essays on online education

30,000+ students realised their study abroad dream with us. Take the first step today

Meet top uk universities from the comfort of your home, here’s your new year gift, one app for all your, study abroad needs, start your journey, track your progress, grow with the community and so much more.

Verification Code

An OTP has been sent to your registered mobile no. Please verify

Thanks for your comment !

Our team will review it before it's shown to our readers.

• School Education /

Essay On Online Education: In 100 Words, 150 Words, and 200 Words

• Updated on  
• Apr 26, 2024

Online education has emerged as a significant transformation in the global education landscape, particularly in the wake of the COVID-19 pandemic . This essay explores the various facets of online education, from its inception to its advantages and disadvantages and its impact on learners and educators alike. The evolution of online education presents a new horizon for accessible and flexible learning .

Table of Contents

• 1 Essay on Online Education in 100 words
• 2 Essay on Online Education in 150 words
• 3 Essay on Online Education in 200 words
• 4 Short Essay on Online Education

Also Read: English Essay Topics

Also Read: How to Write an Essay in English

Also Read: Speech on Republic Day for Class 12th

Essay on Online Education in 100 words

Online education is a modern educational paradigm where students access instructional content through the internet. This innovative approach has gained immense popularity, especially after the pandemic, owing to its convenience and adaptability. It has enabled students of all ages to acquire knowledge from the comfort of their homes, transcending geographical barriers. Online education offers a diverse range of courses and resources, fostering continuous learning. However, it also presents challenges, such as dependency on technology and potential disengagement from the physical world.

Also Read: The Beginner’s Guide to Writing an Essay

Essay on Online Education in 150 words

Online education marks a revolutionary shift in how we acquire knowledge. It harnesses the power of the internet to deliver educational content to students, making learning more flexible and accessible. Technology advancements have accelerated the development of online education, enabling educational institutions to provide a wide range of courses and programmes through digital platforms.

One of the primary advantages of online education is its ability to cater to a diverse audience, regardless of geographical location or physical limitations. It eliminates the need for commuting and offers a cost-effective alternative to traditional classroom learning. However, online education also comes with its challenges. It requires self-discipline and motivation as students often learn independently. Additionally, prolonged screen time can have adverse effects on students’ physical and mental well-being, potentially leading to social disconnection.

Essay on Online Education in 200 words

Online education has witnessed remarkable growth in recent years, with the internet serving as the conduit for delivering educational content. This transformation has been accelerated, particularly in response to the global pandemic. Online education transcends the boundaries of traditional learning, offering students the opportunity to acquire knowledge and skills from anywhere in the world.

One of the most compelling aspects of online education is its flexibility. Learners can access course materials and engage with instructors at their convenience, breaking free from rigid schedules. Moreover, this mode of education has expanded access to a vast array of courses, allowing individuals to pursue their interests and career goals without geographical constraints.

However, it’s important to acknowledge the challenges associated with online education. It demands a high degree of self-discipline, as students must navigate the coursework independently. Prolonged screen time can have adverse effects on health and may lead to a sense of disconnection from society.

In conclusion, online education represents a significant shift in how we approach learning. It offers unprecedented access and flexibility but also requires learners to adapt to a more self-directed approach to education. Striking a balance between the benefits and challenges of online education is key to harnessing its full potential.

Also Read: Essay on Fire Safety in 200 and 500+ words in English for Students

Short Essay on Online Education

Find a sample essay on online education below:

An organised argument backed up by proof and examples is the key to writing a convincing essay. Create a clear thesis statement at the outset, follow a logical progression of points, and then summarise your main points.

To improve readability, use clear and concise language, break your essay into paragraphs with clear topic sentences, and vary your sentence structure.

If you’re struggling to meet the word count, review your content to see if you can expand on your ideas, provide more examples, or include additional details to support your arguments. Additionally, check for any redundancies or irrelevant information that can be removed.

Related Reads

We hope that this essay on Online Education helps. For more amazing daily reads related to essay writing , stay tuned with Leverage Edu .

Manasvi Kotwal

Manasvi's flair in writing abilities is derived from her past experience of working with bootstrap start-ups, Advertisement and PR agencies as well as freelancing. She's currently working as a Content Marketing Associate at Leverage Edu to be a part of its thriving ecosystem.

Leave a Reply Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Contact no. *

Connect With Us

30,000+ students realised their study abroad dream with us. Take the first step today.

Resend OTP in

Need help with?

Study abroad.

UK, Canada, US & More

IELTS, GRE, GMAT & More

Scholarship, Loans & Forex

Country Preference

New Zealand

Which English test are you planning to take?

Which academic test are you planning to take.

Not Sure yet

When are you planning to take the exam?

Already booked my exam slot

Within 2 Months

Want to learn about the test

Which Degree do you wish to pursue?

When do you want to start studying abroad.

January 2024

September 2024

What is your budget to study abroad?

How would you describe this article ?

Please rate this article

We would like to hear more.

Have something on your mind?

Make your study abroad dream a reality in January 2022 with

India's Biggest Virtual University Fair

Essex Direct Admission Day

Why attend .

Don't Miss Out

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• Published: 25 January 2021

Online education in the post-COVID era

• Barbara B. Lockee 1  

Nature Electronics volume  4 ,  pages 5–6 ( 2021 ) Cite this article

139k Accesses

212 Citations

337 Altmetric

Metrics details

• Science, technology and society

The coronavirus pandemic has forced students and educators across all levels of education to rapidly adapt to online learning. The impact of this — and the developments required to make it work — could permanently change how education is delivered.

The COVID-19 pandemic has forced the world to engage in the ubiquitous use of virtual learning. And while online and distance learning has been used before to maintain continuity in education, such as in the aftermath of earthquakes 1 , the scale of the current crisis is unprecedented. Speculation has now also begun about what the lasting effects of this will be and what education may look like in the post-COVID era. For some, an immediate retreat to the traditions of the physical classroom is required. But for others, the forced shift to online education is a moment of change and a time to reimagine how education could be delivered 2 .

Looking back

Online education has traditionally been viewed as an alternative pathway, one that is particularly well suited to adult learners seeking higher education opportunities. However, the emergence of the COVID-19 pandemic has required educators and students across all levels of education to adapt quickly to virtual courses. (The term ‘emergency remote teaching’ was coined in the early stages of the pandemic to describe the temporary nature of this transition 3 .) In some cases, instruction shifted online, then returned to the physical classroom, and then shifted back online due to further surges in the rate of infection. In other cases, instruction was offered using a combination of remote delivery and face-to-face: that is, students can attend online or in person (referred to as the HyFlex model 4 ). In either case, instructors just had to figure out how to make it work, considering the affordances and constraints of the specific learning environment to create learning experiences that were feasible and effective.

The use of varied delivery modes does, in fact, have a long history in education. Mechanical (and then later electronic) teaching machines have provided individualized learning programmes since the 1950s and the work of B. F. Skinner 5 , who proposed using technology to walk individual learners through carefully designed sequences of instruction with immediate feedback indicating the accuracy of their response. Skinner’s notions formed the first formalized representations of programmed learning, or ‘designed’ learning experiences. Then, in the 1960s, Fred Keller developed a personalized system of instruction 6 , in which students first read assigned course materials on their own, followed by one-on-one assessment sessions with a tutor, gaining permission to move ahead only after demonstrating mastery of the instructional material. Occasional class meetings were held to discuss concepts, answer questions and provide opportunities for social interaction. A personalized system of instruction was designed on the premise that initial engagement with content could be done independently, then discussed and applied in the social context of a classroom.

These predecessors to contemporary online education leveraged key principles of instructional design — the systematic process of applying psychological principles of human learning to the creation of effective instructional solutions — to consider which methods (and their corresponding learning environments) would effectively engage students to attain the targeted learning outcomes. In other words, they considered what choices about the planning and implementation of the learning experience can lead to student success. Such early educational innovations laid the groundwork for contemporary virtual learning, which itself incorporates a variety of instructional approaches and combinations of delivery modes.

Online learning and the pandemic

Fast forward to 2020, and various further educational innovations have occurred to make the universal adoption of remote learning a possibility. One key challenge is access. Here, extensive problems remain, including the lack of Internet connectivity in some locations, especially rural ones, and the competing needs among family members for the use of home technology. However, creative solutions have emerged to provide students and families with the facilities and resources needed to engage in and successfully complete coursework 7 . For example, school buses have been used to provide mobile hotspots, and class packets have been sent by mail and instructional presentations aired on local public broadcasting stations. The year 2020 has also seen increased availability and adoption of electronic resources and activities that can now be integrated into online learning experiences. Synchronous online conferencing systems, such as Zoom and Google Meet, have allowed experts from anywhere in the world to join online classrooms 8 and have allowed presentations to be recorded for individual learners to watch at a time most convenient for them. Furthermore, the importance of hands-on, experiential learning has led to innovations such as virtual field trips and virtual labs 9 . A capacity to serve learners of all ages has thus now been effectively established, and the next generation of online education can move from an enterprise that largely serves adult learners and higher education to one that increasingly serves younger learners, in primary and secondary education and from ages 5 to 18.

The COVID-19 pandemic is also likely to have a lasting effect on lesson design. The constraints of the pandemic provided an opportunity for educators to consider new strategies to teach targeted concepts. Though rethinking of instructional approaches was forced and hurried, the experience has served as a rare chance to reconsider strategies that best facilitate learning within the affordances and constraints of the online context. In particular, greater variance in teaching and learning activities will continue to question the importance of ‘seat time’ as the standard on which educational credits are based 10 — lengthy Zoom sessions are seldom instructionally necessary and are not aligned with the psychological principles of how humans learn. Interaction is important for learning but forced interactions among students for the sake of interaction is neither motivating nor beneficial.

While the blurring of the lines between traditional and distance education has been noted for several decades 11 , the pandemic has quickly advanced the erasure of these boundaries. Less single mode, more multi-mode (and thus more educator choices) is becoming the norm due to enhanced infrastructure and developed skill sets that allow people to move across different delivery systems 12 . The well-established best practices of hybrid or blended teaching and learning 13 have served as a guide for new combinations of instructional delivery that have developed in response to the shift to virtual learning. The use of multiple delivery modes is likely to remain, and will be a feature employed with learners of all ages 14 , 15 . Future iterations of online education will no longer be bound to the traditions of single teaching modes, as educators can support pedagogical approaches from a menu of instructional delivery options, a mix that has been supported by previous generations of online educators 16 .

Also significant are the changes to how learning outcomes are determined in online settings. Many educators have altered the ways in which student achievement is measured, eliminating assignments and changing assessment strategies altogether 17 . Such alterations include determining learning through strategies that leverage the online delivery mode, such as interactive discussions, student-led teaching and the use of games to increase motivation and attention. Specific changes that are likely to continue include flexible or extended deadlines for assignment completion 18 , more student choice regarding measures of learning, and more authentic experiences that involve the meaningful application of newly learned skills and knowledge 19 , for example, team-based projects that involve multiple creative and social media tools in support of collaborative problem solving.

In response to the COVID-19 pandemic, technological and administrative systems for implementing online learning, and the infrastructure that supports its access and delivery, had to adapt quickly. While access remains a significant issue for many, extensive resources have been allocated and processes developed to connect learners with course activities and materials, to facilitate communication between instructors and students, and to manage the administration of online learning. Paths for greater access and opportunities to online education have now been forged, and there is a clear route for the next generation of adopters of online education.

Before the pandemic, the primary purpose of distance and online education was providing access to instruction for those otherwise unable to participate in a traditional, place-based academic programme. As its purpose has shifted to supporting continuity of instruction, its audience, as well as the wider learning ecosystem, has changed. It will be interesting to see which aspects of emergency remote teaching remain in the next generation of education, when the threat of COVID-19 is no longer a factor. But online education will undoubtedly find new audiences. And the flexibility and learning possibilities that have emerged from necessity are likely to shift the expectations of students and educators, diminishing further the line between classroom-based instruction and virtual learning.

Mackey, J., Gilmore, F., Dabner, N., Breeze, D. & Buckley, P. J. Online Learn. Teach. 8 , 35–48 (2012).

Google Scholar  

Sands, T. & Shushok, F. The COVID-19 higher education shove. Educause Review https://go.nature.com/3o2vHbX (16 October 2020).

Hodges, C., Moore, S., Lockee, B., Trust, T. & Bond, M. A. The difference between emergency remote teaching and online learning. Educause Review https://go.nature.com/38084Lh (27 March 2020).

Beatty, B. J. (ed.) Hybrid-Flexible Course Design Ch. 1.4 https://go.nature.com/3o6Sjb2 (EdTech Books, 2019).

Skinner, B. F. Science 128 , 969–977 (1958).

Article   Google Scholar  

Keller, F. S. J. Appl. Behav. Anal. 1 , 79–89 (1968).

Darling-Hammond, L. et al. Restarting and Reinventing School: Learning in the Time of COVID and Beyond (Learning Policy Institute, 2020).

Fulton, C. Information Learn. Sci . 121 , 579–585 (2020).

Pennisi, E. Science 369 , 239–240 (2020).

Silva, E. & White, T. Change The Magazine Higher Learn. 47 , 68–72 (2015).

McIsaac, M. S. & Gunawardena, C. N. in Handbook of Research for Educational Communications and Technology (ed. Jonassen, D. H.) Ch. 13 (Simon & Schuster Macmillan, 1996).

Irvine, V. The landscape of merging modalities. Educause Review https://go.nature.com/2MjiBc9 (26 October 2020).

Stein, J. & Graham, C. Essentials for Blended Learning Ch. 1 (Routledge, 2020).

Maloy, R. W., Trust, T. & Edwards, S. A. Variety is the spice of remote learning. Medium https://go.nature.com/34Y1NxI (24 August 2020).

Lockee, B. J. Appl. Instructional Des . https://go.nature.com/3b0ddoC (2020).

Dunlap, J. & Lowenthal, P. Open Praxis 10 , 79–89 (2018).

Johnson, N., Veletsianos, G. & Seaman, J. Online Learn. 24 , 6–21 (2020).

Vaughan, N. D., Cleveland-Innes, M. & Garrison, D. R. Assessment in Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry (Athabasca Univ. Press, 2013).

Conrad, D. & Openo, J. Assessment Strategies for Online Learning: Engagement and Authenticity (Athabasca Univ. Press, 2018).

Download references

Author information

Authors and affiliations.

School of Education, Virginia Tech, Blacksburg, VA, USA

Barbara B. Lockee

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Barbara B. Lockee .

Ethics declarations

Competing interests.

The author declares no competing interests.

Rights and permissions

Reprints and permissions

About this article

Cite this article.

Lockee, B.B. Online education in the post-COVID era. Nat Electron 4 , 5–6 (2021). https://doi.org/10.1038/s41928-020-00534-0

Download citation

Published : 25 January 2021

Issue Date : January 2021

DOI : https://doi.org/10.1038/s41928-020-00534-0

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

This article is cited by

A comparative study on the effectiveness of online and in-class team-based learning on student performance and perceptions in virtual simulation experiments.

BMC Medical Education (2024)

Leveraging privacy profiles to empower users in the digital society

• Davide Di Ruscio
• Paola Inverardi
• Phuong T. Nguyen

Automated Software Engineering (2024)

Growth mindset and social comparison effects in a peer virtual learning environment

• Pamela Sheffler
• Cecilia S. Cheung

Social Psychology of Education (2024)

Nursing students’ learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar

• Sunghee H. Tak

BMC Nursing (2023)

Online learning for WHO priority diseases with pandemic potential: evidence from existing courses and preparing for Disease X

• Heini Utunen
• Corentin Piroux

Archives of Public Health (2023)

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Sign up for the Nature Briefing newsletter — what matters in science, free to your inbox daily.

Shaping the Future of Online Learning

Published may 22, 2024.

If you’ve been enrolled in any educational course or postsecondary educational program since 2020, chances are you’ve witnessed the rise in online learning firsthand .

The COVID-19 global pandemic shuttered storefronts, theaters, and classrooms alike, causing major disruptions in how goods and services were delivered. As consumers adopted Instacart for their grocery needs and streamed new blockbuster movies from the comfort of their living rooms, students needed an innovative way to bring their classes home. A year into the pandemic over 60% of all undergraduate students were enrolled in at least one online course , with 28% exclusively enrolled in online courses, according to the National Center for Education Statistics.

There are other reasons for the widespread adoption, including accessibility. Rural and international students who may be far removed from traditional educational institutions can now attend Harvard classes anywhere there’s an internet connection. Or, consider working adults seeking to progress or switch careers. Life doesn’t stop for a class, and attending one in-person can be prohibitive. While still challenging, logging into a virtual classroom is far more manageable. Online education is for everyone.

Technological and pedagogical developments have helped online learning progress beyond the days of discussion boards and essay uploads. Now, students can enjoy a multimedia educational experience that is rooted in the latest research, all while participating in the community of their “virtual campus”.

If you’re one of the millions of learners who have experienced online education, you might be interested to learn where it’s going next. At Harvard Online, the question, “what is the future of online learning?” guides an ongoing conversation that drives us everyday.

In this blog, we sat down with Catherine Breen , Managing Director of Harvard Online. With more than two decades of senior executive leadership at Harvard University and oversight of Harvard Online, Breen has an invaluable perspective on the future of online learning, and the exciting role Harvard Online is playing in bringing the future into the present. 

Catherine Breen, Managing Director of Harvard Online, in a team meeting.

Harvard Online (HO): How has the online learning landscape evolved in recent years? 

Catherine Breen (CB): At the beginning of the COVID-19 lockdown, there was a massive escalation in demand for online learning. Demand began to recede slowly as the months wore on and by late 2022, it started to level out. But we observed two big changes: Internally, the demand for Harvard Online content was still almost three times higher than pre-pandemic. Externally, in reaction to the demand surge, there was significant and rapid growth of new online course offerings and companies that purveyed varying types of digital products.    

HO: What is shaping the future of online learning today? 

CB: Because of the rapid and massive shift to online that occurred around the globe in the spring of 2020, the landscape changed permanently. There are many things shaping the future but here are just a few that I can see from my perspective:

• Increased adoption of online learning across all ages and levels of education: Everyone expanded their online course catalogs; new companies and offerings sprung up everywhere.
• Greater tech investment across organizations and industries: Organizations are investing more time, money, and effort into technology infrastructure, tools, and platforms to support online learning and participants in these courses.
• New pedagogical methods to bridge the gap between traditional and novel learning methods: Instructors have adapted their teaching methods for online, hybrid, and blended environments.
• Enhanced accessibility to quality education and learning experiences: Efforts have been made to improve access for students of all types, abilities, geographies, and backgrounds so that everyone can participate effectively.    

HO: What are the remaining challenges that online learning faces? 

CB: While these changes have improved the online learning experience, challenges remain, including addressing the digital divide, maximizing student engagement, and refining the quality of online courses.

The pandemic accelerated the adoption of online learning and its impact will likely continue to shape higher education for many years to come.  

HO: How does online learning contribute to Harvard's mission of promoting accessibility and inclusion in education, especially for learners who may not have traditional access to higher education?

CB: Online learning levels the playing field for learners in many ways.

Most students think that a Harvard-quality education is out of reach, for a variety of reasons. With online courses, however, learners from around the country and the world can take courses with Harvard instructors at their own pace at a more affordable price point.

Our online courses also typically incorporate a range of multimedia elements, allowing students with different learning styles to flourish. We also ensure that our online learning experiences are accessible to all learners, including those with disabilities. This commitment to inclusivity aligns with the broader goals of promoting equitable access to education.

Lastly, our online courses often include discussion forums and virtual communities where learners can connect and collaborate. This allows for interactions among students from diverse backgrounds and experiences, fostering a sense of belonging and inclusion.  

It’s clear that online learning has a lot to offer everyone, and it’s only getting better. In our next blog in this series, we’ll hear more from Cathy on how institutions can implement online learning modalities effectively. 

If you missed the first blog in this series detailing the future of online learning, you can check out the first blog here . To learn more about Harvard Online, explore our fully online course catalog here .

Related Blog Posts

Uniref brings harvard courses on web programming to syrian refugees.

Harvard Online is proud to provide access to education and experiences that help communities thrive.

Harvard Online in Your Workplace: Elevate Your Team's Professional Development

At Harvard Online we understand the value of an educated and skilled workforce.

A Decade of Innovation: Online Learning at Harvard

We are always asking, “What does the future look like for teaching and learning?”

Advertisement

The effects of online education on academic success: A meta-analysis study

• Published: 06 September 2021
• Volume 27 , pages 429–450, ( 2022 )

Cite this article

• Hakan Ulum   ORCID: orcid.org/0000-0002-1398-6935 1  

79k Accesses

26 Citations

11 Altmetric

Explore all metrics

The purpose of this study is to analyze the effect of online education, which has been extensively used on student achievement since the beginning of the pandemic. In line with this purpose, a meta-analysis of the related studies focusing on the effect of online education on students’ academic achievement in several countries between the years 2010 and 2021 was carried out. Furthermore, this study will provide a source to assist future studies with comparing the effect of online education on academic achievement before and after the pandemic. This meta-analysis study consists of 27 studies in total. The meta-analysis involves the studies conducted in the USA, Taiwan, Turkey, China, Philippines, Ireland, and Georgia. The studies included in the meta-analysis are experimental studies, and the total sample size is 1772. In the study, the funnel plot, Duval and Tweedie’s Trip and Fill Analysis, Orwin’s Safe N Analysis, and Egger’s Regression Test were utilized to determine the publication bias, which has been found to be quite low. Besides, Hedge’s g statistic was employed to measure the effect size for the difference between the means performed in accordance with the random effects model. The results of the study show that the effect size of online education on academic achievement is on a medium level. The heterogeneity test results of the meta-analysis study display that the effect size does not differ in terms of class level, country, online education approaches, and lecture moderators.

Avoid common mistakes on your manuscript.

1 Introduction

Information and communication technologies have become a powerful force in transforming the educational settings around the world. The pandemic has been an important factor in transferring traditional physical classrooms settings through adopting information and communication technologies and has also accelerated the transformation. The literature supports that learning environments connected to information and communication technologies highly satisfy students. Therefore, we need to keep interest in technology-based learning environments. Clearly, technology has had a huge impact on young people's online lives. This digital revolution can synergize the educational ambitions and interests of digitally addicted students. In essence, COVID-19 has provided us with an opportunity to embrace online learning as education systems have to keep up with the rapid emergence of new technologies.

Information and communication technologies that have an effect on all spheres of life are also actively included in the education field. With the recent developments, using technology in education has become inevitable due to personal and social reasons (Usta, 2011a ). Online education may be given as an example of using information and communication technologies as a consequence of the technological developments. Also, it is crystal clear that online learning is a popular way of obtaining instruction (Demiralay et al., 2016 ; Pillay et al., 2007 ), which is defined by Horton ( 2000 ) as a way of education that is performed through a web browser or an online application without requiring an extra software or a learning source. Furthermore, online learning is described as a way of utilizing the internet to obtain the related learning sources during the learning process, to interact with the content, the teacher, and other learners, as well as to get support throughout the learning process (Ally, 2004 ). Online learning has such benefits as learning independently at any time and place (Vrasidas & MsIsaac, 2000 ), granting facility (Poole, 2000 ), flexibility (Chizmar & Walbert, 1999 ), self-regulation skills (Usta, 2011b ), learning with collaboration, and opportunity to plan self-learning process.

Even though online education practices have not been comprehensive as it is now, internet and computers have been used in education as alternative learning tools in correlation with the advances in technology. The first distance education attempt in the world was initiated by the ‘Steno Courses’ announcement published in Boston newspaper in 1728. Furthermore, in the nineteenth century, Sweden University started the “Correspondence Composition Courses” for women, and University Correspondence College was afterwards founded for the correspondence courses in 1843 (Arat & Bakan, 2011 ). Recently, distance education has been performed through computers, assisted by the facilities of the internet technologies, and soon, it has evolved into a mobile education practice that is emanating from progress in the speed of internet connection, and the development of mobile devices.

With the emergence of pandemic (Covid-19), face to face education has almost been put to a halt, and online education has gained significant importance. The Microsoft management team declared to have 750 users involved in the online education activities on the 10 th March, just before the pandemic; however, on March 24, they informed that the number of users increased significantly, reaching the number of 138,698 users (OECD, 2020 ). This event supports the view that it is better to commonly use online education rather than using it as a traditional alternative educational tool when students do not have the opportunity to have a face to face education (Geostat, 2019 ). The period of Covid-19 pandemic has emerged as a sudden state of having limited opportunities. Face to face education has stopped in this period for a long time. The global spread of Covid-19 affected more than 850 million students all around the world, and it caused the suspension of face to face education. Different countries have proposed several solutions in order to maintain the education process during the pandemic. Schools have had to change their curriculum, and many countries supported the online education practices soon after the pandemic. In other words, traditional education gave its way to online education practices. At least 96 countries have been motivated to access online libraries, TV broadcasts, instructions, sources, video lectures, and online channels (UNESCO, 2020 ). In such a painful period, educational institutions went through online education practices by the help of huge companies such as Microsoft, Google, Zoom, Skype, FaceTime, and Slack. Thus, online education has been discussed in the education agenda more intensively than ever before.

Although online education approaches were not used as comprehensively as it has been used recently, it was utilized as an alternative learning approach in education for a long time in parallel with the development of technology, internet and computers. The academic achievement of the students is often aimed to be promoted by employing online education approaches. In this regard, academicians in various countries have conducted many studies on the evaluation of online education approaches and published the related results. However, the accumulation of scientific data on online education approaches creates difficulties in keeping, organizing and synthesizing the findings. In this research area, studies are being conducted at an increasing rate making it difficult for scientists to be aware of all the research outside of their ​​expertise. Another problem encountered in the related study area is that online education studies are repetitive. Studies often utilize slightly different methods, measures, and/or examples to avoid duplication. This erroneous approach makes it difficult to distinguish between significant differences in the related results. In other words, if there are significant differences in the results of the studies, it may be difficult to express what variety explains the differences in these results. One obvious solution to these problems is to systematically review the results of various studies and uncover the sources. One method of performing such systematic syntheses is the application of meta-analysis which is a methodological and statistical approach to draw conclusions from the literature. At this point, how effective online education applications are in increasing the academic success is an important detail. Has online education, which is likely to be encountered frequently in the continuing pandemic period, been successful in the last ten years? If successful, how much was the impact? Did different variables have an impact on this effect? Academics across the globe have carried out studies on the evaluation of online education platforms and publishing the related results (Chiao et al., 2018 ). It is quite important to evaluate the results of the studies that have been published up until now, and that will be published in the future. Has the online education been successful? If it has been, how big is the impact? Do the different variables affect this impact? What should we consider in the next coming online education practices? These questions have all motivated us to carry out this study. We have conducted a comprehensive meta-analysis study that tries to provide a discussion platform on how to develop efficient online programs for educators and policy makers by reviewing the related studies on online education, presenting the effect size, and revealing the effect of diverse variables on the general impact.

There have been many critical discussions and comprehensive studies on the differences between online and face to face learning; however, the focus of this paper is different in the sense that it clarifies the magnitude of the effect of online education and teaching process, and it represents what factors should be controlled to help increase the effect size. Indeed, the purpose here is to provide conscious decisions in the implementation of the online education process.

The general impact of online education on the academic achievement will be discovered in the study. Therefore, this will provide an opportunity to get a general overview of the online education which has been practiced and discussed intensively in the pandemic period. Moreover, the general impact of online education on academic achievement will be analyzed, considering different variables. In other words, the current study will allow to totally evaluate the study results from the related literature, and to analyze the results considering several cultures, lectures, and class levels. Considering all the related points, this study seeks to answer the following research questions:

What is the effect size of online education on academic achievement?

How do the effect sizes of online education on academic achievement change according to the moderator variable of the country?

How do the effect sizes of online education on academic achievement change according to the moderator variable of the class level?

How do the effect sizes of online education on academic achievement change according to the moderator variable of the lecture?

How do the effect sizes of online education on academic achievement change according to the moderator variable of the online education approaches?

This study aims at determining the effect size of online education, which has been highly used since the beginning of the pandemic, on students’ academic achievement in different courses by using a meta-analysis method. Meta-analysis is a synthesis method that enables gathering of several study results accurately and efficiently, and getting the total results in the end (Tsagris & Fragkos, 2018 ).

2.1 Selecting and coding the data (studies)

The required literature for the meta-analysis study was reviewed in July, 2020, and the follow-up review was conducted in September, 2020. The purpose of the follow-up review was to include the studies which were published in the conduction period of this study, and which met the related inclusion criteria. However, no study was encountered to be included in the follow-up review.

In order to access the studies in the meta-analysis, the databases of Web of Science, ERIC, and SCOPUS were reviewed by utilizing the keywords ‘online learning and online education’. Not every database has a search engine that grants access to the studies by writing the keywords, and this obstacle was considered to be an important problem to be overcome. Therefore, a platform that has a special design was utilized by the researcher. With this purpose, through the open access system of Cukurova University Library, detailed reviews were practiced using EBSCO Information Services (EBSCO) that allow reviewing the whole collection of research through a sole searching box. Since the fundamental variables of this study are online education and online learning, the literature was systematically reviewed in the related databases (Web of Science, ERIC, and SCOPUS) by referring to the keywords. Within this scope, 225 articles were accessed, and the studies were included in the coding key list formed by the researcher. The name of the researchers, the year, the database (Web of Science, ERIC, and SCOPUS), the sample group and size, the lectures that the academic achievement was tested in, the country that the study was conducted in, and the class levels were all included in this coding key.

The following criteria were identified to include 225 research studies which were coded based on the theoretical basis of the meta-analysis study: (1) The studies should be published in the refereed journals between the years 2020 and 2021, (2) The studies should be experimental studies that try to determine the effect of online education and online learning on academic achievement, (3) The values of the stated variables or the required statistics to calculate these values should be stated in the results of the studies, and (4) The sample group of the study should be at a primary education level. These criteria were also used as the exclusion criteria in the sense that the studies that do not meet the required criteria were not included in the present study.

After the inclusion criteria were determined, a systematic review process was conducted, following the year criterion of the study by means of EBSCO. Within this scope, 290,365 studies that analyze the effect of online education and online learning on academic achievement were accordingly accessed. The database (Web of Science, ERIC, and SCOPUS) was also used as a filter by analyzing the inclusion criteria. Hence, the number of the studies that were analyzed was 58,616. Afterwards, the keyword ‘primary education’ was used as the filter and the number of studies included in the study decreased to 3152. Lastly, the literature was reviewed by using the keyword ‘academic achievement’ and 225 studies were accessed. All the information of 225 articles was included in the coding key.

It is necessary for the coders to review the related studies accurately and control the validity, safety, and accuracy of the studies (Stewart & Kamins, 2001 ). Within this scope, the studies that were determined based on the variables used in this study were first reviewed by three researchers from primary education field, then the accessed studies were combined and processed in the coding key by the researcher. All these studies that were processed in the coding key were analyzed in accordance with the inclusion criteria by all the researchers in the meetings, and it was decided that 27 studies met the inclusion criteria (Atici & Polat, 2010 ; Carreon, 2018 ; Ceylan & Elitok Kesici, 2017 ; Chae & Shin, 2016 ; Chiang et al. 2014 ; Ercan, 2014 ; Ercan et al., 2016 ; Gwo-Jen et al., 2018 ; Hayes & Stewart, 2016 ; Hwang et al., 2012 ; Kert et al., 2017 ; Lai & Chen, 2010 ; Lai et al., 2015 ; Meyers et al., 2015 ; Ravenel et al., 2014 ; Sung et al., 2016 ; Wang & Chen, 2013 ; Yu, 2019 ; Yu & Chen, 2014 ; Yu & Pan, 2014 ; Yu et al., 2010 ; Zhong et al., 2017 ). The data from the studies meeting the inclusion criteria were independently processed in the second coding key by three researchers, and consensus meetings were arranged for further discussion. After the meetings, researchers came to an agreement that the data were coded accurately and precisely. Having identified the effect sizes and heterogeneity of the study, moderator variables that will show the differences between the effect sizes were determined. The data related to the determined moderator variables were added to the coding key by three researchers, and a new consensus meeting was arranged. After the meeting, researchers came to an agreement that moderator variables were coded accurately and precisely.

2.2 Study group

27 studies are included in the meta-analysis. The total sample size of the studies that are included in the analysis is 1772. The characteristics of the studies included are given in Table 1 .

2.3 Publication bias

Publication bias is the low capability of published studies on a research subject to represent all completed studies on the same subject (Card, 2011 ; Littell et al., 2008 ). Similarly, publication bias is the state of having a relationship between the probability of the publication of a study on a subject, and the effect size and significance that it produces. Within this scope, publication bias may occur when the researchers do not want to publish the study as a result of failing to obtain the expected results, or not being approved by the scientific journals, and consequently not being included in the study synthesis (Makowski et al., 2019 ). The high possibility of publication bias in a meta-analysis study negatively affects (Pecoraro, 2018 ) the accuracy of the combined effect size, causing the average effect size to be reported differently than it should be (Borenstein et al., 2009 ). For this reason, the possibility of publication bias in the included studies was tested before determining the effect sizes of the relationships between the stated variables. The possibility of publication bias of this meta-analysis study was analyzed by using the funnel plot, Orwin’s Safe N Analysis, Duval and Tweedie’s Trip and Fill Analysis, and Egger’s Regression Test.

2.4 Selecting the model

After determining the probability of publication bias of this meta-analysis study, the statistical model used to calculate the effect sizes was selected. The main approaches used in the effect size calculations according to the differentiation level of inter-study variance are fixed and random effects models (Pigott, 2012 ). Fixed effects model refers to the homogeneity of the characteristics of combined studies apart from the sample sizes, while random effects model refers to the parameter diversity between the studies (Cumming, 2012 ). While calculating the average effect size in the random effects model (Deeks et al., 2008 ) that is based on the assumption that effect predictions of different studies are only the result of a similar distribution, it is necessary to consider several situations such as the effect size apart from the sample error of combined studies, characteristics of the participants, duration, scope, and pattern of the study (Littell et al., 2008 ). While deciding the model in the meta-analysis study, the assumptions on the sample characteristics of the studies included in the analysis and the inferences that the researcher aims to make should be taken into consideration. The fact that the sample characteristics of the studies conducted in the field of social sciences are affected by various parameters shows that using random effects model is more appropriate in this sense. Besides, it is stated that the inferences made with the random effects model are beyond the studies included in the meta-analysis (Field, 2003 ; Field & Gillett, 2010 ). Therefore, using random effects model also contributes to the generalization of research data. The specified criteria for the statistical model selection show that according to the nature of the meta-analysis study, the model should be selected just before the analysis (Borenstein et al., 2007 ; Littell et al., 2008 ). Within this framework, it was decided to make use of the random effects model, considering that the students who are the samples of the studies included in the meta-analysis are from different countries and cultures, the sample characteristics of the studies differ, and the patterns and scopes of the studies vary as well.

2.5 Heterogeneity

Meta-analysis facilitates analyzing the research subject with different parameters by showing the level of diversity between the included studies. Within this frame, whether there is a heterogeneous distribution between the studies included in the study or not has been evaluated in the present study. The heterogeneity of the studies combined in this meta-analysis study has been determined through Q and I 2 tests. Q test evaluates the random distribution probability of the differences between the observed results (Deeks et al., 2008 ). Q value exceeding 2 value calculated according to the degree of freedom and significance, indicates the heterogeneity of the combined effect sizes (Card, 2011 ). I 2 test, which is the complementary of the Q test, shows the heterogeneity amount of the effect sizes (Cleophas & Zwinderman, 2017 ). I 2 value being higher than 75% is explained as high level of heterogeneity.

In case of encountering heterogeneity in the studies included in the meta-analysis, the reasons of heterogeneity can be analyzed by referring to the study characteristics. The study characteristics which may be related to the heterogeneity between the included studies can be interpreted through subgroup analysis or meta-regression analysis (Deeks et al., 2008 ). While determining the moderator variables, the sufficiency of the number of variables, the relationship between the moderators, and the condition to explain the differences between the results of the studies have all been considered in the present study. Within this scope, it was predicted in this meta-analysis study that the heterogeneity can be explained with the country, class level, and lecture moderator variables of the study in terms of the effect of online education, which has been highly used since the beginning of the pandemic, and it has an impact on the students’ academic achievement in different lectures. Some subgroups were evaluated and categorized together, considering that the number of effect sizes of the sub-dimensions of the specified variables is not sufficient to perform moderator analysis (e.g. the countries where the studies were conducted).

2.6 Interpreting the effect sizes

Effect size is a factor that shows how much the independent variable affects the dependent variable positively or negatively in each included study in the meta-analysis (Dinçer, 2014 ). While interpreting the effect sizes obtained from the meta-analysis, the classifications of Cohen et al. ( 2007 ) have been utilized. The case of differentiating the specified relationships of the situation of the country, class level, and school subject variables of the study has been identified through the Q test, degree of freedom, and p significance value Fig.  1 and 2 .

3 Findings and results

The purpose of this study is to determine the effect size of online education on academic achievement. Before determining the effect sizes in the study, the probability of publication bias of this meta-analysis study was analyzed by using the funnel plot, Orwin’s Safe N Analysis, Duval and Tweedie’s Trip and Fill Analysis, and Egger’s Regression Test.

When the funnel plots are examined, it is seen that the studies included in the analysis are distributed symmetrically on both sides of the combined effect size axis, and they are generally collected in the middle and lower sections. The probability of publication bias is low according to the plots. However, since the results of the funnel scatter plots may cause subjective interpretations, they have been supported by additional analyses (Littell et al., 2008 ). Therefore, in order to provide an extra proof for the probability of publication bias, it has been analyzed through Orwin’s Safe N Analysis, Duval and Tweedie’s Trip and Fill Analysis, and Egger’s Regression Test (Table 2 ).

Table 2 consists of the results of the rates of publication bias probability before counting the effect size of online education on academic achievement. According to the table, Orwin Safe N analysis results show that it is not necessary to add new studies to the meta-analysis in order for Hedges g to reach a value outside the range of ± 0.01. The Duval and Tweedie test shows that excluding the studies that negatively affect the symmetry of the funnel scatter plots for each meta-analysis or adding their exact symmetrical equivalents does not significantly differentiate the calculated effect size. The insignificance of the Egger tests results reveals that there is no publication bias in the meta-analysis study. The results of the analysis indicate the high internal validity of the effect sizes and the adequacy of representing the studies conducted on the relevant subject.

In this study, it was aimed to determine the effect size of online education on academic achievement after testing the publication bias. In line with the first purpose of the study, the forest graph regarding the effect size of online education on academic achievement is shown in Fig.  3 , and the statistics regarding the effect size are given in Table 3 .

The flow chart of the scanning and selection process of the studies

Funnel plot graphics representing the effect size of the effects of online education on academic success

Forest graph related to the effect size of online education on academic success

The square symbols in the forest graph in Fig.  3 represent the effect sizes, while the horizontal lines show the intervals in 95% confidence of the effect sizes, and the diamond symbol shows the overall effect size. When the forest graph is analyzed, it is seen that the lower and upper limits of the combined effect sizes are generally close to each other, and the study loads are similar. This similarity in terms of study loads indicates the similarity of the contribution of the combined studies to the overall effect size.

Figure  3 clearly represents that the study of Liu and others (Liu et al., 2018 ) has the lowest, and the study of Ercan and Bilen ( 2014 ) has the highest effect sizes. The forest graph shows that all the combined studies and the overall effect are positive. Furthermore, it is simply understood from the forest graph in Fig.  3 and the effect size statistics in Table 3 that the results of the meta-analysis study conducted with 27 studies and analyzing the effect of online education on academic achievement illustrate that this relationship is on average level (= 0.409).

After the analysis of the effect size in the study, whether the studies included in the analysis are distributed heterogeneously or not has also been analyzed. The heterogeneity of the combined studies was determined through the Q and I 2 tests. As a result of the heterogeneity test, Q statistical value was calculated as 29.576. With 26 degrees of freedom at 95% significance level in the chi-square table, the critical value is accepted as 38.885. The Q statistical value (29.576) counted in this study is lower than the critical value of 38.885. The I 2 value, which is the complementary of the Q statistics, is 12.100%. This value indicates that the accurate heterogeneity or the total variability that can be attributed to variability between the studies is 12%. Besides, p value is higher than (0.285) p = 0.05. All these values [Q (26) = 29.579, p = 0.285; I2 = 12.100] indicate that there is a homogeneous distribution between the effect sizes, and fixed effects model should be used to interpret these effect sizes. However, some researchers argue that even if the heterogeneity is low, it should be evaluated based on the random effects model (Borenstein et al., 2007 ). Therefore, this study gives information about both models. The heterogeneity of the combined studies has been attempted to be explained with the characteristics of the studies included in the analysis. In this context, the final purpose of the study is to determine the effect of the country, academic level, and year variables on the findings. Accordingly, the statistics regarding the comparison of the stated relations according to the countries where the studies were conducted are given in Table 4 .

As seen in Table 4 , the effect of online education on academic achievement does not differ significantly according to the countries where the studies were conducted in. Q test results indicate the heterogeneity of the relationships between the variables in terms of countries where the studies were conducted in. According to the table, the effect of online education on academic achievement was reported as the highest in other countries, and the lowest in the US. The statistics regarding the comparison of the stated relations according to the class levels are given in Table 5 .

As seen in Table 5 , the effect of online education on academic achievement does not differ according to the class level. However, the effect of online education on academic achievement is the highest in the 4 th class. The statistics regarding the comparison of the stated relations according to the class levels are given in Table 6 .

As seen in Table 6 , the effect of online education on academic achievement does not differ according to the school subjects included in the studies. However, the effect of online education on academic achievement is the highest in ICT subject.

The obtained effect size in the study was formed as a result of the findings attained from primary studies conducted in 7 different countries. In addition, these studies are the ones on different approaches to online education (online learning environments, social networks, blended learning, etc.). In this respect, the results may raise some questions about the validity and generalizability of the results of the study. However, the moderator analyzes, whether for the country variable or for the approaches covered by online education, did not create significant differences in terms of the effect sizes. If significant differences were to occur in terms of effect sizes, we could say that the comparisons we will make by comparing countries under the umbrella of online education would raise doubts in terms of generalizability. Moreover, no study has been found in the literature that is not based on a special approach or does not contain a specific technique conducted under the name of online education alone. For instance, one of the commonly used definitions is blended education which is defined as an educational model in which online education is combined with traditional education method (Colis & Moonen, 2001 ). Similarly, Rasmussen ( 2003 ) defines blended learning as “a distance education method that combines technology (high technology such as television, internet, or low technology such as voice e-mail, conferences) with traditional education and training.” Further, Kerres and Witt (2003) define blended learning as “combining face-to-face learning with technology-assisted learning.” As it is clearly observed, online education, which has a wider scope, includes many approaches.

As seen in Table 7 , the effect of online education on academic achievement does not differ according to online education approaches included in the studies. However, the effect of online education on academic achievement is the highest in Web Based Problem Solving Approach.

4 Conclusions and discussion

Considering the developments during the pandemics, it is thought that the diversity in online education applications as an interdisciplinary pragmatist field will increase, and the learning content and processes will be enriched with the integration of new technologies into online education processes. Another prediction is that more flexible and accessible learning opportunities will be created in online education processes, and in this way, lifelong learning processes will be strengthened. As a result, it is predicted that in the near future, online education and even digital learning with a newer name will turn into the main ground of education instead of being an alternative or having a support function in face-to-face learning. The lessons learned from the early period online learning experience, which was passed with rapid adaptation due to the Covid19 epidemic, will serve to develop this method all over the world, and in the near future, online learning will become the main learning structure through increasing its functionality with the contribution of new technologies and systems. If we look at it from this point of view, there is a necessity to strengthen online education.

In this study, the effect of online learning on academic achievement is at a moderate level. To increase this effect, the implementation of online learning requires support from teachers to prepare learning materials, to design learning appropriately, and to utilize various digital-based media such as websites, software technology and various other tools to support the effectiveness of online learning (Rolisca & Achadiyah, 2014 ). According to research conducted by Rahayu et al. ( 2017 ), it has been proven that the use of various types of software increases the effectiveness and quality of online learning. Implementation of online learning can affect students' ability to adapt to technological developments in that it makes students use various learning resources on the internet to access various types of information, and enables them to get used to performing inquiry learning and active learning (Hart et al., 2019 ; Prestiadi et al., 2019 ). In addition, there may be many reasons for the low level of effect in this study. The moderator variables examined in this study could be a guide in increasing the level of practical effect. However, the effect size did not differ significantly for all moderator variables. Different moderator analyzes can be evaluated in order to increase the level of impact of online education on academic success. If confounding variables that significantly change the effect level are detected, it can be spoken more precisely in order to increase this level. In addition to the technical and financial problems, the level of impact will increase if a few other difficulties are eliminated such as students, lack of interaction with the instructor, response time, and lack of traditional classroom socialization.

In addition, COVID-19 pandemic related social distancing has posed extreme difficulties for all stakeholders to get online as they have to work in time constraints and resource constraints. Adopting the online learning environment is not just a technical issue, it is a pedagogical and instructive challenge as well. Therefore, extensive preparation of teaching materials, curriculum, and assessment is vital in online education. Technology is the delivery tool and requires close cross-collaboration between teaching, content and technology teams (CoSN, 2020 ).

Online education applications have been used for many years. However, it has come to the fore more during the pandemic process. This result of necessity has brought with it the discussion of using online education instead of traditional education methods in the future. However, with this research, it has been revealed that online education applications are moderately effective. The use of online education instead of face-to-face education applications can only be possible with an increase in the level of success. This may have been possible with the experience and knowledge gained during the pandemic process. Therefore, the meta-analysis of experimental studies conducted in the coming years will guide us. In this context, experimental studies using online education applications should be analyzed well. It would be useful to identify variables that can change the level of impacts with different moderators. Moderator analyzes are valuable in meta-analysis studies (for example, the role of moderators in Karl Pearson's typhoid vaccine studies). In this context, each analysis study sheds light on future studies. In meta-analyses to be made about online education, it would be beneficial to go beyond the moderators determined in this study. Thus, the contribution of similar studies to the field will increase more.

The purpose of this study is to determine the effect of online education on academic achievement. In line with this purpose, the studies that analyze the effect of online education approaches on academic achievement have been included in the meta-analysis. The total sample size of the studies included in the meta-analysis is 1772. While the studies included in the meta-analysis were conducted in the US, Taiwan, Turkey, China, Philippines, Ireland, and Georgia, the studies carried out in Europe could not be reached. The reason may be attributed to that there may be more use of quantitative research methods from a positivist perspective in the countries with an American academic tradition. As a result of the study, it was found out that the effect size of online education on academic achievement (g = 0.409) was moderate. In the studies included in the present research, we found that online education approaches were more effective than traditional ones. However, contrary to the present study, the analysis of comparisons between online and traditional education in some studies shows that face-to-face traditional learning is still considered effective compared to online learning (Ahmad et al., 2016 ; Hamdani & Priatna, 2020 ; Wei & Chou, 2020 ). Online education has advantages and disadvantages. The advantages of online learning compared to face-to-face learning in the classroom is the flexibility of learning time in online learning, the learning time does not include a single program, and it can be shaped according to circumstances (Lai et al., 2019 ). The next advantage is the ease of collecting assignments for students, as these can be done without having to talk to the teacher. Despite this, online education has several weaknesses, such as students having difficulty in understanding the material, teachers' inability to control students, and students’ still having difficulty interacting with teachers in case of internet network cuts (Swan, 2007 ). According to Astuti et al ( 2019 ), face-to-face education method is still considered better by students than e-learning because it is easier to understand the material and easier to interact with teachers. The results of the study illustrated that the effect size (g = 0.409) of online education on academic achievement is of medium level. Therefore, the results of the moderator analysis showed that the effect of online education on academic achievement does not differ in terms of country, lecture, class level, and online education approaches variables. After analyzing the literature, several meta-analyses on online education were published (Bernard et al., 2004 ; Machtmes & Asher, 2000 ; Zhao et al., 2005 ). Typically, these meta-analyzes also include the studies of older generation technologies such as audio, video, or satellite transmission. One of the most comprehensive studies on online education was conducted by Bernard et al. ( 2004 ). In this study, 699 independent effect sizes of 232 studies published from 1985 to 2001 were analyzed, and face-to-face education was compared to online education, with respect to success criteria and attitudes of various learners from young children to adults. In this meta-analysis, an overall effect size close to zero was found for the students' achievement (g +  = 0.01).

In another meta-analysis study carried out by Zhao et al. ( 2005 ), 98 effect sizes were examined, including 51 studies on online education conducted between 1996 and 2002. According to the study of Bernard et al. ( 2004 ), this meta-analysis focuses on the activities done in online education lectures. As a result of the research, an overall effect size close to zero was found for online education utilizing more than one generation technology for students at different levels. However, the salient point of the meta-analysis study of Zhao et al. is that it takes the average of different types of results used in a study to calculate an overall effect size. This practice is problematic because the factors that develop one type of learner outcome (e.g. learner rehabilitation), particularly course characteristics and practices, may be quite different from those that develop another type of outcome (e.g. learner's achievement), and it may even cause damage to the latter outcome. While mixing the studies with different types of results, this implementation may obscure the relationship between practices and learning.

Some meta-analytical studies have focused on the effectiveness of the new generation distance learning courses accessed through the internet for specific student populations. For instance, Sitzmann and others (Sitzmann et al., 2006 ) reviewed 96 studies published from 1996 to 2005, comparing web-based education of job-related knowledge or skills with face-to-face one. The researchers found that web-based education in general was slightly more effective than face-to-face education, but it is insufficient in terms of applicability ("knowing how to apply"). In addition, Sitzmann et al. ( 2006 ) revealed that Internet-based education has a positive effect on theoretical knowledge in quasi-experimental studies; however, it positively affects face-to-face education in experimental studies performed by random assignment. This moderator analysis emphasizes the need to pay attention to the factors of designs of the studies included in the meta-analysis. The designs of the studies included in this meta-analysis study were ignored. This can be presented as a suggestion to the new studies that will be conducted.

Another meta-analysis study was conducted by Cavanaugh et al. ( 2004 ), in which they focused on online education. In this study on internet-based distance education programs for students under 12 years of age, the researchers combined 116 results from 14 studies published between 1999 and 2004 to calculate an overall effect that was not statistically different from zero. The moderator analysis carried out in this study showed that there was no significant factor affecting the students' success. This meta-analysis used multiple results of the same study, ignoring the fact that different results of the same student would not be independent from each other.

In conclusion, some meta-analytical studies analyzed the consequences of online education for a wide range of students (Bernard et al., 2004 ; Zhao et al., 2005 ), and the effect sizes were generally low in these studies. Furthermore, none of the large-scale meta-analyzes considered the moderators, database quality standards or class levels in the selection of the studies, while some of them just referred to the country and lecture moderators. Advances in internet-based learning tools, the pandemic process, and increasing popularity in different learning contexts have required a precise meta-analysis of students' learning outcomes through online learning. Previous meta-analysis studies were typically based on the studies, involving narrow range of confounding variables. In the present study, common but significant moderators such as class level and lectures during the pandemic process were discussed. For instance, the problems have been experienced especially in terms of eligibility of class levels in online education platforms during the pandemic process. It was found that there is a need to study and make suggestions on whether online education can meet the needs of teachers and students.

Besides, the main forms of online education in the past were to watch the open lectures of famous universities and educational videos of institutions. In addition, online education is mainly a classroom-based teaching implemented by teachers in their own schools during the pandemic period, which is an extension of the original school education. This meta-analysis study will stand as a source to compare the effect size of the online education forms of the past decade with what is done today, and what will be done in the future.

Lastly, the heterogeneity test results of the meta-analysis study display that the effect size does not differ in terms of class level, country, online education approaches, and lecture moderators.

*Studies included in meta-analysis

Ahmad, S., Sumardi, K., & Purnawan, P. (2016). Komparasi Peningkatan Hasil Belajar Antara Pembelajaran Menggunakan Sistem Pembelajaran Online Terpadu Dengan Pembelajaran Klasikal Pada Mata Kuliah Pneumatik Dan Hidrolik. Journal of Mechanical Engineering Education, 2 (2), 286–292.

Article   Google Scholar  

Ally, M. (2004). Foundations of educational theory for online learning. Theory and Practice of Online Learning, 2 , 15–44. Retrieved on the 11th of September, 2020 from https://eddl.tru.ca/wp-content/uploads/2018/12/01_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf

Arat, T., & Bakan, Ö. (2011). Uzaktan eğitim ve uygulamaları. Selçuk Üniversitesi Sosyal Bilimler Meslek Yüksek Okulu Dergisi , 14 (1–2), 363–374. https://doi.org/10.29249/selcuksbmyd.540741

Astuti, C. C., Sari, H. M. K., & Azizah, N. L. (2019). Perbandingan Efektifitas Proses Pembelajaran Menggunakan Metode E-Learning dan Konvensional. Proceedings of the ICECRS, 2 (1), 35–40.

*Atici, B., & Polat, O. C. (2010). Influence of the online learning environments and tools on the student achievement and opinions. Educational Research and Reviews, 5 (8), 455–464. Retrieved on the 11th of October, 2020 from https://academicjournals.org/journal/ERR/article-full-text-pdf/4C8DD044180.pdf

Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., et al. (2004). How does distance education compare with classroom instruction? A meta- analysis of the empirical literature. Review of Educational Research, 3 (74), 379–439. https://doi.org/10.3102/00346543074003379

Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis . Wiley.

Book   Google Scholar  

Borenstein, M., Hedges, L., & Rothstein, H. (2007). Meta-analysis: Fixed effect vs. random effects . UK: Wiley.

Card, N. A. (2011). Applied meta-analysis for social science research: Methodology in the social sciences . Guilford.

Google Scholar  

*Carreon, J. R. (2018 ). Facebook as integrated blended learning tool in technology and livelihood education exploratory. Retrieved on the 1st of October, 2020 from https://files.eric.ed.gov/fulltext/EJ1197714.pdf

Cavanaugh, C., Gillan, K. J., Kromrey, J., Hess, M., & Blomeyer, R. (2004). The effects of distance education on K-12 student outcomes: A meta-analysis. Learning Point Associates/North Central Regional Educational Laboratory (NCREL) . Retrieved on the 11th of September, 2020 from https://files.eric.ed.gov/fulltext/ED489533.pdf

*Ceylan, V. K., & Elitok Kesici, A. (2017). Effect of blended learning to academic achievement. Journal of Human Sciences, 14 (1), 308. https://doi.org/10.14687/jhs.v14i1.4141

*Chae, S. E., & Shin, J. H. (2016). Tutoring styles that encourage learner satisfaction, academic engagement, and achievement in an online environment. Interactive Learning Environments, 24(6), 1371–1385. https://doi.org/10.1080/10494820.2015.1009472

*Chiang, T. H. C., Yang, S. J. H., & Hwang, G. J. (2014). An augmented reality-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities. Educational Technology and Society, 17 (4), 352–365. Retrieved on the 11th of September, 2020 from https://www.researchgate.net/profile/Gwo_Jen_Hwang/publication/287529242_An_Augmented_Reality-based_Mobile_Learning_System_to_Improve_Students'_Learning_Achievements_and_Motivations_in_Natural_Science_Inquiry_Activities/links/57198c4808ae30c3f9f2c4ac.pdf

Chiao, H. M., Chen, Y. L., & Huang, W. H. (2018). Examining the usability of an online virtual tour-guiding platform for cultural tourism education. Journal of Hospitality, Leisure, Sport & Tourism Education, 23 (29–38), 1. https://doi.org/10.1016/j.jhlste.2018.05.002

Chizmar, J. F., & Walbert, M. S. (1999). Web-based learning environments guided by principles of good teaching practice. Journal of Economic Education, 30 (3), 248–264. https://doi.org/10.2307/1183061

Cleophas, T. J., & Zwinderman, A. H. (2017). Modern meta-analysis: Review and update of methodologies . Switzerland: Springer. https://doi.org/10.1007/978-3-319-55895-0

Cohen, L., Manion, L., & Morrison, K. (2007). Observation.  Research Methods in Education, 6 , 396–412. Retrieved on the 11th of September, 2020 from https://www.researchgate.net/profile/Nabil_Ashraf2/post/How_to_get_surface_potential_Vs_Voltage_curve_from_CV_and_GV_measurements_of_MOS_capacitor/attachment/5ac6033cb53d2f63c3c405b4/AS%3A612011817844736%401522926396219/download/Very+important_C-V+characterization+Lehigh+University+thesis.pdf

Colis, B., & Moonen, J. (2001). Flexible Learning in a Digital World: Experiences and Expectations. Open & Distance Learning Series . Stylus Publishing.

CoSN. (2020). COVID-19 Response: Preparing to Take School Online. CoSN. (2020). COVID-19 Response: Preparing to Take School Online. Retrieved on the 3rd of September, 2021 from https://www.cosn.org/sites/default/files/COVID-19%20Member%20Exclusive_0.pdf

Cumming, G. (2012). Understanding new statistics: Effect sizes, confidence intervals, and meta-analysis. New York, USA: Routledge. https://doi.org/10.4324/9780203807002

Deeks, J. J., Higgins, J. P. T., & Altman, D. G. (2008). Analysing data and undertaking meta-analyses . In J. P. T. Higgins & S. Green (Eds.), Cochrane handbook for systematic reviews of interventions (pp. 243–296). Sussex: John Wiley & Sons. https://doi.org/10.1002/9780470712184.ch9

Demiralay, R., Bayır, E. A., & Gelibolu, M. F. (2016). Öğrencilerin bireysel yenilikçilik özellikleri ile çevrimiçi öğrenmeye hazır bulunuşlukları ilişkisinin incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 5 (1), 161–168. https://doi.org/10.23891/efdyyu.2017.10

Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz. Pegem Atıf İndeksi, 2014(1), 1–133. https://doi.org/10.14527/pegem.001

*Durak, G., Cankaya, S., Yunkul, E., & Ozturk, G. (2017). The effects of a social learning network on students’ performances and attitudes. European Journal of Education Studies, 3 (3), 312–333. 10.5281/zenodo.292951

*Ercan, O. (2014). Effect of web assisted education supported by six thinking hats on students’ academic achievement in science and technology classes . European Journal of Educational Research, 3 (1), 9–23. https://doi.org/10.12973/eu-jer.3.1.9

Ercan, O., & Bilen, K. (2014). Effect of web assisted education supported by six thinking hats on students’ academic achievement in science and technology classes. European Journal of Educational Research, 3 (1), 9–23.

*Ercan, O., Bilen, K., & Ural, E. (2016). “Earth, sun and moon”: Computer assisted instruction in secondary school science - Achievement and attitudes. Issues in Educational Research, 26 (2), 206–224. https://doi.org/10.12973/eu-jer.3.1.9

Field, A. P. (2003). The problems in using fixed-effects models of meta-analysis on real-world data. Understanding Statistics, 2 (2), 105–124. https://doi.org/10.1207/s15328031us0202_02

Field, A. P., & Gillett, R. (2010). How to do a meta-analysis. British Journal of Mathematical and Statistical Psychology, 63 (3), 665–694. https://doi.org/10.1348/00071010x502733

Geostat. (2019). ‘Share of households with internet access’, National statistics office of Georgia . Retrieved on the 2nd September 2020 from https://www.geostat.ge/en/modules/categories/106/information-and-communication-technologies-usage-in-households

*Gwo-Jen, H., Nien-Ting, T., & Xiao-Ming, W. (2018). Creating interactive e-books through learning by design: The impacts of guided peer-feedback on students’ learning achievements and project outcomes in science courses. Journal of Educational Technology & Society., 21 (1), 25–36. Retrieved on the 2nd of October, 2020 https://ae-uploads.uoregon.edu/ISTE/ISTE2019/PROGRAM_SESSION_MODEL/HANDOUTS/112172923/CreatingInteractiveeBooksthroughLearningbyDesignArticle2018.pdf

Hamdani, A. R., & Priatna, A. (2020). Efektifitas implementasi pembelajaran daring (full online) dimasa pandemi Covid-19 pada jenjang Sekolah Dasar di Kabupaten Subang. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 6 (1), 1–9.

Hart, C. M., Berger, D., Jacob, B., Loeb, S., & Hill, M. (2019). Online learning, offline outcomes: Online course taking and high school student performance. Aera Open, 5(1).

*Hayes, J., & Stewart, I. (2016). Comparing the effects of derived relational training and computer coding on intellectual potential in school-age children. The British Journal of Educational Psychology, 86 (3), 397–411. https://doi.org/10.1111/bjep.12114

Horton, W. K. (2000). Designing web-based training: How to teach anyone anything anywhere anytime (Vol. 1). Wiley Publishing.

*Hwang, G. J., Wu, P. H., & Chen, C. C. (2012). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers and Education, 59 (4), 1246–1256. https://doi.org/10.1016/j.compedu.2012.05.009

*Kert, S. B., Köşkeroğlu Büyükimdat, M., Uzun, A., & Çayiroğlu, B. (2017). Comparing active game-playing scores and academic performances of elementary school students. Education 3–13, 45 (5), 532–542. https://doi.org/10.1080/03004279.2016.1140800

*Lai, A. F., & Chen, D. J. (2010). Web-based two-tier diagnostic test and remedial learning experiment. International Journal of Distance Education Technologies, 8 (1), 31–53. https://doi.org/10.4018/jdet.2010010103

*Lai, A. F., Lai, H. Y., Chuang W. H., & Wu, Z.H. (2015). Developing a mobile learning management system for outdoors nature science activities based on 5e learning cycle. Proceedings of the International Conference on e-Learning, ICEL. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, July 21–24, 2015). Retrieved on the 14th November 2020 from https://files.eric.ed.gov/fulltext/ED562095.pdf

Lai, C. H., Lin, H. W., Lin, R. M., & Tho, P. D. (2019). Effect of peer interaction among online learning community on learning engagement and achievement. International Journal of Distance Education Technologies (IJDET), 17 (1), 66–77.

Littell, J. H., Corcoran, J., & Pillai, V. (2008). Systematic reviews and meta-analysis . Oxford University.

*Liu, K. P., Tai, S. J. D., & Liu, C. C. (2018). Enhancing language learning through creation: the effect of digital storytelling on student learning motivation and performance in a school English course. Educational Technology Research and Development, 66 (4), 913–935. https://doi.org/10.1007/s11423-018-9592-z

Machtmes, K., & Asher, J. W. (2000). A meta-analysis of the effectiveness of telecourses in distance education. American Journal of Distance Education, 14 (1), 27–46. https://doi.org/10.1080/08923640009527043

Makowski, D., Piraux, F., & Brun, F. (2019). From experimental network to meta-analysis: Methods and applications with R for agronomic and environmental sciences. Dordrecht: Springer. https://doi.org/10.1007/978-94-024_1696-1

* Meyers, C., Molefe, A., & Brandt, C. (2015). The Impact of the" Enhancing Missouri's Instructional Networked Teaching Strategies"(eMINTS) Program on Student Achievement, 21st-Century Skills, and Academic Engagement--Second-Year Results . Society for Research on Educational Effectiveness. Retrieved on the 14 th November, 2020 from https://files.eric.ed.gov/fulltext/ED562508.pdf

OECD. (2020). ‘A framework to guide an education response to the COVID-19 Pandemic of 2020 ’. https://doi.org/10.26524/royal.37.6

Pecoraro, V. (2018). Appraising evidence . In G. Biondi-Zoccai (Ed.), Diagnostic meta-analysis: A useful tool for clinical decision-making (pp. 99–114). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-78966-8_9

Pigott, T. (2012). Advances in meta-analysis . Springer.

Pillay, H. , Irving, K., & Tones, M. (2007). Validation of the diagnostic tool for assessing Tertiary students’ readiness for online learning. Higher Education Research & Development, 26 (2), 217–234. https://doi.org/10.1080/07294360701310821

Prestiadi, D., Zulkarnain, W., & Sumarsono, R. B. (2019). Visionary leadership in total quality management: efforts to improve the quality of education in the industrial revolution 4.0. In the 4th International Conference on Education and Management (COEMA 2019). Atlantis Press

Poole, D. M. (2000). Student participation in a discussion-oriented online course: a case study. Journal of Research on Computing in Education, 33 (2), 162–177. https://doi.org/10.1080/08886504.2000.10782307

Rahayu, F. S., Budiyanto, D., & Palyama, D. (2017). Analisis penerimaan e-learning menggunakan technology acceptance model (Tam)(Studi Kasus: Universitas Atma Jaya Yogyakarta). Jurnal Terapan Teknologi Informasi, 1 (2), 87–98.

Rasmussen, R. C. (2003). The quantity and quality of human interaction in a synchronous blended learning environment . Brigham Young University Press.

*Ravenel, J., T. Lambeth, D., & Spires, B. (2014). Effects of computer-based programs on mathematical achievement scores for fourth-grade students. i-manager’s Journal on School Educational Technology, 10 (1), 8–21. https://doi.org/10.26634/jsch.10.1.2830

Rolisca, R. U. C., & Achadiyah, B. N. (2014). Pengembangan media evaluasi pembelajaran dalam bentuk online berbasis e-learning menggunakan software wondershare quiz creator dalam mata pelajaran akuntansi SMA Brawijaya Smart School (BSS). Jurnal Pendidikan Akuntansi Indonesia, 12(2).

Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2006). The comparative effective- ness of Web-based and classroom instruction: A meta-analysis . Personnel Psychology, 59 (3), 623–664. https://doi.org/10.1111/j.1744-6570.2006.00049.x

Stewart, D. W., & Kamins, M. A. (2001). Developing a coding scheme and coding study reports. In M. W. Lipsey & D. B. Wilson (Eds.), Practical meta­analysis: Applied social research methods series (Vol. 49, pp. 73–90). Sage.

Swan, K. (2007). Research on online learning. Journal of Asynchronous Learning Networks, 11 (1), 55–59.

*Sung, H. Y., Hwang, G. J., & Chang, Y. C. (2016). Development of a mobile learning system based on a collaborative problem-posing strategy. Interactive Learning Environments, 24 (3), 456–471. https://doi.org/10.1080/10494820.2013.867889

Tsagris, M., & Fragkos, K. C. (2018). Meta-analyses of clinical trials versus diagnostic test accuracy studies. In G. Biondi-Zoccai (Ed.), Diagnostic meta-analysis: A useful tool for clinical decision-making (pp. 31–42). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-78966-8_4

UNESCO. (2020, Match 13). COVID-19 educational disruption and response. Retrieved on the 14 th November 2020 from https://en.unesco.org/themes/education-emergencies/ coronavirus-school-closures

Usta, E. (2011a). The effect of web-based learning environments on attitudes of students regarding computer and internet. Procedia-Social and Behavioral Sciences, 28 (262–269), 1. https://doi.org/10.1016/j.sbspro.2011.11.051

Usta, E. (2011b). The examination of online self-regulated learning skills in web-based learning environments in terms of different variables. Turkish Online Journal of Educational Technology-TOJET, 10 (3), 278–286. Retrieved on the 14th November 2020 from https://files.eric.ed.gov/fulltext/EJ944994.pdf

Vrasidas, C. & MsIsaac, M. S. (2000). Principles of pedagogy and evaluation for web-based learning. Educational Media International, 37 (2), 105–111. https://doi.org/10.1080/095239800410405

*Wang, C. H., & Chen, C. P. (2013). Effects of facebook tutoring on learning english as a second language. Proceedings of the International Conference e-Learning 2013, (2009), 135–142. Retrieved on the 15th November 2020 from https://files.eric.ed.gov/fulltext/ED562299.pdf

Wei, H. C., & Chou, C. (2020). Online learning performance and satisfaction: Do perceptions and readiness matter? Distance Education, 41 (1), 48–69.

*Yu, F. Y. (2019). The learning potential of online student-constructed tests with citing peer-generated questions. Interactive Learning Environments, 27 (2), 226–241. https://doi.org/10.1080/10494820.2018.1458040

*Yu, F. Y., & Chen, Y. J. (2014). Effects of student-generated questions as the source of online drill-and-practice activities on learning . British Journal of Educational Technology, 45 (2), 316–329. https://doi.org/10.1111/bjet.12036

*Yu, F. Y., & Pan, K. J. (2014). The effects of student question-generation with online prompts on learning. Educational Technology and Society, 17 (3), 267–279. Retrieved on the 15th November 2020 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.565.643&rep=rep1&type=pdf

*Yu, W. F., She, H. C., & Lee, Y. M. (2010). The effects of web-based/non-web-based problem-solving instruction and high/low achievement on students’ problem-solving ability and biology achievement. Innovations in Education and Teaching International, 47 (2), 187–199. https://doi.org/10.1080/14703291003718927

Zhao, Y., Lei, J., Yan, B, Lai, C., & Tan, S. (2005). A practical analysis of research on the effectiveness of distance education. Teachers College Record, 107 (8). https://doi.org/10.1111/j.1467-9620.2005.00544.x

*Zhong, B., Wang, Q., Chen, J., & Li, Y. (2017). Investigating the period of switching roles in pair programming in a primary school. Educational Technology and Society, 20 (3), 220–233. Retrieved on the 15th November 2020 from https://repository.nie.edu.sg/bitstream/10497/18946/1/ETS-20-3-220.pdf

Download references

Author information

Authors and affiliations.

Primary Education, Ministry of Turkish National Education, Mersin, Turkey

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Hakan Ulum .

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Ulum, H. The effects of online education on academic success: A meta-analysis study. Educ Inf Technol 27 , 429–450 (2022). https://doi.org/10.1007/s10639-021-10740-8

Download citation

Received : 06 December 2020

Accepted : 30 August 2021

Published : 06 September 2021

Issue Date : January 2022

DOI : https://doi.org/10.1007/s10639-021-10740-8

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Online education
• Student achievement
• Academic success
• Meta-analysis
• Find a journal
• Publish with us
• Track your research

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

• Share article

Editor’s Note: This is part of a series on the practical takeaways from research.

The times have dictated school closings and the rapid expansion of online education. Can online lessons replace in-school time?

Clearly online time cannot provide many of the informal social interactions students have at school, but how will online courses do in terms of moving student learning forward? Research to date gives us some clues and also points us to what we could be doing to support students who are most likely to struggle in the online setting.

The use of virtual courses among K-12 students has grown rapidly in recent years. Florida, for example, requires all high school students to take at least one online course. Online learning can take a number of different forms. Often people think of Massive Open Online Courses, or MOOCs, where thousands of students watch a video online and fill out questionnaires or take exams based on those lectures.

In the online setting, students may have more distractions and less oversight, which can reduce their motivation.

Most online courses, however, particularly those serving K-12 students, have a format much more similar to in-person courses. The teacher helps to run virtual discussion among the students, assigns homework, and follows up with individual students. Sometimes these courses are synchronous (teachers and students all meet at the same time) and sometimes they are asynchronous (non-concurrent). In both cases, the teacher is supposed to provide opportunities for students to engage thoughtfully with subject matter, and students, in most cases, are required to interact with each other virtually.

Coronavirus and Schools

Online courses provide opportunities for students. Students in a school that doesn’t offer statistics classes may be able to learn statistics with virtual lessons. If students fail algebra, they may be able to catch up during evenings or summer using online classes, and not disrupt their math trajectory at school. So, almost certainly, online classes sometimes benefit students.

In comparisons of online and in-person classes, however, online classes aren’t as effective as in-person classes for most students. Only a little research has assessed the effects of online lessons for elementary and high school students, and even less has used the “gold standard” method of comparing the results for students assigned randomly to online or in-person courses. Jessica Heppen and colleagues at the American Institutes for Research and the University of Chicago Consortium on School Research randomly assigned students who had failed second semester Algebra I to either face-to-face or online credit recovery courses over the summer. Students’ credit-recovery success rates and algebra test scores were lower in the online setting. Students assigned to the online option also rated their class as more difficult than did their peers assigned to the face-to-face option.

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

About this series

This essay is the fifth in a series that aims to put the pieces of research together so that education decisionmakers can evaluate which policies and practices to implement.

The conveners of this project—Susanna Loeb, the director of Brown University’s Annenberg Institute for School Reform, and Harvard education professor Heather Hill—have received grant support from the Annenberg Institute for this series.

To suggest other topics for this series or join in the conversation, use #EdResearchtoPractice on Twitter.

Read the full series here .

It is not surprising that in-person courses are, on average, more effective. Being in person with teachers and other students creates social pressures and benefits that can help motivate students to engage. Some students do as well in online courses as in in-person courses, some may actually do better, but, on average, students do worse in the online setting, and this is particularly true for students with weaker academic backgrounds.

Students who struggle in in-person classes are likely to struggle even more online. While the research on virtual schools in K-12 education doesn’t address these differences directly, a study of college students that I worked on with Stanford colleagues found very little difference in learning for high-performing students in the online and in-person settings. On the other hand, lower performing students performed meaningfully worse in online courses than in in-person courses.

But just because students who struggle in in-person classes are even more likely to struggle online doesn’t mean that’s inevitable. Online teachers will need to consider the needs of less-engaged students and work to engage them. Online courses might be made to work for these students on average, even if they have not in the past.

Just like in brick-and-mortar classrooms, online courses need a strong curriculum and strong pedagogical practices. Teachers need to understand what students know and what they don’t know, as well as how to help them learn new material. What is different in the online setting is that students may have more distractions and less oversight, which can reduce their motivation. The teacher will need to set norms for engagement—such as requiring students to regularly ask questions and respond to their peers—that are different than the norms in the in-person setting.

Online courses are generally not as effective as in-person classes, but they are certainly better than no classes. A substantial research base developed by Karl Alexander at Johns Hopkins University and many others shows that students, especially students with fewer resources at home, learn less when they are not in school. Right now, virtual courses are allowing students to access lessons and exercises and interact with teachers in ways that would have been impossible if an epidemic had closed schools even a decade or two earlier. So we may be skeptical of online learning, but it is also time to embrace and improve it.

A version of this article appeared in the April 01, 2020 edition of Education Week as How Effective Is Online Learning?

Sign Up for EdWeek Tech Leader

Edweek top school jobs.

Sign Up & Sign In

• Essay Samples
• College Essay
• Writing Tools
• Writing guide

Creative samples from the experts

↑ Return to Essay Samples

Argumentative Essay: Online Learning and Educational Access

Conventional learning is evolving with the help of computers and online technology. New ways of learning are now available, and improved access is one of the most important benefits available. People all around the world are experiencing improved mobility as a result of the freedom and potential that online learning provides, and as academic institutions and learning organisations adopt online learning technologies and remote-access learning, formal academic education is becoming increasingly legitimate. This essay argues the contemporary benefits of online learning, and that these benefits significantly outweigh the issues, challenges and disadvantages of online learning.

Online learning is giving people new choices and newfound flexibility with their personal learning and development. Whereas before, formal academic qualifications could only be gained by participating in a full time course on site, the internet has allowed institutions to expand their reach and offer recognized courses on a contact-partial, or totally virtual, basis. Institutions can do so with relatively few extra resources, and for paid courses this constitutes excellent value, and the student benefits with greater educational access and greater flexibility to learn and get qualified even when there lots of other personal commitments to deal with.

Flexibility is certainly one of the most important benefits, but just as important is educational access. On top of the internet’s widespread presence in developed countries, the internet is becoming increasingly available in newly developed and developing countries. Even without considering the general informational exposure that the internet delivers, online academic courses and learning initiatives are becoming more aware of the needs of people from disadvantaged backgrounds, and this means that people from such backgrounds are in a much better position to learn and progress than they used to be.

The biggest argument that raises doubt over online learning is the quality of online courses in comparison to conventional courses. Are such online courses good enough for employers to take notice? The second biggest argument is the current reality that faces many people from disadvantaged backgrounds, despite the improvements made in this area in recent years – they do not have the level of basic access needed to benefit from online learning. In fact, there are numerous sources of evidence that claim disadvantaged students are not receiving anywhere near the sort of benefits that online learning institutions and promoters are trying to instigate. Currently there are many organisations, campaigns and initiatives that are working to expand access to higher education. With such high participation, it can be argued that it is only a matter of time before the benefits are truly realised, but what about the global online infrastructure?

There is another argument that is very difficult to dispel, and that is the response of different types of students to the online learning paradigm. Evidence shows that there are certain groups of students that benefit from college distance learning much more than other groups. In essence, students must be highly motivated and highly disciplined if they are to learn effectively in their own private environment.

Follow Us on Social Media

Get more free essays

Send via email

Most useful resources for students:.

• Free Essays Download
• Writing Tools List
• Proofreading Services
• Universities Rating

Contributors Bio

Find more useful services for students

Free plagiarism check, professional editing, online tutoring, free grammar check.

Online Education Essay: Distance Education & E-Learning

Online education has emerged as a dynamic and versatile alternative, providing learners with unprecedented access to a wealth of resources and opportunities. Let’s explore here, Online Education Essay

Online education, also known as e-learning or distance learning, is an innovative approach to acquiring knowledge and skills using digital technology and the Internet as the main medium of instruction.

This allows learners to remotely access educational content, interact with teachers, and collaborate with peers, overcoming geographic barriers and traditional classroom limitations.

Online education has experienced significant growth and development in recent years, changing the way people of all ages and backgrounds approach learning.

Online education essay explores the transformative power, benefits, challenges, and future prospects of online education in the modern era.

The importance of online education in today’s world cannot be overstated. The key points that highlight its importance are, such as…

Accessibility : Online education makes learning accessible to audiences around the world, overcoming geographic barriers. This allows people in remote and underserved areas to access quality education.

Flexibility : In an increasingly fast-paced world, online education offers flexibility in when and where you learn. This takes into account different schedules and lifestyles, including those of professionals and parents.

Lifelong learning : Online education promotes lifelong learning. Learners can gain new skills and knowledge at every stage of their lives and accelerate their personal and professional development.

Cost-effective : It often proves to be more cost-effective than traditional education. Learners can save on transportation, accommodation, and textbooks. This affordability increases access to education.

Customization : Online platforms allow you to personalize your learning experience and adapt content to your individual needs and speed. This improves comprehension and memory.

Technological advances : Integrating cutting-edge technologies such as virtual reality (VR) and artificial intelligence (AI) enriches the online learning experience and prepares learners for the digital age.

Pandemic response : The COVID-19 pandemic has highlighted the critical role of online education in ensuring continuity of learning during a crisis. This has become an important part of the education resilience toolkit.

Global collaboration : Online education fosters international collaboration and diverse perspectives. Learners can interact with peers and instructors from around the world, enriching their educational experience.

Employability : Many online courses and degrees are designed to be industry-relevant. Learners will gain skills that are directly applicable to their career goals.

Sustainability : Online education contributes to environmental sustainability by reducing the carbon footprint associated with commuting to a physical campus.

Overview of the components that typically make up the structure of online education.

1. Platform or institution website

Online education experiences often begin with a platform or institution’s website. This website serves as a central hub where learners can access information about available courses, enrollment, and resources.

2. Registration and Registration

Learners typically begin by enrolling in a course or program online. Registration may include creating an account, providing personal information, and selecting a course.

3. Course catalog

Online education platforms typically maintain a catalog of available courses and programs. Learners can search this catalog to find courses that match their interests and goals.

4. Course structure

Each course or program has its own structure and may include modules, units, and lessons. The course structure describes the order in which content is presented and the learning objectives for each section.

5. Learning resources

Online courses typically offer a variety of learning materials, including video lectures, text-based content, multimedia, and downloadable resources. These materials can be accessed through the Platform’s interface.

6. Interactive elements

Many online courses include interactive elements to engage learners, such as discussion forums, quizzes, assignments, and group projects. Learners can use these tools to communicate with instructors and other students.

7. Evaluation and scoring

Online courses include assessments to assess learner understanding of the material. Evaluation methods vary but include quizzes, exams, essays, peer reviews, and participation grades.

8. Support and help

Online learners often have access to technical and academic support. Depending on the platform, support can be provided via email, chat, or help desk.

9. Track your progress

Many platforms offer tools that allow learners to track their progress throughout a course. Learners can monitor completed assignments, upcoming deadlines, and overall course progress.

10. Certifications and references

Upon successfully completing a course or program, learners can receive a certificate, degree, or digital badge. You can add these credentials to your resume or share them on your professional profile.

11. Community and Commitment

Online education often focuses on building a sense of community among learners. To encourage participation, you can offer discussion forums, virtual meetings, and networking opportunities.

12. Privacy and security

The platform focuses on privacy and security, ensuring that learners’ personal information is protected. It will typically outline your privacy policy and data processing practices.

13. Frequently Asked Questions and Help Center

Many platforms offer a section where learners can find answers to frequently asked questions. You can provide a comprehensive help center or knowledge base.

14. Feedback and improvements

Platforms often seek feedback from learners to improve their online education experience. This feedback can be used to improve the content, functionality, and usability of your course.

The Evolution of Online Education

The evolution of online education has been a dynamic journey marked by significant advances in technology and changes in educational paradigms. 

Early experiments (1960s-1970s)

The concept of online education dates back to the 1960s when educational institutions such as the University of Illinois began experimenting with computer-based education. Early efforts focused on delivering educational content via mainframe computers and teleprinters.

Emergence of the Internet (1980s-1990s)

The development of the World Wide Web in the late 1980s and early 1990s laid the foundation for modern online education. Educational institutions began to explore the potential of the Internet to provide course materials and facilitate communication.

First online courses (1990s)

The first online courses, often referred to as “virtual classrooms” or “e-learning,” appeared in the mid-1990s. These courses included text-based content and basic discussion forums. Learning Management

Systems (LMS) (late 1990s to 2000s)

In the late 1990s and early 2000s, learning management systems (LMS) such as Blackboard and Moodle were developed. LMS platforms have given teachers the tools to create, manage, and deliver online courses.

Multimedia integration (2000s)

As Internet bandwidth improved, online courses began to incorporate multimedia elements such as videos, animations, and interactive simulations. This has enriched the learning experience and made online education more engaging.

Massive Open Online Courses (MOOCs) (2010s)

In the 2010s, MOOCs emerged, allowing students to take courses from famous universities for free. His MOOC platforms such as Coursera, edX, and Udacity have reached millions of learners around the world.

Personalization and adaptive learning (since 2010)

Online education platforms are beginning to implement personalized learning paths and adaptive technology. Algorithms analyze learner progress and tailor content to individual needs.

Blended learning (since 2010)

Blended learning models that combine online and in-person instruction are becoming increasingly popular in K-12 and higher education. This approach provides flexibility while maintaining personal interaction.

Virtual reality (VR) and augmented reality (AR) (since 2010)

Advances in VR and AR technology are being integrated into online education to provide immersive learning experiences. Learners can explore virtual environments and simulations.

Coronavirus disease (COVID-19) pandemic (2020)

The global pandemic has forced schools and universities to close to prevent the spread of the virus, forcing a rapid shift to online education. This has accelerated the adoption of online learning and highlighted the need for a robust digital infrastructure.

Hybrid and distance learning (2020s)

Many institutions will continue to offer online and hybrid learning options even after in-person classes resume. Remote work and online education are becoming more integrated into daily life.

Continuous innovation (ongoing)

As technology advances, online education continues to evolve. Artificial intelligence, data analytics, and learning analytics are playing an increasingly important role in the design of online learning experiences.

Benefits of Online Education

Challenges in Online Education (Online education essay)

Technological Advancements in Online Learning (Online education essay)

Advances in technology have revolutionized the online learning landscape, improving the educational experience and expanding its possibilities. The main technological advances in online learning are as…

Learning Management System (LMS)

LMS platforms such as Moodle, Blackboard, and Canvas provide a central hub for course management, content delivery, and communication between instructors and students.

Mobile learning (M-Learning)

Mobile apps and responsive design make learning more accessible as learners can access course materials and participate in learning activities on their smartphones and tablets.

Video conferences and webinars

Tools like Zoom and Microsoft Teams make it easy to conduct live virtual classes and webinars, facilitating real-time interaction between instructors and learners.

Gamification

Gamification techniques such as badges, leaderboards, and interactive quizzes make learning more engaging and motivate learners to progress through course content.

Virtual reality (VR) and augmented reality (AR)

VR and AR technology provide an immersive learning experience, allowing learners to explore virtual environments and interact with their 3D objects, making it ideal for training in fields such as medicine, engineering, and aviation.

Artificial intelligence (AI)

AI-powered tools analyze learner data and provide personalized recommendations, including adaptive learning paths and targeted resources to address individual needs.

Big data and learning analytics

Big data analytics provides insights into learner behavior and performance, helping educators make data-driven decisions and improve course design and instruction.

Cloud computing

Cloud-based platforms store and deliver course content, making it accessible from anywhere and ensuring scalability for institutions and course providers.

Open Educational Resources (OER)

OER repositories provide free, open-licensed educational materials such as textbooks, videos, and assessments, reducing costs for learners.

Blockchain credentials

Blockchain technology is used to issue and verify digital credentials, making it easier to verify the authenticity of degrees, certificates, and badges earned online.

Chatbots and virtual assistants

AI-powered chatbots and virtual assistants provide instant support to learners by answering questions and guiding them through course content.

Peer learning platform

Online platforms facilitate peer-to-peer learning through features such as discussion forums, group projects, and collaboration tools.

Language processing and translation tools

Language processing technology and translation tools help you deliver courses in multiple languages ​​and support diverse learning groups.

Accessibility tools

Assistive technologies such as screen readers and closed captioning make online education more accessible to people with disabilities.

Cyber ​​security measures

Robust cybersecurity measures protect online learning platforms and learner data from cyber threats, ensuring the privacy and security of online education.

The Future of Online Education (Online education essay)

The future of online education holds tremendous growth and innovation. Advances in technology such as augmented reality and artificial intelligence provide immersive and personalized learning experiences.

Learning analytics provides deep insights and allows educators to tailor instruction to individual needs. The global reach of online education is expanding, providing access to high-quality courses to learners in underserved areas.

Moreover, online education will increasingly complement traditional classrooms and create hybrid learning environments. Continuing education and lifelong learning are becoming the norm as the lines between work and study blur.

The future of online education promises increased accessibility, flexibility, and relevance in a rapidly evolving knowledge-based world.

Online Education Best Practices (Online education essay)

Best practices in online education are essential to ensuring an effective and engaging digital learning experience. Clear communication between teachers and students, as well as between colleagues, is very important.

Well-structured courses with structured content, intuitive navigation, and regular updates accelerate student success. Encouraging active participation through discussions, collaborative projects, and peer feedback fosters a sense of community.

Flexibility in assessment and learning paths accommodates the diverse needs of learners. Timely feedback and support, as well as technical troubleshooting assistance, will enhance your learning process.

Additionally, educators must continually adapt to evolving online tools and teaching methods to ensure that online education is accessible, engaging, and effective.

We hope this online education essay covers all aspects of distance learning and e-learning and helps you understand this type of education.

Share this:

• Click to share on Twitter (Opens in new window)
• Click to share on Facebook (Opens in new window)
• Click to share on LinkedIn (Opens in new window)
• Click to share on WhatsApp (Opens in new window)
• Click to share on Telegram (Opens in new window)

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Springer Nature - PMC COVID-19 Collection

The effects of online education on academic success: A meta-analysis study

Primary Education, Ministry of Turkish National Education, Mersin, Turkey

The purpose of this study is to analyze the effect of online education, which has been extensively used on student achievement since the beginning of the pandemic. In line with this purpose, a meta-analysis of the related studies focusing on the effect of online education on students’ academic achievement in several countries between the years 2010 and 2021 was carried out. Furthermore, this study will provide a source to assist future studies with comparing the effect of online education on academic achievement before and after the pandemic. This meta-analysis study consists of 27 studies in total. The meta-analysis involves the studies conducted in the USA, Taiwan, Turkey, China, Philippines, Ireland, and Georgia. The studies included in the meta-analysis are experimental studies, and the total sample size is 1772. In the study, the funnel plot, Duval and Tweedie’s Trip and Fill Analysis, Orwin’s Safe N Analysis, and Egger’s Regression Test were utilized to determine the publication bias, which has been found to be quite low. Besides, Hedge’s g statistic was employed to measure the effect size for the difference between the means performed in accordance with the random effects model. The results of the study show that the effect size of online education on academic achievement is on a medium level. The heterogeneity test results of the meta-analysis study display that the effect size does not differ in terms of class level, country, online education approaches, and lecture moderators.

Introduction

Information and communication technologies have become a powerful force in transforming the educational settings around the world. The pandemic has been an important factor in transferring traditional physical classrooms settings through adopting information and communication technologies and has also accelerated the transformation. The literature supports that learning environments connected to information and communication technologies highly satisfy students. Therefore, we need to keep interest in technology-based learning environments. Clearly, technology has had a huge impact on young people's online lives. This digital revolution can synergize the educational ambitions and interests of digitally addicted students. In essence, COVID-19 has provided us with an opportunity to embrace online learning as education systems have to keep up with the rapid emergence of new technologies.

Information and communication technologies that have an effect on all spheres of life are also actively included in the education field. With the recent developments, using technology in education has become inevitable due to personal and social reasons (Usta, 2011a ). Online education may be given as an example of using information and communication technologies as a consequence of the technological developments. Also, it is crystal clear that online learning is a popular way of obtaining instruction (Demiralay et al., 2016 ; Pillay et al., 2007 ), which is defined by Horton ( 2000 ) as a way of education that is performed through a web browser or an online application without requiring an extra software or a learning source. Furthermore, online learning is described as a way of utilizing the internet to obtain the related learning sources during the learning process, to interact with the content, the teacher, and other learners, as well as to get support throughout the learning process (Ally, 2004 ). Online learning has such benefits as learning independently at any time and place (Vrasidas & MsIsaac, 2000 ), granting facility (Poole, 2000 ), flexibility (Chizmar & Walbert, 1999 ), self-regulation skills (Usta, 2011b ), learning with collaboration, and opportunity to plan self-learning process.

Even though online education practices have not been comprehensive as it is now, internet and computers have been used in education as alternative learning tools in correlation with the advances in technology. The first distance education attempt in the world was initiated by the ‘Steno Courses’ announcement published in Boston newspaper in 1728. Furthermore, in the nineteenth century, Sweden University started the “Correspondence Composition Courses” for women, and University Correspondence College was afterwards founded for the correspondence courses in 1843 (Arat & Bakan, 2011 ). Recently, distance education has been performed through computers, assisted by the facilities of the internet technologies, and soon, it has evolved into a mobile education practice that is emanating from progress in the speed of internet connection, and the development of mobile devices.

With the emergence of pandemic (Covid-19), face to face education has almost been put to a halt, and online education has gained significant importance. The Microsoft management team declared to have 750 users involved in the online education activities on the 10 th March, just before the pandemic; however, on March 24, they informed that the number of users increased significantly, reaching the number of 138,698 users (OECD, 2020 ). This event supports the view that it is better to commonly use online education rather than using it as a traditional alternative educational tool when students do not have the opportunity to have a face to face education (Geostat, 2019 ). The period of Covid-19 pandemic has emerged as a sudden state of having limited opportunities. Face to face education has stopped in this period for a long time. The global spread of Covid-19 affected more than 850 million students all around the world, and it caused the suspension of face to face education. Different countries have proposed several solutions in order to maintain the education process during the pandemic. Schools have had to change their curriculum, and many countries supported the online education practices soon after the pandemic. In other words, traditional education gave its way to online education practices. At least 96 countries have been motivated to access online libraries, TV broadcasts, instructions, sources, video lectures, and online channels (UNESCO, 2020 ). In such a painful period, educational institutions went through online education practices by the help of huge companies such as Microsoft, Google, Zoom, Skype, FaceTime, and Slack. Thus, online education has been discussed in the education agenda more intensively than ever before.

Although online education approaches were not used as comprehensively as it has been used recently, it was utilized as an alternative learning approach in education for a long time in parallel with the development of technology, internet and computers. The academic achievement of the students is often aimed to be promoted by employing online education approaches. In this regard, academicians in various countries have conducted many studies on the evaluation of online education approaches and published the related results. However, the accumulation of scientific data on online education approaches creates difficulties in keeping, organizing and synthesizing the findings. In this research area, studies are being conducted at an increasing rate making it difficult for scientists to be aware of all the research outside of their ​​expertise. Another problem encountered in the related study area is that online education studies are repetitive. Studies often utilize slightly different methods, measures, and/or examples to avoid duplication. This erroneous approach makes it difficult to distinguish between significant differences in the related results. In other words, if there are significant differences in the results of the studies, it may be difficult to express what variety explains the differences in these results. One obvious solution to these problems is to systematically review the results of various studies and uncover the sources. One method of performing such systematic syntheses is the application of meta-analysis which is a methodological and statistical approach to draw conclusions from the literature. At this point, how effective online education applications are in increasing the academic success is an important detail. Has online education, which is likely to be encountered frequently in the continuing pandemic period, been successful in the last ten years? If successful, how much was the impact? Did different variables have an impact on this effect? Academics across the globe have carried out studies on the evaluation of online education platforms and publishing the related results (Chiao et al., 2018 ). It is quite important to evaluate the results of the studies that have been published up until now, and that will be published in the future. Has the online education been successful? If it has been, how big is the impact? Do the different variables affect this impact? What should we consider in the next coming online education practices? These questions have all motivated us to carry out this study. We have conducted a comprehensive meta-analysis study that tries to provide a discussion platform on how to develop efficient online programs for educators and policy makers by reviewing the related studies on online education, presenting the effect size, and revealing the effect of diverse variables on the general impact.

There have been many critical discussions and comprehensive studies on the differences between online and face to face learning; however, the focus of this paper is different in the sense that it clarifies the magnitude of the effect of online education and teaching process, and it represents what factors should be controlled to help increase the effect size. Indeed, the purpose here is to provide conscious decisions in the implementation of the online education process.

The general impact of online education on the academic achievement will be discovered in the study. Therefore, this will provide an opportunity to get a general overview of the online education which has been practiced and discussed intensively in the pandemic period. Moreover, the general impact of online education on academic achievement will be analyzed, considering different variables. In other words, the current study will allow to totally evaluate the study results from the related literature, and to analyze the results considering several cultures, lectures, and class levels. Considering all the related points, this study seeks to answer the following research questions:

• What is the effect size of online education on academic achievement?
• How do the effect sizes of online education on academic achievement change according to the moderator variable of the country?
• How do the effect sizes of online education on academic achievement change according to the moderator variable of the class level?
• How do the effect sizes of online education on academic achievement change according to the moderator variable of the lecture?
• How do the effect sizes of online education on academic achievement change according to the moderator variable of the online education approaches?

This study aims at determining the effect size of online education, which has been highly used since the beginning of the pandemic, on students’ academic achievement in different courses by using a meta-analysis method. Meta-analysis is a synthesis method that enables gathering of several study results accurately and efficiently, and getting the total results in the end (Tsagris & Fragkos, 2018 ).

Selecting and coding the data (studies)

The required literature for the meta-analysis study was reviewed in July, 2020, and the follow-up review was conducted in September, 2020. The purpose of the follow-up review was to include the studies which were published in the conduction period of this study, and which met the related inclusion criteria. However, no study was encountered to be included in the follow-up review.

In order to access the studies in the meta-analysis, the databases of Web of Science, ERIC, and SCOPUS were reviewed by utilizing the keywords ‘online learning and online education’. Not every database has a search engine that grants access to the studies by writing the keywords, and this obstacle was considered to be an important problem to be overcome. Therefore, a platform that has a special design was utilized by the researcher. With this purpose, through the open access system of Cukurova University Library, detailed reviews were practiced using EBSCO Information Services (EBSCO) that allow reviewing the whole collection of research through a sole searching box. Since the fundamental variables of this study are online education and online learning, the literature was systematically reviewed in the related databases (Web of Science, ERIC, and SCOPUS) by referring to the keywords. Within this scope, 225 articles were accessed, and the studies were included in the coding key list formed by the researcher. The name of the researchers, the year, the database (Web of Science, ERIC, and SCOPUS), the sample group and size, the lectures that the academic achievement was tested in, the country that the study was conducted in, and the class levels were all included in this coding key.

The following criteria were identified to include 225 research studies which were coded based on the theoretical basis of the meta-analysis study: (1) The studies should be published in the refereed journals between the years 2020 and 2021, (2) The studies should be experimental studies that try to determine the effect of online education and online learning on academic achievement, (3) The values of the stated variables or the required statistics to calculate these values should be stated in the results of the studies, and (4) The sample group of the study should be at a primary education level. These criteria were also used as the exclusion criteria in the sense that the studies that do not meet the required criteria were not included in the present study.

After the inclusion criteria were determined, a systematic review process was conducted, following the year criterion of the study by means of EBSCO. Within this scope, 290,365 studies that analyze the effect of online education and online learning on academic achievement were accordingly accessed. The database (Web of Science, ERIC, and SCOPUS) was also used as a filter by analyzing the inclusion criteria. Hence, the number of the studies that were analyzed was 58,616. Afterwards, the keyword ‘primary education’ was used as the filter and the number of studies included in the study decreased to 3152. Lastly, the literature was reviewed by using the keyword ‘academic achievement’ and 225 studies were accessed. All the information of 225 articles was included in the coding key.

It is necessary for the coders to review the related studies accurately and control the validity, safety, and accuracy of the studies (Stewart & Kamins, 2001 ). Within this scope, the studies that were determined based on the variables used in this study were first reviewed by three researchers from primary education field, then the accessed studies were combined and processed in the coding key by the researcher. All these studies that were processed in the coding key were analyzed in accordance with the inclusion criteria by all the researchers in the meetings, and it was decided that 27 studies met the inclusion criteria (Atici & Polat, 2010 ; Carreon, 2018 ; Ceylan & Elitok Kesici, 2017 ; Chae & Shin, 2016 ; Chiang et al. 2014 ; Ercan, 2014 ; Ercan et al., 2016 ; Gwo-Jen et al., 2018 ; Hayes & Stewart, 2016 ; Hwang et al., 2012 ; Kert et al., 2017 ; Lai & Chen, 2010 ; Lai et al., 2015 ; Meyers et al., 2015 ; Ravenel et al., 2014 ; Sung et al., 2016 ; Wang & Chen, 2013 ; Yu, 2019 ; Yu & Chen, 2014 ; Yu & Pan, 2014 ; Yu et al., 2010 ; Zhong et al., 2017 ). The data from the studies meeting the inclusion criteria were independently processed in the second coding key by three researchers, and consensus meetings were arranged for further discussion. After the meetings, researchers came to an agreement that the data were coded accurately and precisely. Having identified the effect sizes and heterogeneity of the study, moderator variables that will show the differences between the effect sizes were determined. The data related to the determined moderator variables were added to the coding key by three researchers, and a new consensus meeting was arranged. After the meeting, researchers came to an agreement that moderator variables were coded accurately and precisely.

Study group

27 studies are included in the meta-analysis. The total sample size of the studies that are included in the analysis is 1772. The characteristics of the studies included are given in Table ​ Table1 1 .

The characteristics of the studies included in the meta-analysis

Publication bias

Publication bias is the low capability of published studies on a research subject to represent all completed studies on the same subject (Card, 2011 ; Littell et al., 2008 ). Similarly, publication bias is the state of having a relationship between the probability of the publication of a study on a subject, and the effect size and significance that it produces. Within this scope, publication bias may occur when the researchers do not want to publish the study as a result of failing to obtain the expected results, or not being approved by the scientific journals, and consequently not being included in the study synthesis (Makowski et al., 2019 ). The high possibility of publication bias in a meta-analysis study negatively affects (Pecoraro, 2018 ) the accuracy of the combined effect size, causing the average effect size to be reported differently than it should be (Borenstein et al., 2009 ). For this reason, the possibility of publication bias in the included studies was tested before determining the effect sizes of the relationships between the stated variables. The possibility of publication bias of this meta-analysis study was analyzed by using the funnel plot, Orwin’s Safe N Analysis, Duval and Tweedie’s Trip and Fill Analysis, and Egger’s Regression Test.

Selecting the model

After determining the probability of publication bias of this meta-analysis study, the statistical model used to calculate the effect sizes was selected. The main approaches used in the effect size calculations according to the differentiation level of inter-study variance are fixed and random effects models (Pigott, 2012 ). Fixed effects model refers to the homogeneity of the characteristics of combined studies apart from the sample sizes, while random effects model refers to the parameter diversity between the studies (Cumming, 2012 ). While calculating the average effect size in the random effects model (Deeks et al., 2008 ) that is based on the assumption that effect predictions of different studies are only the result of a similar distribution, it is necessary to consider several situations such as the effect size apart from the sample error of combined studies, characteristics of the participants, duration, scope, and pattern of the study (Littell et al., 2008 ). While deciding the model in the meta-analysis study, the assumptions on the sample characteristics of the studies included in the analysis and the inferences that the researcher aims to make should be taken into consideration. The fact that the sample characteristics of the studies conducted in the field of social sciences are affected by various parameters shows that using random effects model is more appropriate in this sense. Besides, it is stated that the inferences made with the random effects model are beyond the studies included in the meta-analysis (Field, 2003 ; Field & Gillett, 2010 ). Therefore, using random effects model also contributes to the generalization of research data. The specified criteria for the statistical model selection show that according to the nature of the meta-analysis study, the model should be selected just before the analysis (Borenstein et al., 2007 ; Littell et al., 2008 ). Within this framework, it was decided to make use of the random effects model, considering that the students who are the samples of the studies included in the meta-analysis are from different countries and cultures, the sample characteristics of the studies differ, and the patterns and scopes of the studies vary as well.

Heterogeneity

Meta-analysis facilitates analyzing the research subject with different parameters by showing the level of diversity between the included studies. Within this frame, whether there is a heterogeneous distribution between the studies included in the study or not has been evaluated in the present study. The heterogeneity of the studies combined in this meta-analysis study has been determined through Q and I 2 tests. Q test evaluates the random distribution probability of the differences between the observed results (Deeks et al., 2008 ). Q value exceeding 2 value calculated according to the degree of freedom and significance, indicates the heterogeneity of the combined effect sizes (Card, 2011 ). I 2 test, which is the complementary of the Q test, shows the heterogeneity amount of the effect sizes (Cleophas & Zwinderman, 2017 ). I 2 value being higher than 75% is explained as high level of heterogeneity.

In case of encountering heterogeneity in the studies included in the meta-analysis, the reasons of heterogeneity can be analyzed by referring to the study characteristics. The study characteristics which may be related to the heterogeneity between the included studies can be interpreted through subgroup analysis or meta-regression analysis (Deeks et al., 2008 ). While determining the moderator variables, the sufficiency of the number of variables, the relationship between the moderators, and the condition to explain the differences between the results of the studies have all been considered in the present study. Within this scope, it was predicted in this meta-analysis study that the heterogeneity can be explained with the country, class level, and lecture moderator variables of the study in terms of the effect of online education, which has been highly used since the beginning of the pandemic, and it has an impact on the students’ academic achievement in different lectures. Some subgroups were evaluated and categorized together, considering that the number of effect sizes of the sub-dimensions of the specified variables is not sufficient to perform moderator analysis (e.g. the countries where the studies were conducted).

Interpreting the effect sizes

Effect size is a factor that shows how much the independent variable affects the dependent variable positively or negatively in each included study in the meta-analysis (Dinçer, 2014 ). While interpreting the effect sizes obtained from the meta-analysis, the classifications of Cohen et al. ( 2007 ) have been utilized. The case of differentiating the specified relationships of the situation of the country, class level, and school subject variables of the study has been identified through the Q test, degree of freedom, and p significance value Fig.  1 and ​ and2 2 .

The flow chart of the scanning and selection process of the studies

Funnel plot graphics representing the effect size of the effects of online education on academic success

Findings and results

The purpose of this study is to determine the effect size of online education on academic achievement. Before determining the effect sizes in the study, the probability of publication bias of this meta-analysis study was analyzed by using the funnel plot, Orwin’s Safe N Analysis, Duval and Tweedie’s Trip and Fill Analysis, and Egger’s Regression Test.

When the funnel plots are examined, it is seen that the studies included in the analysis are distributed symmetrically on both sides of the combined effect size axis, and they are generally collected in the middle and lower sections. The probability of publication bias is low according to the plots. However, since the results of the funnel scatter plots may cause subjective interpretations, they have been supported by additional analyses (Littell et al., 2008 ). Therefore, in order to provide an extra proof for the probability of publication bias, it has been analyzed through Orwin’s Safe N Analysis, Duval and Tweedie’s Trip and Fill Analysis, and Egger’s Regression Test (Table ​ (Table2 2 ).

Reliability tests results representing the probability of publication bias

* Represents the required number of papers for Hedges g co-efficiency to reach a rate out of 0.01 range

Table ​ Table2 2 consists of the results of the rates of publication bias probability before counting the effect size of online education on academic achievement. According to the table, Orwin Safe N analysis results show that it is not necessary to add new studies to the meta-analysis in order for Hedges g to reach a value outside the range of ± 0.01. The Duval and Tweedie test shows that excluding the studies that negatively affect the symmetry of the funnel scatter plots for each meta-analysis or adding their exact symmetrical equivalents does not significantly differentiate the calculated effect size. The insignificance of the Egger tests results reveals that there is no publication bias in the meta-analysis study. The results of the analysis indicate the high internal validity of the effect sizes and the adequacy of representing the studies conducted on the relevant subject.

In this study, it was aimed to determine the effect size of online education on academic achievement after testing the publication bias. In line with the first purpose of the study, the forest graph regarding the effect size of online education on academic achievement is shown in Fig.  3 , and the statistics regarding the effect size are given in Table ​ Table3 3 .

Forest graph related to the effect size of online education on academic success

The findings related to the effect size of online education on academic success

n: the Number of Studies included in Meta-Analysis; Hedges g: average effect size

p: significance level of the effect size; S error : standard error; EB low – EB up : lower and upper limits of the effect size

The square symbols in the forest graph in Fig.  3 represent the effect sizes, while the horizontal lines show the intervals in 95% confidence of the effect sizes, and the diamond symbol shows the overall effect size. When the forest graph is analyzed, it is seen that the lower and upper limits of the combined effect sizes are generally close to each other, and the study loads are similar. This similarity in terms of study loads indicates the similarity of the contribution of the combined studies to the overall effect size.

Figure  3 clearly represents that the study of Liu and others (Liu et al., 2018 ) has the lowest, and the study of Ercan and Bilen ( 2014 ) has the highest effect sizes. The forest graph shows that all the combined studies and the overall effect are positive. Furthermore, it is simply understood from the forest graph in Fig.  3 and the effect size statistics in Table ​ Table3 3 that the results of the meta-analysis study conducted with 27 studies and analyzing the effect of online education on academic achievement illustrate that this relationship is on average level (= 0.409).

After the analysis of the effect size in the study, whether the studies included in the analysis are distributed heterogeneously or not has also been analyzed. The heterogeneity of the combined studies was determined through the Q and I 2 tests. As a result of the heterogeneity test, Q statistical value was calculated as 29.576. With 26 degrees of freedom at 95% significance level in the chi-square table, the critical value is accepted as 38.885. The Q statistical value (29.576) counted in this study is lower than the critical value of 38.885. The I 2 value, which is the complementary of the Q statistics, is 12.100%. This value indicates that the accurate heterogeneity or the total variability that can be attributed to variability between the studies is 12%. Besides, p value is higher than (0.285) p = 0.05. All these values [Q (26) = 29.579, p = 0.285; I2 = 12.100] indicate that there is a homogeneous distribution between the effect sizes, and fixed effects model should be used to interpret these effect sizes. However, some researchers argue that even if the heterogeneity is low, it should be evaluated based on the random effects model (Borenstein et al., 2007 ). Therefore, this study gives information about both models. The heterogeneity of the combined studies has been attempted to be explained with the characteristics of the studies included in the analysis. In this context, the final purpose of the study is to determine the effect of the country, academic level, and year variables on the findings. Accordingly, the statistics regarding the comparison of the stated relations according to the countries where the studies were conducted are given in Table ​ Table4 4 .

The dispersion of the studies according to the countries and the heterogeneity test results

As seen in Table ​ Table4, 4 , the effect of online education on academic achievement does not differ significantly according to the countries where the studies were conducted in. Q test results indicate the heterogeneity of the relationships between the variables in terms of countries where the studies were conducted in. According to the table, the effect of online education on academic achievement was reported as the highest in other countries, and the lowest in the US. The statistics regarding the comparison of the stated relations according to the class levels are given in Table ​ Table5 5 .

The dispersion of the studies according to the class level and the heterogeneity test results

As seen in Table ​ Table5, 5 , the effect of online education on academic achievement does not differ according to the class level. However, the effect of online education on academic achievement is the highest in the 4 th class. The statistics regarding the comparison of the stated relations according to the class levels are given in Table ​ Table6 6 .

The dispersion of the studies according to the school subjects and the heterogeneity test results

As seen in Table ​ Table6, 6 , the effect of online education on academic achievement does not differ according to the school subjects included in the studies. However, the effect of online education on academic achievement is the highest in ICT subject.

The obtained effect size in the study was formed as a result of the findings attained from primary studies conducted in 7 different countries. In addition, these studies are the ones on different approaches to online education (online learning environments, social networks, blended learning, etc.). In this respect, the results may raise some questions about the validity and generalizability of the results of the study. However, the moderator analyzes, whether for the country variable or for the approaches covered by online education, did not create significant differences in terms of the effect sizes. If significant differences were to occur in terms of effect sizes, we could say that the comparisons we will make by comparing countries under the umbrella of online education would raise doubts in terms of generalizability. Moreover, no study has been found in the literature that is not based on a special approach or does not contain a specific technique conducted under the name of online education alone. For instance, one of the commonly used definitions is blended education which is defined as an educational model in which online education is combined with traditional education method (Colis & Moonen, 2001 ). Similarly, Rasmussen ( 2003 ) defines blended learning as “a distance education method that combines technology (high technology such as television, internet, or low technology such as voice e-mail, conferences) with traditional education and training.” Further, Kerres and Witt (2003) define blended learning as “combining face-to-face learning with technology-assisted learning.” As it is clearly observed, online education, which has a wider scope, includes many approaches.

As seen in Table ​ Table7, 7 , the effect of online education on academic achievement does not differ according to online education approaches included in the studies. However, the effect of online education on academic achievement is the highest in Web Based Problem Solving Approach.

The dispersion of the studies according to the online education approaches and the heterogeneity test results

Conclusions and discussion

Considering the developments during the pandemics, it is thought that the diversity in online education applications as an interdisciplinary pragmatist field will increase, and the learning content and processes will be enriched with the integration of new technologies into online education processes. Another prediction is that more flexible and accessible learning opportunities will be created in online education processes, and in this way, lifelong learning processes will be strengthened. As a result, it is predicted that in the near future, online education and even digital learning with a newer name will turn into the main ground of education instead of being an alternative or having a support function in face-to-face learning. The lessons learned from the early period online learning experience, which was passed with rapid adaptation due to the Covid19 epidemic, will serve to develop this method all over the world, and in the near future, online learning will become the main learning structure through increasing its functionality with the contribution of new technologies and systems. If we look at it from this point of view, there is a necessity to strengthen online education.

In this study, the effect of online learning on academic achievement is at a moderate level. To increase this effect, the implementation of online learning requires support from teachers to prepare learning materials, to design learning appropriately, and to utilize various digital-based media such as websites, software technology and various other tools to support the effectiveness of online learning (Rolisca & Achadiyah, 2014 ). According to research conducted by Rahayu et al. ( 2017 ), it has been proven that the use of various types of software increases the effectiveness and quality of online learning. Implementation of online learning can affect students' ability to adapt to technological developments in that it makes students use various learning resources on the internet to access various types of information, and enables them to get used to performing inquiry learning and active learning (Hart et al., 2019 ; Prestiadi et al., 2019 ). In addition, there may be many reasons for the low level of effect in this study. The moderator variables examined in this study could be a guide in increasing the level of practical effect. However, the effect size did not differ significantly for all moderator variables. Different moderator analyzes can be evaluated in order to increase the level of impact of online education on academic success. If confounding variables that significantly change the effect level are detected, it can be spoken more precisely in order to increase this level. In addition to the technical and financial problems, the level of impact will increase if a few other difficulties are eliminated such as students, lack of interaction with the instructor, response time, and lack of traditional classroom socialization.

In addition, COVID-19 pandemic related social distancing has posed extreme difficulties for all stakeholders to get online as they have to work in time constraints and resource constraints. Adopting the online learning environment is not just a technical issue, it is a pedagogical and instructive challenge as well. Therefore, extensive preparation of teaching materials, curriculum, and assessment is vital in online education. Technology is the delivery tool and requires close cross-collaboration between teaching, content and technology teams (CoSN, 2020 ).

Online education applications have been used for many years. However, it has come to the fore more during the pandemic process. This result of necessity has brought with it the discussion of using online education instead of traditional education methods in the future. However, with this research, it has been revealed that online education applications are moderately effective. The use of online education instead of face-to-face education applications can only be possible with an increase in the level of success. This may have been possible with the experience and knowledge gained during the pandemic process. Therefore, the meta-analysis of experimental studies conducted in the coming years will guide us. In this context, experimental studies using online education applications should be analyzed well. It would be useful to identify variables that can change the level of impacts with different moderators. Moderator analyzes are valuable in meta-analysis studies (for example, the role of moderators in Karl Pearson's typhoid vaccine studies). In this context, each analysis study sheds light on future studies. In meta-analyses to be made about online education, it would be beneficial to go beyond the moderators determined in this study. Thus, the contribution of similar studies to the field will increase more.

The purpose of this study is to determine the effect of online education on academic achievement. In line with this purpose, the studies that analyze the effect of online education approaches on academic achievement have been included in the meta-analysis. The total sample size of the studies included in the meta-analysis is 1772. While the studies included in the meta-analysis were conducted in the US, Taiwan, Turkey, China, Philippines, Ireland, and Georgia, the studies carried out in Europe could not be reached. The reason may be attributed to that there may be more use of quantitative research methods from a positivist perspective in the countries with an American academic tradition. As a result of the study, it was found out that the effect size of online education on academic achievement (g = 0.409) was moderate. In the studies included in the present research, we found that online education approaches were more effective than traditional ones. However, contrary to the present study, the analysis of comparisons between online and traditional education in some studies shows that face-to-face traditional learning is still considered effective compared to online learning (Ahmad et al., 2016 ; Hamdani & Priatna, 2020 ; Wei & Chou, 2020 ). Online education has advantages and disadvantages. The advantages of online learning compared to face-to-face learning in the classroom is the flexibility of learning time in online learning, the learning time does not include a single program, and it can be shaped according to circumstances (Lai et al., 2019 ). The next advantage is the ease of collecting assignments for students, as these can be done without having to talk to the teacher. Despite this, online education has several weaknesses, such as students having difficulty in understanding the material, teachers' inability to control students, and students’ still having difficulty interacting with teachers in case of internet network cuts (Swan, 2007 ). According to Astuti et al ( 2019 ), face-to-face education method is still considered better by students than e-learning because it is easier to understand the material and easier to interact with teachers. The results of the study illustrated that the effect size (g = 0.409) of online education on academic achievement is of medium level. Therefore, the results of the moderator analysis showed that the effect of online education on academic achievement does not differ in terms of country, lecture, class level, and online education approaches variables. After analyzing the literature, several meta-analyses on online education were published (Bernard et al., 2004 ; Machtmes & Asher, 2000 ; Zhao et al., 2005 ). Typically, these meta-analyzes also include the studies of older generation technologies such as audio, video, or satellite transmission. One of the most comprehensive studies on online education was conducted by Bernard et al. ( 2004 ). In this study, 699 independent effect sizes of 232 studies published from 1985 to 2001 were analyzed, and face-to-face education was compared to online education, with respect to success criteria and attitudes of various learners from young children to adults. In this meta-analysis, an overall effect size close to zero was found for the students' achievement (g +  = 0.01).

In another meta-analysis study carried out by Zhao et al. ( 2005 ), 98 effect sizes were examined, including 51 studies on online education conducted between 1996 and 2002. According to the study of Bernard et al. ( 2004 ), this meta-analysis focuses on the activities done in online education lectures. As a result of the research, an overall effect size close to zero was found for online education utilizing more than one generation technology for students at different levels. However, the salient point of the meta-analysis study of Zhao et al. is that it takes the average of different types of results used in a study to calculate an overall effect size. This practice is problematic because the factors that develop one type of learner outcome (e.g. learner rehabilitation), particularly course characteristics and practices, may be quite different from those that develop another type of outcome (e.g. learner's achievement), and it may even cause damage to the latter outcome. While mixing the studies with different types of results, this implementation may obscure the relationship between practices and learning.

Some meta-analytical studies have focused on the effectiveness of the new generation distance learning courses accessed through the internet for specific student populations. For instance, Sitzmann and others (Sitzmann et al., 2006 ) reviewed 96 studies published from 1996 to 2005, comparing web-based education of job-related knowledge or skills with face-to-face one. The researchers found that web-based education in general was slightly more effective than face-to-face education, but it is insufficient in terms of applicability ("knowing how to apply"). In addition, Sitzmann et al. ( 2006 ) revealed that Internet-based education has a positive effect on theoretical knowledge in quasi-experimental studies; however, it positively affects face-to-face education in experimental studies performed by random assignment. This moderator analysis emphasizes the need to pay attention to the factors of designs of the studies included in the meta-analysis. The designs of the studies included in this meta-analysis study were ignored. This can be presented as a suggestion to the new studies that will be conducted.

Another meta-analysis study was conducted by Cavanaugh et al. ( 2004 ), in which they focused on online education. In this study on internet-based distance education programs for students under 12 years of age, the researchers combined 116 results from 14 studies published between 1999 and 2004 to calculate an overall effect that was not statistically different from zero. The moderator analysis carried out in this study showed that there was no significant factor affecting the students' success. This meta-analysis used multiple results of the same study, ignoring the fact that different results of the same student would not be independent from each other.

In conclusion, some meta-analytical studies analyzed the consequences of online education for a wide range of students (Bernard et al., 2004 ; Zhao et al., 2005 ), and the effect sizes were generally low in these studies. Furthermore, none of the large-scale meta-analyzes considered the moderators, database quality standards or class levels in the selection of the studies, while some of them just referred to the country and lecture moderators. Advances in internet-based learning tools, the pandemic process, and increasing popularity in different learning contexts have required a precise meta-analysis of students' learning outcomes through online learning. Previous meta-analysis studies were typically based on the studies, involving narrow range of confounding variables. In the present study, common but significant moderators such as class level and lectures during the pandemic process were discussed. For instance, the problems have been experienced especially in terms of eligibility of class levels in online education platforms during the pandemic process. It was found that there is a need to study and make suggestions on whether online education can meet the needs of teachers and students.

Besides, the main forms of online education in the past were to watch the open lectures of famous universities and educational videos of institutions. In addition, online education is mainly a classroom-based teaching implemented by teachers in their own schools during the pandemic period, which is an extension of the original school education. This meta-analysis study will stand as a source to compare the effect size of the online education forms of the past decade with what is done today, and what will be done in the future.

Lastly, the heterogeneity test results of the meta-analysis study display that the effect size does not differ in terms of class level, country, online education approaches, and lecture moderators.

Publisher's note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

*Studies included in meta-analysis

• Ahmad S, Sumardi K, Purnawan P. Komparasi Peningkatan Hasil Belajar Antara Pembelajaran Menggunakan Sistem Pembelajaran Online Terpadu Dengan Pembelajaran Klasikal Pada Mata Kuliah Pneumatik Dan Hidrolik. Journal of Mechanical Engineering Education. 2016; 2 (2):286–292. doi: 10.17509/jmee.v2i2.1491. [ CrossRef ] [ Google Scholar ]
• Ally, M. (2004). Foundations of educational theory for online learning. Theory and Practice of Online Learning, 2 , 15–44. Retrieved on the 11th of September, 2020 from https://eddl.tru.ca/wp-content/uploads/2018/12/01_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
• Arat, T., & Bakan, Ö. (2011). Uzaktan eğitim ve uygulamaları. Selçuk Üniversitesi Sosyal Bilimler Meslek Yüksek Okulu Dergisi , 14 (1–2), 363–374. 10.29249/selcuksbmyd.540741
• Astuti CC, Sari HMK, Azizah NL. Perbandingan Efektifitas Proses Pembelajaran Menggunakan Metode E-Learning dan Konvensional. Proceedings of the ICECRS. 2019; 2 (1):35–40. doi: 10.21070/picecrs.v2i1.2395. [ CrossRef ] [ Google Scholar ]
• *Atici, B., & Polat, O. C. (2010). Influence of the online learning environments and tools on the student achievement and opinions. Educational Research and Reviews, 5 (8), 455–464. Retrieved on the 11th of October, 2020 from https://academicjournals.org/journal/ERR/article-full-text-pdf/4C8DD044180.pdf
• Bernard RM, Abrami PC, Lou Y, Borokhovski E, Wade A, Wozney L, et al. How does distance education compare with classroom instruction? A meta- analysis of the empirical literature. Review of Educational Research. 2004; 3 (74):379–439. doi: 10.3102/00346543074003379. [ CrossRef ] [ Google Scholar ]
• Borenstein M, Hedges LV, Higgins JPT, Rothstein HR. Introduction to meta-analysis. Wiley; 2009. [ Google Scholar ]
• Borenstein, M., Hedges, L., & Rothstein, H. (2007). Meta-analysis: Fixed effect vs. random effects . UK: Wiley. [ PubMed ]
• Card NA. Applied meta-analysis for social science research: Methodology in the social sciences. Guilford; 2011. [ Google Scholar ]
• *Carreon, J. R. (2018 ). Facebook as integrated blended learning tool in technology and livelihood education exploratory. Retrieved on the 1st of October, 2020 from https://files.eric.ed.gov/fulltext/EJ1197714.pdf
• Cavanaugh, C., Gillan, K. J., Kromrey, J., Hess, M., & Blomeyer, R. (2004). The effects of distance education on K-12 student outcomes: A meta-analysis. Learning Point Associates/North Central Regional Educational Laboratory (NCREL) . Retrieved on the 11th of September, 2020 from https://files.eric.ed.gov/fulltext/ED489533.pdf
• *Ceylan, V. K., & Elitok Kesici, A. (2017). Effect of blended learning to academic achievement. Journal of Human Sciences, 14 (1), 308. 10.14687/jhs.v14i1.4141
• *Chae, S. E., & Shin, J. H. (2016). Tutoring styles that encourage learner satisfaction, academic engagement, and achievement in an online environment. Interactive Learning Environments, 24(6), 1371–1385. 10.1080/10494820.2015.1009472
• *Chiang, T. H. C., Yang, S. J. H., & Hwang, G. J. (2014). An augmented reality-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities. Educational Technology and Society, 17 (4), 352–365. Retrieved on the 11th of September, 2020 from https://www.researchgate.net/profile/Gwo_Jen_Hwang/publication/287529242_An_Augmented_Reality-based_Mobile_Learning_System_to_Improve_Students'_Learning_Achievements_and_Motivations_in_Natural_Science_Inquiry_Activities/links/57198c4808ae30c3f9f2c4ac.pdf
• Chiao HM, Chen YL, Huang WH. Examining the usability of an online virtual tour-guiding platform for cultural tourism education. Journal of Hospitality, Leisure, Sport & Tourism Education. 2018; 23 (29–38):1. doi: 10.1016/j.jhlste.2018.05.002. [ CrossRef ] [ Google Scholar ]
• Chizmar, J. F., & Walbert, M. S. (1999). Web-based learning environments guided by principles of good teaching practice. Journal of Economic Education, 30 (3), 248–264. 10.2307/1183061
• Cleophas, T. J., & Zwinderman, A. H. (2017). Modern meta-analysis: Review and update of methodologies . Switzerland: Springer. 10.1007/978-3-319-55895-0
• Cohen, L., Manion, L., & Morrison, K. (2007). Observation.  Research Methods in Education, 6 , 396–412. Retrieved on the 11th of September, 2020 from https://www.researchgate.net/profile/Nabil_Ashraf2/post/How_to_get_surface_potential_Vs_Voltage_curve_from_CV_and_GV_measurements_of_MOS_capacitor/attachment/5ac6033cb53d2f63c3c405b4/AS%3A612011817844736%401522926396219/download/Very+important_C-V+characterization+Lehigh+University+thesis.pdf
• Colis B, Moonen J. Flexible Learning in a Digital World: Experiences and Expectations. Open & Distance Learning Series. Stylus Publishing; 2001. [ Google Scholar ]
• CoSN. (2020). COVID-19 Response: Preparing to Take School Online. CoSN. (2020). COVID-19 Response: Preparing to Take School Online. Retrieved on the 3rd of September, 2021 from https://www.cosn.org/sites/default/files/COVID-19%20Member%20Exclusive_0.pdf
• Cumming, G. (2012). Understanding new statistics: Effect sizes, confidence intervals, and meta-analysis. New York, USA: Routledge. 10.4324/9780203807002
• Deeks, J. J., Higgins, J. P. T., & Altman, D. G. (2008). Analysing data and undertaking meta-analyses . In J. P. T. Higgins & S. Green (Eds.), Cochrane handbook for systematic reviews of interventions (pp. 243–296). Sussex: John Wiley & Sons. 10.1002/9780470712184.ch9
• Demiralay, R., Bayır, E. A., & Gelibolu, M. F. (2016). Öğrencilerin bireysel yenilikçilik özellikleri ile çevrimiçi öğrenmeye hazır bulunuşlukları ilişkisinin incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 5 (1), 161–168. 10.23891/efdyyu.2017.10
• Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz. Pegem Atıf İndeksi, 2014(1), 1–133. 10.14527/pegem.001
• *Durak, G., Cankaya, S., Yunkul, E., & Ozturk, G. (2017). The effects of a social learning network on students’ performances and attitudes. European Journal of Education Studies, 3 (3), 312–333. 10.5281/zenodo.292951
• *Ercan, O. (2014). Effect of web assisted education supported by six thinking hats on students’ academic achievement in science and technology classes . European Journal of Educational Research, 3 (1), 9–23. 10.12973/eu-jer.3.1.9
• Ercan O, Bilen K. Effect of web assisted education supported by six thinking hats on students’ academic achievement in science and technology classes. European Journal of Educational Research. 2014; 3 (1):9–23. doi: 10.12973/eu-jer.3.1.9. [ CrossRef ] [ Google Scholar ]
• *Ercan, O., Bilen, K., & Ural, E. (2016). “Earth, sun and moon”: Computer assisted instruction in secondary school science - Achievement and attitudes. Issues in Educational Research, 26 (2), 206–224. 10.12973/eu-jer.3.1.9
• Field, A. P. (2003). The problems in using fixed-effects models of meta-analysis on real-world data. Understanding Statistics, 2 (2), 105–124. 10.1207/s15328031us0202_02
• Field, A. P., & Gillett, R. (2010). How to do a meta-analysis. British Journal of Mathematical and Statistical Psychology, 63 (3), 665–694. 10.1348/00071010x502733 [ PubMed ]
• Geostat. (2019). ‘Share of households with internet access’, National statistics office of Georgia . Retrieved on the 2nd September 2020 from https://www.geostat.ge/en/modules/categories/106/information-and-communication-technologies-usage-in-households
• *Gwo-Jen, H., Nien-Ting, T., & Xiao-Ming, W. (2018). Creating interactive e-books through learning by design: The impacts of guided peer-feedback on students’ learning achievements and project outcomes in science courses. Journal of Educational Technology & Society., 21 (1), 25–36. Retrieved on the 2nd of October, 2020 https://ae-uploads.uoregon.edu/ISTE/ISTE2019/PROGRAM_SESSION_MODEL/HANDOUTS/112172923/CreatingInteractiveeBooksthroughLearningbyDesignArticle2018.pdf
• Hamdani, A. R., & Priatna, A. (2020). Efektifitas implementasi pembelajaran daring (full online) dimasa pandemi Covid-19 pada jenjang Sekolah Dasar di Kabupaten Subang. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 6 (1), 1–9.
• Hart, C. M., Berger, D., Jacob, B., Loeb, S., & Hill, M. (2019). Online learning, offline outcomes: Online course taking and high school student performance. Aera Open, 5(1).
• *Hayes, J., & Stewart, I. (2016). Comparing the effects of derived relational training and computer coding on intellectual potential in school-age children. The British Journal of Educational Psychology, 86 (3), 397–411. 10.1111/bjep.12114 [ PubMed ]
• Horton WK. Designing web-based training: How to teach anyone anything anywhere anytime. Wiley Publishing; 2000. [ Google Scholar ]
• *Hwang, G. J., Wu, P. H., & Chen, C. C. (2012). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers and Education, 59 (4), 1246–1256. 10.1016/j.compedu.2012.05.009
• *Kert, S. B., Köşkeroğlu Büyükimdat, M., Uzun, A., & Çayiroğlu, B. (2017). Comparing active game-playing scores and academic performances of elementary school students. Education 3–13, 45 (5), 532–542. 10.1080/03004279.2016.1140800
• *Lai, A. F., & Chen, D. J. (2010). Web-based two-tier diagnostic test and remedial learning experiment. International Journal of Distance Education Technologies, 8 (1), 31–53. 10.4018/jdet.2010010103
• *Lai, A. F., Lai, H. Y., Chuang W. H., & Wu, Z.H. (2015). Developing a mobile learning management system for outdoors nature science activities based on 5e learning cycle. Proceedings of the International Conference on e-Learning, ICEL. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, July 21–24, 2015). Retrieved on the 14th November 2020 from https://files.eric.ed.gov/fulltext/ED562095.pdf
• Lai CH, Lin HW, Lin RM, Tho PD. Effect of peer interaction among online learning community on learning engagement and achievement. International Journal of Distance Education Technologies (IJDET) 2019; 17 (1):66–77. doi: 10.4018/IJDET.2019010105. [ CrossRef ] [ Google Scholar ]
• Littell JH, Corcoran J, Pillai V. Systematic reviews and meta-analysis. Oxford University; 2008. [ Google Scholar ]
• *Liu, K. P., Tai, S. J. D., & Liu, C. C. (2018). Enhancing language learning through creation: the effect of digital storytelling on student learning motivation and performance in a school English course. Educational Technology Research and Development, 66 (4), 913–935. 10.1007/s11423-018-9592-z
• Machtmes, K., & Asher, J. W. (2000). A meta-analysis of the effectiveness of telecourses in distance education. American Journal of Distance Education, 14 (1), 27–46. 10.1080/08923640009527043
• Makowski, D., Piraux, F., & Brun, F. (2019). From experimental network to meta-analysis: Methods and applications with R for agronomic and environmental sciences. Dordrecht: Springer. 10.1007/978-94-024_1696-1
• * Meyers, C., Molefe, A., & Brandt, C. (2015). The Impact of the" Enhancing Missouri's Instructional Networked Teaching Strategies"(eMINTS) Program on Student Achievement, 21st-Century Skills, and Academic Engagement--Second-Year Results . Society for Research on Educational Effectiveness. Retrieved on the 14 th November, 2020 from https://files.eric.ed.gov/fulltext/ED562508.pdf
• OECD. (2020). ‘A framework to guide an education response to the COVID-19 Pandemic of 2020 ’. 10.26524/royal.37.6
• Pecoraro, V. (2018). Appraising evidence . In G. Biondi-Zoccai (Ed.), Diagnostic meta-analysis: A useful tool for clinical decision-making (pp. 99–114). Cham, Switzerland: Springer. 10.1007/978-3-319-78966-8_9
• Pigott T. Advances in meta-analysis. Springer; 2012. [ Google Scholar ]
• Pillay, H. , Irving, K., & Tones, M. (2007). Validation of the diagnostic tool for assessing Tertiary students’ readiness for online learning. Higher Education Research & Development, 26 (2), 217–234. 10.1080/07294360701310821
• Prestiadi, D., Zulkarnain, W., & Sumarsono, R. B. (2019). Visionary leadership in total quality management: efforts to improve the quality of education in the industrial revolution 4.0. In the 4th International Conference on Education and Management (COEMA 2019). Atlantis Press
• Poole, D. M. (2000). Student participation in a discussion-oriented online course: a case study. Journal of Research on Computing in Education, 33 (2), 162–177. 10.1080/08886504.2000.10782307
• Rahayu FS, Budiyanto D, Palyama D. Analisis penerimaan e-learning menggunakan technology acceptance model (Tam)(Studi Kasus: Universitas Atma Jaya Yogyakarta) Jurnal Terapan Teknologi Informasi. 2017; 1 (2):87–98. doi: 10.21460/jutei.2017.12.20. [ CrossRef ] [ Google Scholar ]
• Rasmussen RC. The quantity and quality of human interaction in a synchronous blended learning environment. Brigham Young University Press; 2003. [ Google Scholar ]
• *Ravenel, J., T. Lambeth, D., & Spires, B. (2014). Effects of computer-based programs on mathematical achievement scores for fourth-grade students. i-manager’s Journal on School Educational Technology, 10 (1), 8–21. 10.26634/jsch.10.1.2830
• Rolisca, R. U. C., & Achadiyah, B. N. (2014). Pengembangan media evaluasi pembelajaran dalam bentuk online berbasis e-learning menggunakan software wondershare quiz creator dalam mata pelajaran akuntansi SMA Brawijaya Smart School (BSS). Jurnal Pendidikan Akuntansi Indonesia, 12(2).
• Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2006). The comparative effective- ness of Web-based and classroom instruction: A meta-analysis . Personnel Psychology, 59 (3), 623–664. 10.1111/j.1744-6570.2006.00049.x
• Stewart DW, Kamins MA. Developing a coding scheme and coding study reports. In: Lipsey MW, Wilson DB, editors. Practical meta­analysis: Applied social research methods series. Sage; 2001. pp. 73–90. [ Google Scholar ]
• Swan K. Research on online learning. Journal of Asynchronous Learning Networks. 2007; 11 (1):55–59. [ Google Scholar ]
• *Sung, H. Y., Hwang, G. J., & Chang, Y. C. (2016). Development of a mobile learning system based on a collaborative problem-posing strategy. Interactive Learning Environments, 24 (3), 456–471. 10.1080/10494820.2013.867889
• Tsagris, M., & Fragkos, K. C. (2018). Meta-analyses of clinical trials versus diagnostic test accuracy studies. In G. Biondi-Zoccai (Ed.), Diagnostic meta-analysis: A useful tool for clinical decision-making (pp. 31–42). Cham, Switzerland: Springer. 10.1007/978-3-319-78966-8_4
• UNESCO. (2020, Match 13). COVID-19 educational disruption and response. Retrieved on the 14 th November 2020 from https://en.unesco.org/themes/education-emergencies/ coronavirus-school-closures
• Usta E. The effect of web-based learning environments on attitudes of students regarding computer and internet. Procedia-Social and Behavioral Sciences. 2011; 28 (262–269):1. doi: 10.1016/j.sbspro.2011.11.051. [ CrossRef ] [ Google Scholar ]
• Usta, E. (2011b). The examination of online self-regulated learning skills in web-based learning environments in terms of different variables. Turkish Online Journal of Educational Technology-TOJET, 10 (3), 278–286. Retrieved on the 14th November 2020 from https://files.eric.ed.gov/fulltext/EJ944994.pdf
• Vrasidas, C. & MsIsaac, M. S. (2000). Principles of pedagogy and evaluation for web-based learning. Educational Media International, 37 (2), 105–111. 10.1080/095239800410405
• *Wang, C. H., & Chen, C. P. (2013). Effects of facebook tutoring on learning english as a second language. Proceedings of the International Conference e-Learning 2013, (2009), 135–142. Retrieved on the 15th November 2020 from https://files.eric.ed.gov/fulltext/ED562299.pdf
• Wei HC, Chou C. Online learning performance and satisfaction: Do perceptions and readiness matter? Distance Education. 2020; 41 (1):48–69. doi: 10.1080/01587919.2020.1724768. [ CrossRef ] [ Google Scholar ]
• *Yu, F. Y. (2019). The learning potential of online student-constructed tests with citing peer-generated questions. Interactive Learning Environments, 27 (2), 226–241. 10.1080/10494820.2018.1458040
• *Yu, F. Y., & Chen, Y. J. (2014). Effects of student-generated questions as the source of online drill-and-practice activities on learning . British Journal of Educational Technology, 45 (2), 316–329. 10.1111/bjet.12036
• *Yu, F. Y., & Pan, K. J. (2014). The effects of student question-generation with online prompts on learning. Educational Technology and Society, 17 (3), 267–279. Retrieved on the 15th November 2020 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.565.643&rep=rep1&type=pdf
• *Yu, W. F., She, H. C., & Lee, Y. M. (2010). The effects of web-based/non-web-based problem-solving instruction and high/low achievement on students’ problem-solving ability and biology achievement. Innovations in Education and Teaching International, 47 (2), 187–199. 10.1080/14703291003718927
• Zhao, Y., Lei, J., Yan, B, Lai, C., & Tan, S. (2005). A practical analysis of research on the effectiveness of distance education. Teachers College Record, 107 (8). 10.1111/j.1467-9620.2005.00544.x
• *Zhong, B., Wang, Q., Chen, J., & Li, Y. (2017). Investigating the period of switching roles in pair programming in a primary school. Educational Technology and Society, 20 (3), 220–233. Retrieved on the 15th November 2020 from https://repository.nie.edu.sg/bitstream/10497/18946/1/ETS-20-3-220.pdf

• Arts & Culture
• Entertainment
• Environment
• Government & Politics
• Nursing & Health
• Information Science
• Law, Crime & Punishment
• Social Issues
• Geography & Travel
• Analytical Essays
• Argumentative Essays
• Autobiography Essays
• Cause and Effect Essays
• Classification Essay
• Compare and Contrast Essays
• Critical Essays
• Definition Essays
• Descriptive Essay
• Evaluation Essays
• Exemplification Essays
• Exploratory Essays
• Expository Essays
• Informative Essays
• Memoir Essays
• Narrative Essays
• Personal Narrative Essays
• Persuasive Essays
• Problem Solution Essays
• Process Essays
• Process Analysis Essays
• Profile Essays
• Proposal Essays
• Research Essays
• Response Essays
• Rhetorical Analysis Essays
• Satire Essays
• Synthesis Essays
• Admission Essays

Online Education Essay in English (200-250) Words Paragraph & PDF

Online Education Essay in English: Online education is one of the major changes in the global education industry after COVID hits the country. Read Online Education Essay from here only.

Table of Contents

Online education is a type of learning in which students get instructional content via the internet. It is a flexible and convenient method of learning that has grown in popularity in recent years.

Online Education Essay

Online education is one of the major changes in the global education industry after COVID hits the country. The internet is used for this type of learning. This form of learning has been made easier with new and improved technologies. Higher education institutions favour online learning as well. In short and extended articles about online education, this article will inform students of its benefits and outcomes.

Education spans a range more than just attending classes and reading books to learn things. It exceeds all restrictions. Learning extends beyond the pages of a book. We are fortunate to live in a time where learning is accessible online. Yes! We can educate our kids and ourselves while sitting in our own homes. Online education is a good option for doing this. All needy kids who are unable to enroll in local schools now have access to education thanks to online learning.

Online Education Essay PDF

Download Online Education Essay PDF: Online Education Essay in English

Online Education Essay in English (200-250) words

Today’s Essay on Online Education covers an important subject. There are different types of essays about online education in English for students and children in this post.

Here we, at adda247 are providing 10 lines essays, short essays, and long essays on online education.

• Online education is the process of acquiring education using the internet.
• The Internet is the foundation of online learning.
• Online education was an idea that existed years back.
• It protects students’ sensitive time and money.
• It provides students with a range of courses while sitting at their homes.
• It helped in achieving a balance between safety and education during the pandemic.
• However, it may be shown that it is bad for students’ health.
• In areas with poor network connectivity, studying online is challenging.
• There are numerous online learning resources, including Adda247,Coursera, Udemy etc.
• Online learning features including texts, videos, and animations aid in student comprehension.

Online Education Essay in Paragraph 200-250 Words

These days, technology has impacted every industry, including education. The most recent method of getting an education through the internet is online education. Utilizing your smartphones, laptops, or tablets for learning is a fun and productive method. Both teachers and students can benefit greatly from it, but there are also many drawbacks. Learning from anywhere is flexible with online education.

Non-time-boundness is another advantageous property. You don’t have to sit from morning until lunch like in a typical school. Depending on your preference, you can study online day or night. There is no upper age limit for learning online, in addition to the flexibility of time and location. You can pick the subjects and skills you want to learn by using online education. There are numerous institutions that provide their degrees and courses online. As a result, it is a more practical option to educate yourself without physically visiting schools or universities. Additionally, it helps you save money on transportation and other expenses.

People who reside in areas with poor internet connectivity, however, struggle with online learning. The core of online education is the internet. Your health may suffer if you spend more time in front of devices. Only those with the ability to discipline themselves should consider it.

Online Education Essay in 500-1000 words for UPSC

Introduction: Online education is a flexible method of providing instruction that includes all online learning. Online learning helps students who need to do their work on their own time and at their own speed and gives teachers access to students who may not be able to enroll in a regular classroom course.

The modern method of education, known as online education, differs greatly from the traditional method of learning. For a better comprehension of the students, the instructor or mentor employs a variety of techniques, including texts, audios, films, animations, etc.

Every field is experiencing a rapid increase in the amount of distant learning and the awarding of online degrees. The number of institutions and schools that provide online education is likewise increasing. Students who are seeking degrees online need to be careful in making sure that they finish their coursework through a reputable and recognized university.

Synchronization is a well-known benefit of online learning. Here, the chosen format allows for lively dialogue between the students and the teachers. Sources are exchanged through these communications, and a synergy that is open-ended develops as a result of a learning process. It helps the learner learn more when each person shares their point of view or opinion through conversations and comments on others’ work. This unique advantage can only be achieved through online learning, which creates a virtual learning environment focused on the needs of the students.

We don’t need to commute over long distances or travel to different place because we can take classes online. While pursuing a degree online to advance our careers, we can remain where we are and keep our current jobs. Digital nomads—those who advocate a technologically enabled or location-independent lifestyle—are also helped by online schooling. No matter where we are, we may finish our schoolwork and view lectures.

The online education experience offers a lot more reasonable schedule, whether we are full-time or part-time students. The low cost of online education has contributed to its popularity. Online courses are less expensive than those provided at schools or colleges because of this. While attending a university, we might need to pay for things like transportation, lodging, and meals; however, online education might not.

The inherent flexibility of online learning is one of its key benefits, but there is a catch: one needs to be very self-motivated. The top online learners use a variety of strategies for maintaining their assignments. Setting aside time each week for studying and designing a workspace with few distractions can both be highly beneficial.

Conclusion: Increased educational access, high-quality learning opportunities, improved student outcomes and abilities, and more educational options are some of the possible benefits of online education. Because of online education, variables like location, time, and quality are no longer taken into account when looking for degree programmes or higher education.

Advantages and Disadvantages of Online Education for Essay

Advantages of online education.

Save time and money: Students who pursue their education online do so at a considerable time and financial savings. It cuts down on both the cost and time of transportation. Accessible to All : Everyone has access to online schooling. Online education is available to students of all backgrounds and ages. For students who have physical disabilities, this is one of the main benefits. They can receive an education from the comfort of their own home without having to travel anyplace. No Time Limit : Students have a lot of freedom with online education. Anytime, students can seek knowledge. There is no time limit like there is in the traditional learning method.

Choice : Online education offers a wide range of courses. Students can study skills like personality development and other things that are typically challenging to master offline in addition to course material.

Disadvantages of Online Education

Dependency : Online learning is beneficial for those who can study independently. Kids and other students cannot effectively study online without help. Self-concentration is necessary for this kind of study. Lack of Resources : Online education requires computers or mobile devices as well as strong internet connectivity. Online study is not possible for those without computers or in places with network problems. Disengagement from Society : Spending a lot of time in front of a screen could be bad for your health. The students’ physical growth is also impacted by it. They will grow apart from their friends and society if they don’t attend school.

Online vs Offline Education Comparision

• Time management: Unlike online education, where you can choose a time slot that best suits your needs, offline education has a set timetable.
• Cost-Effectiveness : Online learning is significantly less expensive than traditional learning. Transportation costs are just one of the numerous costs associated with the existing educational system. Students require appropriate uniforms as well as a number of other items.
• Online learning presents new challenges for students, but it also has the potential to cut them off from their surroundings. Children’s physical and mental development are both aided by attending school. They enjoy spending time with their friends and teachers.
• Choice: In an online classroom, students are allowed to select the subject they want to learn about. They can view it multiple times for better comprehension. Students have no options in offline schooling.
• Knowledge Outside the Books: In an offline setting, students physically interact. They also learn other manners, such as self-control, appropriate behaviour, and other related abilities. These competencies are not produced by offline schooling.

Online Education Essay in Hindi

ऑनलाइन शिक्षा पर आज का निबंध एक महत्वपूर्ण विषय को शामिल करता है। इस पोस्ट में छात्रों और बच्चों के लिए अंग्रेजी में ऑनलाइन शिक्षा के बारे में विभिन्न प्रकार के निबंध हैं।

ऑनलाइन शिक्षा पर 10 पंक्तियों के निबंध, लघु निबंध और लंबे निबंध प्रदान कर रहे हैं।

ऑनलाइन शिक्षा इंटरनेट का उपयोग करके शिक्षा प्राप्त करने की प्रक्रिया है। इंटरनेट ऑनलाइन सीखने का आधार है। ऑनलाइन शिक्षा एक ऐसा विचार था जो वर्षों पहले अस्तित्व में था। यह छात्रों के संवेदनशील समय और धन की रक्षा करता है। यह छात्रों को उनके घरों पर बैठकर कई तरह के पाठ्यक्रम प्रदान करता है। इसने महामारी के दौरान सुरक्षा और शिक्षा के बीच संतुलन हासिल करने में मदद की। हालांकि, यह दिखाया जा सकता है कि यह छात्रों के स्वास्थ्य के लिए खराब है। खराब नेटवर्क कनेक्टिविटी वाले क्षेत्रों में, ऑनलाइन अध्ययन करना चुनौतीपूर्ण है। Adda247, Coursera, Udemy आदि सहित कई ऑनलाइन शिक्षण संसाधन हैं। टेक्स्ट, वीडियो और एनिमेशन सहित ऑनलाइन सीखने की विशेषताएं छात्र की समझ में सहायता करती हैं। 250-300 शब्दों में ऑनलाइन शिक्षा निबंध

इन दिनों, प्रौद्योगिकी ने शिक्षा सहित हर उद्योग को प्रभावित किया है। इंटरनेट के माध्यम से शिक्षा प्राप्त करने का सबसे हालिया तरीका ऑनलाइन शिक्षा है। सीखने के लिए अपने स्मार्टफोन, लैपटॉप या टैबलेट का उपयोग करना एक मजेदार और उत्पादक तरीका है। इससे शिक्षक और छात्र दोनों ही काफी लाभान्वित हो सकते हैं, लेकिन कई कमियां भी हैं। ऑनलाइन शिक्षा के साथ कहीं से भी सीखना लचीला है।

गैर-समयबद्धता एक और लाभप्रद संपत्ति है। आपको एक ठेठ स्कूल की तरह सुबह से दोपहर के भोजन तक बैठने की ज़रूरत नहीं है। आप अपनी पसंद के आधार पर दिन हो या रात ऑनलाइन पढ़ाई कर सकते हैं। समय और स्थान के लचीलेपन के अलावा, ऑनलाइन सीखने के लिए कोई ऊपरी आयु सीमा नहीं है। आप ऑनलाइन शिक्षा का उपयोग करके उन विषयों और कौशलों को चुन सकते हैं जिन्हें आप सीखना चाहते हैं। ऐसे कई संस्थान हैं जो अपनी डिग्री और पाठ्यक्रम ऑनलाइन प्रदान करते हैं। नतीजतन, शारीरिक रूप से स्कूलों या विश्वविद्यालयों का दौरा किए बिना खुद को शिक्षित करना एक अधिक व्यावहारिक विकल्प है। इसके अतिरिक्त, यह आपको परिवहन और अन्य खर्चों पर पैसे बचाने में मदद करता है।

हालांकि, जो लोग खराब इंटरनेट कनेक्टिविटी वाले क्षेत्रों में रहते हैं, उन्हें ऑनलाइन सीखने में कठिनाई होती है। ऑनलाइन शिक्षा का मूल इंटरनेट है। यदि आप उपकरणों के सामने अधिक समय बिताते हैं तो आपका स्वास्थ्य खराब हो सकता है। केवल उन्हें ही इस पर विचार करना चाहिए जो स्वयं को अनुशासित करने की क्षमता रखते हैं।

यूपीएससी के लिए 500-1000 शब्दों में ऑनलाइन शिक्षा निबंध

परिचय: ऑनलाइन शिक्षा निर्देश प्रदान करने का एक लचीला तरीका है जिसमें सभी ऑनलाइन शिक्षण शामिल हैं। ऑनलाइन सीखने से उन छात्रों को मदद मिलती है जिन्हें अपना काम अपने समय पर और अपनी गति से करने की आवश्यकता होती है और शिक्षकों को उन छात्रों तक पहुंच प्रदान करता है जो नियमित कक्षा पाठ्यक्रम में नामांकन करने में सक्षम नहीं हो सकते हैं।

शिक्षा की आधुनिक पद्धति, जिसे ऑनलाइन शिक्षा के रूप में जाना जाता है, सीखने की पारंपरिक पद्धति से बहुत अलग है। छात्रों की बेहतर समझ के लिए, प्रशिक्षक या संरक्षक कई तरह की तकनीकों का इस्तेमाल करते हैं, जिनमें टेक्स्ट, ऑडियो, फिल्म, एनिमेशन आदि शामिल हैं।

हर क्षेत्र दूरस्थ शिक्षा और ऑनलाइन डिग्री प्रदान करने की मात्रा में तेजी से वृद्धि का अनुभव कर रहा है। ऑनलाइन शिक्षा प्रदान करने वाले संस्थानों और स्कूलों की संख्या भी बढ़ रही है। ऑनलाइन डिग्री चाहने वाले छात्रों को यह सुनिश्चित करने में सावधानी बरतने की जरूरत है कि वे एक प्रतिष्ठित और मान्यता प्राप्त विश्वविद्यालय के माध्यम से अपना शोध कार्य पूरा करें।

तुल्यकालन ऑनलाइन सीखने का एक प्रसिद्ध लाभ है। यहां, चुना गया प्रारूप छात्रों और शिक्षकों के बीच जीवंत संवाद की अनुमति देता है। इन संचारों के माध्यम से स्रोतों का आदान-प्रदान किया जाता है, और एक सीखने की प्रक्रिया के परिणामस्वरूप एक तालमेल विकसित होता है। यह शिक्षार्थी को अधिक जानने में मदद करता है जब प्रत्येक व्यक्ति बातचीत और दूसरों के काम पर टिप्पणियों के माध्यम से अपनी बात या राय साझा करता है। यह अनूठा लाभ केवल ऑनलाइन सीखने के माध्यम से प्राप्त किया जा सकता है, जो छात्रों की जरूरतों पर केंद्रित एक आभासी सीखने का माहौल बनाता है।

हमें लंबी दूरी तय करने या अलग-अलग जगहों की यात्रा करने की आवश्यकता नहीं है क्योंकि हम ऑनलाइन कक्षाएं ले सकते हैं। अपने करियर को आगे बढ़ाने के लिए ऑनलाइन डिग्री का पीछा करते हुए, हम जहां हैं वहीं रह सकते हैं और अपनी वर्तमान नौकरी रख सकते हैं। डिजिटल खानाबदोश – जो तकनीकी रूप से सक्षम या स्थान-स्वतंत्र जीवन शैली की वकालत करते हैं – को भी ऑनलाइन स्कूली शिक्षा से मदद मिलती है। चाहे हम कहीं भी हों, हम अपना स्कूल का काम पूरा कर सकते हैं और व्याख्यान देख सकते हैं।

ऑनलाइन शिक्षा का अनुभव बहुत अधिक उचित कार्यक्रम प्रदान करता है, चाहे हम पूर्णकालिक या अंशकालिक छात्र हों। ऑनलाइन शिक्षा की कम लागत ने इसकी लोकप्रियता में योगदान दिया है। इस वजह से स्कूलों या कॉलेजों में प्रदान किए जाने वाले ऑनलाइन पाठ्यक्रमों की तुलना में ऑनलाइन पाठ्यक्रम कम खर्चीले हैं। विश्वविद्यालय में भाग लेने के दौरान, हमें परिवहन, आवास और भोजन जैसी चीज़ों के लिए भुगतान करना पड़ सकता है; हालाँकि, ऑनलाइन शिक्षा नहीं हो सकती है।

ऑनलाइन सीखने का अंतर्निहित लचीलापन इसके प्रमुख लाभों में से एक है, लेकिन एक पकड़ है: किसी को बहुत आत्म-प्रेरित होने की आवश्यकता है। शीर्ष ऑनलाइन शिक्षार्थी विभिन्न प्रकार की रणनीतियों का उपयोग करते हैं

अपने कार्यों को बनाए रखने के लिए। अध्ययन के लिए हर हफ्ते समय अलग करना और कुछ ध्यान भटकाने वाले कार्यक्षेत्र को डिजाइन करना दोनों ही अत्यधिक फायदेमंद हो सकते हैं।

निष्कर्ष: बढ़ी हुई शैक्षिक पहुंच, उच्च गुणवत्ता वाले सीखने के अवसर, बेहतर छात्र परिणाम और क्षमताएं, और अधिक शैक्षिक विकल्प ऑनलाइन शिक्षा के कुछ संभावित लाभ हैं। ऑनलाइन शिक्षा के कारण, डिग्री प्रोग्राम या उच्च शिक्षा की तलाश में स्थान, समय और गुणवत्ता जैसे चरों को ध्यान में नहीं रखा जाता है।

Found this article helpful?

Let’s connect via chat or call our senior expert counselor at +91-9625869989 to learn more about the different streams and options available.  We would love it if we could add some of your insights. If you have a definite goal of scoring the highest marks, then you can resolve your doubts via our app/quizzes and youtube class  assistance ( https://www.youtube.com/c/Adda247School )

Related Post:

• Cow Essay- 10 Lines In English/Hindi For Class 1 & 3
• Teachers Day
• What Is National Income

Essay on Online Education- FAQs

Q.Are online learning and distance learning the same?

Ans.  Online learning follows a school learning format and provides students more campus-like feel. Students have a formal or informal interactions with the teachers as well as their peers. But in distance learning, there is no interaction with teachers or classmates.

Q. What are some benefits of online classes?

• Flexibility.
• Reduced Costs.
• More Free Time.
• Increased Course Variety.
• Career Advancement Opportunities.

Q. How does online education affect students?

Ans.Online learning has helped students to become independent learners before they make their way into the real world.

Q. Are online classes good for students?

Ans. The importance of online classes are that they are much more convenient and flexible as compared to traditional learning platforms.

Q. Why do students prefer online learning?

Ans. Online courses are  easily accessible on much smaller budgets . In addition to the convenience and the cost, a large number of students are turning to online learning courses because they have become a better way to learn.

Sharing is caring!

Are online learning and distance learning the same?

Online learning follows a school learning format and provides students more campus-like feel. Students have a formal or informal interactions with the teachers as well as their peers. But in distance learning, there is no interaction with teachers or classmates.

Leave a comment

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Trending Articles

• Maharastra HSC Result 2024 Link
• HSC Topper List 2024
• Mizoram HSSLC Result 2024
• RBSE 12th Result 2024 Link
• CBSE Class 10 Result 2024
• CBSE Class 12th Result 2024
• NEET Question Paper 2024
• NEET Answer Key 2024 All Sets
• NEET Exam Analysis 2024
• NEET Expected Cut Off 2024

CBSE Board Exam 2024

• CBSE Class 10 Syllabus 2024 
• CBSE Class 12 Syllabus 2024 
• CBSE Previous Year Papers  
• CUET Syllabus
• CUET Previous Year paper
• CUET Participating College & Universities
• JEE Main 2024  
• JEE Main Syllabus 2024  
• JEE Main Exam Analysis 2023  
• NEET 2024  
• NEET Syllabus 2024
• NEET State wise Cut off
• NEET Rank Predictor  
• NEET OMR Sheet
• NEET College Predictor

Recent Posts

Important exams, ncert solutions.

• NCERT Class 12
• NCERT Class 11
• NCERT Class 10
• NCERT Class 9

NCERT Books

School syllabus.

• CBSE Class 12
• CBSE Class 11
• CBSE Class 10
• CBSE Class 9
• JEE Mains 2024

Our Other Websites

• Teachers Adda
• Bankers Adda
• Current Affairs
• Adda Bengali
• Engineers Adda
• Adda Marathi
• Adda School

Get all your queries solved in one single place. We at Adda247 school strive each day to provide you the best material across the online education industry. We consider your struggle as our motivation to work each day.

Download Adda247 App

Most Popular

13 days ago

How to Write a Hook

How to do footnotes, how to write a synthesis essay, inspiration vs plagiarism.

10 days ago

How to Cite a Bill

Online education persuasive essay sample, example.

It seems everything is moving online these days. Even our education is transferring onto the internet. Many people might squabble about the disadvantages of this phenomena, but today, I want to discuss the advantages of getting an education online. This is a pertinent topic, as the future of education is moving more and more towards shifting physical educational institutions online. There are reasons for this: many times you can learn whatever you want, it is more comfortable in a variety of ways, online courses often look good on resumes, the pacing of learning is managed by the learner, and the cost of virtual education is often lower than traditional education.

Flexibility and Accessibility of Online Education

The freedom to choose your educational path is an enduring quality of online education. For more creative people, or people who want to focus on a single activity, this can be a dream come true. According to elearning Industry, “You can pick the program of your dreams in traditional education, too, but that would involve traveling away from home, living in a completely unknown city, and struggling in an extremely competitive learning environment. With online education, you can take any program or course present in traditional four-year universities” (Norman, Stephanie). So, the ease of access to the courses and majors you are striving to study are widely available online. This increases opportunities to gain the education we desire instead of making needless compromises.

Comfort and Convenience: The Comfort Factor in Online Learning

Like the last point, comfort takes center stage for many students. Countless students choose online education in order to avoid wasting time travelling and on many other activities in order to attend physical education institutions. According to the Open Education Database, “Commercials that feature online students studying in their pajamas only skims the surface of one of the benefits of online education: no physical class sessions. Students listen to lectures and complete assignments sent to them electronically, with no need to fight traffic, leave work early for class, or miss important family time. Rather than miss important class sessions (due to weather conditions), students in online courses can always “attend” by participating in discussion boards or chat sessions, turning in their work on time, and watching lectures or reading materials” (“10 Advantages of Taking Online Classes”). In other words, by being an online student, you circumnavigate many of the issues that regular students endure on a daily basis.

Two Advantages of Online Education

In addition, many employers are happy to see online courses on resumes. Many recruiters see the taking of online courses as a sign of taking initiative. As stated by Pongo Resume, “Employers respect a degree earned online as much as a degree earned from attending a brick-and-mortar school. They understand that with the technological advances we have today, more and more employees are getting their education and training online. Because hiring managers value continuing education and professional development, having the relevant courses and programs in the education section of your resume will demonstrate that you are resourceful and have taken the initiative to stay ahead of the curve and improve professionally” (“The Advantages of Online Learning for You and Your Career”). Therefore, not only is online education seen as equal to regular education by employers, but it is also viewed as being competent in the latest technologies and trends.

Back to the students, one of the great advantages of online education is that learners can study at their own pace. According to eLearning Industry, “This type of system does not require attending live sessions; you can access the materials at any time that works for you. If you have to work or take care of your home and children during the day, you can study at night. That’s an advantage the traditional educational system cannot beat” (Norman, Stephanie). Besides, when studying online, people can also get some outside help without such a great pressure of deadlines. You can take all the time you need to browse through the best paper writing service review to find guidance and improve studies. In addition, people who want to take a longer time to receive a degree can do so without any pressure.

Cost Efficiency: An Attractive Aspect of Online Education

Finally, the cost of getting an online education is cheaper on average than receiving a traditional education. According to the Open Education Database, “Though not all online degrees offer less expensive net tuition prices than traditional colleges, associated expenses almost always cost less. For example, there are no commuting costs, and sometimes required course materials, such as textbooks, are available online at no cost. In addition, many colleges and universities accept credits earned via free massive open online courses (MOOCs), the most recent advance in online education” (“10 Advantages of Taking Online Classes”). Thus, there are a variety of reasons why an online education costs less.

Receiving an online education is becoming more and more popular due to a multitude of advantages it has over traditional instruction. These advantages include, to name a few: students can learn whatever they want, it is more comfortable, online courses often look great on resumes, the pacing of learning is managed by the pupil, and the cost is often lower than traditional education. With these reasons, it is hard to not see why this form of education is on the rise.

• Convenience is Key: One of the biggest perks of taking classes online is the convenience it offers. Whether you’re a busy professional or a student with a hectic schedule, you can fit your coursework into your routine.
• Increased Interaction: Contrary to popular belief, online learning can provide more opportunities for interaction with your classmates and instructors. With tools like discussion forums, video conferencing, and collaborative projects, you can build connections and engage in meaningful discussions.
• Expanded Learning Opportunities: Online classes can provide unique learning opportunities, such as self-paced coursework, access to multimedia resources, and the ability to connect with experts from around the world. These opportunities can enhance your educational experience and help you achieve your goals.
• Flexibility for Your Lifestyle: Online learning also provides flexibility that traditional classroom settings can’t match. You have the freedom to study when and where you want, allowing you to balance your personal and academic commitments.
• Affordable and Accessible: With online classes, you can save money on expenses such as commuting, textbooks, and housing. Additionally, you have access to a wider range of courses and programs that may not be available in your local area.
• Feelings of Isolation: One potential downside of online learning is that it may create a sense of isolation. Without the physical presence of classmates and instructors, it can be difficult to establish a sense of community and connection.
• Self-Discipline is a Must: Online learning also requires a significant amount of self-discipline. Without the structure and routine of a traditional classroom setting, it can be easy to become distracted or fall behind in your coursework.
• Instructor Training is Key: To ensure that online classes are effective and engaging, instructors must receive specialized training in online teaching methods. Without this training, it can be challenging to create a dynamic and interactive learning environment.
• Technical Difficulties: Online classes are also prone to technical issues, such as connectivity problems or software glitches. These issues can disrupt the learning process and cause frustration for both students and instructors.
• Increased Screen Time: Another potential drawback of online learning is the increased amount of screen time it requires. Spending too much time in front of a computer or other device can lead to eye strain, headaches, and other health issues.

Online education or e-learning has become a pivotal tool in shaping the future of education. With the advent of technology, distance learning has revolutionized the way knowledge is delivered, making it a compelling alternative to traditional educational systems. This influential composition aims to underline the undeniable advantages of virtual education.

One notable benefit of internet-based education is the extensive range of courses available at your fingertips. In contrast to traditional learning institutions where some specializations may not be offered, e-learning platforms provide an array of diverse courses. This means that learners, regardless of their field of interest, can find courses that suit their needs, enhancing their understanding and expertise in specific areas.

Additionally, online learning platforms often provide interactive sessions, webinars, and seminars , enabling students to communicate directly with their instructors. This access to experts in the field can drastically enrich the learning experience, making the information more relevant and easier to understand. This direct interaction, a feature often missing in traditional classroom settings, makes virtual learning a highly effective educational method.

Online learning has also proven to be a cost-effective option for many students. With resources like e-books and open-source software, internet-based education can significantly reduce the financial burden on students. Unlike traditional education, where textbooks and materials can be costly, digital resources are often much cheaper, and in many cases, freely accessible.

In addition to the benefits for students, online education provides opportunities for teachers to enhance their teaching methods. Through the use of digital tools, educators can create engaging lectures and activities, allowing them to convey complex ideas more effectively. Furthermore, e-learning platforms provide tools for tracking student progress, enabling teachers to provide personalized feedback and guidance.

To conclude, the benefits of online education are manifold. From the flexibility it offers to the wide variety of courses available, internet-based education is paving the way for a new era of learning . As we progress further into the digital age, it is likely that online learning will continue to grow and evolve, playing a significant role in shaping the future of education.

In order to effectively communicate the benefits of e-learning in a convincing essay , it’s important to provide concrete examples and demonstrations . Providing pointers on how to choose a program, manage time effectively, and utilize digital resources can add significant value to the piece and engage readers.

What are the main advantages of online education? Online education offers numerous benefits such as flexibility, a wide variety of course options, cost-effectiveness, and access to expert instruction and resources. It allows learners to manage their own pace of learning and reduces costs related to commuting and physical materials.

How can students maximize the benefits of online learning? Students can maximize the benefits of online learning by managing their time effectively, actively participating in online discussions and webinars, utilizing available digital resources, and maintaining open communication with their instructors.

Is an online degree as respected as a traditional degree? Yes, many employers respect online degrees as much as traditional ones. They understand that online learning requires self-discipline and initiative. In many fields, online learning is seen as being up-to-date with the latest technologies and trends.

* Note : To ensure the quality and originality of your writing, use an AI writer checker tool to review your persuasive essay before submission.

Works Cited

Norman, Stephanie. “5 Advantages Of Online Learning: Education Without Leaving Home.” eLearning Industry, 3 Aug. 2017, elearningindustry.com/5-advantages-of-online-learning-education-without-leaving-home.

“10 Advantages of Taking Online Classes.” OEDB.org, Copyright © 2006-2019 OEDb – Accredited Online, Specialty, and Campus-Based Colleges, 10 Aug. 2018, oedb.org/ilibrarian/10-advantages-to-taking-online-classes/.

“The Advantages of Online Learning for You and Your Career.” Pongo, www.pongoresume.com/articles/513/the-advantages-of-online-learning-for-you-and-your-career.cfm.

What are the main advantages of online education?

Online education offers numerous benefits such as flexibility, a wide variety of course options, cost-effectiveness, and access to expert instruction and resources. It allows learners to manage their own pace of learning and reduces costs related to commuting and physical materials.

How can students maximize the benefits of online learning?

Students can maximize the benefits of online learning by managing their time effectively, actively participating in online discussions and webinars, utilizing available digital resources, and maintaining open communication with their instructors.

Is an online degree as respected as a traditional degree?

Yes, many employers respect online degrees as much as traditional ones. They understand that online learning requires self-discipline and initiative. In many fields, online learning is seen as being up-to-date with the latest technologies and trends.

Follow us on Reddit for more insights and updates.

Comments (0)

Welcome to A*Help comments!

We’re all about debate and discussion at A*Help.

We value the diverse opinions of users, so you may find points of view that you don’t agree with. And that’s cool. However, there are certain things we’re not OK with: attempts to manipulate our data in any way, for example, or the posting of discriminative, offensive, hateful, or disparaging material.

Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

More from Best Persuasive Essay Examples

Jul 18 2023

Legal and Ethical Dilemmas within Higher Education Essay Sample Example

State Role in Education Essay Sample Example

Jun 14 2023

Early Assessment for Depression in Teenagers Essay Sample, Example

Remember Me

What is your profession ? Student Teacher Writer Other

Forgotten Password?

Username or Email

Persuasive Essay Guide

Persuasive Essay On Online Education

Check Out 12 Persuasive Essay About Online Education Examples

People also read

A Comprehensive Guide to Writing an Effective Persuasive Essay

200+ Persuasive Essay Topics to Help You Out

Learn How to Create a Persuasive Essay Outline

30+ Persuasive Essay Examples To Get You Started

Read Excellent Examples of Persuasive Essay About Gun Control

How to Write a Persuasive Essay About Covid19 | Examples & Tips

Crafting a Convincing Persuasive Essay About Abortion

Learn to Write Persuasive Essay About Business With Examples and Tips

Persuasive Essay About Smoking - Making a Powerful Argument with Examples

Are you looking for some persuasive essay about online education examples? If so, then you've come to the right place!

Online education has become prevalent since Covid19 pandemic raged all over the world. However, it is still a matter of debate whether it is an effective educational system or not.

In this blog, we will provide you with 10+ persuasive essay examples that touch on various topics related to online education.

So continue reading!

• 1. Examples of Persuasive Essays About Online Education
• 2. Examples of Persuasive Essay on Pros and Cons of Online Education
• 3. Examples of Argumentative Essays About Online Education
• 4. Writing Tips For Persuasive Essay About Online Education
• 5. Persuasive Speech Topics About Online Classes

Examples of Persuasive Essays About Online Education

Online education presents a learning environment that is very different from traditional education which relies on a classroom setting. But is it more effective?

People have different opinions about online classes. However, in a persuasive essay , you should support your opinion with facts and evidence.

Wondering how can you do that? Take a look at some persuasive essay examples below to find the answer!

Persuasive essay about online education during the pandemic

Short Persuasive essay about online education

Persuasive essay about online class is better than face to face

Impact of online classes on students essay

Persuasive essay about online education is the new normal

Persuasive essay about online courses

Here are some more persuasive essay examples about online education:

Persuasive Essay About Online Education During Pandemic

Persuasive Speech About Online Learning

Persuasive Essay About Online Education In The New Normal

Persuasive Essay About Online Classes In The Philippines

Reading other examples can also help you learn how to write and structure such essays. So, check out persuasive essay examples on other topics too!

Moreover, check out the video below if you want to understand what is a persuasive essay:

Examples of Persuasive Essay on Pros and Cons of Online Education

Online education can have both advantages and disadvantages. It is important to be aware of the pros and cons before choosing your position.

Here are some persuasive essay examples on the pros and cons of online education:

Benefits of online education essay

Persuasive essay about online education advantages

Persuasive essay about online education disadvantages

Essay on pros and cons of online classes

Persuasive Essay About Disadvantages Of Online Education

Tough Essay Due? Hire Tough Writers!

Examples of Argumentative Essays About Online Education

An argumentative essay requires you to take a stance on the issue. You will need to provide evidence and logical reasoning to support your point of view.

Take a look at some argumentative essay examples about online education.

Argumentative essay about online education

Argumentative essay about online education relevant to the philippine system

Argumentative Essay About Online Classes Or Face-To-Face

Argumentative Essay About Online Classes In The Philippines

Writing Tips For Persuasive Essay About Online Education

Writing a persuasive essay about online education can be challenging.

To make sure your essay is effective, you should follow the tips below:

1. Do Your Research

It is important to do your research when writing a persuasive essay about online education. 

Researching the topic can help you understand the different perspectives of people on the subject, as well as provide you with facts and evidence to back up your argument. Gathering information from reliable sources will help make your essay more convincing for readers.

2. Use Strong Arguments

When writing your persuasive essay, be sure to use strong arguments that are backed up by facts and evidence. This will help convince readers about your point of view on the issue.

You can strengthen your argument by using rhetorical devices such as metaphors and analogies to make the points more compelling.

3. Follow a Structure

When writing your essay, it is important to follow a structure. 

• The introduction should provide an overview of the topic and state your thesis statement. 
• The body of your essay should include evidence and logical reasoning to support your argument. 
• Finally, the conclusion should summarize your main points and restate the thesis statement.

4. Proofread Your Essay

Once you have written your essay, it is essential to proofread and edit it. This will help ensure that there are no grammar or spelling mistakes. 

It is also a good idea to get feedback from others before submitting the essay.

5. Have a Specific Point of View

When writing a persuasive essay about online education, it is important to have a clear and specific point of view. Do not be vague or hesitant when presenting your argument and ensure that you provide evidence and logical reasoning to back up your stance.

6. Stay Focused

It is important to keep your essay on the topic and make sure that the points you are making relate back to the main argument. Sticking to the key points will help keep your essay concise and focused.

7. Use Persuasive Techniques Effectively

When writing your persuasive essay, try to be persuasive and appeal to the logic and emotions of your readers. 

Use strong words and powerful statements, as well as rhetorical devices such as alliteration or imagery, to help make your argument more convincing. Make full use of ethos, pathos, and logos.

Paper Due? Why Suffer? That's our Job!

Persuasive Speech Topics About Online Classes

Do you want to speak or write about online education but can't decide which aspect of it you should discuss? 

Choosing an engaging and interesting topic to write an essay on might seem difficult. But checking out a few good topic ideas will help you come up with the perfect topic to write about.

• Here are some persuasive topics about online classes:
• The Advantages of Online Education Over Classroom Learning
• How to Choose the Right Online Class for You
• Why Online Classes are Becoming Popular
• The Cost Benefits of Taking an Online Course Over Classroom Education
• Should Universities Offer Free Online Courses?
• An Analysis of the Effectiveness of Online Learning
• The Challenges of Online Education in the United States
• The Benefits of Taking an Online Course for Working Professionals
• Why Students Learn Better in an Online Class
• Addressing Digital Divide in Accessing Online Courses

You can also look at other persuasive essay topics for some inspiration on what to write about.

To sum up the blog,

Writing a persuasive essay about online education requires careful research, strong arguments, and organization. When choosing a topic to write about, it is important to pick something engaging and interesting.

With the right approach and techniques, you can create an effective and compelling piece of writing. The topics discussed in this blog can provide a great starting point for your essay. Be sure to use reliable sources and proofread your work before submitting it.

Do you require the services of an expert essay writer? If so, don't worry, we've got your back!

MyPerfectWords.com provides a persuasive essay writing service that can help you write the perfect essay. Our service is staffed by experts who specialize in creating persuasive essays.

We provide fast turnaround times, unbeatable prices, and unparalleled customer service. 

So contact us to place your ' do my essay for me ' request today!

Frequently Asked Questions

What is the thesis statement about online learning while writing an argumentative essay.

A thesis statement for an argumentative essay about online learning should be a clear and concise articulation of your opinion on the topic. It could be something like: "Online learning can provide students with more flexibility, allowing them to study at their own pace and according to their own schedule.

What is a good argument for supporting online education?

A good argument for supporting online education is that it offers flexibility and convenience. Online learning allows students to study at their own pace, from anywhere in the world, and on their own schedule. It also eliminates the need to commute or pay for expensive childcare while attending classes. In addition, online courses can be tailored to an individual's specific learning

Write Essay Within 60 Seconds!

Caleb S. has been providing writing services for over five years and has a Masters degree from Oxford University. He is an expert in his craft and takes great pride in helping students achieve their academic goals. Caleb is a dedicated professional who always puts his clients first.

Paper Due? Why Suffer? That’s our Job!

Keep reading

Persuasive Essay Writing

Persuasive Essay About Online Education

Make Your Point: Tips and Examples for Writing a Persuasive Essay About Online Education

Published on: Jan 13, 2023

Last updated on: Jan 29, 2024

People also read

How to Write a Persuasive Essay: A Step-by-Step Guide

Easy and Unique Persuasive Essay Topics with Tips

The Basics of Crafting an Outstanding Persuasive Essay Outline

Ace Your Next Essay With These Persuasive Essay Examples!

Persuasive Essay About Gun Control - Best Examples for Students

Top Examples of Persuasive Essay about Covid-19

Learn How To Write An Impressive Persuasive Essay About Business

Learn How to Craft a Compelling Persuasive Essay About Abortion With Examples!

Learn How To Craft a Powerful Persuasive Essay About Bullying

Craft an Engaging Persuasive Essay About Smoking: Examples & Tips

Learn How to Write a Persuasive Essay About Social Media With Examples

Craft an Effective Argument: Examples of Persuasive Essay About Death Penalty

Share this article

Are you looking for tips to help you write a persuasive essay about online education? 

You may feel overwhelmed as there are countless angles and arguments out there. What do you focus on, and how best can you make your point? 

Don’t worry – we got you covered. This blog post presents some useful tips that should help get your creative juices flowing! 

Plus, we provide examples of successful essays written by students who convinced their teachers they were worth the extra mark. 

So sit back, relax and learn how to write an effective essay confidently!

On This Page On This Page -->

Examples of Persuasive Essays About Online Education 

Students worldwide increasingly turn to online education to learn, earn degrees and certificates, and further their careers. 

But how do you craft an effective persuasive essay that speaks to this issue? 

Persuasive essays on topics like online education can be tricky since they require strongly framing your argument concisely yet compellingly. 

To help make things easier, we’ve gathered examples of well-crafted persuasive essays about online education. 

These examples are complete with all components — so you can get inspired and start writing your own!

Persuasive essay about online education during the pandemic

Short Persuasive essay about online education

Persuasive essay about an online class is better than face to face

Impact of online classes on students' essay

Persuasive essay about online education is the new normal

Persuasive essay about online courses

Examples of Persuasive Essay on Pros and Cons of Online Education

To get inspired, read through our examples of good persuasive essays on the advantages and disadvantages of online education! 

You never know; one idea might jumpstart your entire paper.  

Benefits of online education essay

Persuasive essay about online education advantages

Persuasive essay about online education disadvantages

Essay on pros and cons of online classes

Paper Due? Why Suffer? That's our Job!

For more inspiration, check out some more persuasive essay examples here!

Five Steps to Crafting an A+ Persuasive Essay 

As a student, you know the feeling. You’ve been given a persuasive essay assignment and don't know where to start. 

What do you do? Don’t worry; we’ve got your back! 

Here are five tips for writing an impressive persuasive essay that will earn you the grade you deserve. Let’s get started!

1. Choose Your Topic Wisely

Choosing a topic that interests you and your audience can make all the difference in writing an effective persuasive essay. 

If you are passionate about your topic and it matters to you, it will likely matter to your audience. 

2. Do Your Research

Once you have chosen a topic, it’s time to dig deeply into the research available on the subject matter. 

From scholarly journals to newspaper articles, dive into the available information and uncover facts supporting your point of view. 

Be sure to cite your sources properly so that other readers can find them too! 

Check out this amazing video!

3. Create an Outline

Before diving headfirst into writing your essay, take some time to map out a clear outline of what points you plan to cover.

Making an outline is especially important when crafting persuasive essays as it will help guide readers smoothly.

4. Write With Passion

Remember that this isn’t just another paper. You are trying to persuade someone with words! 

Choose your language carefully; be strong yet respectful of opposing opinions. Make sure each sentence flows logically into the next.  Use descriptive language that paints vivid pictures in readers’ minds. 

Finally, don’t forget that passion should be evident throughout every word of your paper! 

5. Edit & Proofread

Once your first draft is complete, take some time away from it before coming back with fresh eyes for editing.

Check for typos and mistakes while ensuring each sentence reads clearly and logically follows from the last one. 

Learn to craft a perfect persuasive essay by reading our extensive guide on persuasive essays.

15 Persuasive Speech Topics About Online Classes

Here is a list of 15 engaging persuasive essay topics to inspire you. Let's have a look!

• Why online classes are the most effective form of learning during a pandemic 
• The advantages and disadvantages of having online classes 
• How technology has made online education accessible to everyone 
• The cost-effectiveness of taking online classes compared to traditional college courses 
• Are online classes changing the way people think about education? 
• Is online learning as effective as in-person classes?  
• The importance of taking online classes to improve job opportunities 
• How online classes can benefit those who are unable to attend a physical classroom 
• What steps can be taken to make the transition from traditional to online classes easier? 
• What are the best practices for creating an effective online learning environment? 
• How to make sure students remain engaged in the online course material 
• The benefits of taking online classes for working professionals 
• Is online learning a better fit for certain types of learners? 
• Leveraging online classes to gain innovative skills and knowledge 
• Why are online classes the future of education?

Check our extensive list of top persuasive essay topics for more inspiration!

In the end, a persuasive essay is all about making your point convincingly. With the right evidence, logical reasoning, and engaging tone, you can make an argument for any topic you choose. 

If you’re still struggling to put your thoughts together or need help getting started, don’t worry. Trust our professional essay writer with your next essay.

CollegeEssay.org offers the best online essay writing service that will take care of everything for you. We guarantee a high-quality persuasive essay writing service that will get you the grades you deserve. So what are you waiting for? 

Contact us today, and let our AI essay writing tools help you write the perfect essay about online education!

Frequently Asked Questions

What techniques can i use to write a persuasive essay about online education.

To write a persuasive essay, you should gather evidence and facts that support your points of view. Additionally, you can employ rhetorical techniques, presenting an ironclad argument and appealing to emotion or logic.

What elements should I include in my persuasive essay about online education?

Your persuasive essay should include a clear thesis statement that states your opinion and supporting evidence that backs up your argument. 

You should also provide a counterargument to address potential objections from readers and discuss how you would refute them.

What is the thesis statement about online learning?

The thesis statement for an argumentative essay about online learning should state your position on the issue, explain why you believe it is valid, and provide evidence to back up your stance.

Cathy A. (Marketing, Literature)

For more than five years now, Cathy has been one of our most hardworking authors on the platform. With a Masters degree in mass communication, she knows the ins and outs of professional writing. Clients often leave her glowing reviews for being an amazing writer who takes her work very seriously.

Paper Due? Why Suffer? That’s our Job!

Keep reading

Legal & Policies

• Privacy Policy
• Cookies Policy
• Terms of Use
• Refunds & Cancellations
• Our Writers
• Success Stories
• Our Guarantees
• Affiliate Program
• Referral Program
• AI Essay Writer

Disclaimer: All client orders are completed by our team of highly qualified human writers. The essays and papers provided by us are not to be used for submission but rather as learning models only.

• EssayBasics.com
• Pay For Essay
• Write My Essay
• Homework Writing Help
• Essay Editing Service
• Thesis Writing Help
• Write My College Essay
• Do My Essay
• Term Paper Writing Service
• Coursework Writing Service
• Write My Research Paper
• Assignment Writing Help
• Essay Writing Help
• Call Now! (USA) Login Order now
• EssayBasics.com Call Now! (USA) Order now
• Writing Guides

Online Education (Argumentative Essay Sample)

Table of Contents

Introduction to Online Education Essay:

Technological advancements and ease of access to the internet are changing our lives for the better. Everything that we do on a daily basis is evolving every day, online education is also exploding in popularity. The convenience of learning while relaxing at your home using your computer is like a dream come true for most students. However, some people still vote in favor of traditional learning as they believe it’s more effective. In this essay, I will present arguments in favor of online learning to make you a believer in tech supremacy.  

Why waste your whole weekend writing long & boring argumentative essays? Hire an essay writing expert from Essay Basics and get your plagiarism-free argumentative essay.   

700 Words Argumentative Essay About Online Learning

The 21st century has witnessed a revolution in various fields and sectors. There is no doubt that the technology sector has grown the most out of all. The recent pandemic and year-long home quarantine have forced everyone to look for a better alternative to the physical/traditional form of learning. In these couple of years, online learning has flourished the most out of all. Online education is gaining more popularity every day because it’s smart, convenient and many believe it’s more effective too. I am also one of those who think that online education is the future of learning. I believe that interned-based education will soon take over all forms of traditional education.

Online (virtual) mode of education is a more convenient and flexible way of acquiring higher education in many ways. Unlike the traditional approach, online educational programs can be attended by anyone anywhere in the world. You just need access to a reliable internet connection along with a phone, laptop, or desktop computer. For instance, online programs provide great convenience to students who live far away from their schools and campuses. Online platforms enable students to study in all the online courses without even moving from where they live. With modern educational applications, students can even appear in exams while sitting in their homes. 

In addition to all these benefits, online schools are way cheaper than traditional education. Under traditional university programs, the students are required to pay for textbooks, transportation, and other institutional facilities. Facilities, such as physical libraries, gyms, swimming pools, and having lunch outside add to the cost of physical education. Online education, more or less only charges for tuition fees along with a few obligatory charges. This enables both poor and rich students to have more or less equal learning opportunities.

Here are more benefits of online education:

Advantages of Online Learning vs Traditional Learning

Many believe that online learning will soon take over all traditional forms of education. Nowadays, almost everyone has access to the internet and tech gadgets are becoming smart and cheaper. With all of this happening it’s safe to say that my argument in favor of online education seems to be more realistic than ever.

It’s Much More Convenient

You can take online classes from the comfort of your home. This means that you don’t have to get up early, you don’t have to catch the bus, you don’t have to travel long distances. You don’t even have to put on formals to attend an online class.

Its Less Costly

Getting an education from home means you don’t have to pay for transport. You don’t need to put on formals or uniforms every day. You don’t even have to pay for textbooks or library services. In short, online education enables you to only pay for tuition along with a few obligatory expenses.

Its Less Time Consuming

Online education enables you to attend live lectures in minutes. Therefore, it only takes 3-5 minutes to begin learning. This means that instead of traveling miles to reach and return from your educational campuses you save 2-3 hours by attending online lectures. 

In conclusion, access to the best form of education has become a fundamental aspect of human life. Online learning is a feasible, cheaper, and convenient way through which individuals in need of higher education can attain their objectives. While a few drawbacks are linked to virtual learning, the quality of education offered is almost equivalent to that offered in traditional classrooms. I think that the benefits of online education surpass all other forms of education. Based on all the above-listed arguments I can now say that online learning is the most effective mode of getting a good education.

Short Argumentative Essay Against Online Education (Sample)

Disadvantages of Online Education: Online or internet-based learning is a relatively new mode of education. While face-to-face education has been around for centuries, online education is still developing every day. I believe that traditional schooling is much better than online education. In this essay, I will present arguments to prove why traditional learning is better.

Online learning fails to provide a healthy learning environment. Students attend virtual classes while feeling lazy and less focused. Many students are unable to understand the body language of their instructor through small screens.

On the other hand, traditional schooling is much more interactive. It enables teachers to interact with all the students while teaching. Teachers do this by making eye contact, paying attention to every student, and ultimately filling the room with positive learning energy. Students’ facial expressions also help the instructors understand what’s lacking and help them eliminate confusion in no time.

Here’s Why Traditional Education is Better than Online Education

It’s less interactive.

Through traditional learning, students can understand complex concepts through the instructor’s body language and face reading. Eye contact along with individual attention to every student thus enhances the learning experience by many folds.

It’s Unhealthy

Through online learning students just turn on their computers where ever they are and start attending online courses. They also don’t have to attend any sporting activities nor do they socialize with their friends. This negatively affects their physical health and their bodies don’t develop as they should.

In conclusion, I am not trying to criticize online learning by any means. I am of the view that the online education system is still developing and is not yet ready to satisfy student learning needs. More time is required to make the online system function as the traditional education system. Until that time traditional schooling was just better.

Argumentative Essay Topics (Titles) About Online Learning

• Online Classroom VS Physical Classroom – Is Online Education the Future?
• Online Education VS Physical Education – Which one is Better?
• Online Class vs Physical Class – What is the best form of learning?
• Classroom Based Education Versus Internet based Education – Argumentative Essays
• Online Classes VS Traditional Classes – Which One is More Effective?
• 7 Advantages of Online Learning vs Traditional Learning
• 6 Reasons Why Online Education is a Better Option Than Traditional Education
• Differences Between Online Learning and Traditional Learning – What’s Better?
• Debate About the Strengths and Weaknesses of Online Education
• Online Schooling and Distance Learning is the Future of Education – Debate

FAQ’s About Online Education VS Physical Education Essay

Q: is online learning effective or not an argument.

Answer: Yes, it is an argument. Primary and high school students are mostly required to write argumentative essays to improve mental reasoning. 

Q: Are online studies good or bad essays?

Answer: Many believe that online studies are the future of education. Online education is a convenient, less costly, and time-saving way of getting an education.

Q: Is online learning as good as face-to-face learning?

Answer: Many believe online education is taking over all other forms of learning. However, most people still believe that traditional education is more effective.