disadvantages of online learning essay

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.

Open Learning newsletter

10 Biggest Disadvantages of E-Learning

These disadvantages of E-Learning must be addressed to ensure the legitimacy and longevity of the online learning industry.

• By Sander Tamm
• Jan 10, 2023

E-student.org is supported by our community of learners. When you visit links on our site, we may earn an affiliate commission.

“Education is the most powerful weapon which you can use to change the world.” Nelson Mandela

We already analyzed the numerous  benefits of E-Learning in our previous article. Now, it’s time to cover the opposite side of the coin. E-Learning has some significant drawbacks, and these problems often get pushed aside in online discussions. After all, who would want to put the brakes on educational innovation?

Looking at the industry as a whole also reveals plenty of enthusiasm, with the  statistics of the E-Learning industry in 2022 showing massive growth. However, educators worldwide still recognize some major issues plaguing the industry. Let’s have a closer look at these problems. 

These are the disadvantages of E-Learning:

Disadvantages of E-Learning

1. online student feedback is limited.

In traditional classrooms, teachers can give students immediate face-to-face feedback. Students who are experiencing problems in the curriculum can resolve them quickly and directly either during the lecture or during dedicated office hours. Personalized feedback has a positive impact on students, as it makes learning processes easier, richer, and more significant , all the while raising the motivation levels of the students.

E-Learning, on the other hand, still tends to struggle with student feedback. Students completing regular assessments become dissatisfied when they experience  a lack of personalized feedback . The traditional methods of providing student feedback don’t always work in an E-Learning environment, and because of this, online education providers are forced to look towards alternative methods for providing feedback. Providing student feedback in an online setting is still a relatively unresearched topic area, and it might take a while for any specific strategies to become fully research-based and proven to be effective.

Solution:  Researchers have demonstrated successful  examples of peer feedback systems  in online learning, which could be a potential solution to the problem of limited student feedback in e-learning. Additionally, this disadvantage of E-Learning is sometimes solved through  video chats with professors , which function similarly to the professor’s office hours during on-campus training.

2. E-Learning can cause social Isolation

The E-Learning methods currently practiced in education tend to make participating students engage in solitary contemplation without interaction . As a result, many students and teachers who inevitably spend much of their time online can start experiencing signs of social isolation  due to the lack of human communication in their lives. Social isolation and lack of communication often lead to several mental health issues, such as heightened stress, anxiety, and negative thoughts.

Solution:  Some of the  ways  to combat loneliness and social isolation in online learning could be:

• Promoting increased interaction between online students.
• Utilizing blended learning environments.
• Monitoring the students for signs of social isolation.

3. E-Learning requires strong self-motivation and time management skills

Lack of self-motivation among students continues to be one of the primary reasons why students fail to complete online courses. In traditional classrooms, there are numerous factors that constantly push students toward their learning goals. Face-to-face communication with professors, peer-to-peer activities, and strict schedules all help keep the students from falling off track during their studies.

In the setting of an online learning environment, however, there are fewer external factors that push the students to perform well. In many cases, the students are left to fend for themselves during their learning activities, without anyone constantly urging them towards their learning goals. Students taking E-Learning courses will find that they are often required to learn difficult materials in a comfortable home setting without any of the added pressure normally associated with traditional colleges. As a result, keeping up with regular deadlines during online studies can become difficult for those students who lack strong self-motivation and time management skills.

Solution:   Building strong self-motivation and disciplinary skills is key to succeeding in an online learning environment. Additionally, face-to-face communication with professors can be substituted with online communication, and peer-to-peer activities should be promoted between online students similarly as it would be in traditional classrooms.

4. Lack of communicational skill development in online students

E-Learning methods are proven to be highly effective at improving the academic knowledge of students. However, developing the communicational skills of the students is an area often neglected during online lessons. Due to the lack of face-to-face communication between peers, students, and teachers in an online setting, the students might find that they are unable to work effectively in a team setting. Neglecting the communicational skills of the students will inevitably lead to many graduates who excel in theoretical knowledge, but who fail to pass their knowledge on to others.

Solution:  Peer-to-peer group activities and online lectures which require communication must be used even in an online learning environment. In doing so, we can ensure that E-Learning does not fail to teach students the communication skills necessary to succeed in real working environments.

5. Cheating prevention during online assessments is complicated

Unfortunately, one of the biggest disadvantages of E-Learning continues to be  cheating through various methods. Compared to on-campus students, online students can cheat on assessments more easily as they take assessments in their own environment and while using their personal computers. The students cannot be directly observed during assessments without a video feed, making cheat detection during online assessments more complicated than for traditional testing procedures. Additionally, without a proper identity verification system in place, students taking online assessments might be able to let a third party take the assessment instead of themselves, resulting in a wholly fraudulent test result.

Solution: To protect the authenticity of online education, anti-cheating measures must be put in place by any online education institution. The most popular anti-cheating tools currently used in E-Learning are online proctoring systems such as  Examity , which use various anti-cheating measures, including automated ID verification and machine learning to detect fraudulent test-takers.

6. Online instructors tend to focus on theory rather than practice

Although this drawback of E-Learning is starting to be addressed and fixed by some of the more innovative online learning platforms, the problem has yet to disappear completely. The problem is that many E-Learning training providers focus largely (in many cases entirely) on developing theoretical knowledge rather than practical skills. The reason for this is evident – theoretical lectures are considerably easier to implement in an online learning environment than practical lectures. After all, without face-to-face communication and physical classrooms to use as a workshop, implementing practical projects in an online course requires significantly more prior planning than theoretical training.

Solution: Implementing hands-on student projects in conjunction with 1:1 mentorship is some of the most effective ways of developing practical skills in online students. There are several successful practice-based online courses on platforms such as Udacity  and  Springboard .

7. E-Learning lacks face-to-face communication

The lack of face-to-face communication ties together with many previously mentioned disadvantages of online learning. A lack of face-to-face communication with the instructor inhibits student feedback, causes social isolation, and could cause students to feel a lack of pressure. A lack of pressure is a disadvantage because it causes students to abandon their studies more easily. Constant nudging by professors may be undesirable for many, but it’s an effective method for improving student retention.

Solution: In E-Learning, face-to-face communication must be substituted with another method of communication. For example, video chats, discussion boards, and chatrooms could help with the adverse effects of a lack of face-to-face contact during online learning.

8. E-Learning is limited to certain disciplines

All educational disciplines are not created equal, and not all study fields can be effectively pursued via E-Learning – for now, at least. E-Learning tends to be more suitable for social science and humanities rather than scientific fields such as medical science and engineering, which require a certain degree of hands-on practical experience. No amount of online lectures can substitute an autopsy for medical students or real-life industrial training for a budding engineer. While this could change in the future, we are not yet at a point where we can teach all professions solely through E-Learning.  

Solution: For some disciplines, such as  medical education , blended learning could be an excellent alternative to fully online learning. In the case of nursing students , research showed that blended learning courses achieved similar post-test results as traditional course formats while increasing the satisfaction ratings of the participating students significantly.

9. Online learning is inaccessible to the computer illiterate population

96% of Americans own mobile devices , and around  73% own a personal computer . Therefore, it would be easy to argue that online education is accessible to most people. However, these statistics don’t paint the whole picture. Despite the booming growth in technological capabilities, computer literacy rates are still far from perfect. The OECD average percentage of computer-illiterate people hovers around 25%, meaning that a quarter of the population will have considerable trouble accessing E-Learning as an educational method. And these are OECD countries we are talking about, considered developed countries with high-income economies.

In other parts of the world, the situation is often direr. In India, for example, despite the country being one of the major players in the world of E-Learning, there is still a large gap in computer literacy in the population. As long as such gaps in society exist, online education will not be able to reach all citizens. Therefore, we must look at online learning as a supplement rather than a replacement for traditional education.

Solution:  Finding a solution to the complex problem of raising computer literacy is no easy task. However, initiatives such as  Digital India  show promise in improving the computer literacy rates amongst the population.

10. Lack of accreditation & quality assurance in online education

If E-Learning is to be considered as effective and authentic as traditional learning, it must be ensured that all online schools are qualified and accredited. Unfortunately, at the current point in time, there are still a vast number of online learning platforms which are unaccredited and where all the materials are quality checked by no one besides the instructors themselves. As such, poor quality assurance and a lack of accredited online learning providers continue to weaken the legitimacy of online education.

Solution:  There are numerous  considerations for the quality assurance of E-Learning , and they must be followed to ensure the authenticity of E-Learning. Additionally, accreditation management systems such as Creatrix provide a centralized solution for the accreditation process.

Sander Tamm

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Advantages and Disadvantages of Online Learning: IELTS Writing Task 2 Topic

You must write at least 250 words for IELTS Writing Task 2. You will be given a topic and evaluated on your abilities to answer by expressing and defending your viewpoint, explaining the topic, summarising facts, describing challenges, identifying potential alternatives, and illustrating what you write with explanations, claims, and specific examples from your own expertise or experience.

Today we will read about a very popular topic “Advantages and disadvantages of online learning essay”.

So, let’s get started.

IELTS Writing Task 2 Topic: Advantages and Disadvantages of Online Classes

Let us help you in your IELTS writing preparation with an interesting and informative topic. Read all the 3 sample answers and learn how to approach a topic in different ways.

Advantages and Disadvantages of Online Classes Sample Answer One for IELTS Writing Task 2

Online teaching and learning have grown in popularity among students in recent times, and this is viewed differently by different learners. Many students see this as a helpful learning tool, although others believe it is not as successful as classroom instruction. This article would explore the benefits and drawbacks of digital education.

Also Read: Importance of Art in Society: IELTS Essay Sample for IELTS Writing Task 2 Explained for Band 8

Advantages of Online Classes Essay

Students who study online have more flexibility in their schedules and spend less money on their education. They will study their desired courses and subjects at their own pace. This is a fantastic opportunity for learners to learn new skills and expand their experience while remaining in the comfort of their own home. For example, a Nepali student seeking an Australian degree in business administration does not need to travel to Australia; he can train and complete the course while remaining at home. As a result, distance learning is both cost-effective and time-efficient.

Disadvantages of Studying Online

That being said, online classes offer more emphasis on the analytical aspect of learning and there is less instructor and student contact. It ignores realistic learning elements and encourages passive learning. It is clear that students perceive it to be less successful than classroom instruction. According to a new survey, a larger percentage of students considered classroom instruction to be much more successful than digital education.

Conclusion: Merits and Demerits of Online Teaching

In conclusion, the ever-increasing availability of digital education has gained traction among young adults for many years and is viewed as helpful by many and less successful by others. The focus should be placed on its efficacy in order to identify it as the most cost-effective learning method other than classroom instruction.

Advantages and Disadvantages of Online Classes Sample Answer Two for IELTS Writing Task 2

Recently, the course has grown in popularity, resulting in more excellent learning options for students. While this movement may have some benefits, it may also have some risks and challenges as a result. Both sides of learning will be addressed in more detail in the following chapters. On the one hand, distance education has certain benefits. For starters, the simplicity of distance learning is essential.

Also Read: IELTS Essay in Writing Task 2: Here’s How to Organize it Well

There is no time constraint and the online classroom and teacher are (theoretically) accessible 24 hours a day, 7 days a week. As a result, students will stick to their schedules without impacting their learning outcomes.

Second, the advantage of learning is that it saves resources. Tuition at online schools is often smaller than at conventional universities. Building repairs, grounds maintenance, food service, class accessories, and other expenses that impact the cost of credits are not needed.

Learners, on the other hand, may suffer from a number of disadvantages of simulated learning. To continue, students can encounter technical issues, which can have a variety of implications.

Furthermore, some students are not equipped with the good internet access that online courses necessitate, and therefore fall behind their simulated classmates: poor monitors find it difficult to obey the course Management.

The system, as well as their learning process, becomes troublesome. Another downside to digital education is the scarcity of accreditation and the poor standard of instruction. The growing demand for digital education has resulted in an uncontrollable proliferation of colleges, including some unregulated schools, and there is no way to check the content of all courses. As a consequence, illegal organisations can con several students out of money.

Finally, online education can be helpful in terms of scheduling flexibility and reduced tuition. However, immersive learning has some drawbacks, including poor student conditions and a lack of quality control over classes.

Advantages and Disadvantages of Online Classes Sample Answer Three for IELTS Writing Task 2

These days, online learning is becoming increasingly popular. Many conventional colleges began to make their classes available for free. It represents a simple and convenient way to gain expertise in almost any area, from law and accounting to social sciences such as sociology, anthropology, and history. Digital education is a fantastic alternative to conventional universities, particularly for people who do not have the time or resources to attend traditional universities. So what are the benefits and drawbacks of online learning?

Also Read: Opinion Essay for IELTS: How to Plan and Write a Perfect Opinion Essay?

While many people still believe that traditional colleges are the only way to gain expertise and obtain a diploma, digital education has proven to be an excellent option. Students should study on their own time, and particularly for free. It is an excellent way to learn a variety of subjects while still increasing self-motivation. Online learning is so successful because students can complete their assignments easily, leaving more time for hobbies or job search.

Access to all of the opportunities of a typical course allows learners to practise wherever they are, giving them the opportunity to prepare wherever they choose. An individual may attend various courses with only an Internet connection. Students’ accountability and self-discipline are among the benefits of digital learning.

Limitations of Online Learning

An individual can only learn properly in a small group. Learners learn at school how to make new friends, be polite, deal with failure, and, most importantly, compete. Competition among colleagues can be very exciting, and students can learn greatly from it. Human contact is not possible for digital learning.

Another drawback is that online classes cannot handle the thousands of students who attempt to participate in debates. Furthermore, if digital education is intended for disciplines that need preparation, it can be challenging.

Conclusion of Studying Online

Finally, digital education can be seen as a supplement to and expansion to traditional ways of learning. Even the best online course cannot completely substitute physical interaction with an instructor or the human connections formed in a group. As a result, standard classes can not be replaced by digital learning.

Any essay can be satisfactory if addressed correctly. It is critical to remember in IELTS writing that each type of essay necessitates a different approach. In the case of an ‘advantage and disadvantage’ essay, a mixture of solid structure and appropriate data is a game-changer. As a result, in order to achieve a 9 band in your exam, you must devote some time to planning and structuring your essay.

If you need more assistance on this, you can simply visit IELTS Ninja .

Also Read: How to Write Agree and Disagree Essays in IELTS? Tips to Write the Perfect Essay

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Thank you for providing the advantages and disadvantages of the online learning, but many prefer online learning over self study, what do you think about it?

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About the Author

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Madhurjya Chowdhury, a web content writer in Ufaber EduTech has a very strong passion for writing and alluring the readers. You can find him writing articles for the betterment of exam aspirants and children. With immense interest in research-based content writing and copywriting, he likes to reach out to more and more people with his creative writing style. On the other side, he is an Electronics and Communication Engineer from LPU, Jalandhar. In his leisure time, he likes to play badminton or read about space discoveries. Apart from this, he is a pro gamer on PC, PS and Mobile gaming platforms.

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Student Opinion

Is Online Learning Effective?

A new report found that the heavy dependence on technology during the pandemic caused “staggering” education inequality. What was your experience?

By Natalie Proulx

During the coronavirus pandemic, many schools moved classes online. Was your school one of them? If so, what was it like to attend school online? Did you enjoy it? Did it work for you?

In “ Dependence on Tech Caused ‘Staggering’ Education Inequality, U.N. Agency Says ,” Natasha Singer writes:

In early 2020, as the coronavirus spread, schools around the world abruptly halted in-person education. To many governments and parents, moving classes online seemed the obvious stopgap solution. In the United States, school districts scrambled to secure digital devices for students. Almost overnight, videoconferencing software like Zoom became the main platform teachers used to deliver real-time instruction to students at home. Now a report from UNESCO , the United Nations’ educational and cultural organization, says that overreliance on remote learning technology during the pandemic led to “staggering” education inequality around the world. It was, according to a 655-page report that UNESCO released on Wednesday, a worldwide “ed-tech tragedy.” The report, from UNESCO’s Future of Education division, is likely to add fuel to the debate over how governments and local school districts handled pandemic restrictions, and whether it would have been better for some countries to reopen schools for in-person instruction sooner. The UNESCO researchers argued in the report that “unprecedented” dependence on technology — intended to ensure that children could continue their schooling — worsened disparities and learning loss for hundreds of millions of students around the world, including in Kenya, Brazil, Britain and the United States. The promotion of remote online learning as the primary solution for pandemic schooling also hindered public discussion of more equitable, lower-tech alternatives, such as regularly providing schoolwork packets for every student, delivering school lessons by radio or television — and reopening schools sooner for in-person classes, the researchers said. “Available evidence strongly indicates that the bright spots of the ed-tech experiences during the pandemic, while important and deserving of attention, were vastly eclipsed by failure,” the UNESCO report said. The UNESCO researchers recommended that education officials prioritize in-person instruction with teachers, not online platforms, as the primary driver of student learning. And they encouraged schools to ensure that emerging technologies like A.I. chatbots concretely benefited students before introducing them for educational use. Education and industry experts welcomed the report, saying more research on the effects of pandemic learning was needed. “The report’s conclusion — that societies must be vigilant about the ways digital tools are reshaping education — is incredibly important,” said Paul Lekas, the head of global public policy for the Software & Information Industry Association, a group whose members include Amazon, Apple and Google. “There are lots of lessons that can be learned from how digital education occurred during the pandemic and ways in which to lessen the digital divide. ” Jean-Claude Brizard, the chief executive of Digital Promise, a nonprofit education group that has received funding from Google, HP and Verizon, acknowledged that “technology is not a cure-all.” But he also said that while school systems were largely unprepared for the pandemic, online education tools helped foster “more individualized, enhanced learning experiences as schools shifted to virtual classrooms.” ​Education International, an umbrella organization for about 380 teachers’ unions and 32 million teachers worldwide, said the UNESCO report underlined the importance of in-person, face-to-face teaching. “The report tells us definitively what we already know to be true, a place called school matters,” said Haldis Holst, the group’s deputy general secretary. “Education is not transactional nor is it simply content delivery. It is relational. It is social. It is human at its core.”

Students, read the entire article and then tell us:

What findings from the report, if any, surprised you? If you participated in online learning during the pandemic, what in the report reflected your experience? If the researchers had asked you about what remote learning was like for you, what would you have told them?

At this point, most schools have returned to in-person teaching, but many still use technology in the classroom. How much tech is involved in your day-to-day education? Does this method of learning work well for you? If you had a say, would you want to spend more or less time online while in school?

What are some of the biggest benefits you have seen from technology when it comes to your education? What are some of the biggest drawbacks?

Haldis Holst, UNESCO’s deputy general secretary, said: “The report tells us definitively what we already know to be true, a place called school matters. Education is not transactional nor is it simply content delivery. It is relational. It is social. It is human at its core.” What is your reaction to that statement? Do you agree? Why or why not?

As a student, what advice would you give to schools that are already using or are considering using educational technology?

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

Natalie Proulx joined The Learning Network as a staff editor in 2017 after working as an English language arts teacher and curriculum writer. More about Natalie Proulx

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Argumentative Essay: Online Learning and Educational Access

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

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

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

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

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

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50 Pros and Cons of Online Learning [Deep Analysis] 

Online learning represents a transformative shift in educational paradigms, leveraging digital technology to provide accessible and flexible learning options. This modality has seen a surge in popularity, driven by a global recognition of its potential to transcend traditional educational boundaries. It enables people from various backgrounds to obtain quality education remotely, eliminating the constraints of geographical location. Despite its advantages, online learning also presents challenges, including the digital divide, reduced interpersonal interactions, and concerns about educational quality. This deep analysis aims to explore the 50 pros and cons of online learning, offering a comprehensive view of its impact and highlighting both the opportunities and hurdles it presents in the ever-evolving education landscape.

Pros of Online Learning  

Let’s delve into each pro of online learning to help students understand the topic more precisely:

1. Flexibility

Online learning provides flexibility, allowing students to study anytime and anywhere, accommodating the schedules of working individuals, parents, or those with irregular timings. This adaptability helps students manage their educational pursuits and other personal and professional responsibilities. It assists in organizing learning schedules around personal and professional commitments, reducing stress and enhancing the ability to balance educational needs with life and work responsibilities. For example, a working professional can integrate their studies into their routine by studying during evenings or weekends, making education feasible amidst a hectic schedule.

2. Accessibility

Accessibility in online learning, facilitated by just an internet connection, allows students from any geographic location to access quality education, thus eliminating distance and travel barriers. This feature is especially beneficial for those in rural or underserved areas. It helps by providing access to quality education regardless of one’s location, effectively removing geographical and physical barriers. This accessibility promotes equal learning opportunities and supports inclusive education, ensuring that students, irrespective of their location, can enroll in specialized programs offered by urban or even international institutions. For example, a learner from a remote area can register for specialized courses provided by universities located in major cities or abroad, broadening their educational and career prospects.

Related: How to Make Most of Online Learning?

3. Variety of Courses

Online platforms offer various courses across various fields and specialties, empowering students to engage with subjects that may not be locally available, ranging from advanced scientific courses to creative arts and languages. This diversity of offerings provides a broad spectrum of learning opportunities, enabling students to delve into different fields or concentrate on niche areas, thus enhancing their career prospects and personal development. For instance, an individual interested in rare languages can access specific online courses that are not available in their local area, facilitating specialized learning and exploration in their field of interest.

4. Pace Control

Students can progress through courses at a pace that aligns with their learning preferences and capabilities, allowing fast learners to accelerate their studies and those needing more time to proceed without pressure. This pacing flexibility helps students learn at a speed that suits their learning style, thereby improving comprehension and retention. It also minimizes frustration and maximizes the effectiveness of the learning process. For example, students facing difficulties with a complex math concept can take extra time to review and practice, ensuring they fully understand and master the material before moving on.

5. Cost-Effective

Online education typically incurs lower costs than traditional campus-based learning, with savings extending to commuting, accommodation, and often course materials, thus making education more financially accessible. This affordability helps reduce the financial burden of education, making it more achievable for a broader range of students. Reducing costs associated with online learning can also lessen student debt and alleviate financial stress. For example, students taking online courses often save on expenses related to commuting, textbooks, and campus facilities, contributing to the overall cost-effectiveness of their education.

Studying in a familiar and comfortable environment can reduce stress and improve concentration, thus enhancing the learning experience. This setup helps by allowing students to study in a preferred environment, leading to better focus and productivity. The additional benefits of personalized study conditions include an improved overall learning experience and increased satisfaction. For instance, students can create a quiet, personalized study space at home, tailored to their specific needs, free from the distractions often encountered in classroom settings, thereby fostering a more conducive learning atmosphere.

Related: Hybrid Learning vs Online Learning

7. Technology Skills

Navigating online learning platforms and tools can improve digital literacy, a crucial skill in today’s technology-driven world. This enhancement of digital literacy and technical skills is essential for the modern workforce, helping individuals become more competent and adaptable to technological advancements. The additional benefits include improved employability as individuals become more adept at using digital tools, making them more attractive to potential employers. An example is the regular use of learning management systems and online research tools, which prepares students for the technological demands of contemporary, tech-savvy workplaces.

8. Interactive Content

Online courses often include multimedia elements such as videos, interactive simulations, and quizzes, making learning more engaging and effective. This approach actively engages students, making learning more enjoyable and impactful. Including various multimedia elements caters to different learning styles and enhances information retention, offering a more dynamic and interactive educational experience. For instance, interactive simulations in an online science course enable students to experiment with concepts in a virtual lab setting, providing a hands-on experience that deepens their understanding and engagement with the material.

9. Global Perspective

Interacting with students and instructors worldwide in online learning contexts exposes learners to different viewpoints and cultures, enriching their educational experience and broadening their worldview. This exposure to international perspectives and cultural diversity enhances global awareness and understanding, which is increasingly important in today’s interconnected world. Such interactions prepare students for globalized careers and working in multicultural environments, equipping them with the skills to navigate diverse cultural dynamics. An example of this is engaging in collaborative projects with international peers, which can provide valuable insights into varied business practices and cultural norms, further enhancing the learning experience and preparing students for international professional interactions.

10. Self-Discipline and Responsibility

The self-directed nature of online learning fosters the development of crucial life skills such as time management, self-discipline, and personal responsibility. This environment helps cultivate personal skills like time management, self-motivation, and organizational abilities, which are beneficial in both personal and professional settings. For example, managing deadlines for multiple online courses teaches students to prioritize tasks and manage their time effectively. These skills honed through the self-regulatory demands of online education, are valuable assets that enhance an individual’s ability to navigate various aspects of life and career successfully.

Related: Reasons to Attend Regular College

11. Immediate Feedback

Many online courses offer instant feedback on quizzes and assignments, enabling students to comprehend their mistakes and learn from them quickly. This rapid feedback mechanism allows students to identify areas of weakness promptly and concentrate their efforts on improvement, thereby accelerating the learning process and facilitating the achievement of mastery. For instance, instant grading on online quizzes provides an immediate understanding of errors, allowing students to promptly correct and grasp the necessary concepts. This feature of online learning enhances the educational experience by providing timely insights into performance, thereby aiding in more efficient and effective learning.

12. Customizable Learning Environment

Online learners have the flexibility to create a study space that best suits their needs, from a quiet home office to a local café with headphones, enabling them to tailor their environment to their preferences, which improves concentration and efficiency. This personalization of the study space not only enhances comfort and personal well-being but also positively affects learning outcomes. For example, students can establish a quiet corner in their home equipped with all necessary study materials, crafting an ideal learning environment that fosters productivity and academic success. This adaptability in creating a conducive study setting is a significant advantage of online learning, allowing individuals to optimize their surroundings to support their learning process.

13. Accessibility for Disabled Individuals

Online education is notably more accessible for students with physical disabilities, providing customizable learning experiences and eliminating the need for physical travel. This accessibility ensures equal education opportunities, offering necessary accommodations and support and promoting inclusivity and equal opportunities in education. For example, online courses with features like closed captioning and adjustable text sizes cater to the needs of students with hearing or visual impairments, making learning more accessible.

14. Up-to-date Content

Digital courses can be easily updated to reflect the latest research, technology, and industry trends, ensuring that students receive the most current education. This constant updating keeps learners competitive and relevant in their fields, with courses in rapidly evolving sectors like digital marketing or cybersecurity swiftly incorporating the latest trends and technologies.

Related: Benefits of Online Learning for Working Executives

15. Resource Availability

The availability of resources is a significant benefit of online learning. Many materials, such as e-books, academic papers, and educational videos, are readily accessible, often at no additional cost. This access supports extensive research and a deeper understanding of subjects, with online libraries, journals, and videos greatly enriching students’ research and learning experiences.

16. Reduced Anxiety

For students who experience anxiety in traditional classroom settings, online learning offers a less intimidating environment, allowing them to engage more comfortably with the material. This less stressful and more controlled setting can lead to improved mental health and better academic performance, exemplified by the ease of participating in discussions via online forums compared to face-to-face interactions.

17. Learning Retention

Engaging multimedia content in online courses can significantly enhance memory and information retention, making learning more effective. Interactive elements like virtual reality can simulate real-world scenarios, deepening understanding and aiding recall, enhancing immediate learning and contributing to long-term retention of information.

18. Scalability

Scalability in online learning allows for accommodating many students, making education accessible to a broader audience, and overcoming the physical constraints of traditional classrooms. This scalability enables education delivery to many students, increasing the reach of educational programs and facilitating wider knowledge dissemination. For example, thousands of students can take a popular online course globally, unlike a traditional classroom with limited capacity.

19. Sustainable

Sustainability is a significant advantage of online learning, as it eliminates the need for daily commuting, making it more environmentally sustainable by reducing traffic congestion and lowering emissions. This approach reduces the carbon footprint associated with traditional campus-based education and supports environmental sustainability, aligning with green living practices. For instance, the online learning model significantly reduces travel-related carbon emissions, reducing the overall environmental impact.

Related: Reasons Why the Future of Education Is Online Learning

20. Career Advancement

Online courses offer career advancement opportunities by enabling working professionals to enhance their education and skills without interrupting their careers, thus supporting continuous professional development. This allows individuals to pursue further education while maintaining their career trajectory, enhancing their professional skills and knowledge, and remaining competitive in the job market. An example is an IT professional who can upskill by completing an online cybersecurity course, qualifying for higher-paying and more specialized roles.

21. Innovative Teaching Methods

Innovative teaching methods in online education, such as gamification, virtual reality simulations, and collaborative projects, enrich the learning experience. These methods introduce new and engaging ways of learning that accommodate diverse learning preferences and needs, making the educational process more dynamic and increasing student engagement and success rates. For instance, gamification can make learning more enjoyable and interactive, boosting participation and motivation.

22. Expert Access

Access to experts is a hallmark of online learning. Students can receive instruction from leading figures in various fields, ensuring access to high-quality education and insights, irrespective of their location. This access provides students with the opportunity to learn from top professionals and academics, offering high-caliber education and insights. For example, students can participate in online lectures or workshops led by renowned scholars or industry leaders, which would be inaccessible locally.

23. Networking Opportunities

Networking opportunities abound in online platforms, which often include forums, group projects, and social media connections, enabling students to network globally with peers and professionals. This networking facilitates global connections beneficial for collaborative learning and career development, expanding professional networks, and creating opportunities for future partnerships or employment. Through online courses, students can connect with industry experts and peers worldwide, potentially leading to job opportunities or collaborative projects.

24. Cultural Exchange

Cultural exchange in online courses allows students to interact with peers from different cultural backgrounds, enhancing cultural understanding and exchange. This interaction fosters cultural sensitivity and global awareness, contributing to personal development and preparing students for global work environments. In online settings, group projects can provide collaboration opportunities with peers from various countries, offering valuable insights into diverse cultures and work ethics.

25. Lifelong Learning

Online education supports lifelong learning by offering accessible educational opportunities for individuals at any career or life stage, thereby fostering continuous personal and professional growth. This facilitates ongoing education and skill development, enabling individuals to remain knowledgeable and adaptable throughout their careers. Online education promotes personal fulfillment and professional competitiveness in a rapidly evolving world, with professionals continuously updating their skills through online courses, workshops, and webinars to adapt to industry changes and advance their careers.

Related: Online Learning vs Classroom Learning

Cons of Online Learning

1. lack of social interaction.

Online learners often miss out on the social dynamics of a classroom, leading to potential isolation and reduced interpersonal skills. Overcoming this involves participating in online forums, virtual study groups, and social networks to build connections and engage in social learning.

2. Technology Dependence

The effectiveness of online education largely depends on reliable technology and internet access. To overcome potential barriers, securing access to the required technological resources and establishing contingency plans for technical setbacks is essential. This proactive approach ensures continuity in learning, minimizing disruptions caused by technological issues and maintaining a steady and productive online educational experience.

3. Self-Motivation Requirement

Online learning requires self-motivation and effective time management. To overcome these challenges, establish clear goals, develop a structured study schedule, and employ accountability mechanisms, such as regular check-ins with peers or mentors, to maintain progress and motivation throughout the learning process.

4. Limited Hands-On Experience

The challenge of limited hands-on experience in online learning, particularly in practical subjects, can be addressed by actively seeking supplementary practical opportunities. Engaging in internships, workshops, or lab work can provide real-world experience and hands-on skills that complement and enhance the online educational experience.

5. Screen Fatigue

Extended screen time can lead to eye strain and fatigue. Addressing this issue involves taking regular breaks, performing eye exercises, and creating an ergonomic workspace. These practices help alleviate discomfort and prevent fatigue, enhancing productivity and well-being during prolonged digital engagement. An optimal setup and routine can significantly improve the online learning experience and overall eye health.

6. Potential for Distractions

Home environments may present distractions, affecting concentration. Mitigating this requires establishing a dedicated study area and employing time management techniques to maintain focus and enhance productivity.

Related: EdTech vs eLearning: Key Differences

7. Technical Issues

Online learning is prone to technical problems. Addressing this necessitates honing troubleshooting abilities and consistently engaging with technical support to swiftly resolve issues and ensure a smooth learning experience.

8. Reduced Immediate Feedback

Delayed feedback in online learning can be addressed by students proactively requesting input and participating in platforms that offer immediate responses. By actively seeking evaluations and utilizing quick feedback tools, learners can enhance their understanding and adjust their study approach in real time, leading to a more effective and responsive educational experience.

9. Quality and Accreditation Concerns

The variability in online program quality can affect qualification recognition. Overcoming this involves researching and enrolling in accredited and reputable programs.

10. Limited Instructor Interaction

Limited interaction with instructors in online courses can be countered by students proactively reaching out through different communication methods for guidance. Engaging with teachers via emails, online office hours, and discussion forums can enhance the learning experience, ensuring students receive the mentorship and support they need to succeed in their online academic pursuits.

11. Cultural and Language Barriers

Online learning’s diversity can lead to communication challenges. Overcoming this involves using translation tools and engaging in cultural exchange programs.

12. Requires Strong Digital Literacy

Successful online learning demands proficient digital skills. These skills can be enhanced by attending digital literacy workshops, where participants can improve their technical abilities. Such educational programs equip learners with the expertise to navigate online platforms effectively, ensuring a more efficient and enriched learning experience. This proactive approach to skill development is crucial for optimizing the benefits of digital education.

Related: How to Network in an Online Training Program?

13. Assessment Challenges

Online assessments can pose challenges to integrity and fairness. Overcoming these involves advocating for transparent assessment methods and using online proctoring services.

14. Learning Style Mismatch

Online learning doesn’t accommodate every learning style, but this can be addressed by selecting online programs that provide a variety of teaching methods and materials. By choosing programs that cater to different preferences, such as visual, auditory, and kinesthetic learning styles, students can enhance their learning experience and outcomes, ensuring a more inclusive and adaptable educational environment.

15. Isolation from Campus Life

Online students often lack the campus experience, but this can be mitigated by participating in virtual activities or attending local events replicating campus life. Engaging in these experiences allows for social interaction, networking, and a sense of community, bridging the gap between online and traditional education environments and enhancing the educational journey.

16. Overreliance on Written Communication

Online learning often relies heavily on written communication. Enhancing communication with video calls and voice messages can overcome this.

17. Time Zone Conflicts

Time zone differences in international online courses can complicate scheduling. To overcome this, strategic planning and scheduling tools are essential for effective coordination. By utilizing these tools, students and instructors can synchronize their activities across different time zones, ensuring that everyone can participate in live sessions and collaborative projects. This enhances the overall learning experience and minimizes the inconvenience caused by geographical disparities.

18. Limited Career Services

Online students often face restricted access to career services. They should utilize online career resources and participate in virtual job fairs to mitigate this. These strategies provide access to career advice, networking opportunities, and potential job openings, effectively bridging the gap between online education and career development. Engaging with these resources can significantly enhance the career prospects of online learners.

19. Minimal Peer Learning

Online courses may reduce opportunities for peer interaction, which is vital for collaborative learning and networking. To counter this, students should actively form or become part of study groups and engage in online discussion forums. These platforms enable the exchange of ideas, enhance understanding through collective learning, and foster a sense of community, effectively bridging the gap in social interaction within the digital learning environment.

20. Lack of Accredited Programs

Accredited online programs are scarce in some fields. Overcoming this limitation requires diligent research to identify industry-recognized, accredited programs. Ensuring accreditation helps validate the quality and credibility of the online education received, aligning it with professional standards and enhancing career prospects.

21. Inadequate IT Support

Insufficient IT support can impede online learning, but overcoming this challenge requires familiarizing oneself with frequent technical problems and pinpointing available support resources. By understanding common technical difficulties and knowing where to seek assistance, students can navigate and resolve IT issues more effectively, ensuring a smoother and more uninterrupted online learning experience.

22. Course Completion Rates

Establishing personal milestones and actively participating in the course community can counter lower completion rates in online learning. Setting individual goals and interacting with peers and instructors creates a more engaging and accountable learning environment. This approach motivates students to persist through their courses, improving completion rates and fostering a sense of achievement and belonging within the online educational setting.

23. Perceptions of Legitimacy

Skepticism regarding the legitimacy of online qualifications exists. To counter this, selecting programs with reputable credentials and clearly articulating the rigor of online coursework can enhance their perceived value. Demonstrating the thoroughness and depth of online education helps gain recognition and respect for these qualifications.

24. Physical Health Concerns

Online learning’s sedentary nature can cause health problems. Mitigating these risks requires engaging in regular physical activities, using ergonomic furniture, and maintaining proper posture. These practices promote physical well-being, preventing the negative health impacts of prolonged sitting and screen time.

25. Emotional Well-being

The solitary aspect of online learning can affect mental well-being. To mitigate this, it’s crucial to lead a balanced lifestyle, cultivate social connections, and utilize mental health resources. Engaging in regular physical and social activities, establishing a support network, and seeking professional help when needed can alleviate the psychological challenges of online education, promoting a healthier, more supportive learning experience..

Exploring the 50 pros and cons of online learning reveals a complex picture where its advantages and disadvantages intertwine. Online education democratizes access to learning, offers flexibility, and tailors to diverse needs, yet encounters challenges like technology disparities, engagement difficulties, and questions of academic integrity. Advancing online learning requires a balanced strategy that amplifies its advantages while methodically mitigating its limitations. As we move forward, integrating innovative solutions, policy reforms, and continuous research will be crucial in enhancing the efficacy and experience of online education, ensuring it serves as a robust and inclusive platform for learners worldwide.

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Essay: Advantages and disadvantages of e-learning

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Nowadays, more and more universities use technology as a means to communicate and study efficiently. Many university teachers use technological devices to communicate with their students, give them quizzes, assignments, grade them and so on. With the age of the Corona virus, it has caused schools to be closed all around the world. “Today, with the COVID-19 pandemic and its ensuing lockdowns and social distancing, e-learning has become a vital tool to ensure the continuity of learning and education” (Mukherjee, 2020). “Education has changed dramatically, with the distinctive rise of e-learning, whereby teaching is undertaken remotely and on digital platforms” (Li and Farah, 2020). By that it means that with the unmistakable ascent of e-learning, students now have to study online. “Online learning has been shown to increase retention of information, and take less time, meaning the changes coronavirus have caused might be here to stay” (Li and Farah, 2020). With online learning , it is a way faster way to remember information. The purpose of this essay is to determine the advantages and disadvantages of e-learning and how we use technology to heighten learning and enrich the student experience?

“Some studies have suggested a positive impact of these devices on student learning, including increased motivation, collaboration, productivity and engagement, among others” (Carcelén and Montserrat, 2019). By that it means that students can feel more at ease to communicate through their phone rather than having face-to face conversation, and productivity can rise up as many students nowadays prefer to write their notes on their laptops/tablets rather than on a notebook. “Students are able to learn faster online; e-learning requires 40-60% less time to learn than in a traditional classroom setting because students can learn at their own pace, going back and re-reading, skipping, or accelerating through concepts as they choose” (Li and Farah, 2020). With e-learning students can record to watch and listen to lessons as many as they want. With online learning , students can study in their own time. Each student has different pace of learning thus increasing their effectiveness. It can help them emotionally if one student is feeling overwhelmed, to develop their relationship with other classmates/professors, and easy access to information online.

“E-learning is cost effective” (Arkorful and Nelly, 35). The reason is because students do not need to pay for transportation cost. And also, it can compensate for the lack of teachers as it enables more students to take part. “Through discussion boards and chats, you are able to interact with everyone online and also clear your doubts if any” (Clover 2017). If students have any problems in understanding they can easily ask questions through the chats. This is a great advantage for people who are shy to ask questions. Students have the ability to participate in their chosen degree from any place, location which facilitates people who have relocated or people which are abroad (Arkoful and Nelly, 35). During covid-19 many students have returned back to their home country.

Although E-learning has many advantages, it also has its disadvantages. “Some students without reliable internet access and/or technology struggle to participate in digital learning” (Li and Farah, 2020). This means that not everyone has access to the same resources. One of the biggest challenges about e-leaning is about equity between other students. Some students cannot afford to have a laptop/phone to take their notes online and this can discourage them to study. It might increase a further “inequality between the students with access to more advanced tools with faster speeds and the newest applications and those in lesser situations.” (Technical.ly, 2013). This means that some students may have lower internet bandwidth or no internet access or even do not have access to technology. “E-learning may also be subject to piracy, plagiarism, cheating, inadequate selection skills, and inappropriate use of copy and paste” (Arkoful and Nelly, 36). Students can easily cheat for their exam as all information is available to them online and there is no way to make sure they are not cheating. Students can easily plagiarize their assignment, homework or essays. Added to it, even accidental plagiarism is a major issue in most countries and these students can easily fail their course.

The success of online learning varies among age groups, research has found out that students are more easily distracted (Li and Lalani, 2020). Not only that students can easily distracted they might be addicted to their phone (Carcelén andd Montserrat, 201). Students are unable to multitask for example interacting with their mobile phones while studying, some studies have proved that it has relationship with this behaviour and poor academic grades (Carcelén and Montserrat, 202). By that it means that by using their phone while studying can lower their overall GPA. Felisoni and Godoi stated that “The user’s belief that he or she can efficiently pay attention to other activities such as absorb content from a lecture, complete homework or study while keeping the cell phone on standby and using it from time to time could be misleading, as students are more often tempted to game, check social medias and connect with colleagues” (187). Procrastination is also an issue here. University students tend to spend more hours on social media sites chatting, watching videos instead of doing their assignments, homework or studying. They usually do their homework on the eve or on the same day that the homework is due and therefore they might ask for a request for extensions and late submissions. This affect negatively their academic performances as their homework are either half-done or they might give a shoddy work. Felisoni and Godoi found in their researches that “Every additional 10 min spent [on average per day] using a cell phone device is related to a reduction in that student’s G-MNPS by 0.63 points” (185).

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

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

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

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

Avoid common mistakes on your manuscript.

1 Introduction

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

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

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

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

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

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

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

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

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

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

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

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

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

2.1 Selecting and coding the data (studies)

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

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

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

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

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

2.2 Study group

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

2.3 Publication bias

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

2.4 Selecting the model

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

2.5 Heterogeneity

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

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

2.6 Interpreting the effect sizes

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

3 Findings and results

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

4 Conclusions and discussion

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

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

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

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

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

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

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

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

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

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

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

*Studies included in meta-analysis

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

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Advantages and disadvantages of studying an online course (Corrected Essay)

In the last decade, there has been a great increase in the number and variety of online courses available to adults. This has been welcomed as a great opportunity by many students, however, other students see these courses as less effective than classroom teaching.

Topic: In the last decade, there has been a great increase in the number and variety of online courses available to adults. This has been welcomed as a great opportunity by many students, however, other students see these courses as less effective than classroom teaching.

What are the advantages and disadvantages of studying an online course?

Sample answer

In recent years, distance teaching and learning has become increasingly popular among the students and this is perceived differently by learners. Many students perceive this as a beneficial aid in learning while others think that they are not as much effective as classroom teaching. This essay will discuss about the merits and demerits of distant learning.

Studying an online course provides a flexible timing and less budgeted learning for students. They are able to learn their desire course and subjects on their suitable time. This gives a great opportunity for learners to gain new skills and strengthen their knowledge level staying in their own place. For instance, a Nepali student who wants an Australian degree in business management course does not have to stay in Australia, he can study online and complete course staying at his home. Hence, distant learning is economic and time saving.

However, online courses give more emphasis on the theoretical part of learning and there is less teacher and student interaction. It lacks the practical aspects of learning and encourage the passive learning. This is very obvious that students find it as a less effective learning than in the classroom. A recent study suggests that a greater number of students found classroom teaching far more effective than the distance learning.

In conclusion, the ever growing availability of online learning has gained its popularity among the young adults for many years, which is perceived as beneficial by many people while others find it to be less effective. The emphasis can be given to its effectiveness to establish it as the most cost effective learning than the classroom teaching.

(Written by Susa Dhakal)

In recent years, distance teaching and learning has become increasingly popular among the students , and this trend is perceived differently by learners. Many students perceive this it as a beneficial aid an improvement in learning techniques, while others think that they are it is not as much effective as classroom teaching learning . This essay will discuss about the merits and demerits of distant learning.

There is no need to start your essay with a general present time expression like “in recent years”, especially if you have used the present perfect progressive tense.

In the first sentence, since you use the word “has”, you can only write “distance learning” (singular), not “distance teaching and learning” (plural).

You only mention students in the first sentence, so talking about “teaching” is inappropriate. If you had mentioned both the teachers and students, then “distance teaching and learning” would have been a fine approach.

“And this is perceived differently by learners.” It is unclear whether “this” could be interpreted as which object. This kind of mistake is called “unclear antecedent”, and I suggest you write more clearly.

Generally, English speakers do not say “beneficial aid”. And it is usually used as “financial assistance”, rather than “improvement”

Remember to put a comma before a subordinate conjunction (“and”), or a relative pronoun (“which”).

“to discuss” does not go with a preposition.

The last sentence in this introduction is decent. The author has written a concise thesis statement. He also does not state his own opinion, which is good since it isn’t required by the topic question.

Good use of lexical resource here: “distance learning”, “classroom teaching”.

Studying in an online course provides a flexible timing schedule and less budgeted expense learning for the students. They are able to learn their desire desired course and subjects on their suitable time. This gives a great opportunity for learners to gain new skills and strengthen accumulate their knowledge level , while still staying in their own place. For instance, a Nepali student who wants an Australian degree in business management course does not have to stay in Australia, because he can study online and complete course by staying at his home. Hence, distant learning is economic economically efficient and time saving time-saving .

“ Timing ” as a noun is only used as “a particular moment”, not “ a schedule ”. On the other hand, the verb “to time” can be used as “to plan a schedule”.

You should learn more synonyms of “ schedule ”. You are showing your weak point in Lexical Resources here.

The correct collocation here is “ to accumulate knowledge ”, not “ to strengthen knowledge ”.

Don’t forget the hyphen in the word “ time-saving ”

Forget to use prepositions and/or articles will make it hard to you to get above 7 in Grammatical Range & Accuracy.

While the author has written a good topic sentence, his idea and evidence are kinda repetitive in this paragraph.

However, online courses give more emphasis on the theoretical part of learning and there is less teacher and student teacher-student interaction. It lacks the practical aspects of learning and encourage encourages the passive learning. This is very obvious that As a result, students find it as a less effective learning method than that of in the classroom. A recent study suggests that a greater number of students found classroom teaching far more effective than the distance learning teaching .

Good coherence. The second body paragraph is used solely to support the notion of classroom learning, while the first one is for e-learning. And the paragraph structure is decent.

Avoid using phrase like “a recent study”. Which study is the author referring to? It is impossible to get reference in the IELTS exam.

There are many grammar mistakes throughout the whole essay.

Good lexical resource: teacher-student interaction, practical aspects of learning, passive learning.

In conclusion, the ever growing availability of online learning has gained its popularity among the young adults for many years, which is perceived as beneficial by many people while others find it to be less effective. The emphasis can be given to its effectiveness to establish it as the most a more cost effective cost-effective learning method than the classroom teaching.

The last sentence is very wordy and ungrammatical. In addition, it is not a good conclusion, due to the fact that the author does not mention the idea of teacher-student interaction. If the author only supports the argument for e-learning, then it looks like he is giving his own opinion - which isn’t required. Stay faithful to your ideas and evidences.

“more than”, not “most than”.

Overall: 7.0

Task Response: 7

✓ addresses all parts of the task (the author writes more than 250 words) ✓ presents a clear position throughout the response (the conclusion is kinda unclear, but overall the author has done well) ✓ presents, extends and supports main ideas, but there may be a tendency to overgeneralise and/or supporting ideas may lack focus (the author has provided evidences and/or examples for his arguments)

Coherence and Cohesion: 7

✓ logically organises information and ideas; there is clear progression throughout

✓ uses a range of cohesive devices appropriately although there may be some under-/over-use (the author needs to use more connectives and less “this is”)

✓ presents a clear central topic within each paragraph (the author has done well on this part)

Lexical Resource: 7

✓ uses a sufficient range of vocabulary to allow some flexibility and precision

✓ uses less common lexical items with some awareness of style and collocation (various mistakes in terms of collocation makes it impossible to rate this criterion more than 7)

✓ may produce occasional errors in word choice, spelling and/or word formation

Grammatical Range and Accuracy: 6

✓ uses a mix of simple and complex sentence forms ✓ makes some errors in grammar and punctuation but they rarely reduce communication (there are only 2 error-free sentences in the whole essay, so it’s impossible to give a 7+ score on this criterion)

----------------------------------------------------------

This essay is corrected by  Anh Tran  -   Let's Write Something Group .

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• Published: 25 January 2021

Online education in the post-COVID era

• Barbara B. Lockee 1  

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

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• Science, technology and society

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

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

Looking back

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

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

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

Online learning and the pandemic

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

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

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

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

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

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

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Home — Essay Samples — Education — Online Vs. Traditional Classes — Advantages And Disadvantages Traditional Learning And Online Classes

Comparative Analysis of Traditional Learning and Online Classes

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Essay on Advantages and Disadvantages of Online Study

Online study has become a trend and more schools are opting for it with each passing day; more so, in the wake of COVID-19 lockdown. I am giving below three essays of varying lengths covering the advantages and disadvantages of online study.

Short and Long Essay on Advantages and Disadvantages of Online Study in English

You should go through these to know more about all the pros and cons of the online study:

Advantages and Disadvantages of Online Study Essay 10 Lines (100 – 150 Words)

1) Online study refers to the process of gaining knowledge via the internet.

2) It is really the convenient way of studying.

3) Online study saves your precious time and money.

4) You can study online from any corner of the world.

5) Variety of courses are available while studying online.

6) In an online study a good study environment is missing.

7) Subjects that involve practical knowledge cannot be easily understood in online studies.

8) Sitting in front of electronic gadgets for a long time causes health hazards.

9) Online study lacks physical interaction between students and teachers.

10) Online study is for those students who can generate self-discipline.

Essay 1 (250 Words) – Online Study: Good or Bad for Students

Introduction

Online study is becoming popular due to its convenience and easy operation. In the essay, I have given below some advantages and disadvantages of the online study method.

The online method of study has several advantages. It is very convenient as both you and your teacher can interact from the convenience of your respective homes. You can also ask questions and raise queries as you use to do in the classroom.

The online study method becomes more important in case of a natural calamity of emergency. The perfect example in this regard is the recent COVID 19 pandemic that the world is still recovering from. To date, many schools are running online classes, for the safety of students. Online study is indeed a safer alternative to school education.

Disadvantages

Apart from numerous advantages, the online method of the study also presents certain disadvantages. It lacks the filled with enthusiasm kind of environment presented by a classroom. The lively and joyful ambience of a classroom is usually lacking in an online session. Teachers and students interact with each other only on subject matters on one by one basis.

Moreover, overexposure to gadgets presents its own health hazards like headache, weak eyesight and lack of concentration, etc.

Despite the disadvantages, the online study method proved to be beneficial in certain specific conditions. When it is not advisable to leave your home, or it isn’t convenient for you, then in that case online study becomes a blessing in disguise.

Essay 2 (400 Words) – Disadvantages of Online Study

The online system of education has both advantages and disadvantages. We will discuss the advantages in the next essay, in this essay we will concentrate only on the disadvantages. I have given below some of the main disadvantages of online study.

How Online Study is not Good for Students

Despite being advantageous in many ways, the online system of the study also has several disadvantages. Please find below some of the important disadvantages of online study.

• Self-Controlled

The success of an online session depends only on your own conduct that on anything else. How keen you are on learning things will decide whether the session was beneficial or not. Your teacher might not be able to see you, so you are at your liberty. It depends on how well you control your deflections and concentrates on the session.

• Depends on Honesty

This is a significant shortcoming of online study. While in the classroom you have the continuous attention of your teacher; he/she doesn’t have that liberty in an online class. He/she relies completely on how honestly the students attend the class. It isn’t possible for them to watch everyone in an online session.

• Only Course Related Communication

Often an online classroom session is only to the point where the only subject matter is discussed. The usual classroom atmosphere where the teacher personally interacts and crack jokes is absent. In a classroom teacher can talk about several other things while in an online class he/she only teaches the subject.

• Over Exposure to Screen

Online study requires electronic screen gadgets to conduct the classes. Students have to stare into the screens for long hours, sometimes 2 to 3 hours continuously. Such a long exposure top screen has its own impacts on health depending on individual immunity levels. However, it may cause headaches, vision issues in some people.

• Limited Interaction

Though the interaction between teacher and student in an online session is uninterrupted; nevertheless, it is also limited. The teacher has to attend to the queries of other students as well, so he/she may not be in a condition to give more than a couple of minutes to each student.

Nothing is perfect; nor is the online study method. It sure has its own disadvantages; nevertheless, it can prove really advantageous in certain critical situations. For example, in the wake of the lockdown following the COVID-19 pandemic, it came as a blessing in disguise for many schools and their students.

Essay 3 (500 – 600 Words) – How Online Study is Good for Students

Online study is a digital mode of education wherein the teacher and students interact using digital devices like laptops, smartphones, tabs, etc. This method of study has become a trend today as it is the best option in case of pandemic spread wherein it is advisable to not leave home. In wake of the COVID-19 pandemic many schools have taken up the online mode of studies and are doing fairly well.

How Online Study is Good for Students

Online mode of study has its own advantages. It is convenient and also a very cheap method of study. Given below are some of the main advantages of online study.

Online mode of study is a convenient method both for the students as well as the teachers. Both can actively participate in a knowledgeable session without even stepping out of their houses. They just need to have access to a good internet network and device to connect. You can sit comfortably in your room with the required textbooks and attend a class with your classmates.

Online study is pretty cheap that convention school education, due to a couple of reasons. Firstly, you need not to spend even a penny on your transportation to school and back; secondly, all the other miscellaneous expenses at school get reduced. Sometimes even the textbooks are also available online and are priced much lower than the hard copies. You can download one at your convenience and they all have the same content as real books. In fact, you only need to spend on the internet connection, that’s all!

There is absolutely no doubt that the online study is a safe alternative in case of a threat. It could be a blessing in disguise if it is too dangerous to step out of your house. We all are well aware of the COVID 19 pandemic that has put the entire planet under lockdown. Also, students don’t come in physical proximity with each other, thereby, reducing the possibility of disease spread. Thankfully, students are attending regular online classes and don’t have to fall back on course.

• Flexibility

Online study has tremendous potential in terms of flexibility of curses and curriculums. There are some universities that provide online certificate courses in whichever subject you chose. Everything from registration to exam is carried out through online mode. Also, there is flexibility in time. If you joined a little late, you need not to worry, as the session gets recorded and you can review it anytime.

Another advantage of online education that it reduces the use of paper. The paper requirement for a digital mode of study is almost negligible as compared to a classroom system. You only need to take notes in your textbook while your teacher can do well without any paper. Moreover, online study tests are also conducted online; thereby, reducing the possibility of paper use.

• Overcome Hesitation

Online study has much better student-teacher interaction than in the case of a classroom environment. Distractions usually present in a classroom, are absent in an online session, letting the students concentrate on the lecture. Moreover, students become more responsive in an online class as they overcome their hesitation in only a one to one interaction with the teacher.

An online mode of study is a fusion of technology and education. It indicates how well an education system can take advantage of new technology and strive for growth and improvement. This mode of education could be a step towards revolutionizing the education system in a never seen before form.

FAQs: Frequently Asked Questions

Ans . The University of Toronto introduced the first online course in the world.

Ans . Jonathan Rochelle invented the Google classroom app meant for online teaching.

Ans . The term e-learning was coined by Elliott Masie.

Ans . E-Learning begins in India in 2006 and was initiated through a project E-Gyankosh by IGNOU.

Ans . It enables the students to study from any place with a proper internet connection.

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Disadvantages Of Online Learning Education Essay

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Introduction.

Clearly, the benefits that online learning brings to students are enormous and undeniable. Even, as Hinkle suggests in her article Advantages and disadvantages of E-learning, pursuing an online course is an outstanding choice in education, especially when traditional learning situations have many obstacles, such as commuting or distance. However, as every coin has two sides, e-learning also has some fundamental drawbacks that can make it a little bit inconvenient for users.

2.1. Lack of verbal interaction

One of the most disadvantages that Dogra (2011) and Hinkle (2009, n.d.) all agree is the lack of verbal interaction “between teacher[s] and student[s]”. Because of the fact that most online learning programs can only offer a one-way communication, this disadvantage is inevitable! As stated in “Top 10 Distance Learning Disadvantages”, the loss of human contact, let alone personal touch with instructors, provided in a traditional classroom in which “two-way or face-to-face communication always proved its important” (Pakhare 2008) is the evident truth. Similarly, Hinkle (2009) also believes that there is a significant reduction in the amount of interaction through distance learning.

To further discuss this, Kartha (2011) makes the readers aware of that e-learning does not give learners any help in improving their oral communication skills. Although some online courses enable their users to communicate through “discussion and community boards, this definitely differs from carrying a conversation to a classmate sitting next to you in person. Moreover, Dogra (2011b) assumes that an e-learning student may not be exposed to enough multidimensional views of a certain subjects or topic. She demonstrate the hindrance of online learning by saying that the chances of growth or learning of students who pursue full-time courses and are facilitated to discuss many aspects of one problems, many problems of one subject might be higher than those who do not. What’s more, in a class, a debate arising does not necessarily involve in what were taught. Instead, a wide range of issues pertaining to future plan or professional life is also focused on. This helps students develop their personality and teaches them how to deal with life “in an appropriate manner”. To gain success in life, one needs not only bookish but also experience and particularly, knowledge about “various life issues as well as situations”. She summarizes that, in some cases, the sale of professional improvement gained through online learning, therefore, might be limited.

An article entitled “Pros and cons of distance learning” refutes this viewpoint of effect of less verbal contact, showing that e-learning seems to be a good way to grow students’ writing skill owing to that they have to type their contributions to class discussions and “any other correspondence with […] professors and fellow classmates”. However, this opinion is flawed. In the first place, if students really need to improve this skill, it is not required to follow an online course. The second and more important reason is that, compared to the loss of communication skills, the benefit is far from equivalent.

2.2. Absence of live academic resources

Apparently, online learning means studying in isolation and without a set schedule and proper study timings and it demands strong self-motivation and self-discipline to be a good learner (Dogra 2011a). She warns that this type of learning is totally not suitable for students who need regular and instant feedbacks from instructors. Pakhare (2008) expresses his agreement with Dogra’s statement and says that the absence of face-to-face communication results in the failure of receiving immediate feedbacks for students’ assignments and fieldwork studies. They may not have their problems and questions of the last lesson solved by professors or classmates as in a traditional class, which can function as a barrier in one’s learning (Kartha 2011). In case of receiving feedbacks, students have to wait for a long time, till the instructors review their work (Top 10 distance learning disadvantages). In addition, according to the article “Pros and cons of distance learning”, whereas academic resources are supported in most conventional colleges/universities such as libraries, stadiums, study areas and laboratories, online learning environment is much more challenging. It is pretty practical when mentioning the impossibility of “drop[ping] a tutoring center or attend[ing] extra help”. Therefore, learning process, due to all of these factors, will be less effective.

Perhaps, it is the main contributor to lesser weightage to online learning. There is a common notion among employers that students following e-learning class are far less informed and more experienced than those with full-time education (Dogra 2011a); and worse in term of attitude as well (Dogra 2011b). Some employers even refuse to give online learning a piece of acknowledgement (Top 10 distance learning disadvantages). Of course, she says, this situation will completely different in case those students have certain years of experience. However, most companies still give a preference to learners with traditional certificates or degrees (Dogra 2011a).

2.3. Technology difficulties

It is beyond doubt that online learning requires some equipment. Two typical kinds of e-learning can be taken as examples here. First, computer-based training provides users with learning objects including audios, videos, animations and application simulations via a CD-ROM or a mainframe and through a local network, while another type, web-based training, has its learning materials delivered over the Internet . A computer connected to a network is a must with both of them. According to Hinkle (n.d.), this triggers off the technology-related problem to people who “do not have ready access” this equipment, in other words, they are “ill-equipped” to use it (Hinkle 2009). Besides, power cutoff, failure in Internet server on any hardware issue can also make severe impacts on learning process. Last but not least, technical requirement may put great pressure on ones who are completely not computer-literate, which, in turn, might lead to stress and frustration (Top 10 distance learning disadvantages).

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Benefits of Online Learning Essay

In this modern era, there are many methods through which one can acquire knowledge. Among these, the most popular is online learning. It can be discerned as a method of teaching and learning through internet tools, to be in touch and have an alliance in an instructive environment. It helps the students to learn simultaneously and they can study without going to or staying in a school or college.

Many educational institutions support and engage in some kind of online education. Today, one can see that most of the people are unsatisfied with their job and so they try to acquire a better job with a high salary which leads them to a better lifestyle. People thus employed can study while doing their job with the help of the internet. The best advantage is that in this system one can study at his or her own time when the person feels comfortable. It is highly useful for professionals who may want to learn more without going to classrooms. To a great extent, it is also useful for housewives and retired people. Through this mode, one can become a well-informed individual who possesses great knowledge in his or her studies.

Benefits of online learning

• Online learning has many benefits for high-tech companies: As the companies use different methods to design, transport, select, manage and extend their business, etc. online teaching process is instrumental for them. They can give valuable guidance, pieces of training for their employees without the need for them to be absent for long which helps to increase their skill, and through this skill, the company can achieve their goals. Besides, through this system, they can increase the efficiencies of the employees and add value to the process of business developments. At the same time, they can also save the cost of training as online learning is comparatively much cheaper.
• Online learning improves knowledge: People with good knowledge are needed in every field, especially in business. Online learning provides updated knowledge that relates to every level and this will help people at all levels develop greater knowledge in different fields. This knowledge and skill one gains from online help the person to intermingle with others in a better way, progress their profession, or develop their business successfully. It also helps to construct relationships and build up an atmosphere of trust, affection, and admiration and to be confident, and to have good and better personal and professional relationships.
• Online learning provides great opportunities at various academic levels. Through this students can save money for tuition, accommodation, and food. Online learning improves their talent in computers and the internet. Online learning does not need physical movements and students are not bound by time, place, and the tutor. “People with accessibility issues are not disadvantaged on an online course – everybody is equal.” (Benefits of Online Learning). Each individual has a similar chance to talk, express ideas through chatting without any discrimination or gender partiality.

From the above-mentioned factors, one can conclude that online learning has a lot of advantages over the other modes of education and that the main objective of online learning is to provide maximum information while being very convenient for both students and teachers. Thus online learning helps to develop business with great efficient employees, assist people to develop accurate knowledge about everything and thereby attain great achievement in their life and supplies enormous chance in educational level to help the students to gain considerable development in their life. Online learning gives a desired outcome to the person than any other means of learning.

Works Cited

Benefits of Online Learning: No Limitations. People Open Access Education Initiative People- uni: Building Public Health Capacity Using Internet- based e-learning. 2008. Web.

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1. IvyPanda . "Benefits of Online Learning." November 4, 2021. https://ivypanda.com/essays/benefits-of-online-learning/.

Bibliography

IvyPanda . "Benefits of Online Learning." November 4, 2021. https://ivypanda.com/essays/benefits-of-online-learning/.

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