describe online learning.
These include E learning, distance learning, and computer learning, among others (Anon, 2001). Distant learning is one of the terminologies used in E learning and encompasses all learning methods that are used to train students that are geographically away from the training school. Online learning, on the other hand, is used to describe all the learning methods that are supported by the Internet (Moore et al., 2011).
Another terminology that is used is E learning which most authors have described as a learning method that is supported by the use of computers, web-enabled communication, and the use of new technological tools that enhance communication (Spector, 2008). Other terminologies that are used to describe this form of online learning are virtual learning, collaborative learning, web-based learning, and computer-supported collaborative learning (Conrad, 2006).
Various studies and articles document the merits, demerits, and challenges of online studies. These studies show that online study is far beneficial to the students, teachers, and the institution in general and that the current challenges can be overcome through technological advancement and increasing efficiency of the learning process.
One of the key advantages of online learning is the ability of students to study in their own comfort. For a long time, students had to leave their comfort areas and attend lectures. This change in environment causes a lack of concentration in students. In contrast, E-learning enables the students to choose the best environment for study, and this promotes their ability to understand. As a result, students enjoy the learning process as compared to conventional classroom learning.
Another benefit is time and cost savings. Online students are able to study at home, and this saves them travel and accommodation costs. This is in contrast with the classroom environment, where learners have to pay for transport and accommodation costs as well as any other costs associated with the learning process.
Online study has been found to reduce the workload on the tutors. Most of the online notes and books are availed to the students, and this reduces the teacher’s workload. Due to the availability of teaching materials online, tutors are not required to search for materials. Teachers usually prepare lessons, and this reduces the task of training students over and over again.
Accessibility to learning materials is another benefit of online learning. Students participating in online study have unlimited access to learning materials, which gives them the ability to study effectively and efficiently. On the other hand, students in the classroom environment have to take notes as the lecture progress, and these notes may not be accurate as compared to the materials uploaded on the websites.
Unlimited resources are another advantage of online study. Traditionally, learning institutions were limited in the number of students that could study in the classroom environment. The limitations of facilities such as lecture theaters and teachers limited student enrollment in schools (Burgess & Russell, 2003).
However, with the advent of online studies, physical limitations imposed by classrooms, tutors, and other resources have been eliminated. A vast number of students can now study in the same institution and be able to access the learning materials online. The use of online media for training enables a vast number of students to access materials online, and this promotes the learning process.
Promoting online study has been found by most researchers to open the students to vast resources that are found on the internet. Most of the students in the classroom environment rely on the tutors’ notes and explanations for them to understand a given concept.
However, students using the web to study most of the time are likely to be exposed to the vast online educational resources that are available. This results in the students gaining a better understanding of the concept as opposed to those in the classroom environment (Berge & Giles, 2008).
An online study environment allows tutors to update their notes and other materials much faster as compared to the classroom environment. This ensures that the students receive up-to-date information on a given study area.
One of the main benefits of E-learning to institutions is the ability to provide training to a large number of students located in any corner of the world. These students are charged training fees, and this increases the money available to the institution. This extra income can be used to develop new educational facilities, and these will promote education further (Gilli et al., 2002).
Despite the many advantages that online study has in transforming the learning process, there are some challenges imposed by the method. One of the challenges is the technological limitations of the current computers, which affect the quality of the learning materials and the learning process in general.
Low download speed and slow internet connectivity affect the availability of learning materials. This problem is, however, been reduced through the application of new software and hardware elements that have high access speeds. This makes it easier to download learning materials and applications. As computing power increases, better and faster computers are being unveiled, and these will enable better access to online study facilities.
Another disadvantage of online learning as compared to the classroom environment is the lack of feedback from the students. In the classroom environment, students listen to the lecture and ask the tutors questions and clarifications any issues they didn’t understand. In the online environment, the response by the teacher may not be immediate, and students who don’t understand a given concept may find it hard to liaise with the teachers.
The problem is, however, been circumvented by the use of simple explanation methods, slideshows, and encouraging discussion forums between the teachers and students. In the discussion forums, students who don’t understand a concept can leave a comment or question, which will be answered by the tutor later.
Like any other form of learning, online studies have a number of benefits and challenges. It is, therefore, not logical to discredit online learning due to the negative impacts of this training method. Furthermore, the benefits of e-learning far outweigh the challenges.
In culmination, a comparative study between classroom study and online study was carried out. The study was done by examining the findings recorded in books and journals on the applicability of online learning to students. The study revealed that online learning has many benefits as compared to conventional learning in the classroom environment.
Though online learning has several challenges, such as a lack of feedback from students and a lack of the proper technology to effectively conduct online learning, these limitations can be overcome by upgrading the E-Leaning systems and the use of online discussion forums and new web-based software.
In conclusion, online learning is beneficial to the students, tutors, and the institution offering these courses. I would therefore recommend that online learning be implemented in all learning institutions, and research on how to improve this learning process should be carried out.
Anon, C. (2001). E-learning is taking off in Europe. Industrial and Commercial Training , 33 (7), 280-282.
Berge, Z., & Giles, L. (2008). Implementing and sustaining e-learning in the workplace. International Journal of Web-Based Learning and Teaching Technologies , 3(3), 44-53.
Burgess, J. & Russell, J. (2003).The effectiveness of distance learning initiatives in organizations. Journal of Vocational Behaviour , 63 (2),289-303.
Conrad, D. (2006). E-Learning and social change, Perspectives on higher education in the digital age . New York: Nova Science Publishers.
Gilli, R., Pulcini, M., Tonchia, S. & Zavagno, M. (2002), E-learning: A strategic Instrument. International Journal of Business Performance Management , 4 (1), 2-4.
Moore, J. L., Camille, D. & Galyen, K. (2011). E-Learning, online learning and distance learning environments: Are they the same? Internet and Higher Education, 14(1), 129-135.
Spector, J., Merrill, M., Merrienboer, J. & Driscoll, M. P. (2008). Handbook of research on educational communications and technology (3rd ed.), New York: Lawrence Erlbaum Associates.
IvyPanda. (2018, December 19). Impact of Online Classes on Students Essay. https://ivypanda.com/essays/impact-of-online-courses-on-education/
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How education experts are applying lessons learned in the pandemic to promote positive outcomes for all students
Vol. 52 No. 6 Print version: page 46
With schools open again after more than a year of teaching students outside the classroom, the pandemic sometimes feels like a distant memory. The return to classrooms this fall brings major relief for many families and educators. Factors such as a lack of reliable technology and family support, along with an absence of school resources, resulted in significant academic setbacks, not to mention stress for everyone involved.
But for all the downsides of distance learning, educators, psychologists, and parents have seen some benefits as well. For example, certain populations of students found new ways to be more engaged in learning, without the distractions and difficulties they faced in the classroom, and the general challenges of remote learning and the pandemic brought mental health to the forefront of the classroom experience.
Peter Faustino, PsyD, a school psychologist in Scarsdale, New York, said the pandemic also prompted educators and school psychologists to find creative new ways of ensuring students’ emotional and academic well-being. “So many students were impacted by the pandemic, so we couldn’t just assume they would find resources on their own,” said Faustino. “We had to work hard at figuring out new ways to connect with them.”
Here are some of the benefits of distance learning that school psychologists and educators have observed and the ways in which they’re implementing those lessons post-pandemic, with the goal of creating a more equitable, productive environment for all students.
Faustino said that during the pandemic, he had more mental health conversations with students, families, and teachers than ever. “Because COVID-19 affected everyone, we’re now having mental health discussions as school leaders on a daily and weekly basis,” he said.
This renewed focus on mental health has the potential to improve students’ well-being in profound ways—starting with helping them recover from the pandemic’s effects. In New York City, for example, schools are hiring more than 600 new clinicians, including psychologists , to screen students’ mental health and help them process pandemic-related trauma and adjust to the “new normal” of attending school in person.
Educators and families are also realizing the importance of protecting students’ mental health more generally—not only for their health and safety but for their learning. “We’ve been seeing a broader appreciation for the fact that mental health is a prerequisite for learning rather than an extracurricular pursuit,” said Eric Rossen, PhD, director of professional development and standards at the National Association of School Psychologists.
As a result, Rossen hopes educators will embed social and emotional learning components into daily instruction. For example, teachers could teach mindfulness techniques in the classroom and take in-the-moment opportunities to help kids resolve conflicts or manage stress.
Improved access to mental health resources in schools is another positive effect. Because of physical distancing guidelines, school leaders had to find ways to deliver mental health services remotely, including via online referrals and teletherapy with school psychologists and counselors.
Early in the pandemic, Faustino said he was hesitant about teletherapy’s effectiveness; now, he hopes to continue offering a virtual option. Online scheduling and remote appointments make it easier for students to access mental health resources, and some students even enjoy virtual appointments more, as they can attend therapy in their own spaces rather than showing up in the counselor’s office. For older students, Faustino said that level of comfort often leads to more productive, open conversations.
Research suggests that when students have more choices about their materials and activities, they’re more motivated—which may translate to increased learning and academic success. In a 2016 paper, psychology researcher Allan Wigfield, PhD, and colleagues make the case that control and autonomy in reading activities can improve both motivation and comprehension ( Child Development Perspectives , Vol. 10, No. 3 ).
During the period of online teaching, some students had opportunities to learn at their own pace, which educators say improved their learning outcomes—especially in older students. In a 2020 survey of more than 600 parents, researchers found the second-most-valued benefit of distance learning was flexibility—not only in schedule but in method of learning.
In a recent study, researchers found that 18% of parents pointed to greater flexibility in a child’s schedule or way of learning as the biggest benefit or positive outcome related to remote learning ( School Psychology , Roy, A., et al., in press).
This individualized learning helps students find more free time for interests and also allows them to conduct their learning at a time they’re most likely to succeed. During the pandemic, Mark Gardner, an English teacher at Hayes Freedom High School in Camas, Washington, said he realized how important student-centered learning is and that whether learning happens should take precedence over how and when it occurs.
For example, one of his students thrived when he had the choice to do work later at night because he took care of his siblings during the day. Now, Gardner posts homework online on Sundays so students can work at their own pace during the week. “Going forward, we want to create as many access points as we can for kids to engage with learning,” he said.
Rosanna Breaux , PhD, an assistant professor of psychology and assistant director of the Child Study Center at Virginia Tech, agrees. “I’d like to see this flexibility continue in some way, where—similar to college—students can guide their own learning based on their interests or when they’re most productive,” she said.
During the pandemic, many educators were forced to rethink how to keep students engaged. Rossen said because many school districts shared virtual curricula during the period of remote learning, older students could take more challenging or interesting courses than they could in person. The same is true for younger students: Megan Hibbard, a teacher in White Bear Lake, Minnesota, said many of her fifth graders enjoyed distance learning more than in-person because they could work on projects that aligned with their interests.
“So much of motivation is discovering the unique things the student finds interesting,” said Hunter Gehlbach, PhD, a professor and vice dean at the Johns Hopkins School of Education. “The more you can facilitate students spending more time on the things they’re really interested in, the better.”
Going forward, Rossen hopes virtual curricula will allow students greater opportunities to pursue their interests, such as by taking AP classes, foreign languages, or vocational electives not available at their own schools.
Conversely, Hibbard’s goal is to increase opportunities for students to pursue their interests in the in-person setting. For example, she plans to increase what she calls “Genius Hours,” a time at the end of the school day when students can focus on high-interest projects they’ll eventually share with the class.
One of the most important predictors of a child’s success in school is parental involvement in their education. For example, in a meta-analysis of studies, researchers linked parental engagement in their middle schoolers’ education with greater measures of success (Hill, N. E., & Tyson, D. F., Developmental Psychology , Vol. 45, No. 3, 2009).
During the pandemic, parents had new opportunities to learn about their kids and, as a result, help them learn. According to a study by Breaux and colleagues, many parents reported that the pandemic allowed them a better understanding of their child’s learning style, needs, or curriculum.
James C. Kaufman , PhD, a professor of educational psychology at the University of Connecticut and the father of an elementary schooler and a high schooler, said he’s had a front-row seat for his sons’ learning for the first time. “Watching my kids learn and engage with classmates has given me some insight in how to parent them,” he said.
Stephen Becker , PhD, a pediatric psychologist at Cincinnati Children’s Hospital Medical Center, said some parents have observed their children’s behavior or learning needs for the first time, which could prompt them to consider assessment and Individualized Education Program (IEP) services. Across the board, Gehlbach said parents are realizing how they can better partner with schools to ensure their kids’ well-being and academic success.
For example, Samantha Marks , PsyD, a Florida-based clinical psychologist, said she realized how much help her middle school daughter, a gifted and talented student with a 504 plan (a plan for how the school will offer support for a student’s disability) for anxiety, needed with independence. “Bringing the learning home made it crystal clear what we needed to teach our daughter to be independent and improve executive functioning” she said. “My takeaway from this is that more parents need to be involved in their children’s education in a healthy, helpful way.”
Marks also gained a deeper understanding of her daughter’s mental health needs. Through her 504 plan, she received help managing her anxiety at school—at home, though, Marks wasn’t always available to help, which taught her the importance of helping her daughter manage her anxiety independently.
Along with parents gaining a deeper understanding of their kids’ needs, the pandemic also prompted greater parent participation in school. For example, Rossen said his kids’ school had virtual school board meetings; he hopes virtual options continue for events like back-to-school information sessions and parenting workshops. “These meetings are often in the evening, and if you’re a single parent or sole caregiver, you may not want to pay a babysitter in order to attend,” he said.
Brittany Greiert, PhD, a school psychologist in Aurora, Colorado, says culturally and linguistically diverse families at her schools benefited from streamlined opportunities to communicate with administrators and teachers. Her district used an app that translates parent communication into 150 languages. Parents can also remotely participate in meetings with school psychologists or teachers, which Greiert says she plans to continue post-pandemic.
During stay-at-home orders, kids with neurodevelopmental disorders experienced less bullying than pre-pandemic (McFayden, T. C., et al., Journal of Rural Mental Health , No. 45, Vol. 2, 2021). According to 2019 research, children with emotional, behavioral, and physical health needs experience increased rates of bullying victimization ( Lebrun-Harris, L. A., et al., ), and from the U.S. Department of Education suggests the majority of bullying takes place in person and in unsupervised areas (PDF) .
Scott Graves , PhD, an associate professor of educational studies at The Ohio State University and a member of APA’s Coalition for Psychology in Schools and Education (CPSE), said the supervision by parents and teachers in remote learning likely played a part in reducing bullying. As a result, he’s less worried his Black sons will be victims of microaggressions and racist behavior during online learning.
Some Asian American families also report that remote learning offered protection against racism students may have experienced in person. Shereen Naser, PhD, an associate professor of psychology at Cleveland State University and a member of CPSE, and colleagues found that students are more comfortable saying discriminatory things in school when their teachers are also doing so; Naser suspects this trickle-down effect is less likely to happen when students learn from home ( School Psychology International , 2019).
Reductions in bullying and microaggressions aren’t just beneficial for students’ long-term mental health. Breaux said less bullying at school results in less stress, which can improve students’ self-esteem and mood—both of which impact their ability to learn.
Patricia Perez, PhD, an associate professor of international psychology at The Chicago School of Professional Psychology and a member of CPSE, said it’s important for schools to be proactive in providing spaces for support and cultural expression for students from vulnerable backgrounds, whether in culture-specific clubs, all-school assemblies that address racism and other diversity-related topics, or safe spaces to process feelings with teachers.
According to Rossen, many schools are already considering how to continue supporting students at risk for bullying, including by restructuring the school environment.
One principal, Rossen said, recently switched to single-use bathrooms to avoid congregating in those spaces once in-person learning commences to maintain social distancing requirements. “The principal received feedback from students about how going to the bathroom is much less stressful for these students in part due to less bullying,” he said.
In Becker and Breaux’s research, parents of students with attention-deficit/hyperactivity disorder (ADHD), particularly those with a 504 plan and IEP, reported greater difficulties with remote learning. But some students with special learning needs—including those with IEPs and 504 plans—thrived in an at-home learning environment. Recent reporting in The New York Times suggests this is one reason many students want to continue online learning.
According to Cara Laitusis, PhD, a principal research scientist at Educational Testing Service ( ETS ) and a member of CPSE, reduced distractions may improve learning outcomes for some students with disabilities that impact attention in a group setting. “In assessments, small group or individual settings are frequently requested accommodations for some students with ADHD, anxiety, or autism. Being in a quiet place alone without peers for part of the instructional day may also allow for more focus,” she said. However, she also pointed out the benefits of inclusion in the classroom for developing social skills with peers.
Remote learning has improved academic outcomes for students with different learning needs, too. Marks said her seventh-grade daughter, a visual learner, appreciated the increase in video presentations and graphics. Similarly, Hibbard said many of her students who struggle to grasp lessons on the first try have benefited from the ability to watch videos over again until they understand. Post-pandemic, she plans to record bite-size lessons—for example, a 1-minute video of a long division problem—so her students can rewatch and process at their own rate.
Learners with anxiety also appreciate the option not to be in the classroom, because the social pressures of being surrounded by peers can make it hard to focus on academics. “Several of my students have learned more in the last year simply due to the absence of anxiety,” said Rosie Reid, an English teacher at Ygnacio Valley High School in Concord, California, and a 2019 California Teacher of the Year. “It’s just one less thing to negotiate in a learning environment.”
On online learning platforms, it’s easier for kids with social anxiety or shyness to participate. One of Gardner’s students with social anxiety participated far more in virtual settings and chats. Now, Gardner is brainstorming ways to encourage students to chat in person, such as by projecting a chat screen on the blackboard.
Technology has helped school psychologists better engage students, too. For example, Greiert said the virtual setting gave her a new understanding of her students’ personalities and needs. “Typing out their thoughts, they were able to demonstrate humor or complex thoughts they never demonstrated in person,” she said. “I really want to keep incorporating technology into sessions so kids can keep building on their strengths.”
Reid says that along with the high school students she teaches, she’s seen her 6-year-old daughter benefit from learning at her own pace in the familiarity of her home. Before the pandemic, she was behind academically, but by guiding her own learning—writing poems, reading books, playing outside with her siblings—she’s blossomed. “For me, as both a mother and as a teacher, this whole phenomenon has opened the door to what education can be,” Reid said.
Eleanor Di Marino-Linnen, PhD, a psychologist and superintendent of the Rose Tree Media School District in Media, Pennsylvania, says the pandemic afforded her district a chance to rethink old routines and implement new ones. “As challenging as it is, it’s definitely an exciting time to be in education when we have a chance to reenvision what schools have looked like for many years,” she said. “We want to capitalize on what we’ve learned.”
Why are some kids thriving during remote learning? Fleming, N., Edutopia, 2020
Remote learning has been a disaster for many students. But some kids have thrived. Gilman, A., The Washington Post , Oct. 3, 2020
A preliminary examination of key strategies, challenges, and benefits of remote learning expressed by parents during the COVID-19 pandemic Roy, A., et al., School Psychology , in press
Remote learning during COVID-19: Examining school practices, service continuation, and difficulties for adolescents with and without attention-deficit/hyperactivity disorder Becker S. P., et al., Journal of Adolescent Health , 2020
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Online education has emerged as a significant transformation in the global education landscape, particularly in the wake of the COVID-19 pandemic . This essay explores the various facets of online education, from its inception to its advantages and disadvantages and its impact on learners and educators alike. The evolution of online education presents a new horizon for accessible and flexible learning .
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Online education is a modern educational paradigm where students access instructional content through the internet. This innovative approach has gained immense popularity, especially after the pandemic, owing to its convenience and adaptability. It has enabled students of all ages to acquire knowledge from the comfort of their homes, transcending geographical barriers. Online education offers a diverse range of courses and resources, fostering continuous learning. However, it also presents challenges, such as dependency on technology and potential disengagement from the physical world.
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Online education marks a revolutionary shift in how we acquire knowledge. It harnesses the power of the internet to deliver educational content to students, making learning more flexible and accessible. Technology advancements have accelerated the development of online education, enabling educational institutions to provide a wide range of courses and programmes through digital platforms.
One of the primary advantages of online education is its ability to cater to a diverse audience, regardless of geographical location or physical limitations. It eliminates the need for commuting and offers a cost-effective alternative to traditional classroom learning. However, online education also comes with its challenges. It requires self-discipline and motivation as students often learn independently. Additionally, prolonged screen time can have adverse effects on students’ physical and mental well-being, potentially leading to social disconnection.
Online education has witnessed remarkable growth in recent years, with the internet serving as the conduit for delivering educational content. This transformation has been accelerated, particularly in response to the global pandemic. Online education transcends the boundaries of traditional learning, offering students the opportunity to acquire knowledge and skills from anywhere in the world.
One of the most compelling aspects of online education is its flexibility. Learners can access course materials and engage with instructors at their convenience, breaking free from rigid schedules. Moreover, this mode of education has expanded access to a vast array of courses, allowing individuals to pursue their interests and career goals without geographical constraints.
However, it’s important to acknowledge the challenges associated with online education. It demands a high degree of self-discipline, as students must navigate the coursework independently. Prolonged screen time can have adverse effects on health and may lead to a sense of disconnection from society.
In conclusion, online education represents a significant shift in how we approach learning. It offers unprecedented access and flexibility but also requires learners to adapt to a more self-directed approach to education. Striking a balance between the benefits and challenges of online education is key to harnessing its full potential.
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Home — Essay Samples — Education — E-Learning — Effectiveness of Online Teaching and Online Courses
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Essay on Online Education: Online learning is one of the imminent trends in the education sector around the globe. This mode of learning is done through the internet. With advanced and upgraded technologies, this mode of learning has been made simpler. Online Education is also preferred in higher learning Institutions. This article will render the students about online education, its outcomes, and advantage in short and long essays on Online Education.
You can also find more Essay Writing articles on events, persons, sports, technology and many more.
We provide children and students with essay samples on a long essay of 500 words and a short essay on Online Education in Lockdown of 150 words on the topic “Online education in India Essay” for reference.
Short Essay on Online Education advantages and Disadvantages is helpful to students of classes 1, 2, 3, 4, 5 and 6.
Education is an integral part of people’s lives; it will either make them or break them in the prospect depending on their careers. Education is broadly diverse today compared to the 1950s because of progressions in teaching methods and other prominent inventions that implement more apparent teaching techniques.
In E-learning, the students study from home or any other place, that is most convenient for them. They can acquire learning material online. The study materials in online education could be texts, audio, notes, videos, and images. However, the method of study has its benefits and various drawbacks too.
Online education is suitable for those who can not visit or obtain the traditional education method for one reason or the other. Nearly 6.1 million college students are currently attending online courses, and this number is growing by around 30 percent yearly.
Online education provides a myriad of advantages for people, as well as companies because it allows for, among others, flexibility. A great way to benefit more from online education is to consolidate online education and traditional ways of teaching.
Long Essay on Online Education 400 Words in English is helpful to students of classes 7, 8, 9, 10, 11 and 12.
Introduction: Online education is an amenable instructional delivery process that includes any learning that takes place via the internet. Online learning enables educators to communicate with students who may not be capable of enrolling in a traditional classroom course and assists students who need to work on their own schedule and at their own speed.
Every discipline is registering a surge in the volume of distance learning and imparting of online degrees, with remarkable pace. Schools and institutions that offer online education are also growing in number. Students pursuing degrees through online methods must be scrupulous in ensuring their coursework is completed through a valued and credentialed university.
Online education is known to offer the benefit of synergy. Here, the format employed makes room for dynamic communications between students and the teachers. Through these communications, sources are shared, and an open-ended synergy evolves through a learning process. When each person bestows a view or opinion through discussions and comments on others’ work course, it benefits the student to learn better. This unique advantage is manifested in a student-centred virtual learning environment that online learning format alone can contribute.
With online classes, we don’t need to travel to a different city or commute long distances. We can stay where we are and keep our current job while we work toward improving our career with an online degree. Online education also helps digital nomads—someone who espouses a technology-enabled or location-independent lifestyle. We can watch lectures and complete our coursework wherever we are.
Whether we are a full-time or part-time online student, the online education experience provides a much more manageable schedule. Online education has gained much approval on account of its cheapness. Such is the fact that online courses are more affordable than those offered at schools or colleges. While studying in universities, we may have to spend some money such as transportation, lodging, and meals, online education may not require such expenses.
One of the important aspects of online learning is its inherent flexibility, however, there is a catch, one has to be extremely self-motivated. The best online students develop various approaches for staying up to date on their coursework. Things like setting aside time every week to study and create a workspace with minimal distractions can help immensely.
Conclusion on Online Education Essay
Online education’s potential advantages involve increased educational access; it provides a high-quality learning opportunity, improves student outcomes and skills, and expands educational choice options. Therefore, location, time, and quality are no longer considered factors in seeking degree courses or higher education because of online education.
Introduction to Online Education Essay: Online education refers to the type of knowledge which is imparted through the internet. Millions of people globally are enrolled in online courses and can learn from the comfort of their homes. Online education can come in different ways; they could be educational webinars and videos on the internet or even face to face learning on the laptop with the teacher, which utilises the internet.
Online education contributes a myriad of advantages for people, as well as companies because it provides flexibility among other work. This indicates that despite people’s physical locations, they can accomplish the same level of education by taking similar online courses.
Teachers and professors optimise the timelessness and focus of the learning curriculum while students are able to fit learning time into their hectic schedules. Online education offers extensive benefits to students by giving a manageable schedule, student enhancement and augmented education access and choice.
Advantages of Online Education
Online education enables us to learn from various mentors and teachers in different areas, increasing our knowledge and perspective. It reduces nervousness among students, as many are able to communicate more through online education than regular classes. One can learn from merely anyplace as long as they have an available internet device.
Online education normally provides a chance to study at our own speed as there is no rush. Most online courses are usually enjoyable and more comfortable compared to attending traditional classes. It spares you the inconvenience of having to travel to a particular destination every single day.
Online education usually is more affordable. Online education further happens to be comparatively cheaper in comparison to conventional educational approaches. Under traditional university programs, the students are required to compensate for transportation, textbooks, institutional facilities such as gyms, libraries, swimming pools, and other costs that expedite the cost of university education up. Online education, on its part, charges only for tuition and additional essential expenses. Virtual education thus offers both the wealthy and the poor an opportunity.
It allows one to learn innovative approaches through the internet and therefore become more skilful. In online education, if there are any variations in the syllabus, updates can be done instantly compared to conventional means of education.
Online education is flexible and adaptable since one can study at any time, even at midnight. It can help increase the grades of some people as compared to standard traditional education. Some people learn more through online education.
There is no need to wait for office hours to speak to the instructor; you can immediately access them through chat or email. There is considerably a large amount of educational information on the internet. Online education can also help one to be in the mix of a diverse group of people from varied educational, social, cultural and philosophical backgrounds. The subject matter is always available on the internet, unlike traditional education.
Disadvantages of Online Education
The advantages that online education brings to students are immense and indisputable. Pursuing an online course is an excellent option in education, particularly when traditional learning situations have many obstacles, such as commuting or distance. However, as everything has two sides, online education also has some fundamental drawbacks that can be inconvenient.
Using the computer too much can make the students prone to plagiarism. It can also cause vision problems as we sit near the laptop almost the whole day. Online education may also hinder physical development. Online education can be quite complicated for a person to be accountable for their own learning without someone to drive them to do something.
Online education detaches you from your classmates. One might need to put in extra time in some cases to understand the learning process. It is easier to cheat in an online exam than when in a class and hence may not be advisable during exams. Online education also gives one a lot of autonomy which may be critical for our learning. There are a number of distractions on the internet through adverts, and this might interrupt our learning. Online education also has significantly less self-assessment.
Online education has both advantages and shortcomings, but it is an excellent method of learning that can help develop a student’s performance. To succeed in online education, one should choose an ideal university and course to avoid pursuing education from among the various suspicious universities that employers may reject. The other most essential thing is to assure that one needs to maintain communication with the school faculty and fellow students. The important point is proper time administration that helps one manage our time to complete and submit prescribed assignments in time.
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2022, The Effectiveness of Online Education and the Extent to which Online Courses can Replace Traditional Classroom Teaching.
Over the past few years, there has been an increase in institutions that have adopted online education as means of delivering educational content in different disciplines. The COVID-19 pandemic also contributed to most institutions of learning adopting online education. Online education is mostly delivered over the internet unlike the traditional mode of education which requires students to sit in a classroom with a lecturer Infront of them. Most online platforms incorporate rich graphics and interactive quizzes which enhance the learning experience of students.
Mahamadou tembely
Education providers are moving from traditional face-to-face environments to those that are completely electronic. The movement to online education requires applying new strategies to suit the new medium. Online education provides university equivalent courses for millions of students across the globe. This paper discusses the strengths, weaknesses, and potentiality of online education.
Paul D Bacsich
Eddie Mombera
Online Teaching allows people to access education from anywhere in the world and at any time that is convenient to the leaner, it offers flexibility, it is student self-paced in delivery of the course material. Online learning is a form of distance learning. Simonson & Berg (2016) defined online learning as a form of education where the courses are delivered to students through internet and communication between students is also through internet. Recently there has been a significant increase in the number and variety of online courses had been observed. Chidi et al. (2021) considers online learning as an education reform that has been encouraged by advancement in technology. Although online courses have been welcomed as a great opportunity by a number of students, others still see them as less useful than traditional face-to-face courses. In this paper , we will look at the advantages and disadvantages of online learning and further to that, the paper will evaluate the effectiveness of online education by examining perception on online teaching, and discuss the extent to which online courses can replace traditional classroom teaching.
Holly Seirup
More and more colleges and universities across the US have adopted online instruction (Allen & Seaman, 2015; Perreault, Waldman, Alexander, & Zhao, 2008). Ginn & Hammond (2012), offer an example of the growth in a report on the adoption of online instruction by National Association of Schools and Public Affairs and Administration members. The report chronicled the increase in offerings of online courses, certificates, and Master degree programs from eight online courses in the 1990s to 15 in 2003 and 39 in 2012. Online offerings and enrollments are expansive (Ni, 2013) as colleges and universities continue to rethink the concept of instructional effectiveness, innovative pedagogy, and student retention.
Massive Open Online Courses - Current Practice and Future Trends [Working Title]
Sabila Naseer
Digital Education is the innovative incorporation of modern technology and digital tools to assist the progress of the teaching and learning process. This concept was familiar for the last many years but during COVID-19 its urgent need was undrescored. However, in this chapter, both advantages and flaws of digital learning or online practices have been highlighted. The experts' given solutions both on a national and international level to overcome the flaws have also been discussed. To make this set-up more smooth for the students, teachers, as well as the community for upcoming ages, have also been foregrounded to deal with any calamity.
isara solutions
Interal Res journa Managt Sci Tech
The outbreak of COVID-19 had led to the shutdown of all the educational institutes, although maintaining the process of learning and teaching is crucial for all the economies. e-learning evolved to be the most optimum tool for distributing education to remote locations. The Government of India has introduced numerous programmes for making changes in the current scenarios of education at school, undergraduate and postgraduate level to impart education to all the sections of society. The present study aims to analyze the technologies employed by the formal Indian institutions to conduct online classes and factors impacting the choice as no study has examined the technology adopted by universities in the situation like COVID-19 epidemic. Quantitative study was conducted with the help of mailed-questionnaire and responses were gathered from 187 respondents. Hypothesis were constructed and statistically tested with the chi-square and sample t-test. The results highlighted that Zoom, StarLeaf and Canvas are most used e-learning softwares as they provide the feature of locking the room and ease in integration with the other softwares. However, these platforms were not seen as the future of the education system.
Apeejay Journal of Management & Technology
Simple Sharma
The online courses has become a different platform for learning which has grown rapidly in last decade due to its attractiveness. There are three main pillars of online courses which make them successful i.e. instructor, student and technology. Online courses push student towards boosting their knowledge, confidence and enhance their skills not only this people can also take online courses while doing other jobs, even while completing their degrees and maintaining status of their families. Students' satisfaction is important part and parcel of online courses, as it depends on student performance & also on quality aspect of online courses. Interaction is considered as an important factor for round about development of students & learner-student interaction is deliberated as enhancing the progress of students in field of education. It is cleared from facts in this review that new technologies have expanded prospective interaction among student & instructor, but careful planning should be done on part of instructor to have great growth on part of student. No doubt new technologies in this field has put great advantages but due to one way communication learners face many challenges and got the feeling of isolation as compared to offline learning. In offline learning which is also called traditional classroom learning, there is two way communication which leads to transparency and evolution of new ideas. But still learners are adopting the online courses due to short term duration and time flexibility. This review focus on various benefits on part of student, interaction of learner & instructor, challenges & key points that highlighted the online education importance in today's scenario.
Online Education’s Effectiveness: Online Courses vs. Traditional Classroom Teaching
Yumna Fatehi
The effectiveness of online education is argued by researchers who held different views in this respect. Some studies questioned that online courses could replace traditional classroom teaching. On the other hand, other studies emphasized the appropriateness of online courses, especially when abiding by certain requirements that can make online courses efficient. The study discusses these different views and sheds light on the appropriate conditions for successful online learning.
Muhammad Nabeel Siddiqui
The effectiveness of online studying is disputable .some people believe that it is much more constructive than traditional classroom based training while others do not. This essay will discuss the positive and negative aspects of online study
Journal of Technology …
Debra Sprague
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Most online courses, however, particularly those serving K-12 students, have a format much more similar to in-person courses. The teacher helps to run virtual discussion among the students ...
Nashville, TN 3720 3 USA. t [email protected]. Abstract. The physical "brick and mortar" classroom is starting to lose its monopoly as the place of. learning. The Internet has made ...
Effectiveness of Online Education. Words: 1113 Pages: 4. It is hard to dispute that online education has recently established itself as a significant component of current educational systems. As new technologies are developed, online learning continues to take on new forms. The majority of colleges, high schools, and other educational ...
218. A UNESCO report says schools' heavy focus on remote online learning during the pandemic worsened educational disparities among students worldwide. Amira Karaoud/Reuters. By Natalie Proulx ...
This essay examines the global impact of online education in the decade following the widely publicized introduction of MOOCs (Massive Open Online Courses) in 2012—exploring the demographics and preferences of learners, the effectiveness of online learning, the surprising and substantial impact on the labor market, and the implications of scalability for reducing the cost of education.
The purpose of this study is to analyze the effect of online education, which has been extensively used on student achievement since the beginning of the pandemic. In line with this purpose, a meta-analysis of the related studies focusing on the effect of online education on students' academic achievement in several countries between the years 2010 and 2021 was carried out. Furthermore, this ...
However, contrary to the present study, the analysis of comparisons between online and traditional education in some studies shows that face-to-face traditional learning is still considered effective compared to online learning (Ahmad et al., 2016; Hamdani & Priatna, 2020; Wei & Chou, 2020). Online education has advantages and disadvantages.
In the fifth essay of the Education Week series "Weighing the Research: What Works, What Doesn't," Professor of Education Susanna Loeb explores the effectiveness of online learning in K-12 education. "It is not surprising that in-person courses are, on average, more effective.
The coronavirus pandemic has forced students and educators across all levels of education to rapidly adapt to online learning. The impact of this — and the developments required to make it work ...
This essay argues the contemporary benefits of online learning, and that these benefits significantly outweigh the issues, challenges and disadvantages of online learning. Online learning is giving people new choices and newfound flexibility with their personal learning and development. Whereas before, formal academic qualifications could only ...
Recognition of the potential advantages of online instruction isn't new. A paper published back in 2001 noted that online courses could "address a variety of learning styles," allow ...
Online learning is one of the educational solutions for students during the COVID-19 pandemic. Worldwide, most universities have shifted much of their learning frameworks to an online learning model to limit physical interaction between people and slow the spread of COVID-19. The effectiveness of online learning depends on many factors, including student and instructor self-efficacy, attitudes ...
They find that online education lowered a student's final grade by about 0.2 standard deviations. Their work also confirms the results of previous papers, finding that the negative effect of ...
This change in environment causes a lack of concentration in students. In contrast, E-learning enables the students to choose the best environment for study, and this promotes their ability to understand. As a result, students enjoy the learning process as compared to conventional classroom learning.
"Research generally shows that online learning can be as effective as in-person instruction, if you have a good setup," Gill says. But what most schools were doing in the spring wasn't true online learning, she adds. "Teachers didn't have prepared online content, so they were trying to convert what they normally do to an online platform.
This systematic analysis examines effectiveness research on online and blended learning from schools, particularly relevant during the Covid-19 pandemic, and also educational games, computer-supported cooperative learning (CSCL) and computer-assisted instruction (CAI), largely used in schools but with potential for outside school.
In a recent study, researchers found that 18% of parents pointed to greater flexibility in a child's schedule or way of learning as the biggest benefit or positive outcome related to remote learning ( School Psychology, Roy, A., et al., in press).
Online learning, ideally means Educational technology is the combined use o f hardware, software, and educational theory and practice to fa cilitate learning. Educati onal technology. creates ...
Essay on Online Education in 200 words. Online education has witnessed remarkable growth in recent years, with the internet serving as the conduit for delivering educational content. This transformation has been accelerated, particularly in response to the global pandemic. Online education transcends the boundaries of traditional learning ...
Effectiveness of Online Teaching and Online Courses. In the past few years and even more so recently with the challenges created by the Covid epidemic, there seems to be a growing interest in the role that online teaching can play in the field of education. It has prompted the educated elite to examine how online teaching can improve academic ...
Essay on Online Education: Online learning is one of the imminent trends in the education sector around the globe. This mode of learning is done through the internet. With advanced and upgraded technologies, this mode of learning has been made simpler. Online Education is also preferred in higher learning Institutions. This article will render the […]
The evaluation and discussions will be informed by existing literature on online learning that has been published in peer-reviewed journals and published books on the subject. 2.0 The Effectiveness of Online Education Al Rawashdeh et al (2021) states that online learning involves the use of text, images, and sound to engage the learner hence ...
The effectiveness of online education has shown a number of advantages due to increased flexibility and learning opportunities: easy access to experts, exposure to educational environments, a wide range of types of courses, and joining student communities. There are also several disadvantages of online education, such as: internet browsing ...
As if that was not good enough, the younger generations are being offered courses online, making K-12 online education popular. Whether students decide to pursue their education, regardless of whether they choose a traditional face-to-face school setting or courses being taught online, studies in previous years found that online courses can be beneficial for some and convenient.