online education advantages and disadvantages article

The pros and cons of online learning

What to look for in an online course.

By: MIT xPRO

If you’re at a point in your life where you’re considering continuing your education, you may wonder if online learning is the right path for you.

Taking an online course requires a notable investment of time, effort, and money, so it’s important to feel confident about your decision before moving forward. While online learning works incredibly well for some people, it’s not for everyone.

We recently sat down with MIT xPRO Senior Instructional Designer and Program Manager Luke Hobson to explore the pros and cons of online learning and what to look for in an online course. If you’re waiting for a sign about whether or not to enroll in that course you’ve been eying, you just might find it here.

Pros of Online Learning

First, let’s take a look at the true value of online learning by examining some of the benefits:

1. Flexibility

Online learning’s most significant advantage is its flexibility. It’s the reason millions of adults have chosen to continue their education and pursue certificates and degrees.

Asynchronous courses allow learners to complete work at their own pace, empowering them to find the optimal time to consume the content and submit assignments.

Some people are more attentive, focused, and creative in the mornings compared to the evenings and vice versa. Whatever works best for the learners should be the priority of the learning experience.

2. Community

When Luke asks people about their main reason for enrolling in a course, a common answer is networking and community.

Learners crave finding like-minded individuals who are going through the same experiences and have the same questions. They want to find a place where they belong. Being in the company of others who understand what they’re going through can help online learners who are looking for support and motivation during challenging times and times that are worth celebrating.

Some learners have created study groups and book clubs that have carried on far beyond the end of the course-it’s amazing what can grow from a single post on a discussion board!

3. Latest information

“Speed is a massive benefit of online learning,” and according to Luke, it often doesn’t get the attention it deserves.

“When we say speed, we don’t mean being quick with learning. We mean actual speed to market. There are so many new ideas evolving within technical spaces that it’s impossible to keep courses the way they were originally designed for a long period of time.”

Luke notes that a program on Additive Manufacturing , Virtual Reality and Augmented Reality , or Nanotechnology must be checked and updated frequently. More formal learning modalities have difficulty changing content at this rapid pace. But within the online space, it’s expected that the course content will change as quickly as the world itself does.

Cons of Online Learning

Now that we’ve looked at some of the biggest pros of online learning, let’s examine a few of the drawbacks:

1. Learning environment

While many learners thrive in an asynchronous learning environment, others struggle. Some learners prefer live lessons and an instructor they can connect with multiple times a week. They need these interactions to feel supported and to persist.

Most learners within the online space identify themselves as self-directed learners, meaning they can learn on their own with the right environment, guidance, materials, and assignments. Learners should know themselves first and understand their preferences when it comes to what kind of environment will help them thrive.

2. Repetition

One drawback of online courses is that the structure can be repetitive: do a reading, respond to two discussion posts, submit an essay, repeat. After a while, some learners may feel disengaged from the learning experience.

There are online courses that break the mold and offer multiple kinds of learning activities, assessments, and content to make the learning experience come alive, but it may take some research to find them-more on what to look for in an online course later in this article! Luke and his colleagues at MIT xPRO are mindful of designing courses that genuinely engage learners from beginning to end.

3. Underestimation

Luke has noticed that some learners underestimate how much work is required in an online course. They may mistakenly believe that online learning is somehow “easier” compared to in-person learning.

For those learners who miscalculate how long they will need to spend online or how challenging the assignments can be, changing that mindset is a difficult process. It’s essential to set aside the right amount of time per week to contribute to the content, activities, and assignments. Creating personal deadlines and building a study routine are two best practices that successful online learners follow to hold themselves accountable.

Experience the Value of Online Learning: What to Look For in an Online Course

You’ve probably gathered by now that not all online courses are created equal. On one end of the spectrum, there are methods of online learning that leave learners stunned by what a great experience they had. On the other end of the spectrum, some online learning courses are so disappointing that learners regret their decision to enroll.

If you want to experience the value of online learning, it’s essential to pick the right course. Here’s a quick list of what to look for:

• Feedback and connection to peers within the course platform. Interacting regularly with other learners makes a big difference. Luke and the MIT xPRO team use peer-reviewed feedback to give learners the opportunity to engage with each other’s work.
• Proof of hard work. In the online learning space, proof of hard work often comes in the form of Continuing Education Units (CEUs) or specific certifications. MIT xPRO course participants who successfully complete one or more courses are eligible to receive CEUs , which many employers, licensing agencies, and professional associations accept as evidence of a participant’s serious commitment to their professional development.

Online learning isn’t for everyone, but with the right approach, it can be a valuable experience for many people. Now that you know what to look for in an online course, see what Luke and the MIT xPRO instructional design team have to offer by checking out the latest MIT xPRO courses and programs .

Originally published at http://curve.mit.edu on August 8th, 2022.

The pros and cons of online learning was originally published in MIT Open Learning on Medium, where people are continuing the conversation by highlighting and responding to this story.

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What We’re Learning About Online Learning

As virtual classrooms and online learning proliferate, researchers are working to quantify what works and what doesn’t.

By Benedict Carey

Over four days in mid-March, Cindy Hansen, an 11th grade English teacher at Timpanogos High School in Orem, Utah, had to go fully virtual, and took her class of some 30 students reading “The Great Gatsby” online.

Ms. Hansen had no experience with virtual courses and, like teachers around the country, had to experiment. She decided to upload video lessons — presenting the text of “Gatsby” along with a small window in the corner of the screen, in which she read aloud key passages and assigned essays.

The transition seemed to be proceeding smoothly until, after several lessons, she received a note from a student who rarely spoke up in class.

“He’s one of my sweetest students, and he wrote, ‘Ms. Hansen, those videos are glitchy — I can’t really see the text,’” she said in a phone interview. “I had just assumed they were fine. Well, they were horrible, and the poor kid felt frustrated. I’m glad he said something.” She quickly fixed the problem, she said, by reshooting the videos directly on the teaching site instead of uploading them.

After this spring’s on-the-fly experiment in online classes, teachers and school districts across the country are preparing for what will be anything but a normal fall semester. Some districts stumbled in the transition, with classes zoom-bombed and interrupted ; many strained to address serious inequities in access to computers . Recent research finds that most students fell months behind during the last term of the year, with the heaviest impact on low-income students.

Other schools, like Timpanogos, transitioned with less disruption, in part by mobilizing facilitators, coaches and other staff members to support both teachers and students who were in danger of logging off and checking out, according to a report by researchers.

Now, most districts are facing a future in which online courses will likely be part of the curriculum, whether that entails students returning in shifts or classrooms remaining closed because of local outbreaks. And underlying that adjustment is a more fundamental question: How efficiently do students learn using virtual lessons?

“What we’re finding in the research thus far is it’s generally harder to keep students engaged with virtual lessons,” no matter the content, said Jered Borup, an associate professor in learning technologies at George Mason University. “Over all, though, that is not the distinguishing feature here. Rather, it’s what supports the student has when learning virtually. That makes all the difference.”

Research comparing in-person to online learning comes from many disciplines and does not benefit from the kinds of controls that scientists prefer; courses, teachers, students and class composition vary too much to make comparisons easily.

Physical presence matters, in ways that are not captured by the scientific method. “Look, I did fine in Ms. Hansen’s class — I just bought the audiobooks and read ‘Gatsby’ on my own,” one student, Ethan Avery, said in a phone interview. “But in some other classes. … I’m personally a terrible procrastinator, and not having that physical reminder, sitting in class and the teachers grilling me, ‘Ethan, this is due Friday,’ I fell behind. That was the rough part.”

The two most authoritative reviews of the research to date, examining the results of nearly 300 studies, come to a similar conclusion. Students tend to learn less efficiently than usual in online courses, as a rule, and depending on the course. But if they have a facilitator or mentor on hand, someone to help with the technology and focus their attention — an approach sometimes called blended learning — they perform about as well in many virtual classes, and sometimes better.

One state that has applied this approach broadly, for nearly two decades, is Michigan. A state-supported nonprofit institute called Michigan Virtual offers scores of online courses, in languages, the sciences, history and professional development. It also offers 23 virtual advanced placement (A.P.) courses, for college credit.

“We find that if students have support and a schedule — they do the lesson every weekday at 9 a.m., for instance — they tend to do better than just tuning in here and there,” said Joe Freidhoff, vice president of Michigan Virtual. “The mantra of online learning is, ‘Your own time, your own pace, your own path.’ In fact, each of these factors matter greatly, and some structure seems to help.”

In 2012, the institute added a research arm, to track the progress of its students. In the 2018-19 school year, more than 120,000 students took at least one of its virtual courses; the vast majority of students were in high school. The pass rate was 50 percent for those living below the state’s poverty line, and 70 percent for those living above it, averages roughly in line with the public high schools.

The story was different for Michigan Virtual’s A.P. students. In the 2018-19 academic year, 807 students took least one of its virtual A.P. classes. The final exams are graded on a scale from 1 to 5, with scores of 3 or above having a chance to earn college credit. The virtual learners’ overall average score was 3.21, compared to 3.04 among Michigan peers who took the course in a classroom. The national average on those same tests was 2.89.

“On these exams, our students consistently exceed state and national averages,” Dr. Freidhoff said. “Of course, being A.P. students, they tend to be very self-directed, motivated students.”

In its scramble to shift courses online in mid-March, the Timpanogos district put facilitators in place, both for teachers who needed them and to check in on some students. It lent Chromebooks to every student that did not have a computer at home. And it implemented a policy that, by all accounts, took pressure off the sudden transition: Students could opt for a “P” for pass, if struggling with a virtual class, without taking a hit to their G.P.A.

“It was a little overwhelming at first,” said Briley Andersen, another of Ms. Hansen’s students. “My physics and computer science classes were taking almost all my time, so I ended up taking a P in those.” She added, “As long as there’s good communication with a teacher, you get the hang of it. If not, it takes too long to figure out what you’re supposed to do.”

Michelle Jensen, who is employed by the district as a learning coach, provided guidance to teachers — including Ms. Hansen — and to students when possible. “The rationale was, do no harm,” she said. “These students are going to have 13 years of education, at least, and our approach to this one term was, help them learn how to make this adjustment.”

In a review of Timpanogos’s transition, a research team led by Dr. Borup and Ms. Jensen found that it was largely the nondigital measures that mattered most. Teachers offered virtual office hours to students, and contacted them when activity fell off. When those interventions weren’t effective, counselors worked with the family.

The last term of the 2020 school year was, in effect, a hard lesson for much of the educational system in what virtual classes could and could not provide. The content is there, and accessible, in any well-prepared course.

But if the evidence thus far is any guide, virtual education will depend for its success on old-school principles: creative, attentive teaching and patient support from parents. As “The Great Gatsby” concludes: “So we beat on, boats against the current, borne back ceaselessly into the past.”

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Benedict Carey has been a science reporter for The Times since 2004. He has also written three books, “How We Learn” about the cognitive science of learning; “Poison Most Vial” and “Island of the Unknowns,” science mysteries for middle schoolers. More about Benedict Carey

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Are Online Classes Worth It? 12 Pros & Cons

• 12 Sep 2019

A third of all students now take online courses . Although the reasons why vary, there are several key benefits to learning virtually—from increased flexibility to lower costs.

But online courses aren’t for everyone. Some individuals want to engage with faculty face-to-face or need the in-person touchpoints to stay on track and motivated.

If you’re mulling over the decision to take an online class, it’s essential to weigh the pros and cons against your career goals and preferred learning style. To help you decide, here are some advantages and disadvantages to learning online.

Pros of Online Learning

1. you can learn on your time.

Online courses offer unparalleled flexibility, particularly for undergraduate students trying to learn a new skill outside of their major or working professionals already juggling a full-time job . You can complete coursework when it’s convenient for you, whether that’s after work or during your lunch break.

You can also schedule your learning around when you’re most likely to retain new information. Whether you’re an early riser or a night owl, you can log in whenever is the optimal time for you.

2. You Can Learn at Your Speed

Some students don’t feel comfortable raising their hand in class and asking the professor to reexplain a topic their peers already seem to grasp. In an online learning environment, you can pause videos or return to concepts covered in previous modules. You can dive deeper into a particular topic instead of skimming over it.

3. You Can Save Money

While there are many free online courses, even those that aren’t still typically cost less than their on-campus counterparts. By learning virtually, you eliminate room and board fees, as well as any commuting costs. And because there’s greater flexibility, you can simultaneously earn a paycheck and an education.

Related: Should You Take an Online Course? 9 Things to Consider

4. You Can Break Down Geographic Barriers

When choosing an online program, you’re not limited by location. You can register for a program abroad without needing to board a plane.

The lack of geographical constraints extends to your peers, too. Online courses offer the opportunity for you to engage with fellow learners from around the world. Through that interaction, you can gain a global perspective and learn how to work collaboratively with people from different backgrounds and countries— skills employers say they look for in candidates .

5. You Can Gain Practical Tech Skills

Completing an online course proves you’re comfortable with technology, which could positively impact your resume as more companies embrace remote work. Showing you’re familiar with digital tools, know how to communicate effectively, and can stay organized are all traits employers look for. And those are the same traits you’ll pick up in an online class.

6. You Can Achieve Similar Career Outcomes

There are several misconceptions about online learning—particularly that you won’t achieve the same outcomes or respect from employers that you would by attending an on-campus program. But that’s not always the case.

In a recent survey by City Square Associates , 50 percent of learners reported receiving more attention from recruiters after completing a Harvard Business School Online course, while one in four said they received a promotion or title change. An online certificate from a reputable institution can have the same, or even better, impact on your resume than a more traditional degree.

Related: 6 Networking Tips for Online Learners

Cons of Online Learning

1. you might have limited, if any, interaction with faculty.

Depending on the type of online program you choose, you could have limited, if any, interaction with the professors. Your peers may be able to fill that void and answer your questions, but you should consider the level of faculty engagement you need to feel like you’re making progress.

2. You Can't Be Disorganized

Completing an online course requires time management and self-discipline. Because you’re not required to be in class on certain days each week, it’s your responsibility to set aside time to study and work through assignments. If you’re highly organized and can commit to a schedule, then you should succeed in an online environment.

Related: 3 Time Management Tips for Online Learners

3. You Might Have Potentially Fewer Networking Opportunities

Depending on the course you choose, there could be fewer opportunities to network with peers. If the social element is crucial to you, choose an online learning platform built around peer interaction and active participation , or perhaps even offers events .

For example, at Harvard Business School Online, more than 60 percent of surveyed past participants say they feel part of a community with similar aspirations.

4. You Really Need to Do Your Research

With more than 11,400 free massive open online courses available alone, the options can be overwhelming.

As you’re compiling research, jot down the qualities you want in an online education to help whittle down the list. Is earning a credential vital to you? Do you want a more immersive, interactive experience instead of engaging solely with videos? By knowing your preferences, it will be easier to spot and eliminate programs that aren’t the right fit.

5. You Can't Always Find Industry-Specific Online Training

Despite the abundance of online courses, there are still limited opportunities for more specialized industries. But if you’re committed to advancing your career, there are business skills that can help you no matter your profession and online courses that can fill gaps in your skillset .

6. You Might Need to Fight Against Misconceptions

Although online learning is growing in popularity, there’s still some lingering skepticism. That’s changing, though; in a survey of executives, 83 percent said that an online degree is just as credible as one earned through a traditional campus-based program. According to employers, if the online program was from a reputable institution with high-quality learners, it was deemed more credible.

Weighing the Pros and Cons of Online Learning

Only you can decide if online classes are for you, based on your unique personal and professional goals and preferred learning style. For many working professionals interested in advancing their careers, online courses offer the flexibility and convenience they need to balance developing new skills with their current life stage and job responsibilities.

Do you want to take your career to the next level? Download our free Guide to Advancing Your Career with Essential Business Skills to learn how enhancing your business knowledge can help you make an impact on your organization and be competitive in the job market.

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Advantages and Disadvantages of Online Classes

Want to learn more about the advantages and disadvantages of online classes ? 

In recent years, online learning has become increasingly popular. However, despite its benefits, it also has disadvantages.  

This article will dive into the pros and cons of online classes and will explore the benefits of online education and its challenges, especially for working professionals. 

By considering both the advantages and disadvantages of online learning, you’ll be able to make a better decision regarding your studies.  

Advantages of Online Classes

Online education gets a lot of hype, but what exactly are the advantages offered by online classes? Let’s unpack the major benefits online studies offer, so you can see for yourself if they offer something for your specific needs . 

Flexibility

One of the main benefits of online learning is the flexibility they provide, allowing students to set their own schedules. 

This flexibility includes the ability to attend classes from anywhere and to fit classes into a busy schedule. 

 At IU International University of Applied Sciences, we take this one step further by also offering flexible exams.  

Convenience

Online classes can also be beneficial for students from remote areas, without access to campuses.  

The advantages of online education in terms of convenience also include the ability to access lectures online, to communicate with professors via e-mail, and access to online platforms and tools that can upgrade your learning experience .  

Cost-Effectiveness

Another advantage of online education is its tendency be more cost-effective than traditional on-campus classes. Online classes often have lower tuition fees , and students don’t need to spend money on location-related expenses.  

pros of online learning in terms of cost-effectiveness also include the potential to save money on textbooks and avoid relocation costs. 

Access to a wider range of programmes and course offerings

Online classes also provide access to a wider range of programmes and course offerings, thanks to the ability to reach more students without the high costs of maintaining physical classrooms.  

Many universities and colleges now offer a wide range of online degree programmes, including Bachelor’s and Master's degrees, in a variety of fields.  

At IU, we offer a wide range of cutting-edge tech and business Bachelor's and Master’s programmes, including specialised MBA degrees. This lets you choose a programme that matches your career ambitions. 

The ability to learn at your own pace

Lastly, another advantage of online education is the ability to learn at your own pace . Every student has their own pace of studying, and this is where the advantages of distance learning really come into play. 

Online classes give you the ability to set your own pace, review material as needed and move through the coursework in a way that suits your learning style.  

Learning at your own pace lets you have ultimate control over your learning process, so it really is one of the biggest benefits of online classes. 

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Disadvantages of online classes

When choosing the right type of studies for you, it's important to consider both the advantages and disadvantages of online education, as the nature of online learning can be quite different than that of traditional on-campus studies. 

Lack of face-to-face interaction

One of the major disadvantages of online education can be the lack of physical interaction, which can make it more challenging for you to communicate with your fellow students and tutors. 

That can make it more difficult for you to create a sense of community, which can be an important factor in your ability to make the most out of your studies.  

To answer this challenge, some online universities offer a strong online community to support you throughout your studies .  

Difficulty staying motivated

Another drawback of online education is the difficulty in maintaining focus when you study on your won. Online education is often done independently , which can make it more challenging to navigate, stay engaged and be motivated.  

Before choosing to study online, it’s crucial that you asses your ability to stick to your plan, be consistent and work hard towards your goals. 

If you choose to study at IU, our study coaches will offer you guidance and support on ways to keep you motivated and on track. 

Limited access to resources and support

When considering the pros and cons of online learning, it’s important to keep in mind that online education sometimes offers limited access to resources and support compared to traditional on-campus classes. 

This is why, when choosing an online university, it’s important to choose the right one for you – a university that offers direct access to all the resources and support you might need. 

Technical difficulties

When studying online, you’re dependent on access to the internet. Technical difficulties such as internet connectivity issues, software compatibility issues, or issues with your laptop, can hinder your ability to access classes. 

One possible solution? At IU, students can access pre-recorded tutorials and study materials from any device, even when they’re offline, by downloading them directly.  

It requires prior planning, but it’s one way to ensure that technical difficulties don’t derail your studies. 

Another possible disadvantage to consider is that online education can lead to feelings of isolation, as students are not physically present in a classroom and may not have the same opportunities to interact with other students and form social connections.  

It’s important to keep this in mind and prepare for it accordingly , but as the pandemic has taught us, there are ways to stay connected with others even if you don’t meet in person. 

Summary: What are the advantages and disadvantages of online classes?

Advantages of online classes for working professionals.

If you’re currently employed and looking to advance in your career by earning a degree while still working full-time, nothing beats the advantages of online education.  

One of the key benefits of online learning for working adults is the flexibility it offers in terms of work and education. If you work full-time during the day, you can still take online classes in the evening. 

You’ll need to make some sacrifices, sure, but you won’t have to do so when it comes to work, your studies or your family – and that’s what matters .  

Online learning allows working professionals to continue working while pursuing an education, which is why it’s such a game-changer .  

Advancing your career no longer means taking a break from working, and spending all your savings or taking a loan in order to afford not to work while you earn a degree. 

This is one of the biggest benefits of online classes: online education gives you the opportunity to advance in your current careers while studying.  

If you want to specialise or learn new skills, studying online allows you to select from a more diverse range of courses. 

With online studies, working professionals can take classes at any time and from any location .  

Do you have a job that requires constant traveling on business trips? Then studying online is a great option. 

Advantages and disadvantages of online classes – a conclusion

The benefits of online learning, like the ability to study on your own schedule, not having to commute, and a wider range of course options, far outweigh the downsides. 

Looking to further your education while still having time for work? Enrolling in classes at an online university like IU is the perfect solution . 

So fill out your details - and we’ll be in touch. 

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What are the 5 disadvantages of online classes?

The 5 disadvantages of online classes are:  

• Lack of face-to-face interaction   
• Difficulty staying motivated  
• Limited access to resources and support   
• Technical difficulties   

What are the 10 advantages of online education?

The 10 advantages of online education are:   

• Flexibility   
• Convenience   
• Cost-effectiveness   
• Access to a wider range of programmes and course offerings   
• The ability to learn at your own pace  
• The flexibility to balance work and education   
• The ability to continue working while pursuing an education  
• The opportunity to advance in your current career while earning a degree  
• The opportunity to take classes at any time and from any location  

What are the advantages of online classes?

The advantages of online classes are best summarised as the ability to study what you want, whenever you want, from anywhere. This makes them more budget-friendly and easier to manage along with the rest of your life responsibilities.  

Why is online education important?

Online education is important because it makes education accessible to more people: students who work full-time, have disabilities, or lack access to on-campus universities in their area, can all study on their own terms and excel. 

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7 Advantages & Disadvantages Of Online Learning

7 Advantages Of Online Learning (Latest Data)

Now that we have discussed the downsides of online learning, let’s look at some positives. In the section below, I have added seven benefits of online learning along with relevant statistics for you to refer to:-

1. Cost-Effective

While most tuition fees make you want to sell your body parts, some colleges provide an abundance of free resources. They only charged me for the exam fee and application form. 

The rest of the service was completely free of cost. Most importantly, you can even learn from any foreign university without spending a penny on flights and accommodations.

Check out the data from the Education Data Initiative below:-

• Students who commute to college pay $1,360 per annum.
• The cost of an online degree is $54,183, whereas the price for the same degree is $85,348.
• Students pay $600 extra for campus meals.
• The private institution charges $60,593 for online students, whereas the same course for in-person students is $60,593.

2. Availability Of More Programs

When learning at a school, sometimes you cannot take a particular class because teachers are unavailable. This happened to me once when I wanted to take Sociology. 

However, when you pursue an external school, abundant resources are available. 

For example, online platforms like Udemy, Skillshare, and Teachable have boasted in sales due to their abundant courses and demand for professionals. For instance, Radix web of e-learning statistics found that Teachability has over 20K available courses .

In fact, that’s what enhanced most tutors’ salaries, which are up to $40K annually. The only downside of online learning is the need for help picking the reference materials. (If you are studying entirely on your own.) 

I understand how complicated languages some materials use, but considering the technology these days, you can easily ask ChatGPT to break it down for you in simpler words. 

3. Learn At Your Pace 

My favorite part about online learning is not having anyone on your back to pace you up. 

American Heart Association has stated that learning at your own pace increases the retention rate by 25% to 67% . Not only that, but it improves student performance by 25%.

So, now, you can decide on the topic or class you want to learn and adjust your time management. You don’t need to wake up at 7 to take that Psychology class. Instead, you can learn all night, considering the lectures are mostly recorded. 

4. 24/7 Convenience 

Unlike traditional learning, which has a 6-8 hours working period, when you learn from home, you are self-sufficient and learn anytime (or night). 

Online Learning flexibility is the main reason why 63% of students do not need to depend on the school’s service that does revert past Friday. Instead, they get to ask your queries in the study groups, as most online learnings encourage collaboration. 

Over 42% of older adults (30+) were more enthusiastic about enrolling in online education because they don’t need to learn their full-time jobs. It’s even more convenient to take courses outside your city or country. 

5. Meet Students From Across The Globe

Continuing the above point, meeting people from different cultural backgrounds is rare when learning in a traditional setting. At most, you will meet people similar to your ethnicity. 

However, when you learn online, you take up random courses all across the globe:-

• Digital Exchange Program: The free weekly video call program invites 6 to 12th-grade students and matches them with peers worldwide while engaging in random activities. 

Here, you have a higher chance of meeting different people. Sometimes, you do not need to enroll in any foreign exchange program. 

• Instead, you can meet people in 24/7 online study forums . 
• There are also Discord channels where people can join just to study together. 

6. Learning On Personalize Level

The increasing demand for online learning is due to its personalized nature. According to G2 e-learning Hub , 36% of students prefer online learning due to its personalized learning. 

They also suggest a 25% to 60% retention rate through online learning. For example, some students are visual learners, while others prefer more audio or written material. 

So, depending on your choice of learning, different websites tailor their teaching method to a student’s learning speed and sense of style. One of the best examples is the Busuu language app, which caters to visual and auditory learners.

7. You Learn To Be Disciplined

Learning discipline is another benefit of online learning that is also a drawback. Students have become so lenient in the last couple of years that focusing for more than 2 seconds is difficult. 

For me especially, I had to learn not to change tabs whenever I was bored, received a text, or wanted to change the song. I developed more self-discipline once I started restricting myself from acting on my distractions. That improved my productivity even more. 

High School of America has given some effective tips to develop self-discipline. 

11 Disadvantages Of Online Learning As of 2024

Learning from home is a necessity once in a while, as it helps you relax and get your tasks done at a flexible pace. But do you think it’s beneficial in the long term? 

Multiple studies suggest online learning has increased screen time consumption, which has detrimental effects. 

So, let’s take a look at 11 hand-picked disadvantages of online learning as of 2024:-

1. Online Learning Is Not Available For Everyone

According to the ACT Research , the US population has shown that 25% of students come from low-income families. That, as a result, limits their access to reliable internet and technology.

In fact, due to constant power outages, frequent glitches restrict productivity, too. Don’t believe me? In 2022, the average US resident raised concerns about five and a half hours of electricity interruptions to EIA – the Electricity Information Administration. 

This made it difficult for students to attend online classes (as there was no Internet) or deliver their assignments on time. 

Let’s assume that you could use mobile data. However, bigger gadgets like laptops and desktops require more internet and would quickly exhaust your daily internet limit. Moreover, the lack of electricity directly affected the inability to use a computer. 

For laptop users, their battery life was short, too. So, overall, having frequent power outages affected online learning.

2. Difficulty Staying Focused

Online learning means access to laptops and mobile devices. Considering the low attention span of this generation, they have a habit of switching tabs every two minutes. 

This especially happens during online lectures and thus results in incomplete knowledge. 

The National Medicine Library studied how distracted you are when you use devices while studying. 41.1% of students are a little distracted, whereas 12.2% cannot focus at all. 

Either way, this affects students’ ability to understand the concepts they are learning fully. For example, you are in an online lecture. Now, since you are bored, you switch tabs and open Twitter! Occasionally, posting how you cannot wait to log out. In these moments of distraction, you miss out on the important information your professor shares. 

Assuming that it’s a sure-shot question that would appear in the exam, you would lose grades since you were not aware. The moral: Distraction is dangerous for an online student.

3. Limited Access To Resources And Support

Multiple complaints have arisen from online students. When you are distance learning, receiving proper notes, understanding the exam and assignment schedule, and, worst of all, having no group chats with students is too difficult. 

Overall, it makes online learning really hassling process. You do not have any other choice but to visit your academic center. As per the Cengage survey of 2020 , over 81% of students are not getting enough support from their instructors. 

Likewise, some academic leaders ended up being accountable – as the research held by Babson Group stated that only 29.1% of University professors were satisfied and believed they succeeded in providing necessary support to online learners. 

4. Lack Of In-Person Contact

Sometime in March 2020, Barnes and Noble Education conducted a survey in which around 432 US college students participated:-

• 64% expressed not having a suitable study environment at home.
• 55% raised their concern over reduced social interactions. 
• 45% of students shared that they could not perform well through online learning.

So, it’s evident that most students find studying around peers helpful as they learn better.

That’s because when you see your peers doing better and achieving good marks, you are fueled to study hard, too. Having healthy competition around you keeps you motivated to be better. 

5. Increased Isolation

In-person learning is the only time most teenagers leave the house, as nobody wants lower attendance. This is more so because you either have to pay for a fine or complete extra assignments. 

When there is no compulsion for in-person lectures, you need to remember how to socialize and, in a way, stay in your room 90% of the time. That indeed impairs your ability to build social connections and even self-confidence. 

Research by the National Library of Medicine found that 35% of males and 64% of females who study online have higher levels of social isolation and loneliness than those who study on campus. 

The survey was done between the age group of 25 to 30, where the students were mostly pursuing bachelor’s (72.53%) and master’s (27.47%). Check out the details below:-

• 25 year olds or below: 53%
• 26 to 30 year olds: 27.47%
• Over 30 year olds: 19.14%

6. Need To Invest More Time 

Studying independently requires reviewing abundant reference material, which is more time-consuming than teachers giving you well-curated notes. As per the research conducted by Harvard University , the success rate of students depends on consistent mentor feedback. 

And that is because you can immediately ask your mentor when you stumble upon a problem. Reaching out to a mentor in a traditional study setting is way more convenient than messaging them on an online forum. 

In addition, the replies you get are late and incoherent. That further requires you to spend extra time reviewing the resources and resolving your own problem. Especially when you’re in an urgent situation. 

7. Increased Screen Time

The increase in overused screen time has resulted in physical symptoms in students, such as backache and neck pain. Based on an analysis done in a study, Bioscience Biotechnology Research Communications revealed:-

• Using a laptop for more than two hours a day results in neck pain
• Whereas more than 5 hours of usage results in lower back pain

Another study reported that students spent 17.9 ±12 hours per week on screens.  

The study also found that sitting in a position for studying, if the posture continues for a longer duration, may cause musculoskeletal-related problems.

8. Prone To Procrastination

As per the recent Statistics report by Gitnux Market Data , 86.3% of Graduates procrastinate while writing assignments. While one may think it’s harmless and everybody delays their tasks here and there, procrastination habit resulted in a 2.2% lower GPA in undergraduates.

The study also researched which gender was more prone to procrastination. It turns out that the male percentage is 10.5% higher than females:-

• Males’ level of procrastination: 76.6%
• Females’ level of procrastination: 66.1%

Lastly, procrastination also resulted in poor physical health in 25% of students who consistently delayed their academic tasks. 

9. Limited Hands-On Experience

While some students may not be required to be present in the in-person class, that’s not the case for students studying to be Surgeons. 

They need hands-on training with cockroaches, Frogs, and, eventually, a human sample. 

How else will they treat a dying patient? Gitnux Market Data has researched the importance of hands-on learning and how it reflects in you. Check out the statistics below:-

• 97% of educators believe that students get more skilled.
• The employees’ productivity has increased by up to 75%.
• About 69% of teachers think you can understand and learn the concepts much faster.
• There was 72% more information retention in college students.
• You can improve your long-term memory by about 77%.

10. Instructors Need To Invest Extra Hours

Compared to the traditional environment, teachers usually have a book in hand and teach to help you get the notes. At most, there will be a presentation, depending on the faculty. 

However, since learning has shifted to the online medium, teachers’ performance graphs have lowered significantly. The National Library of Medicine has testified to this by taking samples of teachers from engineering, medical, humanities, and social science backgrounds:-

• Use tools to record and broadcast: 4.6/10
• Strategies to improve students’ attention: 4.8/10
• Interaction through various platforms: 5.5/10
• Maintain the teaching pace: 4.9/5
• Satisfied with the online teaching: 4.8/10

This requires instructors to invest more time in giving compelling online experiences to their students.

11. Students With Special Needs

The National Library of Medicine did a survey where they asked students about their learning preferences after Covid 19. The response was astounding as 63.6% reverted that they prefer offline learning, mainly because of their disability. 

• A usually impaired student cannot stare at the laptop screen for over 55 minutes.
• A Dyslexic and migraine sufferer mentioned being dizzy in an online setting. 

Most students with learning difficulties attested that it’s easier to note details simultaneously when a professor writes on board. 

It helps them retain information way better through an online medium. 

Related Read:

• AI in Education Statistics

Wrapping Up: Online Learning Is Still Not Accessible To Everyone

While online learning is more convenient based on a login schedule and not traveling 2 hours daily, there are still some disadvantages that you should be aware of. (Especially while making important educational decisions.)

For your betterment, I have backed most of its data and statistics regarding the online learning drawbacks. So, let’s quickly go through my top 3 reasons why online learning is not ideal:-

• Not Available For Everyone: 25% of students come from low-income families.
• Difficulty Staying Focused: 12.2% cannot focus at all, while 41.1% are a little distracted.
• Limited Access to Resources and Support: Only 29.1% of academic experts were satisfied with their successful support to online students.

Indeed, online learning is not everybody’s cup of tea, which makes students struggle and perform less. However, some individuals could be more suited to online learning. 

So, it’s essential to weigh the advantages and disadvantages of online learning before deciding which type of learning is ideal for you!

The biggest disadvantage of online classes is that they require a stable internet connection and have random technical issues. Also, being distracted and switching tabs will restrict knowledge retention, and students must study extra hours before exams.

When you are distracted, you fully understand what your teacher is saying. This would result in poor conceptual knowledge and missing out on important exam or assignment details. Either way, the outcome would be bad grades.

Lack of hands-on learning is a problem in online learning. Students from practical fields, such as mechanical engineers, surgeons, beauticians, etc., would have difficulty practicing their craft.

Social isolation is one of the worst effects of distance learning. It also impairs your ability to communicate or behave in social settings. These days, students have developed terrible anxiety, even when it comes to their own friends or family members. 

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Digital education is an innovative incorporation of modern technology to assist the teaching learning process. During COVID-19, its urgent need was underscored. In recent years, education is not limited conventional classrooms and textbooks anymore. This chapter highlights that the learning process has become more interactive and appealing due to the emergence of the ever-evolving technology, including its limitations. It has become more accessible, leading to a greater convergence of digital and traditional teaching methods. Due to the advancement of technology, online learning and pieces training have benefits such as flexibility and student-centered learning, reduced costs and increased collaboration, navigation, and exchange of ideas, variety of courses and learning styles, career advancement opportunities, enhanced time management skills, and immediate feedback. On the other hand, it also has some disadvantages. Withdrawal and attrition, more time taking, easier procrastination, self-motivation, and self-engagement, online courses may create a sense of isolation and difficulty in preventing cheating, and prolonged screen exposure causes health problems. The experts’ given solutions on a national and international level to overcome the flaws must be discussed and the state should formulate educational policies to overcome these potential pitfalls and improve the quality of the online learning process.

• online learning
• disadvantages

Author Information

Sabila naseer *.

• Allied Sciences Department, University of Narowal, Narowal, Pakistan

Hafiza Zahida Perveen

*Address all correspondence to: [email protected]

1. Introduction

Online learning is the use of diverse software to teach and instruct students and deliver content and skills out of traditional and conventional classroom teaching [ 1 ]. It refers to all the instructions which are delivered by the instructors electronically by using diverse Internet and multiplied platforms and applications. This term can be interchanged with e-learning, Web-based learning, computer-assisted instruction, Digital Learning, and Internet-based learning. It helps the students in their learning process and allows students to have greater control over their learning process in terms of time and place [ 2 ].

The COVID-19 pandemic forced all academic institutions to close their campuses and move didactic instruction online. However, the abrupt transition to online learning has raised several issues and its benefits that have’t been tried to be resolved. Although, several studies have investigated students’ attitude toward online learning during the pandemic, mixed results have been reported. Additionally, little research has been conducted to identify and understand the pros and cons, especially pedagogical factors that impacted students’ acceptance of online learning during campus closure. Furthermore, how online learning during the pandemic impacted students’ learning performance has not been empirically investigated. In March 2020, the universities, colleges, and school studied here moved didactic instruction online in response to government issued stay-at-home orders. This first-of-its-kind comparative study examined students’ perceived effectiveness of online courses during the summer quarter 2020, explored pedagogical factors impacting their acceptance of online courses, and empirically evaluated the impact of online learning on students’ course performance, during the pandemic [ 3 ].

The idea of online learning was started in 1990s to describe that learning can be managed by utilizing the developments in the field of technology. But the spread of the COVID-19 pandemic has become part of the twenty-first century. Online learning was the only option during those days as all the academic institutions were closed because of lockdowns almost all across the world. It can be observed from the studies published during COVID-19 that several international journals have published a large number of academic studies focusing on online learning in higher education during this phase [ 4 ].

The online learning method is no less than the traditional method of learning. In a study, it was established that the online learning method was a successful and efficient way of learning for the accomplishment of academic requirements of students even though they were at a distance from their instructors and fellows. This distance learning was proved as efficient and effective as the traditional method was [ 5 ].

Although online learning has many advantages, it also has some challenges for students. It has made the process of learning for students much comfortable as they can have the material at any time as per their convenience. It gives them the flexibility to get engaged with the given task at a time of their own choice. However, it brings some drawbacks as students cannot have group or peer group studies. They cannot have class activities in real [ 6 ]. There are some other things that are also associated with online learning, that is, students have access to online educational courses organized by other countries, which saves their time, money, and effort. On the other hand, lack of Internet facility, network problems, lack of high-quality learning devices, and having little or no knowledge of the use of technical software or gadgets are problems linked to online learning which cannot be ignored [ 7 ].

Although online learning has its own advantages and disadvantages, it can be as effective as the traditional method if one has the skill about the use of technical sources/platforms, with surety of Internet facility and basic knowledge of computers. With the provided conditions, there was not a significant difference of student performance between online and face-to-face learning [ 8 ].

The purpose of present study is to highlight the importance of online learning. It also emphasized on the advantages and disadvantages associated with online learning. These days, online learning has become common for the purpose of some courses, diplomas, and even for higher studies. While considering the importance of online learning in present era, present study is aimed to highlight the pros and cons of online learning so that the students can learn to manage these things before going to be a part of such method of learning.

2. Objectives of the study

To seek the advantages of online learning.

To evaluate the disadvantages of online learning courses, especially during and after COVID-19.

Twenty-six most recent studies were selected for review to seek the advantages and disadvantages of online learning courses. A Systematic and Tripartite Approach (STA) (Daniel & Harland, 2017) guided the review process. The data were analyzed by content analysis.

Since the 1990s, online learning courses or pieces of training have been well-established in educational tertiary, and corporate training. Especially in higher education, online learning has been rapidly growing in recent years because of flexibility in schedules and ease of access [ 9 ]. In Pakistan, different institutions offer online education, Allama Iqbal Open University (AIOU), Virtual University of Pakistan, Preston University, COMSATS University, University of Peshawar, and British Trade Test Institute (BTTI), etc. [ 10 ]. In Pakistan, e-learning has become much more popularized in 2020 due to the onset of the COVID-19 pandemic. All the public and private educational institutes were turned into an online mode of learning. Numerous efforts were made to enhance the quality of education by improving the excellence of faculty members, their lectures, and methods of virtual teaching. The higher Education Commission (HEC) also remained in touch with the telecommunication companies to ensure that Internet facilities are cheap for students [ 11 ]. To make the learning process smoother, particularly for online learning courses, different factors can affect, such as students’ satisfaction, teachers’ role, academic motivation, personality traits, and emotional intelligence [ 12 , 13 , 14 ]. After systematically reviewing the empirical studies following advantages and disadvantages were concluded.

4.1 Advantages and disadvantages of online learning courses

Though the COVID-19 pandemic has triggered new ways of online learning, the whole world had to shift its educational system into the digital mode to educate its students. But in current times, it has emerged as an indispensable need of the day to teach and train students all over the world. Online learning is a new way to learn academic as well as co-curricular activities for students. It is also fruitful to train the workers in their free time if they are not available physically. In recent months, the demand for online learning has risen significantly, and it will continue to do so in the future. Learning within the online environment differs from the traditional classroom learning community. Unlike traditional classroom learning opportunities, online learning environments foster additional learning experiences where learners can interact, collaborate, and take ownership of their learning. However, it has its pros and cons.

4.2 Advantages of online learning courses

Studies indicated that online learning facilitates to ensure remote learning in different circumstances where physical or traditional classes are not possible. In different courses, online mode is easy, accessible, manageable, and convenient for learners to reach instructors and teaching material. However following advantages from the literature have been drawn.

4.3 Flexibility and student-centered learning

Flexibility and student-centered learning are one of the major advantages of online learning courses [ 15 ]. Lectures by the instructor can be scheduled according to the feasibility and availability of the students and teachers. It provides more autonomy in one’s decision-making and control over the learning process. The training can be arranged at the convenience of the workers by the boss. The noise can be managed, and distracters can be restricted easily. Students can be more responsible and can access the lectures and material easily when they are willing to learn.

4.4 Reduced costs and increased collaboration

Another advantage of online learning is reduced financial costs. Education can be expensive if the students have to travel to other cities, stations, or countries. But online learning eliminates the cost points of student transportation, student meals, and most importantly, real estate. Additionally, all the course or study materials are available online, thus creating a paperless learning environment that is more affordable while also being beneficial to the environment. Furthermore, they can also ask freely any kind of question to the instructors. They can get the opportunities to collaborate with the students and teachers comfortably on a national and international level which is impossible in the traditional classroom [ 16 ]. They can “talk” to each other and responds at their convenience.

4.5 Navigation and exchange of ideas

Navigation is another advantage of e-learning. With the help of the Internet, students can move from one document to another or one meeting to other in merely one sitting. The world has turned into Global Village, and one can access any person in the world just with one click. They are now easier and more comfortable exchanging their idea with each other at a global level rather than being limited to the classroom [ 17 ].

4.6 Variety of courses and learning styles

Another reason to support online courses is it has increased the options for education. Individuals who are working and unable to get admission in some particular education setup can enroll themselves in online programs and complete their degrees to improve their knowledge and profession. Furthermore, individual differences exist among the students. Every student has a different learning journey and a different learning style. Some students are visual learners, while some students prefer to learn through audio. Similarly, some students thrive in the classroom, and other students are solo learners who get distracted by large groups. The online learning system, with its range of options and resources, can be personalized in many ways. It is the best way to create a perfect learning environment suited to the needs of each student [ 18 ].

4.7 Career advancement opportunities

Over the past few years, online learning has gained immense popularity. With more universities, training centers, and online learning platforms offering flexible virtual courses, employees now have a chance to improve their careers and maintain their professional edge. It does not provide different online professional degrees; a person can find many career advancement opportunities after getting a degree. The individual can be the master of their schedule and continue their study without any gap in one’s resume.

4.8 Enhanced time management skills

Online courses teach students how they should manage their time. Including flexibility, the students have to submit their assignments and assigned tasks on time without procrastination. So, students still need to manage their tasks within the given deadline by the professor or instructors. However, students can submit their assignment anytime before the deadline, as in the traditional classroom on the assigned day and time. As a result, the students sharpen their time management skills [ 19 ].

4.9 Immediate feedback

Integrating with online learning coursework, one can get immediate feedback rather than wait for days, weeks, or months. Students can submit their assigned tasks and upload their assignments. The professors will give the feedback so the students can get it quickly without any delay. By receiving sooner the feedback they can learn faster and be motivated toward their learning process. They can adjust their time for future assignment [ 20 ].

4.10 Disadvantages of online learning courses

We are now well aware of the advantages of online learning. But there are also some challenges associated with this method of learning. Following are some of the disadvantages of online classes:

4.11 Withdrawal and attrition

In online classes, students have no face-to-face interaction with their fellows; therefore, they will not have competitors to compete and complete the lectures or assignments while working on any of these. Hence, it can lead them to leave the course incomplete. It is more likely that they will withdraw from the online courses as compared to traditional on-campus courses. Murphy and Stewart [ 21 ] found in their comparative research between students of online and offline courses that more students (23%) withdraw from online courses rather than offline courses (18.4%). Schaeffer and Konetes [ 22 ] elucidated that students, who enrolled in an online course, dropped out of their course at a higher rate than students who were in the on-campus program. It is evident from these researches that the attrition rate is higher among online students as compared to the students of offline courses.

4.12 More time taking

Online classes also take more time than the traditional method for students and instructors. Instructors have to spend more time managing and uploading all the material for virtual classes, and students have to download and read all the relevant material rather than listening to the instructors in offline classes. Therefore, online classes consume more time; Bender et al. [ 23 ] stated that instruction time for their online course was almost the same as that of offline classes, but assessment and communication to students through email took more time than the offline class. They also added that online classes take more time because we had to prepare the instructors for online classes, especially for the development of IT skills and for the proper environment of online classes.

4.13 Easier to procrastinate

Students tend to procrastinate even in offline classes but when it comes to online classes, it becomes easier. Students will delay joining the classes, will skip class discussions, or remained incomplete assignments because there is no one to remind them about these activities. They are required to do all the activities on their own without any reminders from the instructors, as in offline classes. Elvers et al. [ 24 ] reported that the likelihood of procrastination was higher in virtual classes as students are prone to procrastinate more when they are not supposed to behave in a particular way for their learning.

4.14 Self-motivation and self-management; The only key to success

Online course classes need self-motivation and self-discipline so students can engage in the activities independently. A lack of self-motivation and self-management skills in a student will lead to failure in completing the online course. Bao [ 25 ] found that the usefulness of online learning depends on the student’s personality or personal attitude toward learning. Moreover, in online classes, students have more freedom and self-control over their online activities [ 25 ].

4.15 Online courses may create a sense of isolation

During online classes, a student has to study alone and the technological device has to be the companion of the student. This can be terrifying sometimes, especially for those who are social persons. Park [ 26 ] found that 22% of online learning students reported that they were feeling isolated and it became challenging for them to continue the course. Online class students feel a weaker sense of connectedness and belonging than on-campus students who attend each other in face-to-face classes [ 27 ].

4.16 Cheating prevention is complicated

Usually, students try to find ways to cheat even in the traditional method of learning where invigilators are present. It becomes easier for online courses as they have various ideas and ways to cheat during the online assessment. Digital cheating is a term used for the description of cheating that is done by using a computer or the Internet. In a traditional learning method, where a teacher is invigilating the class during the examination, a teacher has more control over students to stop them from cheating as compared to the online examination. Baker and Papp [ 28 ] investigated digital cheating and identified that there are different ways in which students use an online assessment. Dendir and Maxwell [ 29 ] explained that cheating takes place in an unsupervised assessment, and an online examination is an example of it. They added that there are many factors behind academic dishonesty.

4.17 Prolonged screen exposure can lead to health problems

For online classes, a student has to spend hours in front of the screen. This prolonged exposure can lead to many physical and psychological health problems. Recent research has clearly explained that there are some health risks associated to screen time. Wong [ 30 ] found that e-learning requires time but has some risk factors attached to an individual’s health, that is, brain development and well-being.

4.18 Online classes are not for computer illiterate persons

A student who does not have access to a computer, or the Internet and does not know how to use these; cannot get any benefit from online classes. Access to technology and the skill to use technology for learning are essential things. Link and Marz [ 31 ] suggested that some students, who were lacking in the essential skills to use web-based learning platforms competently, remained unsuccessful in online classes. According to this understanding, online classes are only useful for those who can use a computer or other technological devices [ 31 ].

5. Conclusions

The literature revealed numerous benefits and limitations of online learning courses. Flexibility and student-centered learning reduced costs and increased collaboration, navigation, and exchange of ideas, variety of courses and learning styles, career advancement opportunities, enhanced time management skills, and immediate feedback are the fundamental advantages of digital learning while it also has some disadvantages as withdrawal and attrition, more time taking, easier to procrastination, self-motivation, and self-engagement, online courses may create a sense of isolation, difficult to prevent cheating and prolonged screen exposure cause health problems.

Acknowledgments

Though I did not get any kind of funding from the institution still I acknowledge my work to my Institution University of Narowal, Narowal, Pakistan, where I get an environment to contribute to this chapter with other professional responsibilities. I acknowledge my work to my parents, teachers, and friends who always encouraged me to write some innovative for the community.

Conflict of interest

The authors have not declared any conflict of interest.

Notes/thanks/other declarations

I am thankful to my family and institution (University of Narowal, Narowal, Pakistan) that helped me to contribute to this chapter in the world’s best publisher. I am also thankful to the “IntechOpen” publisher and its team who gave me this opportunity and guided me on each step whenever I needed it.

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• 26. Park C. The Taught Postgraduate Student Experience: Overview of a Higher Education. 2008
• 27. Rovai AP, Wighting MJ, Liu J. School climate: A sense of classroom and school communities in online and on-campus higher education courses. The Quarterly Review of Distance Education. 2005; 6 (4):361-374
• 28. Baker R, Papp R. Academic integrity violation in the digital realm. In: Proceeding from the Southern Association for Information Systems. Annual Conference. Savannah, GA. 2003
• 29. Dendir S, Maxwell RS. Cheating in online courses: Evidence from online proctoring. Computers in Human Behavior Reports. 2020; 2 . DOI: 10.1016/j.chbr.2020.100033
• 30. Wong ASK. Prolonged screen exposure during COVIC-19 – The brain development and well-being concerns of the younger generation. Public Health. 2021; 9 :700401. DOI: 19.3389/fpubh.2021.700401
• 31. Link TM, Marz R. Computer literacy and attitudes towards e-learning among first-year medical students. BMC Medical Education. 2006; 6 :34. DOI: 10.1186/1472-620-6-34

© The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution 3.0 License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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The advantages and disadvantages of learning in online classes in 2023, share this article.

Whether you’re taking a school class remotely or trying to learn a new skill just for fun – online classes can be a great option. They work well for people that can’t always commute, those who work better independently, or simply if you can’t or don’t want to be around a group of people all day. But, it’s not to say that online classes are designed for everyone either. In this blog, we’ll explore the advantages and disadvantages of online classes, as well as help you decide if online learning is the best choice for you. 

• Advantages of online classes
• Disadvantages of online classes

Are online classes for you?

Read more: Top Challenges with Online Learning For Students (and Solutions)

8 advantages of online classes

The explosion of online learning has been a fantastic shift for many people. Students who may have had to waste hours commuting to class can now attend right from their homes. And anyone struggling to take in content at the same speed as a class can now go at their own pace – in a way that works best for their learning requirements. The pros of online classes make learning a positive experience for countless students. Let’s take a look at some of the advantages here !

1. Accessible to anyone with an Internet connection 

More than 20 million new users signed up to a Coursera course in 2021, for a total of 92 million users on the platform! Since online courses are accessible to nearly anyone with an Internet connection, it’s helped to close the global education gap significantly. 

Online classes make learning accessible to those with disabilities and cognitive delays. For example, deaf students can simply turn on closed captioning (CC) to read the conversation and participate in class online. Many video conferencing platforms and learning management systems (LMS) support accessible hardware technology to further increase engagement in online classes. 

Students with cognitive or motor skill disabilities have the option to work at their own pace or take lessons when it is convenient for them. For example, if a student with dyslexia is having a difficult time reading assigned textbook chapters, they can choose to listen to it instead with an option like audio textbook versions. 

2. Flexible scheduling

A major benefit of online learning is the ability for students to attend classes from anywhere. This means students in rural areas no longer waste time driving long distances or riding the bus to get to school. Or , students who need to work to support themselves through school also have an easier time fitting both class and work schedules into their lives. 

This also applies to adult learners that may be juggling responsibilities such as children, work, home management, and more. With busy schedules, it might not be possible to make time for an in-person class. Beyond the time to commute, busy adults might need to be on standby for their children – something that is much harder to do when they’re in a physical classroom. 

The flexibility of online classes has a huge benefit for mental health. It’s been proven that job autonomy leads to mental well-being in employees . For full-time students, schooling is much like a job that takes at least 40 hours of the week. Having the autonomy to choose when and where they attend class can help mitigate common mental health issues such as depression, anxiety, and stress. Better mental health leads to happier students – which is definitely something teachers, parents, and students alike should all strive for!

3. More affordable than in-person classes

Online learning makes higher education like university much more accessible to the wider population. University degrees offered online are an average of $10  to 11,000 cheaper than in-person equivalents . This number does not take costs like on-campus food or housing into account – it only reflects tuition differences. So you can imagine how significant that difference would become with all expenses accounted for! 

Learning management systems like Thinkific and Udemy are great places to look for affordable (and sometimes free) classes. Industry experts, entrepreneurs, and coaches all offer their knowledge through self-created courses, meaning these courses are often more accessible in terms of pricing while also providing super relevant and realistic course lessons. Students can go directly to the source of knowledge, rather than having to pay expensive tuition fees to big institutions .

There is also a huge amount of free knowledge on websites like YouTube. Channels such as Crash Course and Khan Academy provide high quality content at no cost!

4. Ability to connect globally

It’s possible to connect with teachers and learners all around the world with online courses. Before online learning was widely accessible , you would have had to travel to Hawaii to learn about Hawaiian traditions and cultures, for example . Now, you can join Ka hale Hoaka online school and learn right from your home. 

Even if you’re learning something that isn’t necessarily culture or country-specific, learning with people from different backgrounds can lend fascinating perspectives and discussion to the topic. With so many courses implementing learning communities, it’s easier than ever to connect with fellow students and hear different points of view. 

Read more: 10 Different Types of Online Learning Communities

5. Facilitated peer and teacher interaction

At first , it might seem like students don’t get a lot of interaction in an online course as compared to in-person classes. This can definitely happen – but there are many online courses that prioritize student interaction with each other, and with the instructor. 

For some students, it is easier to communicate through virtual mediums such as forums, discussion boards, or direct messaging than it is to speak up in an in-person class. Through these channels, they still get the benefits of group discussion without having to sacrifice the flexibility of online learning. Dr. Michelle Gottlieb, a psychologist and owner of EMDR Professional Training , also engages with her students by frequently commenting in her course’s online communities and providing advice to students as needed. Many instructors even offer 1-1 coaching sessions for students that are looking for additional learning support ! 

6. Encourages independence and self-pacing

Many online courses offer students the option to take the course at their own pace. This can take away worries that the student might not have time in their hectic life to fit multiple hours of coursework in each week consistently . Self-paced courses are extremely adaptable to busy schedules. However, it does take a fair amount of self-discipline to actually complete self-paced courses.

If students find they are lacking discipline and are unable to complete courses that are self-paced, there are online courses that put students into cohorts with set deadlines. This is a great option for students and teachers that benefit from a more traditional class structure. Instructors that follow this model will often use the drip method, a microlearning approach , to release content at a slower pace. 

Read more : 2023 e-Learning Trends Report

7. Improved tracking and facilitation

If you’re easily disorganized or have trouble remembering what you learned last week, online classes can help you in this area. Most online classroom systems will keep track of which topics and resources you’ve already read, and will point you to which ones you need to do next. It will also automatically file your assignments, keep track of your grades, and calculate your total GPA to date. In comparison, learning through a physical classroom would require you to manage a lot of papers, heavy textbooks, and physical equipment.

Online classrooms also have the ability to launch virtual labs, which makes it easier to facilitate interactive learning sessions. Quizzes and feedback surveys can also be launched through the learning management system  by the teacher, and you can see your results almost instantly. Overall, it’s much faster to see information and results in virtual classrooms.

8. Adaptive to multiple learning styles

Everyone has a slightly different preference when it comes to how they interpret information. There are generally three types of learning styles:

• Auditory learners – who prefer to learn by hearing. This includes listening to podcasts, lectures, and audiobooks. Any verbal explanation goes a long way for this learner!
• Visual learners – who prefer to learn by seeing. Animations, movies, hand movements, drawing, and writing are useful tools for this type of learner.
• Kinesthetic learners – who prefer to learn by doing, or using their hands. Any opportunity to touch, feel, build, and see something in 3D will help this learner interpret information well.

Most people have some combination of learning style, making them hybrid learners. With online classes, there are a lot of ways that students can choose to take in information. For example, a course may offer a video (appealing to visual learners) with a voiceover (for auditory learners) and instructions on how to do the science experiment with home materials (for kinesthetic learners). 

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6 disadvantages of online classes

While there are many advantages to online learning, it’s important to also consider the disadvantages. Some people may find that online learning isn’t for them, so let’s explore some of the reasons why. 

Often requires a lot of screen time

Staring at digital screens all day long has a myriad of negative effects for both adults and children. These effects include eye strain, disrupted circadian rhythm, headaches, and neck and back pain.  Learners taking online classes need to take measures to avoid symptoms of too much screen time, especially if they are already working remotely , in addition to taking classes. Some ways to prevent the negative effects of screen time include:

• Using blue-light glasses
• Taking a break every 20 minutes to look at something different
• Change up your working environment every few hours
• Avoid turning up your screen too bright
• Lower the contrast on your screen

2. Less opportunity to connect with peers

While online classes can actually be quite social in nature, the fact is that you’re still usually completing them on your own most of the time . This can be a major disadvantage – especially for students that already spend a lot of time by themselves at home. Students can combat this feeling of isolation by working on their online classes in coffee shops or libraries where there is a more lively environment . Additionally, they can sign up for classes that have thriving online communities to connect virtually with other students. 

It’s important to keep in mind that many people enroll in university, college, or even community classes as a way to meet friends. Proximity to the same people is a leading indicator that you will befriend those people – just because you see them a lot! If you’re taking classes online, you’ll miss that natural proximity and connection with your peers. It will take more effort to form real-life friendships with online peers (but it is still possible). One way to get a similar level of social interaction in online courses is by opting for a class that has a lot of group project work.

3. Harder to access technical equipment

At a minimum, students need a device with an internet connection to take online classes. Realistically, students will need a device they can also type assignments on such as a laptop or tablet with a keyboard. It’s costly to purchase these devices upfront , especially if you have multiple children in online classes who each need their own devices to complete school work. 

More often than not , in-person classes have a responsibility to provide equipment so students can participate. This keeps class accessible for lower-income students. To circumvent this issue with online learning environments, some school districts provide laptops or tablets so that students can participate even if they can’t afford to purchase devices themselves. Unfortunately, this is in no way a global solution as many school districts don’t have the funds to provide devices. This problem is even more true for students with learning disabilities who require specialized accessibility hardware.

4. Creates extra work for teachers

Teachers become teachers because they love to teach – not necessarily because they have an affinity for technology. This became extremely clear when teachers were first tasked with moving entire courses and curriculums into online formats . For many teachers, this meant lots of extra work recording lectures, moving tests and assignments online, and organizing video call live lessons and homework submission portals. However, once the courses are built, there is only a small time requirement to maintain the content with up-to-date material. 

Teachers might also run into issues with students not participating as much online and not having as much opportunity to collaborate. While there are online solutions to both of these issues, it is a learning curve for teachers to adapt to online teaching. It may take extra time to collect feedback from students in these early learning stages, but this time commitment should decrease over time.

5. Requires more self-control and harder to focus

Online learning can certainly make focusing for long periods of time a challenge. Students are no longer in an environment dedicated to learning and are surrounded by distractions like phones, delivery people , or chores like doing some laundry or walking the dog. The lack of structure means students need to be good at their own time management. This is an added challenge on top of learning that students don’t need to think about during in-person classes. 

Students may also find they run into challenges or don’t understand the material when learning online. Hopefully, the instructor has set up a way to contact them to answer questions, but if not, this will become frustrating for students and will likely cause them to lose motivation for learning. 

6. Lack of hands-on learning

Certain information lends itself better to online learning than others. For example, learning math or biology online will be relatively easier online since it involves a lot of visual or auditory explanations. However, learning things like medical examination, dental work, or even pottery or another trade might be tough because of the hands-on components. For kinesthetic learners, it might be more practical to learn in-person or purchase the training equipment you would need to practice your new skill hands-on at home.

After reading through the advantages and disadvantages of online classes you probably have a good idea if online learning is for you. If you’re disciplined, self-motivated, want to learn something that doesn’t need hands-on practice, or if you need flexibility, online learning is right for you! However, if you need lots of structure, want to learn a hands-on concept, and want to meet people face-to-face , you would probably benefit more from in-person classes.

This article was originally published in 2022, it has since been updated in March 2023 to include the newest info. 

Maddie is a content marketer at Thinkific. When she isn't zealously writing about all things online learning, you can find her glued to a good book or exploring the great outdoors.

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20 Advantages and Disadvantages of Online Classes

Online learning has become more accessible in the past decade as potential students discover that they can find ways to obtain a preferred degree while handling their daily obligations. It is a way that encourages post-graduate learning while staying within life and career schedules. Most accredited colleges and universities are now offering programs that make it possible to take some, if not all, of the required courses on the Internet.

Public and private institutions offer online classes more today than ever before in history. This education format is a way to reach students who may have social or economic situations that don’t allow them to enjoy the traditional on-campus learning lifestyle.

As more people have access to high-speed Internet connections, online education opportunities have continued expanding. It has become acceptable in most circles to earn a degree at any level with these opportunities, allowing students to have legitimacy and more accessibility with what they earned.

The advantages and disadvantages of online classes continue to evolve, but these are the current key points to consider if you’re thinking about becoming a student.

List of the Advantages of Online Classes

1. Online classes provide more flexibility to incorporate multiple learning styles. Although you can earn a healthy salary without going to college in some trades, many employment opportunities require an undergraduate degree or higher to obtain a position. That means it can be challenging to get through classes when your learning style might be different than what a local institution offers. Taking an online class allows you to have more control over how you retain the available information.

You can listen to music while you are writing a paper. Online classes let you interact in forums while watching television. Instead of being stuck in a stuffy classroom listening to a lecture, you have the flexibility to learn using the style that works best for your needs.

2. Your classes can fit better into your schedule. Online classes are the perfect solution for anyone who works a full-time job, has a family to raise, is housebound for some reason, or lives in a rural area. These obstacles can make it challenging to enroll in a traditional institution. As long as you have an Internet or data connection, then you can access your study materials whenever you need them. Many professors are even uploading lectures or providing texts that supplement the learning process.

If you have a busy lifestyle and want to get ahead in your career, then learning at your own pace with an online class is an intelligent way to obtain your next college or university degree.

3. It takes advantage of technology innovations. Online classes at many institutions take advantage of the technological innovations that occur every year. These changes get applied in convenient and practical ways, such as the implementation of a rolling semester. Some colleges and universities make their courses dominant from an independent standpoint, making it possible for students to complete their curriculum based on a schedule they said instead of what the professor requires.

As more degree programs become 100% online opportunities, many colleges and universities are finding that the independent and innovative approach makes it easier for modern students to achieve their goals.

4. Online classes are typically cheaper than traditional enrollment. Students that take online classes find that the cost of their college degree is usually less expensive than it would be if they took courses on campus. There are usually fewer textbook purchases to consider, travel cost reductions, and room and board considerations that can cut the cost of a college or university degree by 50% or more. That means each person who uses this opportunity can start their career with lower debt levels.

5. It teaches students how to be disciplined and responsible. If you can access the Internet, then your online course work is immediately available. That means each student must have the discipline to maintain the continuity of their schedule while keeping themselves on track for a successful outcome. The freedom that comes with classes that you take online comes with the need to have higher levels of responsibility. Students must stay organized and adhere to a workable schedule.

Putting all of your time to the completion of an online degree can backfire if you neglect the other critical areas of your life. Take advantage of the flexibility that this option provides so that you can spend some time with your family members and friends.

6. You can receive a degree from an accredited institution. A degree that you earn online from an accredited institution has the same weight in today’s career marketplace as one earned from the traditional approach. That means your credentials and applications will get taken seriously when you are ready to pursue new career opportunities. This advantage also means that you can take the credits earned to other programs, pursue graduate-level courses, or go after that doctorate degree that you’ve always wanted.

7. Online classes offer location independence. Some students may not have access to the program that best fits their needs. It might be across town from them, in another state, or even on the other side of the world. The availability of online classes makes it possible for students to participate in and graduate from their preferred program with less difficulty. These programs do not generally have the same geographic restrictions that you’d find with a traditional institution.

Since moving isn’t an option for many of today’s students, especially adult learners who have career and family responsibilities, online classes allow each person to enroll in the program that’s right for them regardless of where they live.

8. It provides students with real-life career preparation opportunities. When students go to college, then it can feel like you’re living in a bubble. You receive the necessary and valuable information that will let you establish a career one day, but it is not always easy to start developing the practical skills necessary to become good at your future job. Online classes require the same skill sets that many people use every day when working, which means you can enter a job market better prepared for what to expect.

An online class is quite similar to a desk job at almost any company. You must stay in touch through email, manage software solutions, and keep track of your time to ensure that you’re fulfilling all of your obligations. You get tasked with remote work while still engaging with a team to complete projects before a deadline.

9. You form social connections with your classmates. Although it is more difficult to make social connections with an online class, it isn’t an impossible circumstance. Today’s technology makes it possible to form relationships that go beyond sitting behind a computer. Your digital classmates could organize a group video hangout, facilitate conversations, and even do icebreakers that help everyone get to know each other better.

It may not be exactly the same as a face-to-face connection, but technology makes it very close. Video calls and other tools can help you to see each other even if you live on the other side of the planet.

10. It eliminates the need for verbal expression in a classroom environment. Many online students find that it is easier for them to express their opinions in this structure because there isn’t a public speaking component to the education process. You don’t need to worry about a professor calling you up to the front of the classroom to explain a concept or create a diagram. You can express yourself through writing instead, which means if something can get fixed if it doesn’t sound right in the first draft.

This advantage often leads to high-quality dialogs where each learner can carefully reflect the quality of their thinking on each comment, chapter, or project. Then you can move on to the next one whenever you feel like you’re ready.

11. Online classes create more opportunities for a varied learning experience. An online course makes it easier to include guest experts or past students in the classroom environment. Even people from other institutions can get involved in the conversations that take place to facilitate the learning process. Students can receive exposure to a worldwide perspective in their preferred subject instead of being limited to the local point of view. That means the experience has more value to potential employers in the future.

List of the Disadvantages of Online Classes

1. It can take longer to earn a degree when using online classes. If a student is not thoroughly committed to earning their degree, then it can take several years for that person to complete their online classes. Everything that the course requires is up to you. That means you must complete your assignments, read the required materials, interact with your professor, talk with your peers, and take exams according to the rules presented upon enrollment. It can be tempting to ignore your obligations when there isn’t a direct line of accountability as there is when you attend a physical classroom.

2. Some of your required course work might require in-person activities. If you are taking online classes, then there may be some stipulations where you must attend classes or take tests in a proctored environment. If a third-party observer is necessary, then it is up to each student to find an organization that will monitor this process. That means the cost of your classes each semester will go up based on the number of exams you must take.

Some institutions will even require a specific amount of on-campus time before they will award a degree. This requirement can last anywhere from two weeks to two months for U.S.-based colleges and universities.

3. You still need to take the time to fulfill your classroom requirements. Online classes can help students save a lot of time on their learning obligations, but the structure will not eliminate the need to put in some work. If you do not have a lot of free time during the day, then it may be impossible to fulfill the obligations of your enrollment. That’s why the flexibility of this arrangement can be an advantage since you only need to take one class at a time – but that can still be problematic for some people.

It is possible to avoid some of this disadvantage by taking independent learning courses online. When you can complete the work at your own pace, then the pressure of deadlines can disappear. You must still have trust in the program and remain dedicated to a result to turn this education opportunity into a real investment for you.

4. Online classes don’t provide the same face-to-face connections. Colleges and universities provide numerous opportunities for in-person social networking. When you can have face-to-face conversations with your professors and peers, then it can enhance the educational foundations that you receive. Networking functions can serve as essential connections for future career opportunities. The structure of online classes negates many of those potential advantages.

Even though you might have an institution that focuses on small class sizes and curriculum requirements that mandate interaction, a forum conversation or online chat isn’t the same as sharing coffee or lunch with someone.

5. Some online institutions don’t have full accreditation. You must verify that the college or university providing the online classes you want has full accreditation. Many facilities are not accredited even with the expansion of Internet access. That means your degree and qualifications might not receive the recognition you expect from potential employers. It may not receive serious consideration from other professionals in your preferred industry. This disadvantage also means that any credits earned might not be transferable to another institution.

The outcome of this disadvantage can be a costly mistake in terms of time and money. You’ll want to make sure to verify the specific accreditation of any school you’re considering before you even turn in an application.

6. You must have access to the Internet to complete your work. Online classes require you to have access to the Internet so that you can complete your assignments on time. If you don’t have the equipment at home to do the work or a connection that is fast enough to handle your course work, then it may be challenging to have a successful experience with this learning option. You’ll need a computer or tablet PC, a home-based ISP, and any peripherals necessary for your degree program.

Some public libraries and other institutions may offer computer access, but it may come with limited time or additional costs. You would also need to access that equipment during their regular working hours, which may not be possible with your specific schedule.

7. Many online classes require students to complete more work. The average online course in the United States requires a greater amount of reading and student interaction than a traditional class. Students must prove remotely that they have mastery over the material in question, which means your curriculum will involve a lot of independent study and Internet-based group work. Although the average amount of time one needs to dedicate to their course work is about 10 hours per week for each class, it is not unusual for individual courses at accredited colleges and universities to require 15-20 hours per week of work.

8. Technology scheduling issues can limit learning opportunities. Students must ensure that their computer is updated frequently with the latest operating system and software components to facilitate their learning. Some people may need to learn new or enhanced troubleshooting skills to manage their boot-up time, Internet connection, or software platforms that a professor requires. If you are a person who considers themselves to be technically challenged, then the tasks of this disadvantage could be a significant barrier to your current and future learning opportunities.

9. Time variations could be problematic for some students. Students who take online classes must plan and adjust their schedules to meet the deadlines set by their professors. American institutions often base deadlines on the time zone of the institution, so a West Coast student would need to account for the three-hour difference for an East Coast deadline. If international students are taking online courses, then this disadvantage could be significant.

This issue becomes problematic for students with opposite schedules. If you study at night and your partner works during the day, then there will be significant lag time between each response.

If you have a hectic schedule or zero access to a college or university, then online classes are a way to pursue your academic goals. It only requires Internet access or a data connection, and then you can begin fulfilling the requirements of your course work. The modern structure of this learning opportunity does an excellent job of simulating the traditional classroom experience.

This option may not be a first-choice selection for someone who struggles with their organization or focus. If you’re already putting in 40 hours each week with your job, then it may be unreasonable to put in another 20-40 hours after you get home to fulfill your learning obligations.

These advantages and disadvantages of online classes must receive individualized consideration. If you live at home full-time and want a self-directed education, then this innovation can be a positive experience. When you prefer social interactions and a traditional classroom, then it may not be the best choice to pursue.

The Advantages and Disadvantages of Online Degree Programs

Recognizing the experience and passion that adult learners bring to the classroom is fundamental to supporting students. – Joshua Steele, Arizona Online (University of Arizona)

One is never done learning—especially today. With the advancement of educational technology, it is easier than ever to further one’s education online. Scores of universities now offer fully-online programs for students who wish to pursue an undergraduate or master’s degree via distance learning.

Students and academic institutions alike have found numerous benefits with this style of learning. However, online education is relatively new in the world of academia and as it continues to evolve, so does our understanding of its advantages and challenges.

Featured Interviewee

Joshua Steele

Senior Director of Online Student Success, Arizona Online University of Arizona

Joshua Steele is the senior director of online student success at Arizona Online, the University of Arizona’s Office of Distance Learning, which strives to increase educational opportunities for fully-online students at the university through student-focused processes, operational excellence, and a comprehensive support strategy.

Steele has ten years of experience in online education, covering a wide range of roles, such as director of online student success, where he developed student support culture and structure for the launch of the University of Arizona’s fully online undergraduate degree programs. He has a bachelor of science in psychology and a master’s degree in history from the University of Arizona. He also has a master of arts in adult education and training.

The Advantages of Online Degree Programs

Technology is created to solve problems and make practical tasks easier. Thanks to educational technology, more people than ever have access to learning valuable information and earning degrees from the convenience of their laptops.

This technology makes education more accessible and is a growing medium for students around the world. According to a report by LearningHouse and Aslanian Market Research , 60 percent of students who had the choice of taking a course in a classroom or online chose the online course for its convenience.

For someone wishing to further their education, enrolling in an online program can be the perfect solution. Here are a few ways online courses add value to both students and universities.

Access to a High Quality Education

Among the advantages of educational technology, the most significant is increased access to valuable learning. Traditionally, students pursuing a degree would have to take into account the physical location of their classes as well as the cost of commuting or relocating to attend classes. More often than not, these two factors become major deterrents to completing a degree.

“The majority of our students choose online specifically because they are working, or have other obligations that prevent them from completing their education in an in-person format,” explains Joshua Steele, senior director of Arizona Online.

Educational technology relieves many students of the burdens that come with completing an on-campus degree. Online classes allow students to access course material, communicate with peers and instructors, and complete exams from any location with reliable internet. This means that students with other responsibilities such as a family or full-time job—as well as those living in rural areas or near schools without their desired program—are able to complete courses without having to relocate.

Online education can also be more affordable. The report by LearningHouse and Aslanian Market Research stated that 86 percent of students felt the value of their online degree exceeded the cost they paid for it.

Better access to education benefits students and the institutions themselves. By increasing enrollment, universities can increase revenue and invest in programs to improve the overall quality of the education they provide. Universities can choose to allocate that extra money to hire more qualified teachers, implement more advanced educational technology, or add more in-demand programs and courses.

Increased Flexibility and Academic Autonomy

“The flexibility and ability to dictate the times in which you access coursework are some of the largest advantages to earning a degree online,” says Steele. “For in-person formats, often students are at the mercy of the institution and the timing in which courses are offered.”

Being a student at any level is a big responsibility. Not only is a typical student’s schedule full of classes and study time, but many students work part-time jobs or get involved in extracurricular activities. Since coursework is often the top priority, students adapt their daily lives around their course load.

Online classes allow additional flexibility and autonomy for both students and instructors. With course materials readily available on the internet, students can learn at their own pace and study anywhere, anytime, any day of the week. The only schedules students may need to adhere to relate to exam dates, project and homework deadlines, and an end-of-year practicum or capstone.

Location independence is another key benefit of online education flexibility. By accessing course material from anywhere with a reliable internet connection, students can choose to spend their time learning from the comfort of their own homes, offices, cafés, or even when on vacation.

“I’ll also say that graduates of online programs typically have built a competency in self-regulation and discipline,” Steele adds. “You know that someone who has finished an online program has demonstrated commitment over a long stretch of time while typically physically isolated from the institution. That is a marketable skill set that I’m not sure we speak enough about.”

Easier to Maintain Career and Family Responsibilities

It has long been believed that pursuing a degree is best done before career and family obligations take priority. Once individuals have started to work full-time or tend to the demands of raising children, it can be incredibly difficult to focus on earning a traditional degree.

“We recently surveyed our fully-online undergraduate population and found that about 70 percent of these students are working more than 30 hours per week, and about 48 percent have children,” says Steele, “so the 11:00 to 11:50 a.m. three-days-a-week course is not a possibility for them.”

Most online masters degree programs are specifically designed for professionals who are balancing a 9-to-5 job and already have a demanding schedule. Even for those whose busy work schedules are not always predictable, the flexibility of online degree programs makes it easier to manage both.

Before the rise of online education, pursuing a traditional degree was not possible for many with careers and families. Thanks to distance-based educational technology, however, hardworking students, parents, and professionals really can have it all.

The Disadvantages of Online Degree Programs

Although online degree programs are designed to eliminate some of the challenges of the traditional educational environment, there are several hurdles that students and instructors must overcome. According to a 2016 report from Purdue University , between 40 and 80 percent of students enrolled in online classes drop out before completion.

Despite increased accessibility and flexibility, the online learning environment is not for everyone. Before applying for an online program, there are a few challenges to consider.

Lack of Interaction with Peers and Instructors

Accomplishing any goal can feel lonely. When it comes to pursuing an education, on-campus students have better access to moral support through face-to-face interaction with peers and professors. As traditional educational environments involve class discussion and group projects, the lack of interpersonal communication for instructors and classmates poses particular challenges for some students.

According to the Learning House and Aslanian Market research report, 57 percent of online students said that interacting with classmates is very important to academic success. Although students have the ability to email professors and classmates and participate in forums and discussion boards, many students have trouble learning without personal interaction.

Isolation from peers and instructors can be a significant factor for students to drop out of online courses. Although the lack of interaction might not affect an instructor’s well-being, low retention rates can hurt an institution’s finances and reputation.

For this reason, personalization is critical to effective online education, explains Steele: “It’s important for us to ensure that students understand that their instructors are real faculty at the university, who are just as interested in getting to know them as they are to know their instructor,” he says.

“We want our students to interact with each other to build their personal network and support system. Engagement with the instructor, engagement with the content, and engagement with each other are cornerstones of the Arizona Online experience. A variety of tools are used to create this learning environment, including video discussion boards, conferencing technology, and adaptive learning elements, to name a few.”

Students Must Hold Themselves Accountable

The feeling of isolation can lead many students to feel unmotivated about keeping up with their studies. Without having to be prepared to discuss course material in-person or meet professors face-to-face, holding oneself accountable is another significant challenge for online students.

Although on-campus students are responsible for studying outside the classroom, many feel that the in-person obligation to attend class and contribute to class discussions is a motivator for learning the material. As participation is often not a requirement, the material is always available, and the only deadlines are usually exams, it can be easy for students to procrastinate and not force themselves to learn the curricula.

Also, being surrounded by friends, family, and colleagues who are not furthering their education can also be a challenge in keeping motivation. Even if the people a student interacts with daily is supportive of their educational pursuit, it can be tempting to abandon hours of study to spend time with loved ones.

Instructors Must Adjust to an Online Environment

Because isolation and proactive time management can be a challenge for students, educators designing the coursework must adapt their teaching approach to these obstacles so students will remain engaged. This can be particularly troublesome for instructors who are not trained in using educational technology and teaching online courses.

As students have different learning styles, transitioning from the classroom to the laptop is more difficult for some than others. According to a report by Brookings , students who already have trouble learning in a traditional environment are more likely to fail an online course. Without being able to ask questions during a lecture or collaborate with peers, a student struggling with course material may have a harder time catching up.

Most university professors are not experts in educational technology, but in the subject they teach. For this reason, the best online programs hire teams of professionals to assist faculty in the development of online courses and create a more seamless online learning environment. Arizona Online takes a consultative approach, where the online learning team provides the necessary tools and resources for faculty to tailor their programs to an online format while still promoting each professor’s expertise.

“The team includes instructional designers, graphic designers, developers, videographers, instructional technology support—all to ensure that we can provide pedagogical choice and allow for the ability to think about the best way to meet course learning objectives while not being constrained,” explains Steele. “It allows us to innovate and rethink the ways we deliver content for online students.”

Technology for online courses is relatively new to the world of education and there is still much for universities and academic institutions to learn about its effectiveness and potential. As the number of students enrolled in fully online programs is expected to grow, institutions must be prepared to adapt to providing quality education through new technology and methods. Meanwhile, students who graduate from fully online programs can be set up for success.

“The challenges for online students are well documented. We do not talk enough about the strengths that online students bring to the classroom. Recognizing the experience and passion that adult learners bring to the classroom is fundamental to supporting students,” Steele says.

“We’ve found that our students choose the University of Arizona because they want to learn, and they appreciate the rigor of a program that supports their long-term professional and personal goals. Scaffolding support so that students feel supported is integral to promoting the success of an online population, and it takes a widespread institutional effort.”

The advantages and disadvantages of online education

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If you’re seeking an edge on your competitors, additional education is ideal to hone your skills and make connections. Here’s an overview of the advantages and disadvantages of online education.

Shifting perspectives in a fast-changing world

The recent changes in our society have forced us to reimagine some of our most basic, day-to-day tasks. Jobs that were once always done in person are now being performed online; we forego the crowding of supermarkets and restaurants for the safety of delivery and homemade cooking, and face-to-face conversations have been relegated to our phones and computers. We are forced to reflect upon our own communities, even as we are unable to see them.

Online education , once considered a niche area, is now becoming a much more appealing option for university and post-graduate students around the world. 

Online education programmes are particularly suited for those who:

• need flexibility in their coursework
• are looking to continue their current jobs
• have families to look after
• want an internationally recognised course without having to relocate
• wish to travel while continuing to train in their field or acquire new skills

E-learning: the new normal?

Advantages of online learning

An aspect often overlooked by many online courses is that of developing relationships between the students and professors, experts, other students, etc. Collaboration and community are an essential part of the learning process. A solid, defined community within an online course gives students access to:

• Structured opportunities to work with other students , and experiment with various projects
• Significant improvements in collaboration skills, especially in the context of an international cohort and using online tools
• The ability to have one-on-one discussions with teachers , in order to better understand and explore subjects
• Relief from stress caused by technical issues or administrative procedures by having someone available to help
• Engagement and idea exchanges with other students on topics such as how to juggle timetables with work and family, searching for career opportunities, and progress support throughout the course.

Other pros of online education are the following:

• Online education provides high-quality programmes while remaining cheaper.  A high-quality online programme is able to maintain the most impactful elements of in-person programmes and offer them in its online instruction. This does not mean a simple transference of coursework; quality programmes utilize state-of-the-art tools and techniques to create unique material specific to online learners. A face-to-face programme is much more expensive than its online equivalent, due to associated costs and money spent on commuting.
• Online learning is more flexible and convenient . Indeed, you have the opportunity to learn at (almost) any time, at your own pace and anywhere you want.
• Distance education can improve your career prospects. Even while working full-time, you can enroll and complete an online programme that can further your career prospects.
• Distance learning can improve your technical skills   – To complete an online course, you need to know something about computers because you have to navigate various learning management systems (LMS) and different other programs. The computer skills you learn to finish your online course helps you in all your future endeavor.

4 hidden advantages of online learning

Main disadvantages of online education

While the concept of online learning is a great choice for many, some online programmes can be prone to common downfalls :

• Some online courses are solitary. For instance, MOOCs don’t provide the same level of connection and collaboration as in-person courses would. Interaction is usually not a real-time process. Unless direct messaging is enabled, questions for the teacher must be submitted online, with answers typically received later. In a classroom setting, students can interact with teachers more spontaneously.
• Online education often involves a bigger workload  – Since institutions that offer online courses know they cannot monitor their students effectively, they assign more tasks and assignments. This can be a serious problem for students pursuing a degree while working full-time.
• Access to comprehensive materials and support can be difficult. When online courses are particularly static, all of the material is uploaded onto a single server for the student’s open access, without interactions with real humans. This can be problematic for those of us who need live clarification, technical support, or real-time adjustments. 
• Online education requires self-discipline  – When you are in a classroom, you are expected to follow rules and regulations – which instills a sense of discipline. Without the structure of a physical classroom and class schedule, it can be easy to lose focus and not devote the necessary time to course work.

Although there are online schools which are able to address these issues, it’s important to thoroughly review an online programme’s content to determine whether or not it’s at risk of these downfalls. 

How EDHEC Online creates support and community

EDHEC’s online programmes are unique in that they are industry leaders in computer-based learning. Coursework is designed with maximum flexibility in mind.  Expert professors who teach in-person at our world-renowned international school also teach online and are actively involved in designing courses that are specifically tailored to online learning.

Direct coaching is integrated into all of our courses, with professional coachs for career guidance, academic mentors available for direct contact on Slack, and admin and IT help desks specifically assigned to address the technical and logistical needs of online students. 

EDHEC programmes also implement small, consistent workgroups to allow students to foster close working relationships with each other. All students, from the moment they register, are instantly integrated into the alumni network . 

There are certainly online learning disadvantages to be aware of when pursuing an executive education online. An excellent programme, however, can avoid common problems with online learning and soar above and beyond expectations.

Embrace online learning!

Join the EDHEC community by enrolling in one of our online programmes .

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Online Education During Pandemic Times: Advantages and Disadvantages

• Daniel Moise Marketing Departament, Marketing Faculty, Bucharest University of Economic Studies, Bucharest, Romania.
• Amelia Diaconu Marketing Departament, Marketing Faculty, Bucharest University of Economic Studies, Bucharest, Romania.
• Mihaela Diana Oancea Negescu Marketing Departament, Marketing Faculty, Bucharest University of Economic Studies, Bucharest, Romania.
• Carol Cristina Gombos Marketing Departament, Marketing Faculty, Bucharest University of Economic Studies, Bucharest, Romania.

The latest Pandemic has changed not only our lifestyle behavior, but at the same the manner how we work, study, and evolve. We witnessed work from home, or remote working, as well as learning from home changes. The shift from the physical classroom to the online classroom came with advantages, but also with some, disadvantages. In this article, we conducted a research to discover undergraduate and graduate students’ perceptions towards online education. Students and professors are detached for the time being from their universities into online education platforms and video conference rooms, but not without other difficulties and challenges for the academic community. Some universities already had some practice and knew how to manage and use online platforms for different cycle types like: part-time or distance learning programs. Other universities appealed to platforms offered by international organizations like Microsoft or Google. The novelty was that not only the courses and seminars are held online and exams as well, proving to be a provocative issue, both for students and professors. We discovered different factors that influence online education and learning satisfaction. One of the main discoveries was that the future seems to be towards a blended learning system combining physical and online teaching.

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ISSN:  2239-5938 EISSN:  2239-6101 Abbreviated Title:  EJSD DOI:  10.14207/ejsd First Published: 1 Feb 2012 Language: English, Italian

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European Journal of Sustainable Development

ISSN 2239-5938 (print) ISSN 2239-6101 (online)

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• Published: 28 May 2024

Adapting to new challenges in medical education: a three-step digitization approach for blended learning

• Morris Gellisch 1 , 2 ,
• Gabriela Morosan-Puopolo 2 ,
• Beate Brand-Saberi 2 &
• Thorsten Schäfer 1  

BMC Medical Education volume  24 , Article number:  585 ( 2024 ) Cite this article

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This research work focuses on evaluating the development of our three-step digitization approach, designed to transform traditional lectures into engaging digital learning experiences. Aimed at offering an easy-to-use solution for educators, this approach addresses the pressing challenges of modern educational environments by enhancing accessibility, engagement, and effectiveness of learning through digital means.

Quantitative analysis demonstrated a notable increase in knowledge gain for students engaged with the digital format (t(230) = -2.795, p  = 0.006) over traditional methods. Additionally, it was observed that the online setting significantly improved concentration levels (t(230) = -5.801, p  < .001) and reduced distractions (t(230) = 2.848, p  = 0.005). Emotional assessments, based on the Achievement Emotions Questionnaire (AEQ), indicated an elevation in enjoyment (t(230) = -4.717, p  < .001) and a reduction in anxiety (t(230) = 9.446, p  < .001) within the digital learning environment. A substantial preference for the digital course format was expressed by 61.0% of participants, with 71.4% acknowledging its superior efficiency compared to 14.3% for traditional lectures.

Qualitative feedback underscored the digital format's flexibility, comprehensive learning experience, and immediate feedback as key benefits. Nevertheless, nuances such as a preferred understanding in face-to-face interactions and the absence of a social component in digital settings were noted.

To conclude, the findings from this study illuminate the significant advantages of the three-step digitization approach in meeting contemporary educational challenges. By facilitating an enhanced knowledge acquisition and fostering a supportive emotional climate, this approach signifies a promising direction for the future of medical education and beyond, fusing the convenience of digital solutions with the depth and engagement of traditional learning methodologies.

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Introduction

In anticipation of changes within Germany, a new Medical Licensing Regulation is expected to come into effect on October 1, 2027, following a nationwide agreement. This regulation, stemming from the ‘Masterplan Medizinstudium 2020’ agreed upon in 2017, aims to significantly modernize medical education in Germany. The reforms include a shift towards competency-based education, integrating the National Competence-Based Catalogue of Learning Objectives for Medicine (NKLM) into the curriculum, reducing traditional lectures by 30% in favor of digital blended-learning formats, and fostering guided self-study. These changes underscore a broader shift towards more practical and digital-focused medical education. Additionally, our manuscript addresses the increasing demand for digital learning environments, reflecting a global trend towards integrating technology into education. By showcasing the efficacy and student engagement in digital formats, we contribute to the discourse on digital transformation in medical education, aligning with both national and international educational trends.. This approach, tailored to bridge the gap between traditional and digital education, enables instructors, irrespective of their didactic expertise, to seamlessly transition to digital and blended learning models. This straightforward digitization strategy not only aligns with the upcoming legislative requirements but also simplifies the integration of digital tools into medical education.

The imperative of digital learning in medical education is increasingly recognized, as it adapts to the dynamic demands of healthcare. Haag et al. [ 1 ] call for a national "Medical Education in the Digital Age" initiative, emphasizing the need for digital skills and technologies in healthcare education. This reflects a growing consensus on the benefits of digital methodologies in medical training. Digital education's role in enhancing communication skills, a vital aspect of medical training, is notable, with evidence suggesting its efficacy might even surpass traditional methods in some instances [ 2 ]. Additionally, the integration of technology in medical education is crucial, especially in fields like psychiatry where telepsychiatry and digital continuing education are becoming increasingly important [ 3 ]. Innovative educational models like the hybrid ‘flipped classroom’, which uses online resources for concept learning, are proposed to improve learning efficiency and engagement [ 4 ]. The effectiveness of digital education technologies, such as high-fidelity mannequins and virtual reality, has been demonstrated in pediatrics, showing their potential to be as effective as, or even more so than, traditional methods [ 5 ].

While digital learning has transformed medical education, it's not without drawbacks. Over-reliance on digital tools may diminish memorization skills and lead to a dependency that could impact the depth of medical knowledge retention [ 6 ]. The shift to online learning, accelerated by the COVID-19 pandemic, has highlighted concerns regarding digital eye strain and mental health effects, questioning the sustainability of prolonged digital education [ 7 , 8 , 9 ]. The growing dependence on digital resources also necessitates enhanced digital literacy among learners for effective comprehension and navigation [ 10 ]. In regions with limited resources, e-learning offers a solution to expand access to medical education, addressing challenges like faculty shortages and infrastructure limitations [ 11 ]. A new digital divide underscores disparities in the ability to engage with digital education, necessitating the redesign of learning environments to ensure inclusivity [ 12 ]. Despite the advantages of e-learning, its integration into medical curricula requires careful consideration to complement rather than replace essential traditional training elements [ 13 , 14 ]. Transitioning from traditional to online learning further highlights significant engagement challenges, including difficulties in maintaining student interest and ensuring access to essential technologies. In synchronous online teaching, creating an environment that fosters knowledge growth is notably more challenging than in conventional settings, with engaging teachers and students with digital tools proving difficult [ 15 , 16 ]. In psychobiological research approaches, an interpretative framework could be developed in which correlations between actual physiological activation and engagement during the respective learning unit could be established: It could be shown that the mere transfer of a course to digital teaching is associated with considerable reductions in students' physiological arousal [ 17 ], leading to the recommendation that the development of digital learning environments should be accompanied by the implementation of activating and interactive teaching strategies in order to preserve the feeling of engagement in digital educational scenarios [ 18 ].

This necessity aligns with findings on the pivotal role of emotions in the learning process. Emotions significantly influence engagement, self-regulation, and learners' appraisal of their performance and outcomes, demonstrating the complexity and importance of emotional experiences in educational settings [ 19 , 20 ]. Emotions not only intensify all aspects of human behavior, including learning, but are also fundamental in driving attention, memory, motivation, and problem-solving [ 21 ]. Given their significant impact on cognitive processes, understanding the influence of both positive and negative emotions on learning and memory is crucial for developing effective educational strategies [ 21 , 22 ].

Building on the understanding that emotions, active learning, and engagement play critical roles in educational success, our three-step digitization approach is fundamentally grounded in literature, drawing inspiration from established educational research to enhance digital learning environments. It aims to enhance digital learning by designing activities that boost student engagement and lead to meaningful learning outcomes [ 23 ]. Strategies for fostering collaborative virtual classes and addressing remote learning challenges are central to our design, promoting interactive learning experiences as a fundamental component of student engagement [ 23 ]. This approach is further supported by a framework that advocates for active student engagement through adjusted teaching pedagogies and the integration of educational technologies in an e-learning management system [ 24 ]. Evidence from studies in specialized fields, such as General Biology, demonstrates the effectiveness of hybrid active learning interventions in improving learning gains and student perceptions [ 25 ]. Additionally, the successful facilitation of active learning in online environments, as seen in ecology education, underscores the value of incorporating online assignments and active learning strategies to enhance the online learning experience and to minimize lecturing when possible [ 26 ]. These insights collectively guide the implementation of our digitization approach, ensuring it is rooted in proven strategies for maximizing student interaction, engagement, and success in online learning environments.

Our evaluation of the three-step digitization approach involved a comparative analysis with its traditional face-to-face counterpart, examining aspects such as knowledge acquisition, learning efficiency, mode preferences, and the advantages and disadvantages of each format. Central to our assessment, however, was the emotional response elicited by the digitized lecture, emphasizing the significant role of emotional engagement in educational success. This focus is supported by the work of Pekrun et al. [ 19 ], which elucidates the profound impact of academic emotions on self-regulated learning, motivation, and achievement. Their research highlights the complexity of emotions in academic contexts and their direct influence on students' learning strategies and outcomes. By integrating the evaluation of emotional responses into our study, we align with the growing recognition of the importance of emotional aspects in learning, affirming the relevance of our approach in enhancing educational psychology's understanding of digital learning environments.

Material and methods

The development of our three-step digitization approach was systematically carried out to transform traditional lecture content into an interactive and engaging digital format. This process started with an in-depth review of lecture materials to pinpoint the main topics and objectives, guiding the creation of digital modules tailored to enhance student engagement and learning efficacy. In the first step, we introduced each topic with brief digital inputs, such as videos or commented slides, aiming to spark initial interest and lay the groundwork for deeper exploration. Following this, the second step engaged students in active learning tasks that encouraged the practical application of the concepts introduced earlier. These tasks were partially designed to simulate real-world scenarios, challenging students to think critically and apply their knowledge. The third step, crucial for reinforcing learning, involved providing students with solutions to the tasks undertaken in step two. This enabled self-assessment, allowing students to independently evaluate their understanding and grasp of the material by comparing their answers with the provided solutions. This structured sequence of content delivery and assessment is detailed in the accompanying figure (Fig.  1 ), which outlines the architecture of our three-step approach.

Illustration of the Three-Step Digitization Approach using the example of a teaching unit in Microscopic Anatomy on the topic of skin and skin appendages; this figure depicts the structured process of transforming traditional lecture content into an engaging, interactive digital learning experience. Each thematic focus is divided into three main sections, each representing a sequential step in the digitization process. Step 1—Input: The first section illustrates the initial phase where core topics from the lecture material are presented through digital mediums such as short videos or commented slides. This step is designed to introduce the subject matter and stimulate student interest. Step 2—Consolidation/Task: Following the introductory input, the second section shows the incorporation of active learning tasks. These are practical, application-oriented activities that encourage students to engage deeply with the content, applying what they have learned in simulated scenarios or problem-solving exercises. Step 3—Self-Assessment: The final section outlines the self-assessment phase, where solutions to the active learning tasks are provided. This allows students to independently evaluate their understanding and mastery of the material by comparing their responses with the provided answers, facilitating a reflective learning process

The efficacy of the three-step digitization approach was evaluated within the context of Microscopic Anatomy (Histology) lectures at the Medical Faculty of the Ruhr University Bochum. To ensure a robust comparison, we selected two topics of similar difficulty level. One topic was taught using the traditional face-to-face lecture format, while the other was delivered through our digitized format, adhering to the three-step approach outlined in Fig.  1 . This methodological choice was critical for isolating the impact of the digitization process on student learning outcomes. Additionally, to minimize potential bias and maintain consistency across the learning experiences, both lecture formats were delivered by the same instructor. In the comparative analysis of our study, both the traditional lecture and the digital module were designed to cover the content within similar time frames, ensuring an equitable basis for comparison. The lecture, delivered in a conventional didactic format, spanned a standard 45-min session, focusing solely on lecture-based instruction without interactive elements. In contrast, the digital module, while also encompassing an equal duration in time, was structured into three distinct phases as part of our three-step approach. This design intended to mitigate the natural decline in concentration over time by interspersing active learning and self-assessment opportunities, thereby potentially reducing the likelihood of distraction.. Following the completion of each lecture scenario, students were invited to participate in a survey designed to assess various aspects of their learning experience.

In this study, we intentionally sequenced the traditional lecture before the digital module to garner fresh impressions and minimize organizational complexities during an active academic term. This decision was aimed at reducing logistical burdens and ensuring that students' evaluations were based on their most immediate lecture experience, thereby aligning with our goal of assessing the digitization approach's effectiveness in a real-world educational setting.We utilized a comprehensive approach to assess the emotional and cognitive aspects of learning within the different learning formats. Drawing from Pekrun et al. [ 19 ], we explored a spectrum of emotions that are pertinent to the learning process. To quantify these emotions, we employed a visual analog scale [ 27 ], allowing participants to express the intensity of their feelings on a defined range. Specifically, we focused on the constructs of Anxiety and Enjoyment, employing the standardized Achievement Emotions Questionnaire (AEQ) for precise measurement [ 28 ]. Beyond emotional responses, our data collection extended to cognitive and preferential aspects of the learning experience. We gathered information on students' concentration during the learning experiences, their learning mode preferences, and the perceived efficiency of each learning setting. This multi-faceted approach enabled us to capture a holistic view of the educational impact of our digitization strategy. To enrich our understanding of the quantitative data, we also collected qualitative feedback on learning environment preferences. This additional layer of data provided insights into the correlations between students' emotional responses, their engagement with the learning material, and their overall satisfaction with the educational formats presented.

Participants eligible for the study were required to be actively enrolled first-semester medical students at Ruhr University Bochum during the data collection period. This requirement was set to target a group of individuals with a relatively uniform educational background. There were no specific criteria regarding age or gender for participation.

The study's participant demographics comprised a total of 318 first-semester medical students from Ruhr University Bochum, with a distribution of 221 females (69.5%) and 97 males (30.5%). The average age of participants was 20.0 years, with a standard deviation of 2.3 years. Female participants had a slightly higher mean age of 20.1 years (SD = 2.2) compared to male participants, who had a mean age of 20,0 years (SD = 2.4). Of the 318 subjects who were offered the opportunity to participate, 462 completed questionnaires were returned, resulting in a total response rate of 231 participants, which led to a representative sample size of around two-thirds of the total cohort.

This research was conducted in compliance with the Declaration of Helsinki and received approval from the Ethics Committee of the Professional School of Education at Ruhr University Bochum (Reference No. EPSE-2023–007, dated 21.09.2023).

In the statistical analysis of our study, we employed a comprehensive set of descriptive statistics to evaluate the distribution and characteristics of positive and negative emotions elicited during both the face-to-face lecture and its digitized counterpart. Specifically, we calculated the median, mean, standard error of the mean (SEM), standard deviation (Std. Dev.), interquartile range (IQR), variance, skewness along with its standard error (Std. E. S.), kurtosis, and the standard error of kurtosis (Std. E. K.) for each emotional tone reported by participants in both learning scenarios.

Our study assessed self-perceived knowledge gain and controlled for self-assessed prior knowledge, rather than directly measuring performance through exams.. Our primary focus was on evaluating learning engagement and the overall learning experience associated with the digitization approach, rather than measuring immediate academic performance through exams. This perspective stems from the understanding that traditional lectures are not designed to assess immediate performance but to foster a learning environment where engagement and conceptual understanding are prioritized. It was achieved by subtracting the pre-course knowledge level from the post-course knowledge level for each individual. To analyze these differences statistically, we conducted paired t-tests, setting the significance level at 0.05. This method allowed us to rigorously evaluate the impact of each teaching method on students' perceived knowledge acquisition.

In addition to the quantitative analysis, we examined qualitative data derived from participants' feedback. We categorized the key arguments presented in the feedback and calculated the frequencies of these categories. This qualitative analysis enabled us to identify prevalent themes and insights regarding the learning experiences in both the traditional and digitized formats, providing a richer understanding of the educational impact of our three-step digitization approach.

In this section, we present the findings from our study comparing the three-step digitization approach to its traditional face-to-face counterpart in medical education. The analysis encompasses descriptive statistics to outline students' emotional responses, inferential statistics and qualitative analyses, offering a comprehensive view of the impact of our digitization approach versus traditional instruction on both emotional and cognitive outcomes.

Regarding the descriptive statistics of positive emotions—measured on a visual analog scale ranging from minimum 1.00 to maximum 10.00—during the lecture, it can be stated that interest (INT) and motivation (MTV) showed the highest median values at 7.00 and 6.00 respectively. Joy (JOY) and hope (HPE) had median values of 5.00, while pride (PRD) and relaxation (RLX) presented the lowest medians at 4.00 and 3.00. The mean values align closely with the medians, with interest at 7.04 and motivation at 6.13 being the most prominent. Standard deviation values, such as 2.52 for pride (PRD) and 2.35 for hope (HPE), indicate variability in responses. The skewness for interest at -0.49 and kurtosis for pride at -0.99 provide details on the distribution shapes (Table  1 ).

Median scores for boredom (BRD), frustration (FRS), and stress (STR) were noted at 4.00, 5.00, and 6.00 respectively, indicating moderate levels of these emotions. The mean scores closely follow, with curiosity (CUR) displaying a high mean of 6.91, frustration showing a mean of 5.22, and stress at 5.84, reflecting notable occurrences of these emotions. Standard deviation values, such as 2.80 for anxiety and 2.73 for worry, demonstrate variability in students' experiences of these negative emotions. The interquartile range (IQR) for most emotions spans from 3.00 to 4.00, suggesting a consistent spread of responses across the cohort. Variance, skewness, and kurtosis values offer additional insights into the distribution of these emotions, with skewness for sadness (SAD) at 1.36 indicating a heavier tail towards higher scores. The maximum scores for all emotions reached 10.00, showing that some students experienced high levels of negative emotions during the lecture (Table  2 ).

Regarding positive emotions during the digital course, median scores indicate a strong presence of interest (INT), motivation (MTV), and curiosity (CUR) at 7.00, alongside contentment (CNT) and relaxation (RLX) at 6.00, reflecting positive engagement with the digital format. The mean scores further support this, with interest at 6.87 and motivation at 6.33 showcasing high levels of engagement. Standard deviation values, such as 2.76 for relaxation (RLX) and 2.71 for pride (PRD), suggest variability in emotional experiences among students. The interquartile range (IQR) for most emotions was between 2.00 and 3.00, indicating consistency in responses. Variance, like 5.41 for joy and 5.57 for enthusiasm, along with skewness and kurtosis values, offer insight into the distribution of these positive emotions, with most showing slight deviations from normal distribution. The maximum scores reached 10.00 for all emotions, indicating that some students experienced high levels of positive emotions in the digital learning environment (Table  3 ).

For negative emotions experienced during the digital course, the median values indicate lower levels of negative emotions, with sadness (SAD) and shame (SHM) at a median of 1.00, suggesting infrequent experiences of these emotions. Frustration (FRS) and confusion (CNF) showed slightly higher medians of 2.00 and 3.00, respectively, indicating a moderate presence. The mean values, such as 3.74 for boredom (BRD) and 3.13 for frustration (FRS), reflect a general trend of lower negative emotional responses in the digital learning environment. Standard deviation and interquartile range (IQR) values demonstrate variability among students' responses, with standard deviation figures like 2.13 for boredom and 2.23 for frustration. Variance, skewness, and kurtosis metrics provide further insight into the distribution, with skewness for sadness at 2.51 indicating a positive skew, and kurtosis for shame at 9.44 suggesting a leptokurtic distribution. The minimum and maximum scores span from 1.00 to 10.00 for all emotions, showing a range of emotional experiences among participants in the digital course (Table  4 ).

Paired samples t-tests comparing positive emotional responses between a traditional lecture and the three-step digitization approach revealed significant findings. Joy (JOY), hope (HPE), pride (PRD), relaxation (RLX), and contentment (CNT) all showed significant increases in the digital setting, with t-values of -3.579 ( p  < 0.001) for joy, -3.958 ( p  < 0.001) for hope, -3.209 ( p  = 0.002) for pride, -9.800 ( p  < 0.001) for relaxation, and -6.228 ( p  < 0.001) for contentment. These results suggest a notable enhancement of these emotions through digital learning. Conversely, enthusiasm (ENT), interest (INT), and motivation (MTV) displayed no significant differences between the formats, with p-values of 0.174, 0.283, and 0.287, respectively (Fig.  2 ).

This figure presents bar plots for each measured emotion, contrasting the average levels of positive emotional responses between traditional face-to-face lectures (Lecture) and our three-step digitization approach (Digital course). Each bar represents the mean value of the respective emotion in the traditional and digital settings, with error bars indicating the standard error of the mean (SEM). Significant differences between the two formats are highlighted as; ** denotes p  < 0.01, *** denotes p  < 0.001, n.s. denotes not significant

The analysis of negative emotions via paired samples t-tests between the traditional lecture and the digitized lecture showed a significant reduction in negative emotions in the digital format. Specifically, feelings of boredom (BRD) were lower in the digital setting, t(230) = 2.575, p  = 0.011. More pronounced reductions were observed for frustration (FRS), t(230) = 10.339, p  < 0.001; disappointment (DIS), t(230) = 5.870, p  < 0.001; desperation (DSP), t(230) = 9.991, p  < 0.001; sadness (SAD), t(230) = 5.695, p  < 0.001; stress (STR), t(230) = 12.999, p  < 0.001; demotivation (DMT), t(230) = 3.458, p  < 0.001; anxiety (ANX), t(230) = 9.992, p  < 0.001; worry (WRY), t(230) = 11.127, p  < 0.001; shame (SHM), t(230) = 4.041, p  < 0.001; and confusion (CNF), t(230) = 9.486, p  < 0.001.

These results indicate that participants experienced significantly fewer negative emotions during the digital course compared to the face-to-face lecture (Fig.  3 ).

This figure presents bar plots for each measured emotion, contrasting the average levels of negative emotional responses between traditional face-to-face lectures (Lecture) and our three-step digitization approach (Digital course). Each bar represents the mean value of the respective emotion in the traditional and digital settings, with error bars indicating the standard error of the mean (SEM). Significant differences between the two formats are highlighted as; * denotes p  < 0.05 and *** denotes p  < 0.001

The comparison of knowledge gain between traditional face-to-face lectures and digitized lectures was assessed through a paired samples t-test, accounting for prior knowledge in both scenarios. The analysis revealed that knowledge gain in the digitized format was significantly higher than in the traditional lecture setting. Specifically, the t-test showed a statistically significant difference in knowledge acquisition favoring the digitized approach, with a t-value of -2.795 (df = 230, p  = 0.006) (Fig.  4 ). This indicates that students experienced a greater enhancement of their understanding and retention of the material when engaged with the content through the digitized learning format.

The figure shows scatterplots depicting the subjects' prior knowledge for both the lecture (light yellow) and the digitized lecture (light blue) as well as the perceived knowledge after the lecture (orange) and after the digitized lecture (light purple). The respective difference is shown in the center of the figure, where the increase in knowledge from the lecture (ochre yellow) and from the digitized lecture (dark purple) are depicted. Significant differences between the two formats are highlighted as; ** denotes p  < 0.01

Analysis for perceived levels of concentration and distraction offered insightful contrasts between the traditional lecture hall setting and the online learning environment. Notably, students reported significantly higher levels of concentration when participating in online learning, as indicated by a t-value of -5.801 (df = 230, p  < 0.001) (Fig.  5 A). Substantiating this finding, the analysis regarding perceived distractions revealed that students experienced a higher level of distraction in the face-to-face lecture setting compared to the online environment. The statistical outcome, with a t-value of 2.848 (df = 230, p  = 0.005) (Fig.  5 B), supports the notion that the traditional classroom setting may present more elements that divert attention away from the learning material.

Chart A illustrates concentration levels, indicating enhanced focus in digital settings. Chart B assesses distractions from external factors, with digital learning showing reduced interference. Charts C and D , using the AEQ, reveal lower anxiety and higher enjoyment in digital formats, respectively. Each chart presents mean values with error bars indicating SEM. Significant differences between the two formats are highlighted as; ** denotes p  < 0.01 and *** denotes p  < 0.001

Building on the previous findings that online learning environments potentially can enhance concentration while reducing distractions, the Achievement Emotions Questionnaire (AEQ) results further illuminate the emotional benefits of our digitization approach. Specifically, the AEQ results revealed a significant decrease in anxiety levels in the online learning environment, as shown by a t-value of 9.446 (df = 230, p  < 0.001) (Fig.  5 C). In parallel, enjoyment levels significantly increased, as shown by a t-value of -4.717 (df = 230, p  < 0.001), indicating heightened enjoyment in our online setting (Fig.  5 D).

In assessing student preferences and perceptions regarding course format, our findings reveal a distinct inclination towards the digital learning environment introduced by our three-step digitization approach. According to the collected data, a significant majority of students (61.0%) expressed a preference for the digital course format over the traditional lecture (26.4%), with a small portion remaining undecided (12.6%) (Fig.  6 A). Further analysis aimed to discern whether this preference was merely due to convenience or attributed to perceived educational efficiency. The results unequivocally showed that students regard the digital learning setting as more efficient, with a substantial 71.4% endorsing the digital course for its efficacy, compared to 14.3% favoring the traditional lecture format, and an equal percentage (14.3%) remains undecided (Fig.  6 B).

A shows student preferences for traditional lectures, our digital course, or undecided. A significant majority prefer the digital course format. B illustrates perceptions of learning efficiency between traditional lectures and digital courses, with an option for undecided. The majority view the digital format as more efficient, with data presented in percentages. *** denotes p  < 0.001

Our qualitative analysis of student feedback on the digitized lecture format revealed insightful perspectives on its advantages and disadvantages. Positive feedback emphasized the digital format's flexibility, with 104 mentions (45.0%) of flexible time management as a significant benefit, allowing students to tailor their learning schedules to personal needs. The extensive and versatile learning experience was highlighted by 99 (42.9%) participants, appreciating the diversity in learning materials and approaches. Direct feedback on learning progress was noted 43 (18.6%) times as a key advantage, fostering a sense of immediate understanding and improvement. Improved concentration and stress reduction were also mentioned, with 21 (9.1%) and 31 (13.4%) mentions respectively, indicating an environment conducive to focused learning and lower anxiety levels. Conversely, negative feedback centered on aspects unique to traditional lectures. Twenty-eight (12.1%) participants felt a better understanding of material during in-person lectures, pointing to potential limitations in digital content delivery. The absence of a social component in digital settings was a concern for 16 (6.9%) respondents, suggesting a missed opportunity for peer interaction and support. A preference for auditory learning and the benefit of fixed lecture schedules in providing daily structure were mentioned by 11 (4.8%) and 6 (2.6%) participants, respectively, highlighting personal learning preferences and organizational benefits associated with face-to-face lectures. This qualitative feedback underscores the complex balance between the digital format's convenience and effectiveness versus the perceived depth of understanding and social interaction offered by traditional lectures.

The investigation into our three-step digitization approach for medical education reveals its substantial impact on enhancing learning experiences, marking a significant stride towards meeting the exigencies of modern educational frameworks. Designed to transform traditional lectures into dynamic digital formats, this approach not only caters to the current demands regarding current challenges in the field of Medical Education but also confronts the prevailing challenges within academic digital environments.

Elevated expressions of positive emotions such as enjoyment, contentment, hope, and pride in our digitized lecture format are corroborated by existing research, indicating a substantial impact of these emotions on learning outcomes. Positive emotions enhance the link between cognitive/motivational variables and academic achievement, suggesting that higher levels of enjoyment and pride can make self-regulation strategies more effective in improving grades [ 29 ]. The importance of positive emotions in promoting academic success is further emphasized, with activity-related emotions like enjoyment identified as critical for academic performance [ 30 ]. The interplay between emotions and cognitive processes, including attention, memory, and motivation, underscores the crucial role of emotional well-being for optimal learning [ 31 ]. Moreover, learning-related emotions and metacognitive strategies are shown to mediate the relationship between self-efficacy and academic performance, highlighting the intertwined nature of emotional states and learning strategies [ 32 ]. The interrelation between certain emotional characteristics in academic learning environments and the generally perceived basic tone of certain affective characteristics, further supports the significance of fostering these emotions within educational settings [ 33 ].

Transitioning to the implications of negative emotions, the Control-Value Theory (CVT) provides a framework for their impact, illustrating how perceptions of control and value attached to learning activities influence emotional experiences: Positive emotions are associated with high control and value, whereas negative emotions emerge from perceived low control or value [ 34 , 35 ]. This highlights the necessity of addressing both positive and negative emotions to fully understand and enhance the learning environment, paving the way for strategies aimed at minimizing negative emotional impacts on academic achievement.

In academic contexts, negative emotions like stress, disappointment, and frustration are generally seen as barriers to learning, correlating with lower academic achievement and a surface approach to learning [ 36 ]. Similarly, Pekrun et al. [ 37 ] highlight a negative cycle where such emotions adversely impact performance. Our findings indicate that the three-step digitization approach significantly reduces these negative emotions, aligning with literature that underscores the importance of minimizing such emotional experiences to enhance learning outcomes. While there is some discussion in the literature about the potential constructive roles of negative emotions under certain conditions [ 18 , 38 ], the primary focus of our study — and the broader consensus in educational research — is on the detrimental impact of these emotions on learning processes. By effectively reducing negative emotions, our digitization approach contributes to creating a more positive and conducive learning environment, which is crucial for academic success.

Our research on knowledge gain perceived within our three-step digitization approach setting aligns with findings that digital technologies can enhance educational outcomes. It's demonstrated that when digital tools facilitate constructive and interactive engagement, learning outcomes are positively impacted [ 39 ]. Blended learning strategies, which combine digital and traditional methods, have shown to be effective in health education, supporting the integration of digital technologies into teaching methodologies [ 40 ]. Additionally, studies suggest that digital learning designs, such as blended and distance learning, contribute positively to student learning outcomes, emphasizing the role of digital formats in education [ 41 ]. The emphasis on integrating technology in education, aligning with pedagogical principles, reflects a broader educational trend towards enhancing learning experiences and outcomes through digital means. This approach is advocated to transform education for future health professionals, resonating with our findings that a structured digitization approach can enrich the learning process [ 42 ]. However, considering the blended educational backgrounds of our participants, who had previous face-to-face lecture experiences, it's plausible that the observed benefits of the digital format may also derive from the cumulative advantages of a blended approach. This notion underscores the complexity of comparing digital and traditional learning modalities, highlighting the importance of considering the interplay between different educational experiences in assessing their effectiveness.

Further, our data reveal that students experienced less distraction and higher concentration during the learning process. This aligns with previous research arguing that auditory distractions, especially language, can significantly impair recall by drawing cognitive resources away from task-salient information [ 43 ]. Our digital environment likely minimized such distractions by providing a focused, coherent stream of input, enhancing students' ability to concentrate and recall lecture content. Furthermore, the research by Shernoff et al. [ 44 ] on the impact of seating location on student engagement and attention in traditional lecture settings underscores the importance of environmental factors in learning concentration, emphasizing the temporary advantage of a potentially calm learning atmosphere in a remote learning environment.

Our three-step digitization approach presents a transformative solution in education, characterized by its ease of use and comprehensive benefits for enhancing the learning experience. By reducing negative emotions and amplifying positive ones, it creates an optimal learning environment that fosters student well-being and engagement. The approach effectively minimizes distractions and enhances concentration, leading to improved efficiency and academic performance. It offers students unparalleled flexibility in managing their learning schedules, coupled with a versatile and enriched learning experience. The inclusion of direct feedback mechanisms further supports immediate learning adjustments and deeper comprehension. Altogether, this approach embodies a forward-thinking response to modern educational demands, providing a structured yet flexible framework that adapts to the varied needs of learners and maximizes their potential for success.

While our study highlights the benefits of the three-step digitization approach, it's important to consider its limitations alongside proposing relevant future research directions. We recognize the potential for a sequence effect due to the fixed order of the learning formats. This design choice was made to ensure fresh impressions and ease the logistical challenges of executing a crossover design within an ongoing semester. A crossover design, although ideal for mitigating sequence bias, would necessitate multiple iterations of the same lecture and could potentially lead to inter-cohort bias through communication among students. Future studies could explore alternative methodologies that both mitigate sequence effects and address the practical challenges identified in implementing crossover designs in educational research. Our study's design thus opens avenues for further investigation, highlighting the need for innovative solutions to balance methodological rigor with operational feasibility in educational settings. While our study provides valuable insights into the efficacy of the three-step digitization approach in medical education, we recognize the limitations in directly generalizing these findings to all educational contexts. Future research should explore the adaptability of this approach across various disciplines and student populations. Future research should explore its applicability and effectiveness in a broader range of academic fields, contributing to a holistic understanding of how digital learning can complement traditional teaching methods. Further, our assessment strategy was designed to align with our primary interest in evaluating the digitization approach's effectiveness from the learners' perspective. Future studies are encouraged to incorporate performance-based assessments to further elucidate the digitization approach's impact on student learning outcomes across multiple learning sessions. The potential for long-term enhancements in learning outcomes through our digitization approach merits further investigation. We advocate for longitudinal studies to assess how such digital strategies influence knowledge retention and application over time. This exploration is crucial not with the aim of replacing face-to-face lectures entirely but rather to develop a blended learning model where digitization serves to augment and diversify the educational experience. Such a model would leverage the strengths of both digital and traditional formats, providing flexibility, enhanced engagement, and potentially greater learning outcomes. We invite the academic community to further evaluate this approach across different disciplines and learning objectives, viewing it as an opportunity to innovate and enhance educational strategies within a complementary framework that retains the invaluable elements of in-person teaching.

In conclusion, our three-step digitization approach was crafted to offer educators an accessible and straightforward method for transforming traditional lectures into engaging digital content, even without extensive didactic expertise. The approach has been positively evaluated, showcasing its potential to enhance learning experiences through reduced distractions, increased concentration, and improved emotional well-being among students. While our findings within the realm of microscopic anatomy are promising, the true versatility and applicability of this approach across different disciplines and educational scenarios remain to be fully explored. Future research is essential to uncover the breadth of its effectiveness and to identify other areas where it can be successfully applied. This initiative paves the way for a broader adoption of blended learning models, combining the best of digital and traditional teaching methods to enrich the educational landscape.

Availability of data and materials

The datasets generated and analyzed during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

We extend our gratitude to Juliane Cramer for her valuable organizational support throughout the course of this research. We also wish to express our sincere thanks to the student participants who contributed their time and provided insightful feedback. Their engagement and responses were crucial in shaping the findings and conclusions of our work. Additionally, our appreciation goes to the Institute of Anatomy at Ruhr University Bochum for their support and collaboration. This study would not have been possible without the collective efforts and contributions of everyone involved. We are deeply thankful for their support. We also acknowledge the support provided by ChatGPT 4.0, which was instrumental in helping us work out ideal formulations. Further, we acknowledge support by the Open Access Publication Funds of the Ruhr-Universität Bochum.

The authors declare that this research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

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Morris Gellisch was the principal investigator of the study, overseeing all aspects of the research. This included the initial conception and design of the study, data collection and analysis, statistical analyses, writing the ethics application and the drafting of the manuscript. Gabriela Morosan-Puopolo contributed to the conceptual framework of the study. In addition to assisting with the development of the study’s conceptual design, GMP provided revisions of the manuscript. Beate Brand-Saberi’s contributions included refining the study’s design and providing critical feedback during the manuscript revision process, enhancing the clarity and impact of the final document. Thorsten Schäfer provided critical insights into the data’s meaning and implications, added substantial depth to the study’s findings. Furthermore, TS contributed to the critical revision of the manuscript, ensuring the accuracy and relevance of the research’s conclusions. All authors have carefully reviewed and approved the final version of the manuscript, endorsing its readiness for publication.

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Gellisch, M., Morosan-Puopolo, G., Brand-Saberi, B. et al. Adapting to new challenges in medical education: a three-step digitization approach for blended learning. BMC Med Educ 24 , 585 (2024). https://doi.org/10.1186/s12909-024-05503-1

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• Ways to Use Up Your Flexible Spending Account
• HAS Rules and Limits
• HSA Custodian
• Best Health Savings Account (HSA) Providers
• Why HSAs Appeal More to High-Income Earners
• Transfer IRA Money to an HSA

A health savings account (HSA) is essentially a personal savings account that can be used only for medical expenses. To be eligible, you must be enrolled in a high-deductible health plan (HDHP) . As HSAs have certain tax advantages, many people using them as retirement plans alongside their 401(k) or IRA accounts.

Contributions to an HSA are made with pretax dollars. This means that you won’t pay income tax on the money that you put directly into your HSA, and you'll save on income taxes for the year.

On the other hand, the money that you put into your HSA is expensive to access once it’s already in the account if it is not used properly. You’ll owe income taxes plus a 20% penalty if you withdraw funds from your HSA for non-qualified expenses before you turn age 65.

Key Takeaways

• The health savings account (HSA) helps people with high-deductible health insurance plans cover out-of-pocket medical costs.
• Contributions to HSAs aren’t subject to federal income tax, and earnings in the account grow tax-free.
• Unspent money in an HSA rolls over at the end of the year, so it’s available for future health expenses.
• You’ll owe income taxes plus a 20% penalty if you withdraw funds from your HSA for non-qualified expenses before you turn age 65.

Understanding Health Savings Accounts (HSAs)

A health savings account (HSA) is a tax-exempt savings account that is available only to people who have high-deductible health insurance plans. The money in an HSA can be used only to pay for qualified medical expenses. If the money is spent for any other purpose, the account holder has to pay income tax on the withdrawal plus a 20% tax penalty (unless the person is age 65 or older, in which case the penalty is waived).

Who Is Eligible for an HSA?

People with an HDHP can open an HSA. The two are usually paired together, so you’ll be offered an HSA when you take out a qualifying HDHP plan.

You must also meet the eligibility standards set out by the Internal Revenue Service (IRS). An eligible individual is someone who:

• Has a qualified HDHP
• Has no other health coverage
• Is not enrolled in Medicare
• Is not claimed as a dependent on someone else’s tax return

Is It Worth It to Have an HSA?

It can be worth it to have an HSA for the tax advantages alone. The money that you contribute to an HSA is tax-free, so you lower your tax bill by routing money that you can use for medical expenses through an HSA. Your employer won’t withhold income taxes on this money either.

On the downside, an HSA is open only to people with HDHPs, and a high-deductible plan is not for everyone. The financial benefit of an HDHP’s lower premium and higher deductible structure depends on your personal situation. Generally, healthy people with no ongoing issues that require regular treatment may find them worthwhile.

Does HSA Money Expire?

The money you put in your HSA has no expiration date and will stay in your account forever. This means that unspent money in an HSA rolls over at the end of the year and remains available for future health expenses.

This is unlike flexible spending accounts (FSAs), which are available to many through their employers but which are strictly “use it or lose it.”

What Can HSA Funds Be Used for?

Money that you withdraw from your HSA isn’t taxed as long as it is used for a qualified medical expense. The list of permitted expenses is quite long and includes deductibles, dental services, vision care, prescription drugs, co-pays, psychiatric treatments, and other qualified medical expenses not covered by a health insurance plan.

Insurance premiums  don’t count as a qualified medical expense with some exceptions: the premiums are for Medicare or other healthcare coverage for people 65 or older; for healthcare continuation coverage ( COBRA ) while receiving unemployment compensation; or for  long-term care insurance , subject to annually adjusted limits.

Premiums for Medicare supplemental or Medigap policies are not treated as qualified medical expenses.

If you use your HSA to pay for anything other than a qualified medical expense, that amount is subject to both income tax and an additional 20% tax penalty unless you are age 65 or older. In that case, you just have to pay income tax on the amount withdrawn.

Annual Contribution Limits

For 2024, the limit is $4,150 for individuals and $8,300 for family coverage for families. There is also an additional $1,000 catch-up contribution available for anyone age 55 or older by the end of the tax year .

Investopedia / Michela Buttignol

Advantages of HSAs

Access to an HSA is intended to take some of the stress out of unexpected health costs. But these accounts have other advantages.

Many Expenses Qualify

Eligible expenses include a wide range of medical, dental, and mental health services. They are explained in detail in IRS Publication 502, Medical and Dental Expenses.

Over-the-counter medications and menstrual products are now qualified HSA expenses. This is a result of the CARES Act passed in 2020.

Others Can Contribute

Contributions can come from you, your employer, a relative, or anyone else who wants to add to your HSA. Employers can choose whether or not to contribute to their employees' accounts.

Pretax Contributions

Contributions are made with pretax dollars through payroll deductions by your employer. In other words, your employer won’t withhold taxes on these dollars.

That means that the money is not included in your gross income and is not subject to federal income taxes . In most states, contributions are not subject to state income taxes .

Tax-Deductible After-Tax Contributions

If you make contributions with after-tax dollars , you can deduct the money from your gross income on your tax return, reducing your tax bill for the year. For example, if you’re an individual under the age of 55, your maximum allowed contribution to an HSA is $4,150 in 2024.

So, if you deposit only $2,600 into your HSA through payroll deductions by the end of 2023, you may choose to deposit an additional $1,550 to further lower your tax liability. You generally have until the IRS tax filing deadline to contribute.

Tax-Free Withdrawals

Withdrawals from your HSA are not subject to federal (and in most cases, state) taxes if you use them for qualified medical expenses.

Meanwhile, the balance in an HSA can be invested. You can purchase stocks, bonds, and other types of assets to boost your potential returns. Most financial advisors will strongly suggest conservative investments such as U.S. Treasury bonds. This account is, first and foremost, a nest egg for unexpected medical expenses.

Tax-Free Earnings

Any interest or other earnings on the money in the account is tax free. Most HSAs earn a minimal amount of interest, generally less than 0.1%.

Annual Rollover

If you have money left in your HSA at the end of the year, it rolls over to the next year.

This is a big advantage over FSAs, which normally can only be carried for 2½ months into the following plan year. For 2024, you can only carry forward up to $640 in an FSA.

Portability

The money in your HSA remains available for future qualified medical expenses even if you change health insurance plans, leave for a different employer, or retire.

Essentially, your HSA is a bank account in your name, and you decide how and when to use the funds.

HDHPs are required to set a minimum deductible and a maximum for out-of-pocket costs.

• In 2024, the deductible must be at least $1,600 for an individual and $3,200 for a family while out-of-pocket costs are limited to $8,050 for individuals and $16,100 for families.

Convenience

Most HSAs issue a debit card so you can pay for prescription medications and other eligible expenses. If you are waiting for a bill to come in the mail, you can call the billing center and make a payment over the phone using your HSA debit card. You can also reimburse yourself out of an HSA if you have paid a medical bill with another form of payment.

Disadvantages of HSAs

If you qualify for an HSA, there are some disadvantages to consider.

High-Deductible Requirement

An HDHP, which you are required to have to qualify for an HSA, can put a greater financial burden on you than other types of health insurance. Even though you will pay less in premiums each month, it could be difficult—even with money in an HSA—to come up with the cash to meet the deductible for a costly medical procedure.

This is something to consider for anyone who knows they will have hefty medical bills in a particular plan year.

The deductibles for HDHPs are often significantly higher than the minimums required and can be as high as the maximum out-of-pocket costs allowed.

Pressure to Save

Some people may be reluctant to seek healthcare when they need it because they don’t want to spend the money in their HSA accounts.

Taxes and Penalties

If you withdraw funds for non-qualified expenses before you turn age 65, you’ll owe income taxes on the money plus a 20% penalty. Once you’re 65, you’ll owe taxes but not the penalty.

This can be hard on a person who faces an unexpected expense that is anything but medical. They have saved the money but can't access it without taking a financial hit.

Recordkeeping

You must keep receipts to prove that your withdrawals were used for qualified health expenses. This will be necessary if you are audited by the IRS .

Some HSAs charge a monthly maintenance fee or a per-transaction fee, which varies by institution. While typically not very high, the fees are almost certainly higher than any interest that the account may earn and cut into your bottom line.

Sometimes these fees are waived if you maintain a certain minimum balance.

What Is the Main Benefit of a Health Savings Account (HSA)?

Having a health savings account alleviates some of the stress of unexpected medical expenses. The money you save in this account is tax-free. You can claim a deduction on your tax return for your HSA contributions regardless of whether or not you itemize deductions. You can claim a tax deduction even if someone other than your employer makes a contribution to your HSA. If your employer contributes to your HSA, these contributions are excluded from your gross income. You do not even pay taxes on the earnings and interest you receive from the assets you hold in your HSA.

What Is the Main Downside of an HSA?

The main downside of an HSA is that you must have a high-deductible health insurance plan to get one. A health insurance deductible is the amount of money you must pay out of pocket each year before your insurance plan benefits begin.

You will be responsible for coming up with the cash to pay for your deductible before your insurance plan begins paying your healthcare costs. You’ll need to pay for visits to the doctor, medical procedures, and prescriptions until you satisfy your deductible.

In 2024, you’ll need to pay a deductible of at least $1,600 for an individual and $3,200 for a family.

What Are the Benefits of a High-Deductible Insurance Plan With an HSA?

The main benefits of a high-deductible medical plan with an HSA are tax savings, the ability to cover some expenses that your insurance doesn’t, the ability to have others contribute to your account, and the convenience of using the account to pay for healthcare expenses.

Another benefit of an HSA is the portability of the account. You roll over any funds left in your account at the end of the year to the following year. The money is yours forever. You can simply allow it to grow in your HSA. Some people use their HSA as part of their retirement planning strategy.

How Can I Check the Balance on My HSA?

Most financial institutions that provide HSAs offer their customers various ways to check their account balances. These include:

• Online access : Your HSA provider will give you access to your account online, and you can log in just as you would for an online bank or brokerage service.
• Printed statement : Your balance and recent transactions can be included in your printed statement.
• Phone app: Check to see if your HSA provider offers an app that allows you to check your account balance from your phone.
• Customer service : Your HSA provider will have a customer service number that you can call for assistance.

For those who choose high-deductible health plans (HDHPs), an HSA has real advantages. It can offset your medical costs, reduce your taxes, and give you a long-term tax-advantaged savings account. But an HDHP isn't the best option for everyone, and having one is the only way to get access to an HSA account.

Internal Revenue Service. " Publication 969, Health Savings Accounts and Other Tax-Favored Health Plans ." Pages 3-4, 8-9.

Internal Revenue Service. " Publication 969, Health Savings Accounts and Other Tax-Favored Health Plans ." Page 3.

Internal Revenue Service. " Publication 969, Health Savings Accounts and Other Tax-Favored Health Plans ." Page 16.

Internal Revenue Service. " Topic No. 502 Medical and Dental Expenses ."

Internal Revenue Service. " Publication 502, Medical and Dental Expenses (Including the Health Coverage Tax Credit) ." Pages 8-9.

Internal Revenue Service. " Publication 969, Health Savings Accounts and Other Tax-Favored Health Plans ." Page 9.

Internal Revenue Service. “ Publication 969, Health Savings Accounts and Other Tax-Favored Health Plans ." Pages 8–10.

Internal Revenue Service. “ 26 CFR 601.602: Tax Forms and Instructions ."

Internal Revenue Service. “ Health Savings Accounts and Other Tax-Favored Health Plans ". Page 6.

Internal Revenue Service. “ IRS Outlines Changes to Health Care Spending Available Under CARES Act .”

Internal Revenue Service. " Publication 969, Health Savings Accounts and Other Tax-Favored Health Plans ," Page 5.

Office of the Law Revision Counsel, U.S. Code. " From Title 26-INTERNAL REVENUE CODE; 26 USC 61: Gross Income Defined ."

Internal Revenue Service. " Rev. Proc. 2022-24 ." Page 1.

Internal Revenue Service. “ Publication 969, Health Savings Accounts and Other Tax-Favored Health Plans ." Page 7.

Internal Revenue Service. " Publication 969, Health Savings Accounts and Other Tax-Favored Health Plans ," Page 10.

IRS. " Health Savings Accounts and Other Tax-Favored Health Plans ." Page 17.

Internal Revenue Service. “ 2024 Flexible Spending Arrangement Contribution Limit Rises by $150 ."

Internal Revenue Service. " Rev. Proc. 2023-23 ," Pages 1-2.

Health Insurance Marketplace. “ What Are HDHPs & HSAs? ”

U.S. Securities and Exchange Commission. “ Investor Bulletin: Health Savings Accounts (HSAs) .”

Internal Revenue Service. “ Publication 969, Health Savings Accounts and Other Tax-Favored Health Plans ,” Page 4.

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Abortion in the US: What you need to know

Subscribe to the center for economic security and opportunity newsletter, isabel v. sawhill and isabel v. sawhill senior fellow emeritus - economic studies , center for economic security and opportunity @isawhill kai smith kai smith research assistant - the brookings institution, economic studies.

May 29, 2024

Key takeaways:

One in every four women will have an abortion in their lifetime.

• The vast majority of abortions (about 95%) are the result of unintended pregnancies.
• Most abortion patients are in their twenties (61%), Black or Latino (59%), low-income (72%), unmarried (86%), between six and twelve weeks pregnant (73%), and already have given birth to one or more children (55%).
• Despite state bans, U.S. abortion totals increased in the first full year after the Supreme Court overturned Roe v. Wade.

Introduction

Two years after the Supreme Court overturned Roe v. Wade, abortion remains one of the most hotly contested issues in American politics. The abortion landscape has become highly fractured, with some states implementing abortion bans and restrictions and others increasing protections and access. The Supreme Court heard two more cases on abortion this term and will likely release those decisions in June. Beyond the Supreme Court, pro-choice and pro-life advocates are fiercely battling it out in the voting booths, state legislatures, and courts. If the 2022 midterm elections are any indication , abortion will be one of the most influential issues of the 2024 election. So what are the basic facts about abortion in America? This primer is designed to tell you most of what you need to know.

What are the different types of abortion?

There are two main types of abortion: procedural abortions and medication abortions. Procedural abortions (also called in-clinic or surgical abortions) are provided by health care professionals in a clinical setting. Medication abortions (also called medical abortions or the abortion pill) typically involve the oral ingestion of two drugs in succession, mifepristone and misoprostol.

Most women discover they are pregnant in the first five to six weeks of pregnancy, but about a third of women do not learn they are pregnant until they are beyond six weeks of gestation. 1 Women with unintended pregnancies detect their pregnancies later than women with intended pregnancies, between six and seven weeks of gestation on average. Even if a woman discovers she is pregnant relatively early, for many it takes time to decide what to do and how to arrange for an abortion if that is her preference.

Why do women have abortions?

The vast majority of abortions (about 95%) are the result of unintended pregnancies. That includes pregnancies that are mistimed as well as those that are unwanted.

Women’s reasons for not wanting a child—or not wanting one now—include finances, partner-related issues, the need to focus on other children, and interference with future education or work opportunities.

In short, if there were fewer unintended pregnancies, there would be fewer abortions.

How common are abortions?

About two in every five pregnancies are unintended (40% in 2015). Roughly the same share of these unintended pregnancies end in abortion (42% in 2011). About one in every five pregnancies are aborted (21% in 2020).

How have abortion totals changed over time?

The number of abortions occurring in the U.S. jumped up after the Roe v. Wade decision in 1973. After peaking in 1990, the number of abortions declined steadily for two and a half decades until reaching its lowest point since 1973 in 2017. 2 Possible contributing factors explaining this long-term decline include delays in sexual activity amongst young people, improvements in the use of effective contraception , and overall declines in pregnancy rates , including those that are unintended . In addition, state restrictions which became more prevalent beginning in 2011 prevented at least some individuals in certain states from having abortions.

In 2018 (four years before the Supreme Court overturned Roe v. Wade), the number of abortions in the U.S. began to increase. The causes of this uptick are not yet fully understood, but researchers have identified multiple potential contributing factors. These include greater coverage of abortions under Medicaid that made abortions more affordable in certain states, regulations issued by the Trump administration in 2019 which decreased the size of the Title X network and therefore reduced the availability of contraception to low-income individuals, and increased financial support from privately-financed abortion funds to help pay for the costs associated with getting an abortion.

Another contributing factor, whose importance bears emphasizing, is the surging popularity of medication abortions .

The use of medication abortions has increased steadily since becoming available in the U.S. in 2000. However, in 2016, the FDA increased the gestational limit for the use of mifepristone from seven to ten weeks and thereby doubled the share of abortion patients eligible for medication abortions from 37% to 75%.

Later, during the COVID-19 pandemic, the FDA revised its policy in 2021 so that clinicians are no longer required to dispense medication abortion pills in person. Patients can now have medication abortion pills mailed to their homes after conducting remote consultations with clinicians via telehealth. In January 2023, the FDA issued another change which allows retail pharmacies like CVS and Walgreens to dispense medication abortion pills to patients with a prescription. Previously only doctors, clinics, or some mail-order pharmacies could dispense abortion pills.

Although access varies widely by state , medication abortions are now the most commonly used abortion method in the U.S. and account for nearly two-thirds of all abortions (63% in 2023). 3

This is why the Supreme Court’s upcoming decision in the Mifepristone case (FDA v. Alliance for Hippocratic Medicine) is so consequential. Among other issues, at stake is whether access to medication abortion will be sharply curtailed and whether regulations regarding medication abortions will revert to pre-2016 rules when abortion pills were not authorized for use after seven weeks of pregnancy and could not be prescribed via telemedicine, sent to abortion patients by mail, or dispensed by retail pharmacies.

Who has abortions?

Most abortion patients are in their twenties (61%), Black or Latino  (59%), low-income (72%), unmarried (86%), and between six and twelve weeks pregnant (73%). 4

The majority of abortion patients have already given birth to one or more children (55%) and have not previously had an abortion (57%). 5 Among abortion patients twenty years old or older, most had attended at least some college (63%). The vast majority of abortions occur during the first trimester of pregnancy (91%). So-called “late-term abortions” performed at or after 21 weeks of pregnancy are very rare and represent less than 1% of all abortions in the U.S.

The abortion rate per 1,000 women of reproductive age is disproportionately high for certain population groups. Among women living in poverty, for example, the abortion rate was 36.6 abortions per 1,000 women of reproductive age in 2014, compared to 14.6 abortions per 1,000 women among all women of reproductive age.

How much does an abortion cost?

The cost of an abortion varies depending on what kind of abortion is administered, how far along the patient is in their pregnancy, where the patient lives, where the patient is seeking an abortion, and whether health insurance or financial assistance is available. In 2021, the median self-pay cost for abortion services was $625 for a procedural abortion in the first trimester of pregnancy and $568 for a medication abortion.

Since 1977, the Hyde Amendment has banned the use of federal funds to pay for abortions except in cases of rape, incest, or life endangerment. Today, among the 36 states that have not banned abortion, fewer than half (17 as of March 2024) allow the use of state Medicaid funds to pay for abortions. 6 Many insurance plans do not cover abortions, often due to state limitations. Most abortion patients pay for abortions out of pocket (53%). State Medicaid funding is the second-most-commonly used method of payment (30%), followed by financial assistance (15%) and private insurance (13%). 7

Whether state law allows state Medicaid funds to cover abortions has a very large impact on the difficulty of paying for abortions and the methods used by women to pay for them. In the year before the Dobbs Supreme Court decision, 50% of women residing in states where state Medicaid funds did not cover abortion reported it was very or somewhat difficult to pay for their abortions, compared to only 17% of women residing in states where abortions were covered.

How has the Supreme Court handled abortion?

In Roe v. Wade (1973), the Supreme Court established that states could not ban abortions before fetal viability, the point at which a fetus can survive outside the womb. Under the three-trimester framework established by Roe, states were not allowed to ban abortions during the first two trimesters of pregnancy but were allowed to regulate or prohibit abortions in the third trimester, except in cases where abortions were necessary to protect the life or health of a pregnant person. The Court ruled that the fundamental right to have an abortion is included in the right to privacy implicit in the “liberty” guarantee of the Due Process Clause of the Fourteenth Amendment.

Since it was decided, Roe v. Wade has faced legal criticism. Notwithstanding these critiques, the Court upheld Roe multiple times over the next half-century including in Planned Parenthood v. Casey (1992). But after former President Trump appointed three new Justices to the Supreme Court, a new conservative supermajority overturned Roe v. Wade in Dobbs v. Jackson Women’s Health Organization (2022) and established that there is no Constitutional right to have an abortion.

In his Dobbs majority opinion , Justice Alito concluded “Roe was egregiously wrong from the start.” Writing for the majority, he underscored that “[t]he Constitution makes no reference to abortion,” and while he recognized there are constitutional rights not expressly enumerated in the Constitution, he concluded the right to have an abortion is not one of them. Justice Alito reasoned that the only legitimate rights not explicitly stated in the Constitution are those “deeply rooted in the nation’s history and traditions,” and he found no evidence of this for abortion.

Because the Court determined there is no Constitutional right to abortion, it allowed the Mississippi state law which banned abortion after 15 weeks of pregnancy with limited exceptions to go into effect. The Court ruled that states have the authority to restrict access to abortion or ban it completely and that the power to regulate or prohibit abortions would be “returned to the people and their elected representatives.”

The Court’s three liberal Justices criticized the majority’s decision in a withering joint dissent . The dissenting Justices argued the right to abortion established in Roe and upheld in Casey is necessary to respect the autonomy and equality of women and prevent the government from controlling “a woman’s body or the course of a woman’s life.” They lamented “one result of today’s decision is certain: the curtailment of women’s rights, and of their status as free and equal citizens.”

How did the states respond to the overturning of Roe v. Wade?

Since Roe v. Wade was overturned, many states have implemented abortion bans or restrictions, while others have added protections and expanded access. The abortion landscape in America is now fractured and highly variegated .

As of May 2024, abortion is banned completely in almost all circumstances in 14 states. In 7 states, abortion is banned at or before 18 weeks of gestation. Many states with abortion bans do not include exceptions in cases where the health of the pregnant person is at risk, the pregnancy is the result of rape or incest, or there is a fatal fetal anomaly.

Access to abortion varies widely even among states without bans since many states have restrictions such as waiting periods, gestational limits, or parental consent laws making it more difficult to get an abortion.

Many state bans and restrictions are still being litigated in court. The interjurisdictional issues and legal questions arising from the post-Dobbs abortion landscape have not been fully resolved.

Despite the Supreme Court’s stated intention in Dobbs to leave the abortion issue to elected officials, the Court will likely hear more cases on abortion in the near future. This term, in addition to the case about Mifepristone, the Court will decide in Moyle v. United States whether a federal law called the Emergency Medical Treatment and Labor Act (EMTLA) can require hospitals in states with abortion bans to perform abortions in emergency situations that demand “stabilizing treatment” for the health of pregnant patients.

What are the trends in abortion statistics post-Dobbs?

In 2023, the first full year since the Dobbs Supreme Court decision, states with abortion bans experienced sharp declines in the number of abortions occurring within their borders. But these declines were outweighed by increases in abortion totals in states where abortion remained legal. Nearly all states without bans witnessed increases in 2023. Taken together, abortions in non-ban states increased by 26% in 2023 compared to 2020 levels.

As a result, the nationwide abortion statistics from 2023 represent the highest total number (1,037,000 abortions) and abortion rate (15.9 abortions per 1,000 women of reproductive age) in the U.S. in over a decade. The 2023 U.S. total represents an 11% increase from 2020 levels.

It’s unclear why, despite Dobbs, abortions have continued to rise . It may be because of the increased use of medication abortions , especially after the FDA liberalized regulations related to telehealth and in-person visits. In addition, multiple states where abortion remains legal have implemented shield laws and other new protections for abortion patients and providers, increased insurance coverage, or otherwise expanded access . Abortion funds provided greater financial and practical assistance . Interstate travel for abortions doubled after the Dobbs decision.

In short, the impacts of Dobbs are being felt unevenly. Although most women who want abortions are still able to obtain them, a significant minority are instead carrying their pregnancies to term. In the first six months of 2023, state abortion bans led between one-fifth and one-fourth of women living in ban states who may have otherwise gotten an abortion not to have one.

Young, low-income, and minority women will be most affected by state bans and restrictions because they are disproportionately likely to have unintended pregnancies and less able to overcome economic and logistical barriers involved in travelling across state lines or receiving medication abortion pills through out-of-state networks.

What are the effects of expanding or restricting abortion access on women and their families?

Effects of abortion restrictions on women.

Abortion bans jeopardize the lives and health of women. The impacts on their health can be especially troublesome. Pregnancies can go wrong for many reasons—fetal abnormalities, complications of a miscarriage, ectopic pregnancies—and without access to emergency care, some women could face serious threats to their own health and future ability to bear children. Abortion restrictions can place doctors in difficult situations and undermine women’s health care.

Although medication abortions are safe and effective, abortion bans could also increase the number of women who use unsafe methods to induce self-managed abortions, thereby endangering their own health or even their lives. State abortion legalizations in the years before Roe reduced maternal mortality among non-white women by 30-40%.

Enforcement of state laws that restricted access to abortion in the years before Dobbs has even been associated with increases in intimate partner violence-related homicides of women and girls.

In addition, lack of access to abortion leads to worse economic outcomes for women. After a conservative group suggested that such effects have not been well documented, a group of economists filed an amicus brief to the Supreme Court in the Dobbs case, noting that in recent years methods for establishing the causal effects of abortion have shown that they do affect women’s life trajectories. Although there has been some difficulty in separating the effects of access to abortion from access to the Pill or other forms of birth control, an extensive literature shows that reducing unintended pregnancies increases educational attainment , labor force participation , earnings , and occupational prestige for women. These trends are especially pronounced for Black women .

One example that focuses solely on abortion is the Turnaway study, in which researchers compared the outcomes for women who were denied abortions on the basis of just being a little beyond the gestational cutoff for eligibility to the outcomes of otherwise similar women who were just under that cutoff. The study along with subsequent related research has shown that women who are denied abortions are nearly four times more likely to be living in poverty six months after being denied an abortion, a difference that persists through four years after denial. They are also more likely to be unemployed , rely on public assistance , and experience financial distress such as bankruptcies, evictions and court judgements.

Finally, increased access to abortion results in lower rates of single and teen parenthood. State abortion legalizations in the years before Roe reduced the number of teen mothers by 34%. The effects were especially large for Black teens.

Effects of abortion restrictions on children

Along with contraception, access to abortion reduces unplanned births. That means fewer children dying in infancy, growing up in poverty, needing welfare, and living with a single parent. One study suggests that if all currently mistimed births were aligned with the timing preferred by their mothers, children’s college graduation rates would increase by about 8 percentage points (a 36% increase), and their lifetime incomes would increase by roughly $52,000.

Despite this evidence that the denial of abortions to women who want them would be harmful to women and to children once born, those who are pro-life argue that these costs are well worth the price to save the lives of the unborn. As of April 2024, 36% of Americans believe abortion should be illegal in all (8%) or most (28%) cases, while 63% of Americans believe abortion should be legal in all (25%) or most (28%) cases.

Looking ahead

The abortion landscape in America is continually evolving. Whereas pro-choice advocates will seek to expand access and add additional protections for abortion patients and providers, opponents of abortion will continue to criminalize abortions and further restrict availability.

Abortion will be one of the top issues of the 2024 elections in November. Democratic candidates in particular believe abortion is a winning issue for them and will broadcast their pro-choice stance on the campaign trail. Some evidence suggests the overturning of Roe has galvanized a new class of abortion-rights voters. Multiple states will have abortion referenda on the ballot .

The Supreme Court’s Dobbs decision will not prevent women and other citizens from affecting the legislative process by voting, organizing, influencing public opinion, or running for office. What they do with that power in November remains to be seen.

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The Brookings Institution is financed through the support of a diverse array of foundations, corporations, governments, individuals, as well as an endowment. A list of donors can be found in our annual reports published online  here . The findings, interpretations, and conclusions in this report are solely those of its author(s) and are not influenced by any donation.

• We recognize people of all genders become pregnant and have abortions, including about 1% of abortion patients who do not identify as women or female. For concision, we use “women” and female pronouns in this piece when discussing individuals who become pregnant.
• The Guttmacher and CDC data produced in this primer only represent legal abortions that occur within the formal US healthcare system. They do not include self-managed which occur outside of the formal US healthcare system.
• As of March 2024, 29 states have laws that restrict access to medication abortion, for example by requiring ultrasound, counseling, or multiple in-person appointments.
• We define low-income as earnings below 200% of the federal poverty level.
• The CDC abortion data is less complete than the Guttmacher Institute data and omits abortion data from states which account for approximately one-fourth of all abortions in the U.S.
• Today, roughly 35% of women of reproductive age covered by Medicaid (5.5 million women) are living in states where abortion is legal but state funds are not allowed to cover abortions beyond the Hyde exceptions of rape, incest, or life endangerment.
• Respondents could indicate multiple payment methods.

Health Access & Equity Public Health Reproductive Health Care

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