essay online classes vs physical classes

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Classrooms have a direct effect on our learning and understanding process. Back in the day, classrooms meant only physical classrooms. But, online classrooms have gained immense popularity, especially after the emergence of the COVID-19 pandemic. This article will help you understand the difference between online classroom vs. physical classroom. After which, you will be able to distinguish between these two and choose the more suitable one for yourself or your child. 

What is an Online Classroom?

An online classroom is a digital learning experience that allows teachers and students to connect online in real-time. Online classrooms use video conferencing, online whiteboards, and screen sharing to enable teachers to conduct live lectures, virtual office hours, and discussions with students in an interactive setting. Moreover, online classrooms are meant to replicate the experience of physical classrooms, with some added benefits of file sharing, instant feedback, and interaction, and are ideal in distance learning situations.

In addition, an online classroom showcases an online learning system that enables students and teachers to communicate and collaborate. Online classrooms are basically like cloud-based learning solutions and are run digitally. Therefore, they are highly customisable and accessible to all users on several devices. These include smartphones, tablets, laptops, etc.

What is a Physical Classroom?

Physical classrooms create a face-to-face environment for students and teachers. They refer to a classroom set-up where everyone can communicate with each other and engage. A physical classroom has different materials and furniture in them. This includes projection screens, board, teachers, class monitors, etc. Moreover, many of the elements in a physical classroom bring positivity and concentration to students regarding studies. They also help the students to feel less distracted. This is because an academic environment surrounds them.

However, only books, lessons, and various class works don’t have to keep students engaged. Other things like furniture, classroom decorations, teacher’s behaviour, peers- play an essential role in indulging students into the classroom environment. It creates an ambience to make students feel inclined to study and focus more.

Online Classroom vs. Physical Classroom

Since we have now developed a good knowledge of what online classrooms and physical classrooms are, let’s see the critical differences between online classroom vs. physical classroom. First, let’s see the pros and cons of online classrooms.

Online Classroom- Pros & Cons

Online classrooms may be the perfect option for some, but not the correct choice for others. Therefore, it is best to know its pros and cons before deciding for a kid or an adult.

Pros of Online Classroom

There are several pros of online classrooms. However, some of the crucial pros of online classrooms include the following:

Provides a Safe & Comfortable Environment 

Online classrooms allow you to study in the comfort of your own home. It is completely home-based, and you are in charge of your surrounding environment. There will be no classroom bullying, no fighting, etc. Also, there will be less disease transmission from others. Most importantly, from dangerous viruses such as COVID-19. 

Complete Flexibility

Total flexibility is the primary advantage of online classrooms. Students can work on their assignments any time of the day, whenever they feel. Also, they can access all their classes from any location that has good internet service. 

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Cost-Effective

Online classrooms require fewer materials. So, it is cost-effective compared to the usual classrooms. Pupils only need to buy e-books and have a good internet connection to attend classes in an online classroom. They do not need to purchase expensive textbooks. Moreover, most of the materials are provided online by the  teaching  faculty. And, any additional costs, such as transportation, lab costs, are also not required to take online classes. 

Cons of Online Classroom

Among the number of pros of online classrooms, there are some cons too. It depends on different people on what they want to focus more on. Therefore, let us now look at the cons now.

Less Socialisation 

Physical classrooms have several options for students to engage and get involved in many recreational activities. On the other hand, there are fewer options for students in online classrooms. They can’t talk to others, interact in the classroom openly, etc.  Students do all teamwork online, all by themselves. This makes them less social. Therefore, interpersonal skills such as teamwork, leadership, and social skills do not develop in them. 

It also affects their mental growth and makes them socially not ready. On top of that, they miss out on classroom-related extracurricular activities such as class parties, face-to-face presentations, classroom games, etc. 

Motivational Problems

Online classrooms expect the pupils to take authority over most of their work. But, sometimes it gets tricky for them to finish them on time. They have to work in isolation, with no peer or teacher to assist them physically if they get stuck somewhere. Thus, this is a significant disadvantage for students who are not very motivated and very bad at working in isolation instead of in groups. 

Distractions

The list of distractions in an online classroom is vast. In a physical classroom, the environment is only suited for learning and getting to interact with others. But, in an online classroom, pupils are in their homes or any other comfortable place. This means that the primary purpose of that environment is not for learning. They are also not under the supervision of teachers.

For instance, at home, the amount of distractions is endless. There might be music playing in the next room, a serious family discussion in the other room, etc. Thus, the classroom environment is not distraction-free. It diverts the mind of pupils from their studies. This causes them to focus less.

Physical Classroom- Pros & Cons

The physical classroom environment is the most common and the most traditional learning environment. However, it has its own pros and cons list too. Let us have a look at some in this section.

Pros of Physical Classroom

Physical classrooms have numerous advantages. Nothing else can beat learning with a proper physical classroom and face-to-face human interaction. Some of the pros are:

Respect towards one’s own physical and mental health and respect for your classmates/teammates is included in a physical classroom environment. Pupils can use this teaching in other social and working environments. It also encourages pupils to achieve through learning, gain recognition for their efforts and achievements, and raise their future aspirations to succeed. Pupils should be involved in learning in its widest sense, both inside and outside the classroom, to achieve their true potential.

In addition, physical classroom education teaches the students how to talk to others and show respect. They learn this through various classroom activities. For example- group projects, presentations, story sharing, etc.

Interactive Learning 

Physical classrooms involve interacting with different teachers face to face, ask more questions if there is any confusion in a topic. Moreover, it allows students to interact with their peers. This builds up their team working and team-building skills. Students can brainstorm ideas amongst each other as well as get feedback from others. 

The feedbacks can be both good or bad. The bad feedbacks can be treated as constrictive feedbacks, and they can work harder to achieve the desired results. Also, if one is struggling with any lesson or subject, face-to-face tutor help after school hours is available too. Thus, their self-confidence is boosted up through these special classes. 

Discipline is a crucial part of learning. Most people prefer physical classrooms to ensure that students are learning how to behave, learn good manners alongside academic education. Waking up on time, getting ready for school, catching the public transport, acting correctly in class, etc.- these are all part of the disciple that the physical classroom teaches. In addition, discipline teaches students many lessons that can be converted into real-life scenarios when they grow up. 

Self-discipline is one of the essential skills to have – significantly when revising for exams and working full time as an adult. Physical classroom education helps to teach this. Without discipline, all the other skills acquired by an individual go unnoticed. This skill helps to make the different skills and expertise shine brighter.

Moreover, the discipline also teaches individuals proper leadership skills and goal setting to prepare them for their future in work. If an individual is not disciplined, they can never be good leaders or goal setters. Thus, for example, allocating team captains for sports such as volleyball can help pupils learn to work with small groups and assist them in completing a common task (for example, score a goal). 

Cons of Physical Classroom

Amongst all the pros of physical classrooms, there are some cons too. Thus, the most crucial cons are highlighted in this section. Let us have a look at some now.

Physical classrooms have a reasonable cost. Educational institutions charge more money from students if they are to learn in physical classrooms. However, in these challenging economic times, when many schools are getting the axe, and some districts are even laying off teachers, the expense of holding physical classrooms may cause some schools to reconsider whether the class is worth it. The cost and maintenance of classes and equipment, the expense of a gym, maybe money that’s better spent on retaining talented teachers or entire academic programs.

In addition, many schools and administrators base budget choices on the most important programs to students and parents: usually, those academic subjects measured on standardised testing. If the expense increases for a school, it would also directly impact the money it charges from students and their families. Thus, this creates division amongst students too. It builds up a notion that if you are financially more capable, you can afford the best form of education.

With physical classroom learning, students must physically attend the courses to get credit for attendance. Therefore, those who must travel long distances to get to school must allow enough time to arrive on time, particularly when inclement weather is involved.

Especially during the time of this global COVID-19 pandemic, it is also unsafe to travel. Thus, the risk of exposure to harmful viruses is high too. In addition, it would make the students more vulnerable to fall severely ill. Additionally, for students who are physically disabled, coming to school every day can create problems. They would have to always rely on someone else to take them to school. However, if they cannot commute to school sometimes because there is no other to take them, it would make them feel different from others and, therefore, are treated differently.

Less Flexibility

Physical classroom learning means the class schedule is already fixed and is not subject to change. Thus, they will not be able to take up specific jobs too. Some pupils face financial issues at home, and therefore they have to work to support their family and themselves, but a physical classroom education acts as a roadblock. Thus, less flexibility is one of the critical points in the Online classroom vs. Physical Classroom.

Closing Note

Education is essential for all. However, different people have different preferences when it comes to selecting the most suitable mode of education. Online classroom vs. Physical Classroom is an ongoing debate for several people. Sometimes, it gets challenging to pick the appropriate form of the classroom for yourself or a child. This article will help you solve all your dilemmas and educate you regarding online and physical classrooms. 

Here at Coursegate, we have a wide range of courses to select from. Furthermore, all our courses are delivered online with 24/7 support from the team. Therefore, if you feel that online classrooms would be more suitable for you at the end of the debate of online classroom vs physical classroom, look into our well-equipped online courses!

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Compare and Contrast Essay: Online Classes vs. Traditional Classes

Over the year 2020, virtual learning has become the standard for most schools. It may be convenient, but it isn’t the best way students should be learning. Traditional Classes are easily more effective. Traditional classes are more effective than online classes because they increase attendance, improve test results, and benefit the student’s overall social interactions. During online classes, it's easy to put off work or get distracted while trying to get work done. However, traditional classes, require you to be more responsible and disciplined, ultimately increasing attendance. As online classes become more prevalent, you’ll also see students’ mental health degrade. This is a result of the fewer social interactions, that students would normally find in traditional classes.

During online classes, it’s easy to put off work and stay on task while trying to get work done. However, traditional classes require you to get up every morning and maintain a schedule causing you to have a little bit of self-discipline. Therefore, traditional classes increase attendance and engagement. According to “challengesuccess.org”, it states, “42% report a decrease in engagement in learning.” This percentage alone shows the volume of students that are disconnected from their online schooling. The students aren’t at fault here, whenever you combine your home life with school life, it’s easy to become lazy. This is because students are used to their home as being somewhere you relax. Now when you add work from online classes to the mix, they often push it to the side. As a result of lack of attendance, students also struggle in other categories, such as test results.

Students in online classes often find themselves struggling to stay engaged in the structure, causing their test scores to plummet. However, with limited distractions in the classroom, traditional schooling improves test results. According to “digitalcollections.dordt.edu”, it states “the math scores of the public school's students versus the online students (p < 0.05). This indicates that the public school's students outperformed the online students”, although the traditional schooling barely outperformed the online students, there is still other things that could invalidate online school students scores. According to “Contrasting Traditional In-Class Exams with Frequent Online Testing” it says, “Although there are many reasons why online and in-class exam scores might differ, one of the most troubling explanations would be that these students were more likely to cheat” This shows how even though the test results may appear close, the credibility behind the scores aren’t the same. Students aren’t learning the content; they are just getting grades. Furthermore, if students aren’t learning the content they are provided with, nothing is truly being accomplished.

As online classes become more prevalent, you’ll also see students’ mental health degrade. This is a result of the fewer social interactions, that students would normally find in traditional classes. According to “kentuckycounselingcenter.com”, it says,” The lack of social interaction in online learning leads to feelings of loneliness, lack of motivation, and isolation.” This type of void will leave the student at rock bottom. This will directly cause students to perform poorly when it comes to schoolwork. However, throughout the school year of traditional school, students have ample opportunity to join clubs, make friends or just have a reason to get up and get ready for the day. Activities like these, which may not be available to online students, will prevent traditional students from falling into the rabbit hole of depression. Furthermore, getting out and networking will leave your headspace in a better place, we can all relate after being couped up throughout the pandemic.

When determining the effectiveness between online school and traditional school, traditional school prevails due to the increased engagement among students, more accurate test scores, and overall better mental health for the students. Online students find it rather difficult to stay engaged in their work, however in a classroom setting students will find it easier to stay on task. Online students tests scores have questionable credibility, whether it’s between unfair advantages or if the students are learning the content at all, traditional classes have more accurate test scores. Mental Health is important, due to the lack of social interactions of online school it doesn’t have the same opportunities traditional schools does. With all these gathered statements it's clear to see, traditional classes are more beneficial when it comes to overall performance. However, due to the circumstances of the year 2020, there wasn’t much choice when it came to the type of schooling available.

Works cited

Center, Ky Counseling. "Mental Health Effects of Online Learning." Kentucky Counseling Center. 20 Apr. 2021. Web. 14 Oct. 2021. <https://kentuckycounselingcenter.com/mental-health-effects-of-online-learning/>.

NBC News. "February 2021 - Challenge Success." Web. 13 Oct. 2021. <https://challengesuccess.org/wp-content/uploads/2021/02/CS-NBC-Study-Kids-Under-Pressure-PUBLISHED.pdf>.

Schultz, Sarah. "Digital Collections @ Dordt." Web. 12 Oct. 2021. <https://digitalcollections.dordt.edu/cgi/viewcontent.cgi?article=1087&context=med_theses>.

Still, Mary Lynn. "Contrasting Traditional In-class Exams ... - Researchgate.net." Web. 14 Oct. 2021. <https://www.researchgate.net/publication/285904341_Contrasting_Traditional_In-Class_Exams_with_Frequent_Online_Testing>.

Tucker, Shelia. "Distance Education: Better, Worse, or as Good as Traditional Education?" Online Journal of Distance Learning Administration. University of West Georgia Distance and Distributed Education Center. Web. 15 Oct. 2021. <https://www.westga.edu/~distance/ojdla/winter44/tucker44.html>.

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Physical vs Virtual Classroom: Which is better

Physical vs Virtual Classroom: Which is better - Easy access to technological tools have allowed people to experience the new ways to communicate with each other. Traditionally, schools have been the place where students and teachers meet with a handful of books. But things have changed now. People have started adopting technological tools that are effective and user friendly. Virtual classrooms also have some disadvantages such as communication gaps or low internet connection. While many people think that virtual classrooms can never take place in a physical classroom. But the reality is when COVID-19 has affected each one of us, the online classes have helped teachers to complete the syllabus which has not been possible in any other way. Here in this article, we have done a comparison between Physical and Virtual classrooms. Reach the complete article to know which is better.

Physical vs Virtual Classroom: Which is better?

To decide which is better, physical or virtual classroom, let’s have a look at the comparison between the two.

Communication There is no secret that communication between teachers and students plays an important role in expecting good results. In order to get good results, students and teachers should have communication.

Comparison between Physical Classroom and Virtual Classroom

Concept Clarity The thumb rule to crack any exam is to have a clarity on the concepts. If a student lacks the understanding of concepts, he or she will lag behind.

Time Management Time is precious. Wasting even a single minute is not recommended. Students are always advised to not to waste time.

Study Material the right study material at the right time is also important. Having access to the study material helps candidates to do self study.

Comfort Level

Flexibility

What’s the conclusion?

Well, both physical and virtual classrooms have their own advantages and disadvantages. It is a child who decided which one is better. The thought process of a student plays an important role in deciding which one is better for him or her. It’s all about how good a student is in extracting knowledge.

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Flight Attendant

The flight attendant job description includes ensuring passenger safety during flights by adhering to safety regulations. Individual pursuing career as flight attendant is also tasked with serving meals and drinks to passengers, but this is mostly a secondary responsibility. A flight attendant is employed by airlines and most of them work on commercial flights, although there is also a market for a private flight attendant (e.g. private charter planes or jets). 

Depending on the size of the plane, international safety regulations demand a certain number of Flight Attendants to be on board the aircraft. The standard rule is that there should be one Flight Attendant for every 50 passengers.

Aerospace Engineer

Aerospace engineering jobs deal with employees who design or build missiles and aircraft for national defense, or spacecraft. Aeronautical and astronautical engineering are two major branches of aerospace engineering. Aerospace engineering or aircraft engineering is often referred to as rocket science. The bottom line is that the person who is pursuing a career in aerospace engineering has to deal with multiple teams at different levels and work across various technologies.

Flight Engineer

A career in the aviation industry always sounds exciting. But, there is no scope for the slightest error as it may cost the lives of many people. A Flight Engineer role comes with the responsibility of monitoring the aircraft engine and control systems while in flight. Whenever the aircraft is away from the home station, he or she is required to perform pre-flight and post-flight inspections

Aircrew officer

An aircrew officer or airline commanders fly aircraft to provide transportation to passengers or cargo. The aircrew officer operates the engines of aircraft and controls to navigate and fly the airplane. The ability to learn new technologies every time and to stay up-to-date with the changes in the industry is what the aircrew officer should possess. 

This could be possible through membership with professional pilot associations. The aircrew officer is also one of the highest-paid professionals and the job is quite coveted. Keep reading to find out what you need to know about how to become aircrew officer.

You may also read career as Airline Pilot.

Air Hostess

Aeronautical engineer.

An Aeronautical Engineer job comes with the responsibility of designing aircraft and thrust systems. He or she is employed in aviation, defence or civil aviation industries. Aeronautical Engineer is generally engaged in the design of aircraft and propulsion systems as well as the analysis of building materials and aircraft's aerodynamic performance. The role of an Aeronautical Engineer may involve assembling parts of aircraft, testing and maintaining them. 

Safety Manager

A Safety Manager is a professional responsible for employee’s safety at work. He or she plans, implements and oversees the company’s employee safety. A Safety Manager ensures compliance and adherence to Occupational Health and Safety (OHS) guidelines.

Airline Pilot

Are you searching for an 'airline pilot job description'? An airline pilot or airline commander flies aircraft and helicopters to provide transportation to passengers or cargo. The airline pilot operates the engines of the aircraft and controls them to navigate and fly the airplane. The ability to learn new technologies every time and to stay up-to-date with the changes in the industry is what aviators should possess. The career as airline pilot is also one of the highest-paid professionals and the job is quite coveted.

Welding Engineer

Welding Engineer Job Description: A Welding Engineer work involves managing welding projects and supervising welding teams. He or she is responsible for reviewing welding procedures, processes and documentation. A career as Welding Engineer involves conducting failure analyses and causes on welding issues. 

Transportation Planner

A career as Transportation Planner requires technical application of science and technology in engineering, particularly the concepts, equipment and technologies involved in the production of products and services. In fields like land use, infrastructure review, ecological standards and street design, he or she considers issues of health, environment and performance. A Transportation Planner assigns resources for implementing and designing programmes. He or she is responsible for assessing needs, preparing plans and forecasts and compliance with regulations.

Environmental Engineer

Individuals who opt for a career as an environmental engineer are construction professionals who utilise the skills and knowledge of biology, soil science, chemistry and the concept of engineering to design and develop projects that serve as solutions to various environmental problems. 

Conservation Architect

A Conservation Architect is a professional responsible for conserving and restoring buildings or monuments having a historic value. He or she applies techniques to document and stabilise the object’s state without any further damage. A Conservation Architect restores the monuments and heritage buildings to bring them back to their original state.

Structural Engineer

A Structural Engineer designs buildings, bridges, and other related structures. He or she analyzes the structures and makes sure the structures are strong enough to be used by the people. A career as a Structural Engineer requires working in the construction process. It comes under the civil engineering discipline. A Structure Engineer creates structural models with the help of computer-aided design software. 

Highway Engineer

Highway Engineer Job Description:  A Highway Engineer is a civil engineer who specialises in planning and building thousands of miles of roads that support connectivity and allow transportation across the country. He or she ensures that traffic management schemes are effectively planned concerning economic sustainability and successful implementation.

Field Surveyor

Are you searching for a Field Surveyor Job Description? A Field Surveyor is a professional responsible for conducting field surveys for various places or geographical conditions. He or she collects the required data and information as per the instructions given by senior officials. 

Geothermal Engineer

Individuals who opt for a career as geothermal engineers are the professionals involved in the processing of geothermal energy. The responsibilities of geothermal engineers may vary depending on the workplace location. Those who work in fields design facilities to process and distribute geothermal energy. They oversee the functioning of machinery used in the field.

Individuals who opt for a career as a geologist are required to study the earth's s structure and its various components that are present in solid, liquid, and gaseous forms. In engineering geologist jobs are often found assisting mining companies in the search for precious minerals apart from doing their regular research and survey. Jobs in geology are expected to venture out to remote spots, staying there for a considerable period, regulating the entire group, and persuading colleagues is not a simple activity for everybody. In this article, we will also discuss geologist career path geologist salary in India and geologist career scope.

Energy Performance Engineer

Energy efficiency engineering is a broad field of engineering which deals with energy efficiency, energy services, facility management, plant engineering, and sustainable energy resources. Energy efficiency engineering is one of the most recent engineering disciplines to emerge. The field combines the knowledge and understanding of physics, chemistry, and mathematics, with economic and environmental engineering practices. The main job of individuals who opt for a career as an energy performance engineer is to find the most efficient and sustainable path to operate buildings and manufacturing processes. 

Individuals who opt for a career as energy performance engineers apply their understanding and knowledge to increase efficiency and further develop renewable sources of energy. The energy efficiency engineers also examine the use of energy in those procedures and suggest the ways in which systems can be improved.

Petroleum Engineer

A career as a Petroleum engineer is concerned with activities related to producing petroleum. These products can be in the form of either crude oil or natural gas. Petroleum engineering also requires the exploration and refinement of petroleum resources. Therefore, a career as a petroleum engineer comes up with oil and gas onshore jobs. There are also desk jobs in the petroleum industry. In layman’s terms, a petroleum engineer is a person who finds the best way to drill and extract oil from oil wells. Individuals who opt for a career as petroleum engineer also tries to find new ways to extract oil in an efficient manner.

Civil Engineer

A career as a civil engineer is of great importance for the infrastructural growth of the country. It is one of the most popular professions and there is great professional as well as personal growth in this civil engineering career path. There is job satisfaction in this civil engineering career path, but it also comes with a lot of stress, as there are multiple projects that need to be handled and have to be completed on time. Students should pursue physics , chemistry and mathematics in their 10+2 to become civil engineers. 

Transportation Engineer

A career as a Transportation Engineer is someone who takes care of people's safety. He or she is responsible for designing, planning and constructing a safe and secure transportation system. The transportation sector has seen a huge transformation and is growing day by day and improving every day. 

As a Transport Engineer, he or she needs to solve complex problems such as accidents, costs, traffic flow, and statistics. A Transport Engineer also collaborates for projects with some other companies. 

Loco Pilot's position is common to the Indian Railways under the Ministry of Railways in the country. A Loco Pilot is the individual needed to drive the trains and provide effective monitoring of the trains during transit. This is a senior position in the Indian Railways, and no applicant is employed directly as a Loco Pilot. The Indian Railways undertake entrance tests to recruit the Assistance Loco Pilots, who could then be promoted to the Loco Pilots Post or to other management positions.

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Physical Learning vs. Online Learning: Which One is Better?

When it comes to learning, there’s a big difference in how people best absorb the knowledge that’s presented to them. Precisely for this reason, online learning, or digital learning, or e-learning as it is also called, is superior to traditional physical learning.

In this blog post, we look at the most prominent advantages of digital learning and why you should choose digital learning over physical learning.

Digital learning is knoweledge where and when it suits you

Have you ever sat in a physical learning environment on a late Monday afternoon? If you have, you probably know how it gets harder and harder to absorb knowledge as time goes on. If you instead move your course online, you can wave tired course participants goodbye. Contrary to the physical learning environment, participants can better maintain concentration online and achieve the desired benefit.

One of the biggest advantages of digital learning is that new knowledge can be accessed when your course participants are ready. Another big advantage is that they can access learning where it best suits them. Do they, for example, learn best on their couch with a cup of coffee in hand? No problem. Are they most ready to absorb knowledge on a Wednesday evening after the children are put to bed? Check! All this and much more is possible with digital learning .

Digital learning is not lost

Do you or your company use physical learning for, for example, onboarding processes, upskilling, or knowledge sharing? If yes, there’s a good change your learning processes aren’t up-to-date anymore.

New knowledge constantly emerges and to stay current, responsible learning and development managers need to optimize their learning processes. But if you’re using physical learning, this is easier said than done. Additionally, you risk loosing all knowledge and learning paths if your learning and development employee leaves the company.

If you instead rely on digital learning courses for your internal and external knowledge sharing processes, you’re guaranteed easy replication of your learning – regardless of whether employees come or go. You also avoid having to spend unnecessary (and expensive) hours in a physical learning environment. And at the same time, you ensure consistent digital learning every time a new employee is onboarded or needs upskilling.

Include interactive digital learning

Now, you’re maybe thinking that digital learning is just about short videos. If that’s correct, we can assure you that digital learning is so much more. While physical learning typically includes traditional blackboard teaching combined with independent learning, the possibilities of digital learning are almost endless.

With digital learning, you choose the best way to convey your knowledge – be it through audio, video, writing, or a combination. In addition, interactive elements such as quiz questions, chat functions and the like can also be used to create an inspiring learning module that maintains users’ interest and optimizes learning.

Transport and geography aren’t obstacle s

Are you currently in the process of developing a new physical course? If you are, you need to consider where it should take place so as many people as possible will benefit from it. It’s one of the necessities of physical learning.

No matter how exciting your course is, it can, however, be difficult to entice people to transport themselves great distances to participate. Your number of possible participants will therefore always be limited by the geographic location of the course.

If you instead create a digital learning course, your participants don’t have to worry about commuting or accommodation in order to participate. Suddenly every one become potential course participants, and it’s possible for you to receive many more registrations.

Optimize your learning process with valuable data

If you’ve ever created a course or learning path before, along the way you’ve probably realized what works and what doesn’t work.

But what if you could systemize these insights and use them to optimize the learning experience for your course participants? And what if this would make your participants want to come back time after time? That’s possible with digital learning.

One of the biggest advantages of digital learning vs. physical learning is the opportunity to quickly, easily, and automatically collect valuable data that you can use to optimize your course. With digital learning, you can, for example, get data on which of your courses are the most popular. But you can also collect data on time consumption, logins, and the user’s trial history.

All this data you can use to optimize your business and stay one step ahead of your competitors.

How do you get started with digital learning?

Are you ready to try digital learning?

We understand. When you use digital learning, you get all the benefits that we have mentioned above – and many more. And it’s easy to get started. We’ve even created a guide on how to get started with your own online academy .

Do you want to make your learning digital for the joy and benefit of your customers? Then book a free demo with us below.

Ready to get your own digital learning platform?

Secure your free demo today, wait, we have more blog posts, gamification in online learning: how to engage your course participants, how to go from your first online course to a full-fledged online academy, 5 steps to creating successful online learning, what is an lms and when can you use it, functional impairment and e-learning: a social responsibility .

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Privacy Policy

This Privacy Policy aims to ensure that Cursum A/S, Rosenørns Alle 1, 1970 Frederiksberg C, CVR Number: 38247662 (hereafter referred to as “Cursum”) protects customers and their employees’ personal data in accordance with the rules for processing personal data that entered into force on May 25, 2018, as well as the current data protection laws applicable at any time. This policy describes responsibilities, data types and belongings as well as procedures for processing personal data, as outlined by the applicable EU Personal Data Regulation.

In Cursum, a data controller has been appointed to ensures that our personal data policy and implemented procedures are adhered to at all times, just as all Cursum employees are introduced to and taught in Cursum’s data policy and handling of personal data.

By using our services, you agree to Cursum handling your, and possibly, your employees’, personal information in accordance with this data policy.

Any future changes in our data policy will be made available through our website ( www.cursum.com ) and/or by direct distribution. The data policy was last amended 21 April 2018.

Information we collect about you

Cursum is a 100% digital organization and all person-related data is stored digitally. Therefore, there is no physical archive or any physical material containing personal data.

For the purpose of administration of learning and access to the Learning Center portal, Cursum stores and processes the following types of data for customers and their employees with access to lms.cursum.dk:

• Personal information: e-mail and name as well as possibly by the user’s own consent, education, gender, age, address and telephone number.
• Employment details: employer, division/department, title, workplace address, manager, phone number and employer’s email.
• Courses and performance: enrolled, commenced and completed courses and teaching activities with corresponding scores as well as obtained certificates and refreshments.

How we use this information

We use your data to improve your experience. Our service means that we keep your data inside the Cursum Learning Center unless you ask us or give us your permission to share it, for example, if you ask give us your permission to provide you with content and services through a partner’s platform.

We may use your personal information to:

• Register and maintain your account
• Remind you about activities and guided learning
• Allow you to use certain services or to inform you about changes to content and one or more available services
• Manage accounts and learning progress in accordance with requirements and wishes as part of an employment relationship
• Analyze the traffic on the website, including users’ use as well as demographic location to optimize our services
• Make inquiries if we suspect illegal activities or misuse

Who receives your personal information

We only use your data for internal quality analysis at Cursum and for ongoing documentation to our customers regarding the use of Cursum as part of an employment relationship.

In special cases, we may transfer your personal information to business partners and selected trusted third parties in order to register and maintain your user account and to help us deliver agreed goods and services to you.

Business partners all have confidentiality agreements and are not permitted to use personal data for other purposes. There will always be a relevant data processing agreement to ensure compliance with requirements and obligations in the EU Personal Data Regulation.

How we store your personal information

All data on Cursum’s learning platforms are hosted in Amazon or Azure’s European Data Centers in Ireland or the Netherlands, both of which comply with the requirements of the personal data regulation.

The website uses “cookies”, which allows Cursum to see which parts of the website the user’s browser has previously visited. A cookie is a small data file that is sent to your browser from a web server and stored on your computer’s hard drive.

Cookies are used to improve our website, to estimate your traffic and patterns; to keep information about your preferences so that the website can be customized to your individual interests; to make your search faster and to recognize your profile when you visit the website again.

You can set your browser to reject cookies. If you choose not to receive cookies, there may be certain subpages on the website that you cannot access. Our web server sends cookies to your computer every time you log on to our website unless you have set your browser to reject cookies.

For more information, see our cookie policy here.

How we protect your personal information

In accordance with the EU Personal Data Regulation of May 25, 2018, we have taken the necessary technical and organizational security measures against your personal data being accidentally or illegally destroyed, lost or impaired, or disclosed to unknown parties.  We store personal information on our own or one of our business partners’ secure servers. The personal information you enter is encrypted before being forwarded to us. If you have received (or have chosen) a password that gives you access to specific subpages on the website, it is your responsibility that the password be kept secret. Therefore, do not share your password with others.

Access to your information and the right to be forgotten

You can always change your account information. You can find out what information we have registered about you. If you wish to receive a copy of this information, please write to us at the address given below. We may charge a small administration fee to cover the cost of sending the registered personal information to you. You may have erroneous information deleted or corrected You can request to have your information deleted:· If you are signed as a Private person you can contact the CLC team on the support form at our website, and request either a data overview or deletion.

• If you access through your employer you should contact your administrator of the Cursum Learning Center and ask questions about which data is stored, ask for a review of the current data stored or ask to be deleted.

In the event that Cursum is used as part of an employment relationship, the personal information may be subject to internal procedures and approvals via primary worker-to-employer inquiry, which is then required to submit an approved request to support Cursum in obligations towards the end user’s ability to execute their rights in accordance with the Personal Data Regulation.

Procedures for disposal

Upon termination of cooperation, Cursum stores all data described in the previous mentioned sections for 6-12 months. This is because customers often recalculate subscriptions within the first half to full year and data therefore has a commercial value for both Cursum and the customer. Upon termination of customer employees, Cursum stores all data described in previous sections for 12 months. This is because customer’s employees (end-users) are often relayed in another or similar position with the customer and therefore they will re-enter Cursum within the first 12 months after reported termination. Cursum keeps track of the certifications that the end user has obtained through a validity period. Data therefore has a commercial value for all parties. Data is systematically reviewed quarterly to check for termination and disposal according to the above. In addition, system-specific measures in the form of automatic erasure procedures have been implemented so that user data is not kept beyond the specified period.

Safety procedures against data breaches

Cursum has conducted and regularly performs systematic analysis and risk assessments. In order to avoid any risks, data exchange is on secure connections and access to personal, sensitive data in Cursum is limited to those employees where processing of data is relevant for the provision of services.

In the event of data breaches or suspicions hereof, Cursum’s data controller will contact the Data Protection Authority within 72 hours. The data controller, on this occasion, announces the following:

• Description of the data breach, how many people are affected and how much data is covered
• Contact information on a data manager in Cursum
• A description of possible consequences of data breakdown
• A description of actions Cursum plans to take to address the violation.

Additional information

If you have questions or comments about our data policy or how we use your personal information, please contact us at:

Cursum A/S, Rosenørns Allé 1, 1970 Frederiksberg C, Denmark

Email:  [email protected]

Telephone: +45 70605818

Terms and Conditions

These terms and conditions outline the rules and regulations that govern your use of Cursum website. Your access to and use of any information on our website is conditioned on your acceptance and compliance with these terms. These terms apply to all visitors, users, and others who access our website. If you disagree with any part of our site’s terms, then you may refrain from using or accessing its content.

LICENSE TO USE OUR WEBSITE

Unless otherwise stated, Cursum or its licensors own the intellectual property rights for all materials on the website. All intellectual property rights are reserved. You may access this from our website for your personal use, but may be subject to restrictions set in these terms and conditions.

In addition, you must not:

• republish our blogs without our consent
• sell, rent, or sub-license material from the website
• reproduce and redistribute material from the Cursum website for commercial purposes
• edit or modify any material on the website

Website content like blogs and other multimedia is available for redistribution or republication only if you are given special permission. Otherwise, breaches of these terms of use may result to:

• Suspension of your access to the website
• Permanent prohibition of your access to the website
• Legal actions in response to copyright infringement

ACCEPTABLE USE

Using or copying information from Cursum’s website is permitted, provided that such materials will only be used for personal and non-commercial purposes. Our website should not also be in any way be used to cause damage or disruption to its accessibility and availability or in any acts that are unlawful, illegal, fraudulent, or harmful.

HYPERLINKING TO OUR CONTENT

We may consider and approve link requests if:

• a link is in the context of general resource information,
• it is not in any way deceptive or malicious (i.e., something that consists of any spyware, computer virus, Trojan horse, worm, keystroke logger, or rootkit)
•  it does not falsely imply sponsorship, endorsement, or approval of the linking party and its products and/or services

Our blogs may contain links from other websites that are not owned or controlled by Cursum

We don’t have control over or responsibility for the content, privacy policies, or practices of any third-party websites or services.

You further acknowledge and agree that Cursum shall not be responsible, directly or indirectly, for any damage or loss caused or alleged to be caused by the use of such content, goods, or services available on or through such websites.

WEBSITE CHANGES

Cursum reserves the right to modify or replace these terms at any given time. If a revision is needed, we will try to provide at least a two-week notice before any new terms taking effect. What constitutes a material change will be determined at our sole discretion.

By continuing to access or use our website after those revisions become effective, you agree to be bound by the revised terms. If you do not agree to the new terms, please refrain from using our website.

The information, content, and services published on or through this website may include inaccuracies or errors. Cursum does not guarantee the accuracy of our materials. We disclaim all liability for such errors relating to the information and description of our technology and services displayed on our site. Your use of our website is at your sole risk. The materials on Cursum’s website are provided on an “as is” and “as available” basis. Cursum does not make any warranties, expressed or implied, including, but not limited to implied warranties of merchantability, fitness for a particular purpose, and non-infringement or course of performance.

In no event shall Cursum (nor its employees and directors) be liable for any direct or indirect damages arising out of, or in any way connected with, your access or use of this website. 

You hereby agree to defend or indemnify Cursum against any claims, causes of action, demands, losses, damages, fines, liabilities, and penalties of any kind and nature, including but not limited to reasonable legal and accounting fees, brought by third parties as a result of your use of this site, breach of these terms and conditions, or your violation of any law or the rights of a third party.

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Danish laws govern these terms and conditions, and you will irrevocably submit to the exclusive jurisdiction of the courts in any state or location within Denmark.

Online Classes vs. Traditional Classes: Which are Right for You?

Online education, also known as distance learning, has risen in popularity over the last two decades. In fact, the number of students taking at least one online college course has increased each consecutive year since 2002  — and at a greater rate than higher education enrollment overall.

Now, amidst a global pandemic, many colleges and universities are ramping up their online course offerings. And as we approach a new academic year, many college students — both existing and new — may be wondering, “Which class structure is best for me?”

Perhaps you’ve gotten a taste of online learning during the COVID-19 quarantine. Maybe you struggled with time management or self-motivation along the way. Or, maybe you excelled in the comfort of your own home, and enjoyed working at your own pace. Perhaps you fell somewhere in the middle, enjoying aspects of online classes while missing the in-person, on-campus experience.

Everyone has different experiences with online and traditional classes, and everyone will have their own preference when it comes to earning a degree. Both paths have pros and cons, and both are valued by modern employers across the industries.

Online vs. Traditional Class Considerations

According to recent research, more than 75 percent of academic leaders feel that online education is equal or superior to on-campus learning . Almost 70 percent of chief academic officers believe online learning is a critical component of long-term educational strategies. It’s no wonder why.

There are many benefits of taking classes online . Online programs make a college degree more accessible for many students — particularly those who are working full-time, who have family obligations, and/or who live far from the college campus. Online classes also give students more autonomy over their learning, and allow them to work at an individualized pace.

However, are online classes right for everyone? Today, about 1 in every 4 students claim that they learn better via online classes . This means that 3 out of 4 students still feel they perform better in a traditional classroom setting.

When weighing online classes vs. traditional classes, it is most important to consider your own unique learning style and scheduling needs. Below, we break down three of the top considerations for choosing between online classes and traditional classes on-campus.

1. Class Flexibility

One of the obvious benefits of online classes is the level of flexibility you get. You can continue working, running the household, and take classes all at once. While online students receive deadlines, there is more flexibility around what their day — they can choose when will study, complete assignments, listen to lectures, and more.

With a traditional class format, there is often a lack of flexibility. You must attend your classes in person, meaning there is usually a commute and strict scheduling involved. However, there are still flexible class options out there. If you prefer to take classes on-campus, you can find a school that will allow you to create a customized schedule that works around your needs (like Goodwin).

2. Self-Discipline

As noted above, taking college classes online gives students more independence and control over their education. This, in turn, requires great self-discipline and self-motivation. In an online program, you must be able to motivate yourself to complete required reading and assignments. You must hold yourself accountable for these tasks. You must know how to manage and regulate your time. While these skills are required in traditional class settings as well, your success in an online program will be dependent on your ability to self-motivate and get things done.

If you feel as though you work well independently, and can balance your schedule, online classes may be for you. However, if you struggle with keeping pace in an online curriculum, you may benefit from a more traditional setting. Keep in mind, online learning takes time to get used to! There are many strategies you can implement to ease into online classes, such as establishing a routine and setting up a dedicated workspace. Get tips for successful online studies.

3. Social Interactions

Many people crave the traditional college experience, which might involve dorm rooms, smart boards, and exploring campus grounds. Some people enjoy meeting with their professors and peers in person, or learn better in a face-to-face setting. If you are a more social learner, you may benefit from a traditional classroom model. However, you may not want to dismiss your online options.

One misconception around online coursework is that it requires no interaction. In reality, your peers and professors are right at your fingertips! Online college classes often utilize collaborative resources (such as Blackboard and video conferencing tools) to encourage regular communications, discussions, and brainstorms.

Hybrid Online and Traditional Classes: Are they an Option for You?

If you are still unsure whether online classes or traditional classes are right for you, you may consider both. (Yes, this is an option!) Some higher ed institutions, such as Goodwin University, offer a blended or “hybrid” format for students needing flexibility. This means that some college classes are offered on-campus, while others can be taken online. All classes, no matter the format, count towards your degree.

Hybrid degree programs allow students to get the best of both worlds. Online resources are readily available to students, supplementing traditional instruction (rather than replacing it). Students can meet with professors in person, collaborate with peers in class, and still benefit from the flexibility of online classes. And, research shows they work. As reported in one study, students (at nearly all levels of achievement) do just as well in hybrid classes as they do in traditional classrooms.

Learn more about hybrid classes at Goodwin.

Goodwin University is a private, accredited, career-focused university offering on-campus, online, and hybrid learning experiences for students. To learn about our flexible degree programs, or to request more information, please call 800-889-3282. You may also contact us online.

Goodwin University is a nonprofit institution of higher education and is accredited by the New England Commission of Higher Education (NECHE), formerly known as the New England Association of Schools and Colleges (NEASC). Goodwin University was founded in 1999, with the goal of serving a diverse student population with career-focused degree programs that lead to strong employment outcomes.

Online college classes can be better than in-person ones. The implications for higher ed are profound.

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February 10, 2022

When the Covid pandemic started in early 2020, colleges shifted to remote learning out of necessity. With large in-person gatherings in classrooms suddenly off-limits, online instruction was viewed as the lesser of two evils—inferior to in-person classes, but infinitely better than no classes at all.

Two years later, something unexpected has happened. For many college courses, online instruction is proving to be far more effective than many people anticipated. Why? One key reason is that today’s communications networks and consumer devices enable much higher quality telepresence than was possible a decade ago. But another reason is that due to the pandemic, enormous numbers of students and instructors have gained proficiency with online learning software.

In particular, the mass adoption of Zoom in higher education has created a network effect where its utility as an instructional tool is amplified by the number of people who have become familiar with using it. The quality of a well-run synchronous (i.e., live, as opposed to pre-recorded) online class can now rival—and in some respects exceed—the quality of the in-person equivalent.

Supporting a broader range of learning styles

Synchronous online instruction allows a richer set of interactions. When I am teaching online, the Zoom “chat” window often becomes a nonstop stream of insightful ideas, reactions, and web links provided by students. Rather than distracting from the course, the chat dialog enriches it. Students ask and answer questions from me and from each other, offer thoughts, and react to posts from their peers. In a recent class discussion regarding the First Amendment, as soon as I mentioned several related Supreme Court cases, one of the students dropped links to the rulings into the chat. There’s simply no analog to this parallel form of engagement in a traditional in-person class.

I’ve also found that there are students who are reticent about speaking up during in-person classes, but comfortable using the chat function in online classes to provide written comments or questions. It makes me wonder: How many thoughtful, interesting perspectives went unexpressed in my pre-pandemic in-person classes? Clearly, there must have been students in those classrooms who would have been happy to provide their ideas in written form had that been feasible, but who instead stayed silent because it was not.

Another advantage of online instruction is the expanded ability to invite non-local guest speakers. In the past two years, I have hosted speakers in my online UCLA classes from as far away as Argentina. I now marvel at the time inefficiency of some of the pre-pandemic trips that I made when I was a guest speaker—when I would spend a full day, and sometimes more, to take a round trip plane flight in order to spend 90 minutes in a classroom at another university. It’s asking a lot to expect a guest speaker to devote that much time in order to participate in a single class meeting. By contrast, online guest appearances take only an hour or two of the speaker’s time, making the universe of people who are available to speak vastly larger.

In addition, at the many colleges that currently require students and instructors to be masked while in a physical classroom, there’s another advantage to online instruction that’s so obvious and fundamental that it often goes unstated: it’s a lot easier to understand what someone is saying when you can see their face.

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 “access to a larger variety of quality resources,” and enable instructors to “use creative teaching methods in delivering material.” Due to the pandemic-induced mass adoption of online college instruction, those predictions have proven to be true on a scale that would have been hard to imagine two decades ago.

Challenges in online learning environments

Of course, online learning has downsides as well. As a 2018 paper addressing “Online learning in higher education” put it, “an online environment might benefit certain types of engagement, but may also be somewhat of a deterrent to others.”

A key disadvantage to online instruction is that there are categories of courses for which it falls woefully short—think chemistry laboratories, studio art classes, and the like. An additional vitally important concern is that online learning can be isolating. An online class doesn’t allow the level of spontaneous interactions among students that occur before, in, and after in-person class meetings. That’s an important mechanism for students to find study partners and teammates for class projects, and more generally to socialize and to get to know their peers.

There are also well-documented equity concerns with online learning , including the fact that not all students have a home with access to reliable internet and a computer. But there are also equity issues on the other side of the ledger. Not all students are in a position to live on-campus or within easy commuting distance of one. And some students have caregiving responsibilities for a young child or elderly relative that limit their flexibility for leaving home. For those students, it can be more equitable to offer online instruction than to require their presence in a physical classroom.

Rethinking college online instruction

The bottom line is that the preconceived notions that I and many others in higher education had about the supposedly unambiguous inferiority of online classes have proven to be wrong. Unfortunately, few college administrators are likely to acknowledge the advantages of synchronous online instruction. Doing so would call into question the entire model of the residential college—a concept that is a multi-billion-dollar business, a central feature of the American cultural landscape, and a rite of passage all rolled up into one.

But a more objective, pandemic-seasoned appraisal of online learning would admit that thanks to technology, the campus classroom—the actual and symbolic core around which all that college has come to mean is constructed—no longer needs to be a physical room. We are probably not ready to imagine how higher education might look if it were redesigned from the ground up, taking full advantage of the opportunities created by technology to maximize student engagement and instructional quality, accessibility, and equity.

One thing is sure: It would look very different from the higher education ecosystem we have today.

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Classroom vs. Online Education: Which One Is Better for You?

Both online learning and on-campus learning have pros and cons. The real question you might ask is: Which is better for me?

There are many factors to consider when determining which style of learning will fit you. Online learning has grown significantly since the COVID-19 pandemic, leading more students to embrace it.

Find out more about online vs. classroom education, what factors to consider, and how to choose.

What to Consider When Weighing Online vs. Classroom Learning

There are a number of factors to consider when deciding whether to attend an on-campus or an online program. Among the things to examine are:

Your Work Status

If you are balancing a full-time job and going to school, you may need a degree program that suits your busy schedule. On the other hand, a flexible schedule may be less important for full-time students. Which statement is most true for you?

☑ I work full time and need a flexible program that fits with my schedule.

Online education may be right for you.

☑ I work part time and have a more flexible schedule.

Either online or on-campus will work well for you. For students who have deep ties to where they live—due to work, family, or other reasons—distance learning provides access to programs virtually all over the world.

Where You Live

Which statement is most true for you?

☑ Moving isn’t an option.

Online may be a better option, especially if your local university doesn’t offer a program that interests you.

☑ I can live anywhere.

Either online or on-campus will work well for you.

Your Family Situation

Add family into the mix of balancing work, life, and school, and you need a program that allows you to study on your schedule:

☑ I have a family, so I need to take classes when my house is quiet.

Online education may be better for you.

☑ Family obligations aren’t a big issue for me.

Your Learning Style

Online learning provides many channels through which students and instructors interact with each other, including email, online chat, and video conferences. On-campus education provides communication through the same channels with the addition of in-person, in-classroom opportunities. Which statement is most true for you?

☑ I am comfortable communicating through email, chat, and video conferencing.

☑ I prefer in-person communication.

On-campus will probably suit you better.

There are many more factors to consider as you explore your options. Most importantly, you’ll want to find a college that offers a variety of programs so that you can find a degree that lines up with your career goals. For example, Purdue Global offers more than 175 online programs.

Although the COVID-19 pandemic accelerated the drive toward virtual learning, the trend has been building. That trend doesn’t mean that one option is better than the other; rather, technology has made it possible for universities to reach a wider audience. And the wider audience is responding to increased opportunities.

>> Read “ 3 Benefits of Online Learning ”

Quality of Online Learning vs. In-Class Learning

Before the pandemic, postgraduate online students tended to be older and studying part-time; they had to balance jobs and family, and they were ready for the rigors of distance learning.

Studies of post-pandemic learning are just now being done. One study indicates that online instruction appears effective in large introductory classes since students can use chats and virtual feedback to raise questions and connect in a more intimate format than giant lecture halls.

Another study indicates that online learning confers degrees more quickly than traditional classroom learning.

>> Read “ The Online College Student's Guide to Success: Tips, Tools, and Resources ”

Online Programs Can Provide Greater Convenience

The convenience and flexibility of online learning allows you to study any time, virtually anywhere you have an internet connection. It's an ideal solution for people with demanding work schedules and family obligations. In many situations, you can pause the content or go back to a portion to refresh your memory. This is incredibly helpful when you need to spend extra time on a challenging topic.

>> Read “ Time Management Tips for Busy College Students ”

Only you can decide whether online education or an on-campus college is best for you.

Visit our FAQ page for answers to common questions about the online learning experience, or request more information .

See Notes and Conditions below for important information.

About the Author

Purdue Global

Earn a degree you're proud of and employers respect at Purdue Global, Purdue's online university for working adults. Accredited and online, Purdue Global gives you the flexibility and support you need to come back and move your career forward. Choose from 175+ programs, all backed by the power of Purdue.

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Convenience and Flexibility of the Online Classes Essay (Article)

The decision to study online is significant, and an increasing number of people are choosing this route. Why should you consider this mode of education? The answers are different for every student, but convenience and flexibility are major reasons. Online classes could remove obstacles that have kept from achieving your ambitions.

For some folks, geography is a key factor. Is there a fine institution of higher education within reach of your home? If not, and especially if your other regional options are a bit lacking in reputation, you may be better off with a more prestigious online institution.

Is there a college nearby that offers the particular program that you seek? Specialized training is available online almost anywhere around the world, including for professional or continuing education coursework that is often required for ongoing licensure or certification in your field.

For many folks, physical access issues can pose a barrier to on-campus classes. If you have any sort of physical or mental disability, you know that classroom learning can be a tremendous challenge. Online classes eliminate most physical barriers, of course.

Additionally, many problems that people encounter in the classroom, such as distraction, can be eliminated. At home, you can create the learning environment that fits your learning style: whether this includes absolute silence, or a companionable hubbub.

If you have a diagnosed learning difference, it may be less onerous to accommodate your needs in a virtual classroom. Although many online classes include timed tests, it is worth it to find out whether extensions in time for assessments are negotiable.

Alternatively, you may be faced with invisible barriers to classroom learning. Some families may be reluctant to allow their youngster to attend a college, and mix with other students, for cultural or religious reasons. Online courses remove many of these objections.

If you are trying to hold down a job while pursuing a degree or certification, you are a prime candidate for online learning. Most programs will allow you to fit your studying in around your work schedule. Be careful not to overload yourself, however. Reputable virtual college coursework is going to be just as intellectually demanding as bricks and mortar classes.

The advantage of online courses for full or part-time employed individuals is that you can plan how you take your courses. If you need to take only one course at a time, you can find a program that will permit this.

Folks who have responsibility for child care or elder care can also benefit from web-based classes. You can be listening to a lecture while your charges are sleeping peacefully.

Students who are very shy or lack confidence in themselves can overcome this obstacle through online classes. The virtual classroom offers opportunities to shine without having to speak in front of a crowd full of curious pairs of eyes. Some currently very successful professionals once cringed and panicked at contributing to a classroom full of strangers. With the confidence gained in an online course, a shy individual might prepare themselves to eventually enter a bricks and mortar classroom without terror.

Online classes also introduce students to a variety of web-based tools and techniques that will be very valuable later on. Many classes use features such as GoogleDocs to share and collaborate on projects.

The experience of online learning is also almost purely educational. While many students would argue that the time spent hanging out with schoolmates in the dorm, library, cafeteria, or lounging on a lawn, is what makes college awesome, parents paying the tuition might beg to differ. All that down time, whether spent knocking back Jell-O shots or solving the world’s problems over a latte , may be delightful, but it does detract from the hours available for study. Online classes remove at least one temptation to neglect the books.

There are some other efficiencies offered by this method of getting an education. Consider transportation. Even living at home and commuting to a local college consumes relatively significant amounts of time. On some campuses, dorms are so far from the classrooms that the daily commute really adds up. For many students living on campus, there are several days each semester eaten up by travelling home during vacations. All this is an expense in time and sometimes money that is avoided by online learning.

Additionally, students living on campus must take care of all the details of laundry and, sometimes, food shopping and housekeeping. This is an immense distraction and often a major time-waster. Online courses mean you can stay at home where these chores are already being taken care of.

The quality of online courses available is increasing each year. Just recently, a number of top-flight universities have begun offering courses online, some for free. This allows students to pit their brains against some of the best professorial minds in academia. Although most such programs are non-credit, there are plans to eventually make it possible to convert a non-credit course to a full-credit one, perhaps with the payment of a fee.

All these advantages of online coursework warrant a careful consideration!

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Original research article, a comparative analysis of student performance in an online vs. face-to-face environmental science course from 2009 to 2016.

• Department of Biology, Fort Valley State University, Fort Valley, GA, United States

A growing number of students are now opting for online classes. They find the traditional classroom modality restrictive, inflexible, and impractical. In this age of technological advancement, schools can now provide effective classroom teaching via the Web. This shift in pedagogical medium is forcing academic institutions to rethink how they want to deliver their course content. The overarching purpose of this research was to determine which teaching method proved more effective over the 8-year period. The scores of 548 students, 401 traditional students and 147 online students, in an environmental science class were used to determine which instructional modality generated better student performance. In addition to the overarching objective, we also examined score variabilities between genders and classifications to determine if teaching modality had a greater impact on specific groups. No significant difference in student performance between online and face-to-face (F2F) learners overall, with respect to gender, or with respect to class rank were found. These data demonstrate the ability to similarly translate environmental science concepts for non-STEM majors in both traditional and online platforms irrespective of gender or class rank. A potential exists for increasing the number of non-STEM majors engaged in citizen science using the flexibility of online learning to teach environmental science core concepts.

Introduction

The advent of online education has made it possible for students with busy lives and limited flexibility to obtain a quality education. As opposed to traditional classroom teaching, Web-based instruction has made it possible to offer classes worldwide through a single Internet connection. Although it boasts several advantages over traditional education, online instruction still has its drawbacks, including limited communal synergies. Still, online education seems to be the path many students are taking to secure a degree.

This study compared the effectiveness of online vs. traditional instruction in an environmental studies class. Using a single indicator, we attempted to see if student performance was effected by instructional medium. This study sought to compare online and F2F teaching on three levels—pure modality, gender, and class rank. Through these comparisons, we investigated whether one teaching modality was significantly more effective than the other. Although there were limitations to the study, this examination was conducted to provide us with additional measures to determine if students performed better in one environment over another ( Mozes-Carmel and Gold, 2009 ).

The methods, procedures, and operationalization tools used in this assessment can be expanded upon in future quantitative, qualitative, and mixed method designs to further analyze this topic. Moreover, the results of this study serve as a backbone for future meta-analytical studies.

Origins of Online Education

Computer-assisted instruction is changing the pedagogical landscape as an increasing number of students are seeking online education. Colleges and universities are now touting the efficiencies of Web-based education and are rapidly implementing online classes to meet student needs worldwide. One study reported “increases in the number of online courses given by universities have been quite dramatic over the last couple of years” ( Lundberg et al., 2008 ). Think tanks are also disseminating statistics on Web-based instruction. “In 2010, the Sloan Consortium found a 17% increase in online students from the years before, beating the 12% increase from the previous year” ( Keramidas, 2012 ).

Contrary to popular belief, online education is not a new phenomenon. The first correspondence and distance learning educational programs were initiated in the mid-1800s by the University of London. This model of educational learning was dependent on the postal service and therefore wasn't seen in American until the later Nineteenth century. It was in 1873 when what is considered the first official correspondence educational program was established in Boston, Massachusetts known as the “Society to Encourage Home Studies.” Since then, non-traditional study has grown into what it is today considered a more viable online instructional modality. Technological advancement indubitably helped improve the speed and accessibility of distance learning courses; now students worldwide could attend classes from the comfort of their own homes.

Qualities of Online and Traditional Face to Face (F2F) Classroom Education

Online and traditional education share many qualities. Students are still required to attend class, learn the material, submit assignments, and complete group projects. While teachers, still have to design curriculums, maximize instructional quality, answer class questions, motivate students to learn, and grade assignments. Despite these basic similarities, there are many differences between the two modalities. Traditionally, classroom instruction is known to be teacher-centered and requires passive learning by the student, while online instruction is often student-centered and requires active learning.

In teacher-centered, or passive learning, the instructor usually controls classroom dynamics. The teacher lectures and comments, while students listen, take notes, and ask questions. In student-centered, or active learning, the students usually determine classroom dynamics as they independently analyze the information, construct questions, and ask the instructor for clarification. In this scenario, the teacher, not the student, is listening, formulating, and responding ( Salcedo, 2010 ).

In education, change comes with questions. Despite all current reports championing online education, researchers are still questioning its efficacy. Research is still being conducted on the effectiveness of computer-assisted teaching. Cost-benefit analysis, student experience, and student performance are now being carefully considered when determining whether online education is a viable substitute for classroom teaching. This decision process will most probably carry into the future as technology improves and as students demand better learning experiences.

Thus far, “literature on the efficacy of online courses is expansive and divided” ( Driscoll et al., 2012 ). Some studies favor traditional classroom instruction, stating “online learners will quit more easily” and “online learning can lack feedback for both students and instructors” ( Atchley et al., 2013 ). Because of these shortcomings, student retention, satisfaction, and performance can be compromised. Like traditional teaching, distance learning also has its apologists who aver online education produces students who perform as well or better than their traditional classroom counterparts ( Westhuis et al., 2006 ).

The advantages and disadvantages of both instructional modalities need to be fully fleshed out and examined to truly determine which medium generates better student performance. Both modalities have been proven to be relatively effective, but, as mentioned earlier, the question to be asked is if one is truly better than the other.

Student Need for Online Education

With technological advancement, learners now want quality programs they can access from anywhere and at any time. Because of these demands, online education has become a viable, alluring option to business professionals, stay-at home-parents, and other similar populations. In addition to flexibility and access, multiple other face value benefits, including program choice and time efficiency, have increased the attractiveness of distance learning ( Wladis et al., 2015 ).

First, prospective students want to be able to receive a quality education without having to sacrifice work time, family time, and travel expense. Instead of having to be at a specific location at a specific time, online educational students have the freedom to communicate with instructors, address classmates, study materials, and complete assignments from any Internet-accessible point ( Richardson and Swan, 2003 ). This type of flexibility grants students much-needed mobility and, in turn, helps make the educational process more enticing. According to Lundberg et al. (2008) “the student may prefer to take an online course or a complete online-based degree program as online courses offer more flexible study hours; for example, a student who has a job could attend the virtual class watching instructional film and streaming videos of lectures after working hours.”

Moreover, more study time can lead to better class performance—more chapters read, better quality papers, and more group project time. Studies on the relationship between study time and performance are limited; however, it is often assumed the online student will use any surplus time to improve grades ( Bigelow, 2009 ). It is crucial to mention the link between flexibility and student performance as grades are the lone performance indicator of this research.

Second, online education also offers more program choices. With traditional classroom study, students are forced to take courses only at universities within feasible driving distance or move. Web-based instruction, on the other hand, grants students electronic access to multiple universities and course offerings ( Salcedo, 2010 ). Therefore, students who were once limited to a few colleges within their immediate area can now access several colleges worldwide from a single convenient location.

Third, with online teaching, students who usually don't participate in class may now voice their opinions and concerns. As they are not in a classroom setting, quieter students may feel more comfortable partaking in class dialogue without being recognized or judged. This, in turn, may increase average class scores ( Driscoll et al., 2012 ).

Benefits of Face-to-Face (F2F) Education via Traditional Classroom Instruction

The other modality, classroom teaching, is a well-established instructional medium in which teaching style and structure have been refined over several centuries. Face-to-face instruction has numerous benefits not found in its online counterpart ( Xu and Jaggars, 2016 ).

First and, perhaps most importantly, classroom instruction is extremely dynamic. Traditional classroom teaching provides real-time face-to-face instruction and sparks innovative questions. It also allows for immediate teacher response and more flexible content delivery. Online instruction dampens the learning process because students must limit their questions to blurbs, then grant the teacher and fellow classmates time to respond ( Salcedo, 2010 ). Over time, however, online teaching will probably improve, enhancing classroom dynamics and bringing students face-to face with their peers/instructors. However, for now, face-to-face instruction provides dynamic learning attributes not found in Web-based teaching ( Kemp and Grieve, 2014 ).

Second, traditional classroom learning is a well-established modality. Some students are opposed to change and view online instruction negatively. These students may be technophobes, more comfortable with sitting in a classroom taking notes than sitting at a computer absorbing data. Other students may value face-to-face interaction, pre and post-class discussions, communal learning, and organic student-teacher bonding ( Roval and Jordan, 2004 ). They may see the Internet as an impediment to learning. If not comfortable with the instructional medium, some students may shun classroom activities; their grades might slip and their educational interest might vanish. Students, however, may eventually adapt to online education. With more universities employing computer-based training, students may be forced to take only Web-based courses. Albeit true, this doesn't eliminate the fact some students prefer classroom intimacy.

Third, face-to-face instruction doesn't rely upon networked systems. In online learning, the student is dependent upon access to an unimpeded Internet connection. If technical problems occur, online students may not be able to communicate, submit assignments, or access study material. This problem, in turn, may frustrate the student, hinder performance, and discourage learning.

Fourth, campus education provides students with both accredited staff and research libraries. Students can rely upon administrators to aid in course selection and provide professorial recommendations. Library technicians can help learners edit their papers, locate valuable study material, and improve study habits. Research libraries may provide materials not accessible by computer. In all, the traditional classroom experience gives students important auxiliary tools to maximize classroom performance.

Fifth, traditional classroom degrees trump online educational degrees in terms of hiring preferences. Many academic and professional organizations do not consider online degrees on par with campus-based degrees ( Columbaro and Monaghan, 2009 ). Often, prospective hiring bodies think Web-based education is a watered-down, simpler means of attaining a degree, often citing poor curriculums, unsupervised exams, and lenient homework assignments as detriments to the learning process.

Finally, research shows online students are more likely to quit class if they do not like the instructor, the format, or the feedback. Because they work independently, relying almost wholly upon self-motivation and self-direction, online learners may be more inclined to withdraw from class if they do not get immediate results.

The classroom setting provides more motivation, encouragement, and direction. Even if a student wanted to quit during the first few weeks of class, he/she may be deterred by the instructor and fellow students. F2F instructors may be able to adjust the structure and teaching style of the class to improve student retention ( Kemp and Grieve, 2014 ). With online teaching, instructors are limited to electronic correspondence and may not pick-up on verbal and non-verbal cues.

Both F2F and online teaching have their pros and cons. More studies comparing the two modalities to achieve specific learning outcomes in participating learner populations are required before well-informed decisions can be made. This study examined the two modalities over eight (8) years on three different levels. Based on the aforementioned information, the following research questions resulted.

RQ1: Are there significant differences in academic performance between online and F2F students enrolled in an environmental science course?

RQ2: Are there gender differences between online and F2F student performance in an environmental science course?

RQ3: Are there significant differences between the performance of online and F2F students in an environmental science course with respect to class rank?

The results of this study are intended to edify teachers, administrators, and policymakers on which medium may work best.

Methodology

Participants.

The study sample consisted of 548 FVSU students who completed the Environmental Science class between 2009 and 2016. The final course grades of the participants served as the primary comparative factor in assessing performance differences between online and F2F instruction. Of the 548 total participants, 147 were online students while 401 were traditional students. This disparity was considered a limitation of the study. Of the 548 total students, 246 were male, while 302 were female. The study also used students from all four class ranks. There were 187 freshmen, 184 sophomores, 76 juniors, and 101 seniors. This was a convenience, non-probability sample so the composition of the study set was left to the discretion of the instructor. No special preferences or weights were given to students based upon gender or rank. Each student was considered a single, discrete entity or statistic.

All sections of the course were taught by a full-time biology professor at FVSU. The professor had over 10 years teaching experience in both classroom and F2F modalities. The professor was considered an outstanding tenured instructor with strong communication and management skills.

The F2F class met twice weekly in an on-campus classroom. Each class lasted 1 h and 15 min. The online class covered the same material as the F2F class, but was done wholly on-line using the Desire to Learn (D2L) e-learning system. Online students were expected to spend as much time studying as their F2F counterparts; however, no tracking measure was implemented to gauge e-learning study time. The professor combined textbook learning, lecture and class discussion, collaborative projects, and assessment tasks to engage students in the learning process.

This study did not differentiate between part-time and full-time students. Therefore, many part-time students may have been included in this study. This study also did not differentiate between students registered primarily at FVSU or at another institution. Therefore, many students included in this study may have used FVSU as an auxiliary institution to complete their environmental science class requirement.

Test Instruments

In this study, student performance was operationalized by final course grades. The final course grade was derived from test, homework, class participation, and research project scores. The four aforementioned assessments were valid and relevant; they were useful in gauging student ability and generating objective performance measurements. The final grades were converted from numerical scores to traditional GPA letters.

Data Collection Procedures

The sample 548 student grades were obtained from FVSU's Office of Institutional Research Planning and Effectiveness (OIRPE). The OIRPE released the grades to the instructor with the expectation the instructor would maintain confidentiality and not disclose said information to third parties. After the data was obtained, the instructor analyzed and processed the data though SPSS software to calculate specific values. These converted values were subsequently used to draw conclusions and validate the hypothesis.

Summary of the Results: The chi-square analysis showed no significant difference in student performance between online and face-to-face (F2F) learners [χ 2 (4, N = 548) = 6.531, p > 0.05]. The independent sample t -test showed no significant difference in student performance between online and F2F learners with respect to gender [ t (145) = 1.42, p = 0.122]. The 2-way ANOVA showed no significant difference in student performance between online and F2F learners with respect to class rank ( Girard et al., 2016 ).

Research question #1 was to determine if there was a statistically significant difference between the academic performance of online and F2F students.

Research Question 1

The first research question investigated if there was a difference in student performance between F2F and online learners.

To investigate the first research question, we used a traditional chi-square method to analyze the data. The chi-square analysis is particularly useful for this type of comparison because it allows us to determine if the relationship between teaching modality and performance in our sample set can be extended to the larger population. The chi-square method provides us with a numerical result which can be used to determine if there is a statistically significant difference between the two groups.

Table 1 shows us the mean and SD for modality and for gender. It is a general breakdown of numbers to visually elucidate any differences between scores and deviations. The mean GPA for both modalities is similar with F2F learners scoring a 69.35 and online learners scoring a 68.64. Both groups had fairly similar SDs. A stronger difference can be seen between the GPAs earned by men and women. Men had a 3.23 mean GPA while women had a 2.9 mean GPA. The SDs for both groups were almost identical. Even though the 0.33 numerical difference may look fairly insignificant, it must be noted that a 3.23 is approximately a B+ while a 2.9 is approximately a B. Given a categorical range of only A to F, a plus differential can be considered significant.

Table 1 . Means and standard deviations for 8 semester- “Environmental Science data set.”

The mean grade for men in the environmental online classes ( M = 3.23, N = 246, SD = 1.19) was higher than the mean grade for women in the classes ( M = 2.9, N = 302, SD = 1.20) (see Table 1 ).

First, a chi-square analysis was performed using SPSS to determine if there was a statistically significant difference in grade distribution between online and F2F students. Students enrolled in the F2F class had the highest percentage of A's (63.60%) as compared to online students (36.40%). Table 2 displays grade distribution by course delivery modality. The difference in student performance was statistically significant, χ 2 (4, N = 548) = 6.531, p > 0.05. Table 3 shows the gender difference on student performance between online and F2F students.

Table 2 . Contingency table for student's academic performance ( N = 548).

Table 3 . Gender * performance crosstabulation.

Table 2 shows us the performance measures of online and F2F students by grade category. As can be seen, F2F students generated the highest performance numbers for each grade category. However, this disparity was mostly due to a higher number of F2F students in the study. There were 401 F2F students as opposed to just 147 online students. When viewing grades with respect to modality, there are smaller percentage differences between respective learners ( Tanyel and Griffin, 2014 ). For example, F2F learners earned 28 As (63.60% of total A's earned) while online learners earned 16 As (36.40% of total A's earned). However, when viewing the A grade with respect to total learners in each modality, it can be seen that 28 of the 401 F2F students (6.9%) earned As as compared to 16 of 147 (10.9%) online learners. In this case, online learners scored relatively higher in this grade category. The latter measure (grade total as a percent of modality total) is a better reflection of respective performance levels.

Given a critical value of 7.7 and a d.f. of 4, we were able to generate a chi-squared measure of 6.531. The correlating p -value of 0.163 was greater than our p -value significance level of 0.05. We, therefore, had to accept the null hypothesis and reject the alternative hypothesis. There is no statistically significant difference between the two groups in terms of performance scores.

Research Question 2

The second research question was posed to evaluate if there was a difference between online and F2F varied with gender. Does online and F2F student performance vary with respect to gender? Table 3 shows the gender difference on student performance between online and face to face students. We used chi-square test to determine if there were differences in online and F2F student performance with respect to gender. The chi-square test with alpha equal to 0.05 as criterion for significance. The chi-square result shows that there is no statistically significant difference between men and women in terms of performance.

Research Question 3

The third research question tried to determine if there was a difference between online and F2F varied with respect to class rank. Does online and F2F student performance vary with respect to class rank?

Table 4 shows the mean scores and standard deviations of freshman, sophomore, and junior and senior students for both online and F2F student performance. To test the third hypothesis, we used a two-way ANOVA. The ANOVA is a useful appraisal tool for this particular hypothesis as it tests the differences between multiple means. Instead of testing specific differences, the ANOVA generates a much broader picture of average differences. As can be seen in Table 4 , the ANOVA test for this particular hypothesis states there is no significant difference between online and F2F learners with respect to class rank. Therefore, we must accept the null hypothesis and reject the alternative hypothesis.

Table 4 . Descriptive analysis of student performance by class rankings gender.

The results of the ANOVA show there is no significant difference in performance between online and F2F students with respect to class rank. Results of ANOVA is presented in Table 5 .

Table 5 . Analysis of variance (ANOVA) for online and F2F of class rankings.

As can be seen in Table 4 , the ANOVA test for this particular hypothesis states there is no significant difference between online and F2F learners with respect to class rank. Therefore, we must accept the null hypothesis and reject the alternative hypothesis.

Discussion and Social Implications

The results of the study show there is no significant difference in performance between online and traditional classroom students with respect to modality, gender, or class rank in a science concepts course for non-STEM majors. Although there were sample size issues and study limitations, this assessment shows both online learners and classroom learners perform at the same level. This conclusion indicates teaching modality may not matter as much as other factors. Given the relatively sparse data on pedagogical modality comparison given specific student population characteristics, this study could be considered innovative. In the current literature, we have not found a study of this nature comparing online and F2F non-STEM majors with respect to three separate factors—medium, gender, and class rank—and the ability to learn science concepts and achieve learning outcomes. Previous studies have compared traditional classroom learning vs. F2F learning for other factors (including specific courses, costs, qualitative analysis, etcetera, but rarely regarding outcomes relevant to population characteristics of learning for a specific science concepts course over many years) ( Liu, 2005 ).

In a study evaluating the transformation of a graduate level course for teachers, academic quality of the online course and learning outcomes were evaluated. The study evaluated the ability of course instructors to design the course for online delivery and develop various interactive multimedia models at a cost-savings to the respective university. The online learning platform proved effective in translating information where tested students successfully achieved learning outcomes comparable to students taking the F2F course ( Herman and Banister, 2007 ).

Another study evaluated the similarities and differences in F2F and online learning in a non-STEM course, “Foundations of American Education” and overall course satisfaction by students enrolled in either of the two modalities. F2F and online course satisfaction was qualitatively and quantitative analyzed. However, in analyzing online and F2F course feedback using quantitative feedback, online course satisfaction was less than F2F satisfaction. When qualitative data was used, course satisfaction was similar between modalities ( Werhner, 2010 ). The course satisfaction data and feedback was used to suggest a number of posits for effective online learning in the specific course. The researcher concluded that there was no difference in the learning success of students enrolled in the online vs. F2F course, stating that “in terms of learning, students who apply themselves diligently should be successful in either format” ( Dell et al., 2010 ). The author's conclusion presumes that the “issues surrounding class size are under control and that the instructor has a course load that makes the intensity of the online course workload feasible” where the authors conclude that the workload for online courses is more than for F2F courses ( Stern, 2004 ).

In “A Meta-Analysis of Three Types of Interaction Treatments in Distance Education,” Bernard et al. (2009) conducted a meta-analysis evaluating three types of instructional and/or media conditions designed into distance education (DE) courses known as interaction treatments (ITs)—student–student (SS), student–teacher (ST), or student–content (SC) interactions—to other DE instructional/interaction treatments. The researchers found that a strong association existed between the integration of these ITs into distance education courses and achievement compared with blended or F2F modalities of learning. The authors speculated that this was due to increased cognitive engagement based in these three interaction treatments ( Larson and Sung, 2009 ).

Other studies evaluating students' preferences (but not efficacy) for online vs. F2F learning found that students prefer online learning when it was offered, depending on course topic, and online course technology platform ( Ary and Brune, 2011 ). F2F learning was preferred when courses were offered late morning or early afternoon 2–3 days/week. A significant preference for online learning resulted across all undergraduate course topics (American history and government, humanities, natural sciences, social, and behavioral sciences, diversity, and international dimension) except English composition and oral communication. A preference for analytical and quantitative thought courses was also expressed by students, though not with statistically significant results ( Mann and Henneberry, 2014 ). In this research study, we looked at three hypothesis comparing online and F2F learning. In each case, the null hypothesis was accepted. Therefore, at no level of examination did we find a significant difference between online and F2F learners. This finding is important because it tells us traditional-style teaching with its heavy emphasis on interpersonal classroom dynamics may 1 day be replaced by online instruction. According to Daymont and Blau (2008) online learners, regardless of gender or class rank, learn as much from electronic interaction as they do from personal interaction. Kemp and Grieve (2014) also found that both online and F2F learning for psychology students led to similar academic performance. Given the cost efficiencies and flexibility of online education, Web-based instructional systems may rapidly rise.

A number of studies support the economic benefits of online vs. F2F learning, despite differences in social constructs and educational support provided by governments. In a study by Li and Chen (2012) higher education institutions benefit the most from two of four outputs—research outputs and distance education—with teaching via distance education at both the undergraduate and graduate levels more profitable than F2F teaching at higher education institutions in China. Zhang and Worthington (2017) reported an increasing cost benefit for the use of distance education over F2F instruction as seen at 37 Australian public universities over 9 years from 2003 to 2012. Maloney et al. (2015) and Kemp and Grieve (2014) also found significant savings in higher education when using online learning platforms vs. F2F learning. In the West, the cost efficiency of online learning has been demonstrated by several research studies ( Craig, 2015 ). Studies by Agasisti and Johnes (2015) and Bartley and Golek (2004) both found the cost benefits of online learning significantly greater than that of F2F learning at U.S. institutions.

Knowing there is no significant difference in student performance between the two mediums, institutions of higher education may make the gradual shift away from traditional instruction; they may implement Web-based teaching to capture a larger worldwide audience. If administered correctly, this shift to Web-based teaching could lead to a larger buyer population, more cost efficiencies, and more university revenue.

The social implications of this study should be touted; however, several concerns regarding generalizability need to be taken into account. First, this study focused solely on students from an environmental studies class for non-STEM majors. The ability to effectively prepare students for scientific professions without hands-on experimentation has been contended. As a course that functions to communicate scientific concepts, but does not require a laboratory based component, these results may not translate into similar performance of students in an online STEM course for STEM majors or an online course that has an online laboratory based co-requisite when compared to students taking traditional STEM courses for STEM majors. There are few studies that suggest the landscape may be changing with the ability to effectively train students in STEM core concepts via online learning. Biel and Brame (2016) reported successfully translating the academic success of F2F undergraduate biology courses to online biology courses. However, researchers reported that of the large-scale courses analyzed, two F2F sections outperformed students in online sections, and three found no significant difference. A study by Beale et al. (2014) comparing F2F learning with hybrid learning in an embryology course found no difference in overall student performance. Additionally, the bottom quartile of students showed no differential effect of the delivery method on examination scores. Further, a study from Lorenzo-Alvarez et al. (2019) found that radiology education in an online learning platform resulted in similar academic outcomes as F2F learning. Larger scale research is needed to determine the effectiveness of STEM online learning and outcomes assessments, including workforce development results.

In our research study, it is possible the study participants may have been more knowledgeable about environmental science than about other subjects. Therefore, it should be noted this study focused solely on students taking this one particular class. Given the results, this course presents a unique potential for increasing the number of non-STEM majors engaged in citizen science using the flexibility of online learning to teach environmental science core concepts.

Second, the operationalization measure of “grade” or “score” to determine performance level may be lacking in scope and depth. The grades received in a class may not necessarily show actual ability, especially if the weights were adjusted to heavily favor group tasks and writing projects. Other performance indicators may be better suited to properly access student performance. A single exam containing both multiple choice and essay questions may be a better operationalization indicator of student performance. This type of indicator will provide both a quantitative and qualitative measure of subject matter comprehension.

Third, the nature of the student sample must be further dissected. It is possible the online students in this study may have had more time than their counterparts to learn the material and generate better grades ( Summers et al., 2005 ). The inverse holds true, as well. Because this was a convenience non-probability sampling, the chances of actually getting a fair cross section of the student population were limited. In future studies, greater emphasis must be placed on selecting proper study participants, those who truly reflect proportions, types, and skill levels.

This study was relevant because it addressed an important educational topic; it compared two student groups on multiple levels using a single operationalized performance measure. More studies, however, of this nature need to be conducted before truly positing that online and F2F teaching generate the same results. Future studies need to eliminate spurious causal relationships and increase generalizability. This will maximize the chances of generating a definitive, untainted results. This scientific inquiry and comparison into online and traditional teaching will undoubtedly garner more attention in the coming years.

Our study compared learning via F2F vs. online learning modalities in teaching an environmental science course additionally evaluating factors of gender and class rank. These data demonstrate the ability to similarly translate environmental science concepts for non-STEM majors in both traditional and online platforms irrespective of gender or class rank. The social implications of this finding are important for advancing access to and learning of scientific concepts by the general population, as many institutions of higher education allow an online course to be taken without enrolling in a degree program. Thus, the potential exists for increasing the number of non-STEM majors engaged in citizen science using the flexibility of online learning to teach environmental science core concepts.

Limitations of the Study

The limitations of the study centered around the nature of the sample group, student skills/abilities, and student familiarity with online instruction. First, because this was a convenience, non-probability sample, the independent variables were not adjusted for real-world accuracy. Second, student intelligence and skill level were not taken into consideration when separating out comparison groups. There exists the possibility that the F2F learners in this study may have been more capable than the online students and vice versa. This limitation also applies to gender and class rank differences ( Friday et al., 2006 ). Finally, there may have been ease of familiarity issues between the two sets of learners. Experienced traditional classroom students now taking Web-based courses may be daunted by the technical aspect of the modality. They may not have had the necessary preparation or experience to efficiently e-learn, thus leading to lowered scores ( Helms, 2014 ). In addition to comparing online and F2F instructional efficacy, future research should also analyze blended teaching methods for the effectiveness of courses for non-STEM majors to impart basic STEM concepts and see if the blended style is more effective than any one pure style.

Data Availability Statement

The datasets generated for this study are available on request to the corresponding author.

Ethics Statement

The studies involving human participants were reviewed and approved by Fort Valley State University Human Subjects Institutional Review Board. Written informed consent for participation was not required for this study in accordance with the national legislation and the institutional requirements.

Author Contributions

JP provided substantial contributions to the conception of the work, acquisition and analysis of data for the work, and is the corresponding author on this paper who agrees to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved. FJ provided substantial contributions to the design of the work, interpretation of the data for the work, and revised it critically for intellectual content.

This research was supported in part by funding from the National Science Foundation, Awards #1649717, 1842510, Ñ900572, and 1939739 to FJ.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

The authors would like to thank the reviewers for their detailed comments and feedback that assisted in the revising of our original manuscript.

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Keywords: face-to-face (F2F), traditional classroom teaching, web-based instructions, information and communication technology (ICT), online learning, desire to learn (D2L), passive learning, active learning

Citation: Paul J and Jefferson F (2019) A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course From 2009 to 2016. Front. Comput. Sci. 1:7. doi: 10.3389/fcomp.2019.00007

Received: 15 May 2019; Accepted: 15 October 2019; Published: 12 November 2019.

Reviewed by:

Copyright © 2019 Paul and Jefferson. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Jasmine Paul, paulj@fvsu.edu

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• Education /

Online Classes vs Offline Classes

• Updated on  
• Jan 15, 2024

The Covid-19 pandemic brought a dynamic shift in the world education system . The imposition of lockdown led to the shutdown of physical classrooms and thus online education became the new norm. Although online learning has managed to keep education alive in these difficult times, it cannot completely replace it. Both online and offline education have their own set of advantages and disadvantages. In this blog, we will explore one of the most debated topics these days, online classes vs offline classes. 

This Blog Includes:

Online education, offline education, mode of education in offline and online classes, accessibility, time management, flexibility of classes, student-teacher interaction, technical issues in offline and online classes, practical learning, pros and cons of an online degree.

With the emergence of technology , the method of delivering education has forever changed. As a matter of fact, online education has become a flexible instructional method of teaching wherein students can easily gain access to study material in the comfort of their homes. Moreover, online education provides an excellent opportunity for students who are unable to enrol in traditional classrooms as well as supports students in setting their own pace for studying. 

Furthermore, online education helps in inculcating the habit of self-discipline and time management within students and provides them access to an unlimited number of educational resources. The students can easily set their own pace of learning as long as they have the right equipment and access to a proper internet connection. 

Also Read: Online Education in India

Offline education is the traditional counterpart to online education and the original method of learning that allows students to have regular face-to-face interactions with their peers and teachers. However, as much as online education is predicted to be the future of learning, it cannot replace the holistic aspect of offline education.

Moreover, offline education also allows teachers to monitor the responses and behaviour of their students and accordingly address them as and when required. Hence, no matter how advanced online education is, offline education will continue to play a vital role in the development of students.  

Also Read: Are Online Classes Becoming the New Normal?

Online Education vs Offline Education

While online education is not a new phenomenon, its importance came to light during the pandemic. Given below is a table that highlights the main differences between online education vs offline education. 

When it comes to online classes, teachers can easily educate their students via virtual classrooms. Students can easily access learning materials from anywhere as long as they have proper access to an internet connection. Additionally, Online classes provide teachers with a number of online learning tools including videos, audio, animations, virtual whiteboards, virtual conference rooms and live chats with the students. 

On the other hand, offline classes provide students with a practical learning environment within the walls of a physical classroom. It allows students to closely interact with their teachers as well as participate actively in live discussions and debates. Moreover, students can also participate in recreational activities like art and physical education which contributes to the overall mental and physical development of the student. 

Also Read: Massive Open Online Courses

One of the greatest advantages of online classes is their accessibility from anywhere around the world. Students can simply log in from anywhere and gain access to learning material from the convenience of their homes. Applications like Zoom and Microsoft Team have allowed students to easily attend their lectures without having to leave the safety of their homes. Thus, online classes provide the distinct advantage of location flexibility.  

However, offline classes require students to travel to the location of their educational institution. Teaching takes place in a fixed location which would typically comprise a lecture hall or a physical classroom. Additionally, certain students may need to travel far to reach their respective educational institutions and this may cause a great deal of inconvenience.

Students who attend online classes are faced with the big challenge of time management . Online learners are typically distracted by a multitude of tasks and they lack a proper schedule. Since online classes provide the advantage of self-paced learning, students may not have a proper schedule and may succumb to the habit of procrastination . Moreover, students are required to stay logged in to their online classes for an extended period of time which may lead to students surfing the web for distractions or checking their social media pages. 

In the case of offline classes, students have to adhere to a strict schedule that has been set up by the teachers. Furthermore, since there is synchronous learning, students will be required to complete their work and projects on time.

The flexibility of classes is the main highlight of online classes. It allows students to set their own learning pace without any additional pressure. Additionally, since students have access to recorded videos and online reading material, they can easily attend lectures as and when it is convenient. It also gives students more time to digest the study material and complete their work or research at their own pace. 

On the other hand, there is a certain amount of rigidity when it comes to offline education. Students are required to attend their lectures or sessions on time since there are no pre-recorded videos or notes that are easily available to the students. Hence, students are required to follow a predetermined and strict schedule as set by their educational institute. 

Also Read: Pros and Cons of Online Learning Speech

Contrary to the popular belief that there is hardly any interaction between students and teachers in online education, there is an ample amount of interaction between students and teachers over the online platform. Online classes allow students to get in touch with their teachers no matter the time or location. Online classrooms also allow two-way communication which significantly influences learning. Moreover, student-teacher interaction in online classes may be both synchronous and asynchronous. 

There is face-to-face interaction in the case of offline classes, especially because teaching is synchronous. There is active communication between students and teachers which allows for lively discussions and debates between them. Moreover, it allows students to immediately address their doubts and receive quick feedback. Teachers are adapting to different methods of teaching to engage students.

Online classes are always challenged by technical issues. Access to proper electronic equipment such as webcams, microphones, headphones and computers along with a proper internet connection is a mandatory requirement for online classes. Additionally, technical issues such as slow internet connection or lack of availability of proper technical infrastructure may interfere with seamless learning. Moreover, students may face difficulty in attending live lectures or downloading videos or online notes. 

On the other hand, Offline classes, are rarely threatened by technical issues. Students and teachers are not required to be exceptionally tech-savvy and since most learning occurs within the physical classroom, technical issues are not a major issue except for any lessons that require presentations or computers. 

Online education is purely theoretical and takes place entirely online. This scarcely allows students to take part in the practical aspects of learning which is an equally important part of education. Subjects like chemistry , physics , biology , art and sports require students to be physically present and conduct live experiments or actively participate in the activity. 

Offline classes provide a stimulating environment that combines both theoretical and practical aspects of learning, unlike online classes. This contributes to the overall cognitive and skill development of the students. Practical learning allows you to learn and quickly adapt to daily challenges and scenarios and allows you to get a better understanding of lessons. 

Watch this video to understand the Pros and Cons of an Online Degree right here!

Related Articles

Offline classes, as opposed to online classes, provide a stimulating environment that incorporates both academic and practical components of learning. This helps students’ overall cognitive and skill development.

Offline learning is preferable since it allows you to engage with other students in a more natural setting. You can ask questions, solve tasks, and receive personalised feedback from your teacher. Another benefit of offline classes is that they are more dependable.

The distinction between online and offline communication is traditionally viewed as a distinction between computer-mediated communication and face-to-face communication (e.g., face time). Offline is reality, while online is virtuality or cyberspace (i.e., real life or “meatspace”).

Online Classes vs Offline Classes which one do you prefer? For more information on such informative topics, visit our school education page and follow Leverage Edu .

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12 comments

Online classes is better than offline class in this covid19 pandemic situation

Hello Nasrin, We totally agree with you and believe that online classes do have their own share of advantages too. Here are some recommended reads that you can check out on the same: https://leverageedu.com/blog/online-learning/ https://leverageedu.com/blog/online-courses/ https://leverageedu.com/blog/online-classes-are-the-new-normal/

Very nice content

Acc. 2 me offline is better. As it boost 😤 Student confidence nd to talk freely with his /her teacher. As in online one can ask ques privately, perfectly clear doubt but isn’t it lower confudence . As he /she can ask his/her ques. But in future while in any situation when he /she need to do some open conversation or any other situation. He /she can’t able to do it perfectly. To b good there strt it frm starting.

Me offline class is best 🙂 Thank you

Hey Deepanshi, offline and online courses both have their merits and demerits. Glad to know that you find offline better!

In my opinion offline classes is best way of learning ☺️

Thank you for the comment!

The information you’ve shared in this blog is highly remarkable. Thanks for sharing quality information.

Thank you for such encouraging feedback. We are continuously working hard to bring all the important information for our readers regarding study abroad queries. If you are interested in knowing more about such study abroad related services call Leverage Edu anytime at 1800 572 000 for a free consultancy session.

Online classes make Health issues, spending so much time in front of computer cause bad affects on health But in Physical Offline Classes are very much better than online classes in my opinion, when you meet peoples physically your mind get open and with physically connect with teacher gets your study perfect. OFFLINE CLASSES ARE THE BEST in terms of everything

Well , i have a question though . what about introvert students ? Who are too shy to approach to the teacher , they are much more comfortable in online , aren’t they ?

Online classes are undoubtedly great for introvert students. But if you’re an introvert and you take offline classes, you will be able to build courage and confidence which will prove beneficial in the future.

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Difference between physical and online classes – What is your choice?

Before the pandemic, online classes for kids were almost unheard of or not a popular choice to parents. It was the ugly duckling of higher education, being less prestigious method than classroom-based courses. Nowadays, online classes seem to be the way to go. Given that we have been almost 2 years into the pandemic, our young learners and parents have adopted and embraced online as a new way of learning.

Online and classroom-based education are two different types of learning. Although both offer high-quality learning, each has its own teaching method and establishes its own channels and guidelines for learning.

Online education uses the Internet and information and communications technology to provide students with tools like chats, blogs, video conferences and shared documents, making courses dynamic, intuitive and easy to follow. This asynchronous system enables students to attend classes, work, communicate, take exams and access content wherever they may be.

Another aspect of remote learning is that it stimulates students’ independence and curiosity, collaborative work, critical thinking and self-directed learning. This system also diversifies sources of knowledge. With classroom-based learning, students go to a physical classroom where the teaching and much of the learning takes place. With this method, the students take a more passive role and adapt to the teacher’s rhythm and teaching method. The teacher is the primary source of information.

However, the above advantage of online learning assumes that the student is proficient with the use of technology and possesses a reasonable level of maturity. This comes with age and does not work well for young students ages below 7. Young kids are visual and social creatures. Most don’t have the finger dexterity to proficiently use a keyboard or even have the maturity level to explore and be independent.

To sum up, a choice between physical and online learning depends greatly on the age of the learner.

In The Lab, we offer online classes for students ages 7 and above, but strictly only physical classes for our The Lab Kinder Program for ages 5-6 years old. For more details on our programs, do visit our website at https://www.thelab.sg/programs/

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• #codingforkids , #online , #onlineclasses , #onlinelearning , #thelab , #thelabsg , thelabsingapore

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