Effectiveness of Online Learning
The concept of online learning has already existed since 1999 when the phrase was first used in a lecture on Cognitive Behavioral Therapy (CBT) programs. Subhashi (2008) further defined that “Online learning is any learning experience or environment that depends on the Internet or World Wide Web (WWW) as the main medium in communication and presentation”. E-learning has developed mostly due to the advent of the internet throughout the mid-20th century. Many researchers believe that the effectiveness of the online learning method impressively produces more quality workers for the future. However, this newly introduced method required several important components to be executed (Pearl, 2012). Therefore, the future of education moving toward shifting from physical education to online education which gives several advantages and disadvantages of online learning.
One major advantage of online learning is the learning process outcomes were as good as the traditional system despite the student environment. Notably, Rovai and Jordan's (2004) study affirmed that the sense of togetherness interaction that the online style students had is greater than the traditional style students. According to Harmon and Lambrinos (2006), the pass rates for students in the online environment were four points better than in the conventional system. This pass rate difference can be explained as research undertaken by Bowen and Ithaka (2012) found that students did almost all of the work given when they were at online learning. It can be seen that E-learning not only offers cost-cutting and efficiency benefits but helps create new online educational methods for the students (Bowen, p. 311). Eventually, with the ongoing development of technology over time, even if the environment of every student is diverse, online learning still proves to forestall the rates of the conventional system.
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Secondly, online learning is beneficial in combating the rising costs of tertiary education and the possibility of delivering world-class education. According to Dynarski and Scott-Clayton (2013), they stress that the lifetime income difference between university graduates and high school students keeps expanding. One of the factors for the difference is that the college costs rates and college debts grow more rapidly (Nguyen, p. 310). Thereafter, Finaid.org (2014, as cited in Nguyen, 2010) reports proving that the overall global college debts amount to more than $1 trillion. Multiple researchers such as Bowen (2013), Bartley & Golek, (2004) Jung & Rha (2000), Koller & Ng (2014) Tucker (2007), believe that the problem needs to be solved with an efficient method such as distributing the expense of a class which offers from online learning. Thus, the problem of the rising cost of college debt can be solved slowly using online learning and resulted in students’ motivation to pursue their studies without financial constraints.
Online learning also can be interactive in quality. According to Roblyer and Ekhmal (2001), the versatility and accessibility of online learning have made it easier for students. For example, a number of software tools such as online newspapers and websites offer new content for the students (Thourmound, 2003 as cited by Subhash). Bartley and Golek (2004) also claimed that online education has a flexible opportunity to bring distance instructors into the course without the travel time and expenses. Besides, software from Centra-Symposium recommended by Yerk-Zwickl (2003), provides an interactive and network-based environment that ideal for student tasks. In short, the quality of online learning can be interactive for students and educators since it is more flexible and easier.
Next, online learning is cash benefits for a national economy. This can be done by constructing cost matrices that evaluate the cost considerations as cost variables were divided into resources (Bartley & Golek, 2004). Moreover, online education is important as one is able to evaluate some additional costs as to where the school might get after evaluating its advantages and drawback. Also, Bartley and Golek (2004) described online learning as able to provide sequential digital audio for educators and fulfill the scheduling requirements even with the cost of infrastructure. The research by Rotimi, Olugbenga, and Olakulehin (2006) in Nigeria indicates that university goals of predicting profits through e-learning infrastructure become cost-effective and affordable. After all, online learning is not only gainful for the students but also the raising of the national economy in terms of monetary value as it takes into consideration to construct of the cost matrices.
However, online learning also has its downside as using a computer cannot fully guarantee communication. According to Brunet (2011), research has found that the main weakness in online courses is the lack of engagement between teachers and students. This interpretation (as cited in Pearl, p. 2-3) may cause students to take a poor impression of the content course. A study by Chang & Smith (2008) has found that the optimistic behaviors of the students in the course can lead to a degree of engagement in the course. At the same time, interaction (as cited in Pearl, p.2-3) is necessary not just for the enjoyment of the course, but as a goal of maintaining the student focused on the course. In general, communication and engagement in physical class are not fully replaceable as communication is necessary to ensure a better understanding of the student towards the course.
Other than that, in standard courses, students have face-to-face interaction that keeps enables them to maintain focus in completing assignments. Research conducted by Sacred Heart University has shown evidence that the learning and information acquisition mechanisms arise in conversations. It was also agreed by Kreijins, Kirschner, and Jochems (2003) that computer-using learning loses the social interaction required to establish essential discussions. As result, without face to face, the ability to underestimate the necessity of communication becomes an issue in online learning as these courses will take longer to develop and implement (as cited in Pearl Jacobs p.2-3). Furthermore, Fish and Wickersham (2010) have agreed that teachers still need to design the modules and offer excellently written instructions to assist them and keep track of task deadlines. Therefore, online learning makes people feel lacking in social interaction and unable to help practice interaction during learning progress.
Additionally, there are still shortcomings in its design and execution. According to Steen (2008), every course is different thus there will be no one model that suits all electronic learning designs. Research also done by the University of Central Florida (2005) on the educational effect of courses online showed that 77% of the faculty claimed that designing for online classes was harder than face-to-face lessons. The parties responsible for offering online courses still also need to be knowledgeable regarding the current field and might also need to develop new research skills (Garnham and Kaleta, 2002). This is why Dr. Bain pointed out that instructors who taught face-to-face classes need to be trained up to look into different approaches to attract students to the courses. Thus, to make online learning easier for the accessibility by students, the design and approaches by educators need to change.
Last but not least, a complete absence of face-time instructors is concerning for students. People who study through capacitive sensing or visual method will try to improve their education by practicing and experiencing but still thinks that online learning is not an ideal environment for them (Monk, as cited by Zounek). Besides, Monk also mentioned that the visual pictures, are cross-contextualized and mapped onto a two-dimensional frame, making it inaccessible for them. In virtual classes, students required a weekly lesson, or it would not be successful as they could be lagging (Morrison et al., 2007). This is why full online classes have slightly lower rates of success and an increased level of failure even than their face-to-face learning (Central Florida University, 2005). The significance of face-time from instructors is exchangeable, and not all students seemly compactable with the absence.
In conclusion, not all students are fitted with a swiftly-connecting network, or smartphones to help improve the educational experience. Most people that live in countryside areas have little high-speed internet access and the unlimited data packages can indeed be lucrative for some. This is why they prefer to distance themselves from online learning. However, online learning also has proven to be an effective option as it provides more flexible time management for students and educators. The most important thing is education is vital and there are various ways to acquire them. As mentioned, E-learning is indeed a decent way of acquiring information, but not practical for all of us. Individuals have to choose the approach based on their abilities as well as the time they are willing to spend.
References
- Nguyen, T. (2015). The Effectiveness of Online Learning: Beyond No Significant Difference and Future Horizons, 11(2), 310-312, from https://jolt.merlot.org/Vol11no2/Nguyen_0615.pdf
- Appanna, S. (2008). A Review of Benefits and Limitations of Online Learning in the Context of the Student, the Instructor, and the Tenured Faculty. International Journal on E-Learning. 7. from https://www.researchgate.net/publication/237143888_A_Review_of_Benefits_and_Limitations_of_Online_Learning_in_the_Context_of_the_Student_the_Instructor_and_the_Tenured_Faculty
- Jacobs, P. The challenges of online courses for the instructor. Research in Higher Education Journal, 5-8, from https://www.aabri.com/manuscripts/131555.pdf
- Zounek, J. & Sudický, P. (2012). Heads in the Cloud: Pros and Cons of Online Learning. from https://www.researchgate.net/publication/311807840_Heads_in_the_Cloud_Pros_and_Cons_of_Online_Learning
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