Introduction
Online learning has become the primary source of knowledge in regard to academic education and various skill-based courses. One of the reasons why the shift occurred was the COVID-19 pandemic and the government regulations that limited individuals from attending public gatherings, including physical classes. As a result, the solution was to transfer the classes into the online space. The reactions to such systematic changes were mixed, with one party agreeing that online learning is more convenient while the other one suggested it is not as effective. In this paper, online learning will be compared to in-person courses, and a framework for future academic techniques will be illustrated based on research-based evidence.
Benefits of Online Learning
The recent lockdown has facilitated circumstances in which online classes have become an indispensable tool applied by students and teachers to exchange knowledge and information. Thus, the benefit of this method merely proves to be employable during a health crisis. However, several additional positive aspects derive from implementing online learning. Researchers mention that students perceive the technique as more accessible and comfortable compared to attending in-school classes (Mukhtar et al., 2020). As a result, students and individuals attending online courses do not have to look for locations that benefit them and include transportation in their daily schedules. Instead, they can access the best schools and resources without being constrained. Opportunities are being multiplied, which correlates with a wider range of potential skills that can be addressed through remote courses and training.
Another benefit that researchers highlight as an illustration of online learning becoming the primary academic technique is student performance. Namely, evidence shows that students are not less likely to achieve academic success despite not attending in-person classes (Zheng, Bender and Lyon al., 2021). Moreover, online learning encourages resilience, independence, and decision-making. Not being assisted and looking for answers individually encourages students to apply their skills practically and strive for educational success while putting effort into achieving them. On the other hand, in-person lessons may not be as efficient as the focus is on communal knowledge retention rather than individual ones.
Researchers also mention social interaction in regard to online training. Namely, students who communicate both with teachers and peers are more likely to succeed (Baber, 2021). The remark implies that while no face-to-face communication occurs, students are able to fulfill the requirement of social connections via their educational platforms. Moreover, online learning does not imply the lack of a teacher or a group. Instead, the circumstances are similar to those in physical classes, which is a benefit in regards to maintaining an active social life and reaching for educational achievements.
Replacing In-School Learning
Needless to say, both in-school and remote learning correlate with various negative consequences. For example, potential altercations, situations in which an individual experiences anxiety, and social distractions are linked to attending physical schools. On the other hand, the isolation linked to online learning results in adverse effects on an individual’s mental well-being. For example, researchers mention that students who primarily learn online are more likely to be depressed and anxious (Zhang et al., 2022). However, the study does not take into consideration the type of online learning. Thus, as mentioned prior, emulating a classroom via various platforms creates circumstances in which students do not feel isolated. Hence, online learning can replace in-person schooling from this perspective on certain aspects borrowed from the latter. As a result, a symbiotic approach is effective in minimizing potential risks.
Another barrier reported by researchers is potential difficulties in remaining resilient. For example, academic results dropped at the beginning of the lockdown (Bird, Castleman and Lohner, 2022). However, it is essential to note that most individuals did not have prior experience in operating online to study. Thus, it may have been effective to implement a level of training to reduce potential barriers. In this case, online learning can also replace regular schools. However, the idea that remote classes are to be entirely different is unattainable. Instead, such techniques are to consider the benefits of in-person schools and implement them, such as frequent communication, interactions, and a community platform.
Summary
Online learning has become one of the primary ways in which people access academic skills and knowledge. On the one hand, it is convenient and promotes more opportunities in regard to the schools, classes, and courses one may want to attend. On the other hand, online learning may be perceived as isolating and lower in terms of academic success. Nonetheless, incorporating both can indefinitely replace the school system that exists nowadays.
Conclusion
Online classes have the potential to become the new preferred way of acquiring knowledge despite potential barriers correlating with the method. Namely, it is vital to create a balance between the positive aspects of remote learning and in-person schooling by focusing on communication and interactions both with teachers and among students. As a result, the various online courses and classes taught online will become more widespread due to the convenience, comfort, and opportunities linked to being able to access such information despite possible geographical and physical difficulties.
Reference List
Baber, H. (2021) ‘Social Interaction and effectiveness of the online learning – a moderating role of maintaining social distance during the pandemic COVID-19’, Asian Education and Development Studies, 11(1), pp. 159–171.
Bird, K.A., Castleman, B.L. and Lohner, G. (2022) ‘Negative impacts from the shift to online learning during the COVID-19 crisis: Evidence from a statewide Community College System’, AERA Open, 8, p. 233285842210812.
Mukhtar, K. et al. (2020) ‘Advantages, limitations and recommendations for online learning during COVID-19 pandemic era’, Pakistan Journal of Medical Sciences, 36(COVID19-S4).
Zhang, C. et al. (2022) ‘Associations between online learning, smartphone addiction problems, and psychological symptoms in Chinese college students after the COVID-19 pandemic’, Frontiers in Public Health, 10.
Zheng, M., Bender, D. and Lyon, C. (2021) ‘Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: Empirical evidence from a school-wide comparative study’, BMC Medical Education, 21(1).