A significant increase in the number and variety
of online courses have been welcomed as a great
opportunity by a number of students, others still
see them as less useful than traditional face-toface courses. Evaluate the effectiveness of online
education, and discuss to what extent online
courses can replace traditional classroom
teaching.
Chinenye Gloria Ekeh
R2203D13978413
Induction Module
LJMU-IND-M-100-34585
23rd April, 2022
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Introduction
In the wake of great technological advancement, the development of modern technology and
digitalization as well as the quest for cost effective and better ways to teach and learn, individuals,
colleges and universities are rapidly migrating to the world of digital learning, otherwise called,
online learning. Also, following the recent worldwide pandemic of the novel corona virus which
froze physical activities and movements of people, it has led to unprecedented dependence to
education which threatens to sweep off the traditional classroom teaching (Nordin, et al, 2021).
While we cannot rebuff that digital teaching is very important in education, it may not be suitable
for all learning conditions. This essay analyses the evolution of online education and its
advantages over traditional classroom teaching.
The widespread of corona virus disease (Covid-19) in 2019 which led to the shut down of schools
and business caused a great increase in the transition from traditional classroom education to
remote learning. Some scholars believe that this switch in instruction further brought online
learning to the limelight. However, contrary to popular belief, the idea of online education was
first put into practice in the mid 19th century when the American society became involved with
correspondence education through the postal system. Distance learning eventually progressed with
technology through the introduction of radio programming, then local television such as PBS, and
eventually to telephone- and video-based courses (Bartley & Golek, 2004). The digital space had
its pioneer distance learning progam in 1981 through the use of teleconferencing, and the first
online program was launched the following year by the Western Institute of Behavioral Sciences
(Harasim, 2000). In recent years, online instruction have become readily available. This is due to
the rise in new technologies, affordable personal computers, widespread adoption and access
to internet connections (Evans & Haase, 2001). It is believed that the emergence of the world
wide web in 1991 was a significant motivation towards the swift increase and widespread of
online education. Ever since, Institutions all over the world offer not only online short courses,
but complete online degree programs.
Online education, which has severally been used intercahangeably with e-learning, remote
learning and digital instruction, describes any teaching and learning model delivered using digital
technology. Such technologies include visual, pictorial, text, audio, videos and animations.
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According to Finch and Jacobs (2012) online education encompasses “all forms of teaching and
learning where the student and instructor are geographically and temporally separated”.
Remote leaning and conventional education have been compared severally by various authors.
Although they vary in teaching-learning style, curriculum design and assessment, they however
share many similarities. In both cases, instructors are required to develop curriculum, motivate
students at intervals, and grade assessments; students are expected to complete course
materials, attend classes, complete assignments and engage in group discussions and projects.
Despite these similarities, an increasing number of learners are opting for online courses.
One of the most evident, creative, and outstanding attributes of remote learning is its comfort for
almost everyone. Individuals who are occupied with families or careers are able to organise and
adjust their timetable and schedules to fit into their individual time restraints. Most adult
students are faced with the challenge of balancing their career, study and family obligations.
Hence, the need for a flexible program. One of the purposes of advanced learning, irrespective of
the form of instruction (online or traditional), includes an upgrade in the productivity and attitudes
from workers needed to achieve work-related development (Kilby, 2001). Employees who would
otherwise be denied the opportunity to develop self-knowledge and access to tools to empower
themselves, are availed with variant opportunities with multiple flexible options online. Although
traditional classroom teaching offers some degree of flexibility to its employed- learners, it is
however, significantly low when compared to their online counterpart. This leads to a noticeable
reduction in the loss of time and opportunity from having workers out of duty stations for long
periods of time.
Another reported benefit of digital instruction is its ability to integrate learning across geographic
locations, and many claim that online learning is cost efficient. With over 50 million workers in
need of retraining, any discovery that reduces extra cost is very welcome, and remote training
programs have proven they can save millions of dollars annually (Evan & Haase, 2001).
Despite the increasing popularity in online learning, recent studies indicate that the dropout rate
of students in online courses is significantly higher than traditional courses (Lee & Choi, 2011).
However, Schunk (2008), noted that students who are driven to learn are more likely to actively
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engage in challenging activities, and be able to adopt and appreciate in-depth learning methods.
They demonstrate better performance, perseverance, and creativity that will keep them theough
the course of their study online. Also, the broad range and numerous technological advancement
incorporated into online programs of many Universities may increase the interaction between
students and instructors (Bell & Fedeman, 2013). To support this claim, Zhang et al, (2004), stated
that remote learners can perform better than the traditional classroom learners where emphasis
is places on learner-centered activities and system interactivity.
In a study by Jimoh (2013), he stated that the supply of quality education to millions has been one
of the challenges facing developing countries such as Nigeria. He also added that both domestic
and international experiences have shown that traditional education is extremely hard pressed
to meet the growing demands of today's socio-educational environment, especially for less
developed countries like Nigeria. The limitations on university spaces impose restrictions on
access. .To close this gap, online learning platforms are highly recommended.
There has been series of arguments and comparisons between remote learning and conventional
learning to ascertain the effectiveness of online courses and if any significant differences exists
among these two styles of instruction. A comparative analysis of the midterm test scores of online
and traditional students of Stevens Institute of Technology was carried out by Fallah and Ubell
(2000). The result suggests no significant difference in the learning outcomes. A different study
conducted by Hiltz, et al. (2002), examined 19 empirical studies which compared online learning
outcomes with traditional classroom courses. Utilising objective scale of content learning and
appraisal feedbacks by faculty and students, the research indicated enormours proof that online
instruction tends to be as effective as traditional course delivery.
Despite the numerous benefits of online instructions as analysed above, there are limitations to the
disciplines suitable for online education. Academic disciplines varies in subjects, theories and
practice , and not every academic field can be successfully delivered online. So far, online
instruction tends to be more suitable for theory-based courses, rather than scientific fields such as
medical science and engineering which require a certain degree of hands-on practical experience.
No level of online lectures can replace certain practicals like an autopsy for students in the medical
field or real-life industrial training for a budding engineer. While this could change in the future,
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traditional classroom teaching remains the best option for such disciplines. Guddivada and
Agrawal (2013) noted that practical learning activities need to be carried out in such a way that it
has to be effective and efficient. So most science based disciplines would not be much advisable
to online platform in its learning approach like engineering courses , medical and other practically
based disciplines.
Ultimately, digital instruction has evolved over the years and may likely grow beyond. Owing to
its flexibility, accessibility and cost-friendly nature, digital instruction is rapidly becoming a norm,
especially for individuals who are otherwise unable to enroll for their preferred courses due to
physical distance, career, unaffordable cost and pandemic. It is important to note, however, that
online education can serve as alternative means of instruction as it is unlikely to totally replace
traditional classroom teaching, especially for science-based courses that require hands-on learning.
Considering online instruction is a new innovative to both pioneer and veteran faculty, it calls for
professional development. These may comprise of effective curriculum design, implementation,
and assessment.
Also, there is need for more research on the factors that motivate students to engage in online
education.
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