How Effective Is Online Learning? What the Research Does and Doesn't Tell Us Opinion

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. Most of the research on online courses for K-12 students has used large-scale administrative data, looking at otherwise similar students in the two settings. One of these studies, by June Ahn of New York University and Andrew McEachin of the RAND Corp., examined Ohio charter schools; I did another with colleagues looking at Florida public school coursework.

This problem needs to be tackled immediately so that everyone can enjoy the benefits of quality education via e-learning (Cojocariu et al., 2014). One should not merely focus on the pros attached to the adoption of online learning during the crises but should also take account of developing and enhancing the quality of virtual courses delivered in such emergencies (Affouneh et al., 2020). It is not as easy as it seems, a considerable amount of investment is needed for getting the devices and equipment, maintaining the equipment, training the human resources, and developing the online content. Therefore, an effective and efficient educational system needs to be developed to impart education via online mode.

Online learning has shown significant growth over the last decade, as the internet and education combine to provide people with the opportunity to gain new skills. Since the COVID-19 outbreak, online learning has become more centric in people's lives. The pandemic has forced schools, universities, and companies to remote working and this booms the usage of online learning.

Also, to conduct smooth teaching–learning programs, a list of online etiquettes was shared with students and proper instructions for attending classes were given to them . People often think that online students are not smart enough for a traditional college or university, they are lazy, and they don’t get “real” degrees. These claims discourage many people from taking online courses, so they get stuck in the traditional educational system that consumes a huge deal of money, nerves, and years of their lives. On behalf of our editorial board, authors, reviewers, staff, and the Online Learning Consortium , which sponsors our work, I am pleased to present the secondissue of our 26th volume ofOnline Learning.

Studies have also focused on both asynchronous and synchronous aspects of communication (Swaggerty & Broemmel, 2017; Yamagata-Lynch, 2014). Zawacki-Richter et al. reviewed 695 articles on distance education from 2000 to 2008 using the Delphi method for consensus in identifying areas and classified the literature from five prominent journals. The reviewers examined the main focus of research and identified gaps in distance education research in this review.

Online education enables you to study or teach from anywhere in the world. This means there’s no need to commute from one place to another, or follow a rigid schedule. On top of that, not only do you save time, but you also save money, which can be spent on other priorities.

We’ve mentioned before how flexibility can help you to set your own study pace. But online education is also flexible for each student’s individual requirements and level of ability. With more companies using virtual teams, it’s important to learn how to collaborate remotely. Your classmates will likely live in different time zones, which you need to learn how to adapt to and schedule around.

Effective online instructions facilitate feedback from learners, make learners ask questions, and broaden the learner horizon for the course content . wordpress templates must focus on pedagogical issues and emphasize collaborative learning, case learning, and project-based learning through online instructions (Kim & Bonk, 2006). For the purpose of this literature review, both pure online and blended learning are considered to be online learning because much of the evidence in the literature compares these two types against the traditional F2F learning. The debate in the literature surrounding online learning versus F2F teaching continues to be a contentious one.

At this point, dialog is limited as well as interaction among participants and the facilitator. Successful on-ground instruction does not always translate to successful online instruction. If facilitators are not properly trained in online delivery and methodologies, the success of the online program will be compromised. An instructor must be able to communicate well in writing and in the language in which the course is offered. An online program will be weakened if its facilitators are not adequately prepared to function in the Virtual Classroom.

The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active. Blob Opera, developed by Google and AI artist David Li, lets students manipulate a soprano, alto, tenor and bass quartet of blobs.