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A comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based learning tutorial during the COVID-19 pandemic

• Chi-chung Foo   ORCID: orcid.org/0000-0001-8849-6597 1 ,
• Billy Cheung 2 &
• Kent-man Chu   ORCID: orcid.org/0000-0002-0332-4321 1  

BMC Medical Education volume  21 , Article number:  141 ( 2021 ) Cite this article

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Educational pedagogies were modified during the COVID-19 pandemic to minimise interruption to teaching. One approach has been the distance learning problem-based learning (PBL) tutorial utilising the online peer-to-peer platform. The aim of this study was to compare the performance of students using distance learning PBL tutorials using with that of students utilising the conventional face-to-face approach.

This retrospective study was conducted in a single academic institution. We compared two groups of fourth-year medical students from the same class: one group used distance learning (DL); the other, the face-to-face (FF) method. We used students’ baseline performance at the preceding block for one-to-one propensity score matching. Students utilising the PBL tutorial were given grades by their tutors according to a standardised scoring system encompassing five key areas (score range: 0–10). The main outcome was a student’s total score (i.e., the sum of the scores from the five key areas, ranging from 0 to 50).

We matched 62 students in each group. With four tutorials, there were 490 observations, with 245 in each group. The mean total score for the DL group was 37.5 ± 4.6, which was significantly lower than that of the FF group (39.0 ± 4.4, p  < 0.001). We noted that students in the DL group had a significantly lower scores for all five areas of proficiency: participation, communication, preparation, critical thinking and group skills.

Findings of this study revealed that the performance of students utilising the DL PBL tutorials was lower than that of students participating in the conventional FF approach. Further studies are needed to ascertain the underlying cause.

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During the first half of 2020, the world was challenged by the coronavirus pandemic on an unprecedented scale. In response, many people adopted the practice of social distancing, and schools suspended classes and activities. Medical students were devoid of opportunities to enter hospital premises because of tightened infection control measures. Educators adopted innovative measures to maintain learning opportunities for students who stayed at home [ 1 , 2 , 3 ]. Some of these measures, including online lectures or webinars, were in place before the COVID-19 outbreak [ 4 ]. Others were hastily put into place during the pandemic. Given its user-friendly design, online peer-to-peer platforms became extremely popular. Lectures, tutorials, skills demonstrations, and even bedside teaching for medical students can be conducted via this type of platform [ 5 , 6 ]. For example, at the University of Hong Kong Li Ka Shing Faculty of Medicine offered a FF PBL tutorial using online peer-to-peer platform software. To many, such adaptations served as a lifeline to continue medical education during the coronavirus outbreak. It was also envisaged that some of these educational adaptations would persist after the pandemic. How effective these adaptations have been and how they compare with the conventional teaching method should be evaluated. A study on surgical skills teaching reported that using Web-based DL was well-received by undergraduate students [ 6 ]. The aim of this study was to evaluate the proficiencies in five key areas of students who took PBL tutorials by DL, an adaptation during the COVID-19 pandemic, and to compare them with the proficiency levels of students who learned via the conventional FF method.

This was a retrospective study conducted in May 2020 at the Li Ka Shing Faculty of Medicine, University of Hong Kong; it was approved by the Institutional Review Board of the University of Hong Kong/Hospital Authority Hong Kong West Cluster (IRB reference number: UW 20–381). The subjects were medical students who were in their fourth year of their six-year medical curriculum. These students had been exposed to the PBL teaching approach since their first and second years and were familiar with the format. In their fourth year, students in this class were split into three groups, with each rotating through three Junior Clerkship (JC) rotation blocks-- Medicine, Surgery, and Multidisciplinary clerkship-- between November 2019 and April 2020. From February to May 2020, classes were suspended because of the outbreak of the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). The conventional FF PBL in the Surgery block was replaced by DL, using the online peer-to-peer platform software ZOOM (Zoom Video Communications, San Jose, CA, USA). The tutors, content, group size, duration, and assessment criteria remained the same. All students from rotation one had participated in conventional PBL tutorials before the class suspension, whereas students from rotation three had engaged in DL (online) PBL exclusively after the outbreak.

Eight cases were presented for discussion in a total of four tutorials. We gave the paper-based case materials to students prior to the tutorials and encouraged pre-class preparation. The PBL scenarios included breast mass, neck swelling, rectal bleeding, abdominal distension, haematuria, acute retention of urine, abdominal pain in an adult patient and abdominal pain in a paediatric patient. Each tutorial lasted for two hours and was considered sufficient for students to go through two scenarios, discuss the relevant history and physical examination findings, decide on the suitable investigations, come up with working diagnosis and suggest the appropriate management. The group size was 11–12 students. Students were randomly allocated into groups; they remained in the same groups throughout the clerkship. Tutors were randomly assigned, and students had different tutors for the four tutorials. The scenarios were described over several pages and some leading questions were given. Students discussed approaches to the clinical problems and explored related issues. They addressed one or more learning objectives that were considered relevant. Tutors acted as facilitators and played minimal roles unless students strayed from a case. At the end of the session, tutors used a standardised form for evaluating the proficiency levels of students in five key areas: participation, communication, preparation, critical thinking and group skills. Tutors expected students to demonstrate adequate preparation on the applicable topic prior to each tutorial, active engagement in group discussions, adequate communication skills for expressing their viewpoints and raising relevant questions, the ability to manage controversies rationally, and attentiveness to other members without dominating the discussion. A score from 1 to 10 was given for each of these areas, with 10 being the highest. The total score represented the sum of the scores from all five key areas.

We compared the PBL performance of students in rotation three-- the DL group using the online platform – to that of students in rotation one, the conventional FF group; the latter functioned as the control group. We retrieved their PBL outcomes and overall assessments for the preceding Clinical Foundation Block (CFB), taken during the period August to October 2019, for baseline comparison. The CFB tutorials were all conducted using the conventional FF method; for these five PBL tutorials, students were assessed with the same evaluation form (scores ranging from 0 to 10). The overall assessment comprised the PBL assessment (20%), small group/bedside skills learning (60%), and a logbook (20%). Students in the FF group and DL groups were matched by propensity scores according to their performance (i.e., using PBL scores from the CFB). Matching was one to one, using the nearest neighbour method and tolerance of 0.5. Categorical variables were compared using the χ 2 test. Continuous variables were compared with the independent sample t -test. A p -value of < 0.05 was considered statistically significant. The statistical analysis was performed using IBM SPSS version 25 (IBM, USA).

There were 77 and 75 students in the FF and DL groups, respectively. After propensity score matching, 62 students remained in each group. Matching for the remaining 15 and 13 students in the FF and DL groups, respectively, were not possible; therefore, they were excluded. Twenty-nine tutors were involved. With four tutorials, there were a total of 496 observations (248 per group). However, there were three absentees in the FF and DL groups, respectively, resulting in 245 observations per group. Gender composition, age, ethnicity and overall assessments for the CFB of the two groups are shown in Table  1 , indicating comparability between the two groups. Their PBL performance in the preceding CFB was also comparable after propensity score matching (79.5 versus 79.9, p  = 0.737).

The PBL performance of the two groups during JC is shown in Table  2 . Students in the FF group scored significantly higher. The mean total score for the DL group was 37.5, which was significantly lower than the score for the FF group (39.0, p  < 0.001). Moreover, assessments regarding participation, communication, preparation, critical thinking and group skills were uniformly lower for the DL group compared to those for the control group.

A subgroup analysis was performed to evaluate the effect of different tutorials and tutors. Table  3 shows a comparison of students’ performance for the four different tutorials. The mean total score was higher for the four tutorials; the difference was only significant for the first and third tutorials. A comparison of the two groups was also performed for individual tutors. Of the 29 tutors involved, six were excluded because they taught students in either the FF or DL group exclusively. Among the remaining 23, eight (34.8%) rated the proficiencies of students in the FF group higher and two (8.7%) rated those of students in the DL group higher (Fig.  1 ). The difference was not significant for remaining 13 tutors (56.5%).

Mean PBL scores according to tutors

E-learning has been in place for some time [ 4 ]. Many have viewed it as the preferred mode of teaching for the future, as students are given more flexibility [ 7 , 8 ]. This type of learning has become indispensable during the COVID-19 pandemic when social contact is minimal. However, e-learning has certain limitations [ 9 ]. It is reasonable to believe that many educational adaptations adopted during the pandemic will persist. Indeed some of the novel ones may result in a better overall learning experience for students. Therefore, it is worthwhile to evaluate them.

PBL was first popularised at the McMaster University in Canada [ 10 , 11 ]. Contrary to traditional lecture-based teaching, PBL encourages active and student-directed learning. Students are trained in independent learning, teamwork, and communication skills [ 12 ]. Some have suggested that students who utilised PBL curricula have emerged as better problem solvers [ 13 ]. For a PBL tutorial group to be efficient, members’ initiation is crucial, with all striving to function as a productive members.

Findings of this study revealed that students using DL method performed at a significantly lower level than students learning via the conventional FF approach. One possible explanation was that students and tutors had to adapt a new way of conducting the PBL tutorial. Wilcha cited technical challenges like establishing a reliable internet connection, problems with hardware and software learning platforms, etc. as some of the weakness of online teaching in a systematic review [ 9 ]. However, the software was relatively user-friendly, and the format of the tutorials remained the same. The time needed for students and tutors to become familiar with the new ‘environment’ should have been minimal. Technical issues such as Internet connectivity and lag time did not seem to be major problems in this locality. The fact that lower performance was also observed at the third tutorial suggested there was more than a transitional issue.

Modern digital communication technology has allowed us to trump geographical barriers [ 14 , 15 ]. Online platforms provide opportunities to meet and discuss without being physically close to each other. However, this type of technology may not reproduce the same interpersonal distance as physical presence [ 16 ]. Students may feel distant and detached from the rest of the group despite being connected via the computer screen and audio. The perception of being an outsider may reduce one’s eagerness to participate and contribute. In this study, students were required to keep the audio and video on throughout the tutorials, but there were occasions in which students only revealed or unmuted themselves when they were prompted to do so. Most students participated in the PBL tutorials from their residences via video conferencing. The casual ambiance might have appeared ‘unreal’ for learning, requiring psychological adaptation. Students were also more prone to distractions from surrounding persons or events. Prior studies have shown that DL using online platforms is associated with reduced student engagement, reduced communication and poor motivation [ 17 , 18 , 19 ].

Tutors can be affected too. Although tutors played minimal roles in this study, apart from evaluating students, they might have been inclined to intervene when needed and prone to be distracted. Nevertheless, these are only postulations; further research is warranted. A survey should be conducted to ascertain the perceptions of students and tutors regarding online tutorials and ways to improve the overall learning and teaching experience.

There were several limitations to this study. There was no randomisation, and the comparison was subjected to bias. The chance of bias was minimised by matching student performance at baseline. The tutor effect was another confounding factor. Although we used a structured evaluation form with clear guidance regarding scoring, there was a possibility of variations among tutors, with some being more stringent than others. Tutors in this study were regularly involved in PBL teaching, but there was no prior training or standardisation in terms of scoring. For some tutors, there was little variation in scores between the five areas of proficiency, which indicated that the tutors were more inclined to give an overall impression of students’ performance. This situation limited the ability to single out specific areas. There were tutors (tutors 10, 11 and 24 in Fig. 1 ) that gave every students the same score. Again this reduced the sensitivity to detect a difference, if any, between the two groups. It was postulated that this was why a lower score was observed in the DL group in tutorial two and four but the difference was insignificant. Additionally, tutorials for the two groups were conducted at different times, and students in the DL group were learning during a pandemic, which was clearly a torment to some. Thus, the negative psychological impact on them might have affected their performance. Furthermore, some classes or bedside teachings were suspended at the time. It has had been a suggested that people working from home during the pandemic may be more prone to loneliness, and hence, decreased efficiency [ 20 ].

Innovative educational adaptations have been essential during the COVID-19 pandemic. However, further evaluation before permanent adoption is warranted. A direct transition from the conventional way of teaching into an online-based format may not have the same impact. This study showed that students who used DL PBL tutorials exhivited lower levels of proficiency in key area than students who utilised the conventional FF approach. Further studies are needed to ascertain the underlying cause.

Availability of data and materials

The datasets generated and / or analysed during the current study are available from the corresponding author on request.

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All authors contributed to the study conception and design. Chi-chung Foo: Conception of work, acquisition of data, data analysis, drafting of manuscript, final approval. Billy Cheung: Conception of work, acquisition of data, data analysis, final approval. Kent-man Chu:Conception of work, data analysis, final approval.

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This study was performed in accordance with the ethical standards of the institutional and national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. It was reviewed by the Institutional review board of the University of Hong Kong/Hospital Authority Hong Kong West Cluster (reference no: UW 20–381) and was approved WITHOUT the need of informed consent.

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The standardised form for tutors to evaluate students’ proficiency levels was attached as supplementary material.

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Foo, Cc., Cheung, B. & Chu, Km. A comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based learning tutorial during the COVID-19 pandemic. BMC Med Educ 21 , 141 (2021). https://doi.org/10.1186/s12909-021-02575-1

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Received : 25 November 2020

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DOI : https://doi.org/10.1186/s12909-021-02575-1

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Student's perspective on distance learning during COVID-19 pandemic: A case study of Western Michigan University, United States

Wassnaa al-mawee.

a Department of Computer Science, Western Michigan University, 1903 W. Michigan Ave., Kalamazoo, MI 49008-5466, USA

Keneth Morgan Kwayu

b Department of Civil and Transportation Engineering, Western Michigan University, 1903 W. Michigan Ave., Kalamazoo, MI 49008-5466, USA

Tasnim Gharaibeh

As the distance learning process has become more prevalent in the USA due to the COVID-19 pandemic, it is important to understand students’ experiences, perspectives, and preferences. Our study's purpose is to reveal students’ perspectives and preferences on distance learning due to the dramatic change that happened in the education process. Western Michigan University is used as the case study to achieve that purpose. Participants completed an online survey that investigated two measures: distance learning and instructional methods with a set of scales associated with each. Students reported negative experiences of distance learning such as lack of social interaction and positive experiences such as time and location flexibility. These findings may help WMU and higher educational institutions to improve distance learning education.

1. Introduction

The benefits and challenges of distance learning have been a subject of continuous discussion in the past. Of recent, the topic of distance learning has become more relevant and imminent due to the COVID-19 pandemic. The COVID-19 has compelled most of the higher education institutions to shift to either distance learning and/or some form of hybrid teaching model ( Smalley, 2020 ). This has disrupted the natural ecosystem of conventional learning environments where students live and study in close proximity. Challenges that have been raised in the previous studies about distance learning include variation in the quality of educational instructions, students’ unequal access to the essential technologies for distance learning, and technology readiness of students ( Ratliff, 2009 ). For example, one study found that 20% of students reported having issues in accessing essential technology for distance learning such as laptops and high-speed internet ( Gonzales, Calarco, & Lynch, 2018 ). Also, it has been found that students who were already suffering academically in face-to-face instruction are more likely to obtain lower grade points in distance learning ( Xu & Jaggars, 2014 ). Despite the challenges, this sudden and unexpected change in the learning environment offers opportunities for academic institutions to reimage innovative modes of learning that take advantage of the current technologies. Therefore, the challenges and opportunities of shifting from in-person instruction mode to remote/distance instruction mode need a thorough assessment. This study intends to explore the benefits and challenges of distance learning based on student's perspectives. The case study selected 5000 students randomly from all undergraduate and graduate students at Western Michigan University to participate in the survey and we got 420 responses.

2. Related work

Distance education, or remote learning, refers to technology-based teaching in which students during the entire course of learning are physically removed from teachers at a place. It is learning from outside the normal classroom and involves online education ( Lei & Gupta, 2010 ) A distance learning program can be completely distance learning, or a combination of distance learning and traditional classroom instruction (called hybrid) ( Tabor, 2007 ). This form of teaching helps teachers to access a considerably broader audience and facilitates greater versatility in the curriculum for students. Online education is a term under the distance education umbrella. It is education that takes place over the Internet. It is often referred to as “e-learning” in other terms. However, it is just one type of “distance learning”.

Many works and research were made to study the students’ perceptions of distance learning. In one of them, especially related to students’ perceived impacts of the COVID-19 pandemic, Aristovnik, Keržič, Ravšelj, Tomaževič, and Umek (2020) introduced a comprehensive and large-scale study of students’ perceived impacts of the COVID-19 pandemic on different aspects of their lives on a global level. Their study sample contains 30,383 students enrolled in higher education institutions, who were at least 18 years old from 62 countries, where a multi-lingual web-based comprehensive questionnaire composed of 39 predominantly closed-ended questions was used to collect the data. The questionnaire addressed socio-demographic, geographic, and other characteristics, in addition to the various features and elements of higher education student life, such as online academic work and life, emotional life, social life, personal situations, changing habits, responsibilities, as well as personal thoughts on COVID-19.

Under the online academic, as part of the distance learning, work, and life element, an ordinal logistic regression analysis was used to indicate which factors influence the students’ satisfaction with the role of the university. This logistic regression model implemented in Python programming language using libraries Pandas and Numpy which is the same language that they used to prepare, clean, and aggregate their data. The results emphasize that satisfaction with asynchronous online teaching methods such as recorded videos (p<0.001), information on exams oqr the procedure of examination in times of crisis (p<0.001), teaching staff (lecturers), and websites, social media information have a positive effect on students’ satisfaction with the role of the university during the COVID-19 pandemic. The result also showed that the students’ workload was larger or significantly larger in online teaching, in addition to some difficulty in using online teaching platforms ( Aristovnik et al., 2020 ).

On the other hand, to answer the question of how students experience distance learning, Blackmon and Major (2012) introduced an investigation using qualitative research synthesis to collect the data. They ended with 10 studies focusing on online learning. To analyze the data, they summarized the articles and extracted findings. The findings were grouped into student factors that influenced experience and instructor factors that influenced student experience. Students must combine work and families, handle time and devote themselves individually. In the absence of physical copresence, teachers can strive to develop academic relationships with students and to create a sense of community. The balance between student and teacher considerations affects the classroom and student interactions. According to their theoretical framework suggestion, the students are more abstract and understandingly observing their academic experiences. In some situations, students appeared to miss the physical markers and signals that make social interactions easier to discuss. In other situations, some students seemed to succeed in the new environment. Although the student must be responsible, the teacher also has a significant role to do to generate creative online environments that facilitate the delivery and use of new intellectual skills.

Another survey of professors, staff, and students was commissioned by Illinois Community Colleges Online in 2005 to determine the pressing concerns affecting quality, retention, and capacity building related to online learning. About one thousand people from seventeen Illinois community colleges presented data relating to these three problems over six months ( Hutti, 2007 ). Three separate methods were used in the data collection method: an electronic survey of faculty, employees, and students; a focus group including faculty, employees, and students; and interviews with select faculty, employees, and students. The findings of the review of the collected data showed that the consistency benchmarks that were most important and least important for distance learning, especially online learning, were decided by faculty, staff, and students. Using a four-point Likert Scale (Strongly Agree = 4, Agree = 3, Disagree = 2, and Strongly Disagree = 1), all three groups of respondents were asked to rate the importance of each quality benchmark. The top 5 quality benchmarks rated most important based on highest means where technical assistance in course development is available to faculty, a college-wide system (such as Blackboard or WebCT) supports and facilitates the online courses, faculty are encouraged to use technical assistance in course development, faculty give constructive feedback on student assignments and to their questions, and faculty are assisted in the transition from classroom teaching to online instruction ( Hutti, 2007 ).

To focus on a specific level college, Fedynich, Bradley and Bradley (2015) studied the graduate students’ perceptions regarding distance learning using the analysis of an online survey. Their findings indicate that the role of the teacher, the contact between students and with the teacher, and feedback and assessment were identified as being essential to the satisfaction of the students. Other difficulties found included technical support for learners connected to campus services, and the need for differing educational design and implementation to promote the ability of students to study. Students, on the other hand, were highly pleased with the consistency and organization of teaching using the right tools.

In order to find ways to improve and support distance learning, faculty members in the Distance Education Center at the University of West Georgia came together to form the “Online Refresh Faculty Learning Community” (FLC) ( Rath, Olmstead, Zhang, & Beach, 2019 ). They introduced a study conducted at a public comprehensive university located in the northeastern United States. The participants were invited to answer an online survey through Qualtrics that collected quantitative and qualitative data. Coding sheets in Excel and SPSS were used for analyzing quantitative data where qualitative data were analyzed using grounded theory procedures. In the quantitative data, the result under the factor of comfort level using technology showed 55% of participants were extremely comfortable using technology and only 2% were uncomfortable. Under the preferred course modality factor, students preferred the in-person courses followed by the online courses, and at last, the hybrid/blind courses. Four factors were addressed in the qualitative data results, set-up of the course; learner characteristics and sense of course learning; social interactions; and technology issues. Regarding how the course set up by the instructor influenced the perceptions of students about the quality and efficacy of distance learning environments, successful contact was considered as a key to an online course's progress. Next, the clear due dates and understandable instructions on assignments came as important components of the course organization. Under learner characteristics, distance learning works best for the students who demonstrate strong self-regulatory behaviors and managing their time. Also, many students in their study surveyed reported frustration with learning online applications and with the lack of reliability of the internet. On the other hand, their result showed clearly, the social aspect of face-to-face classes is very important and valuable to most students.

Students stated some advantages for distance learning such as saving time, fitting in better with schedules, enabling students to take more courses, self-paced study, time and space flexibility, distance learning course often costs less ( O'Malley & McCraw, 1999 ). The disadvantages of distance learning that were mentioned include the need for consistent access to technology, the absence of face-to-face contact ( Young & Norgard, 2006 ), the feeling of isolation, the challenge to remain focused, and the difficulty of obtaining immediate feedback ( Lei & Gupta, 2010 ; Paepe, Zhu, & Depryck, 2017 ; Venter, 2010 ; Zuhairi, Zuhairi, Wahyono, & Suratinah, 2006 ).

Many recommendations arising from the previous studies include the following suggestions; continue to offer the courses in many formats (in-person and online) to provide a choice for students, continue to offer professional development and training for instructors ( Burns, 2013 ), providing the learners with social support and sufficient motivation, instead of providing only synchronous or only asynchronous practices, using these environments together ( Allen, 2017 ; Cankaya & Yunkul, 2018 ) consider the students who have complex and special needs with special education support, try to open communication channels among administrators, educators, and students and improve mental wellness programs and provide proactive psychosocial help to students ( Allen, 2017 ).

The purpose of the present study was to share information and experiences that can positively impact distance learning in WMU, besides revealing the factors that affect the students’ experience and investigating the impact of student and college characteristics on perceptions of online learning. The study examined two key college characteristics – namely, college-level and college type to reveal the students’ preferences and experiences of distance learning at WMU. The study pursued to address the following explicit research questions:

• 1 What are the WMU students' general perceptions about distance learning?
• 2 What are the significant differences in perceptions of distance learning when comparing different college types?
• 3 How are perceptions of graduate-level students differ from the perceptions of undergraduate-level students of distance learning?
• 4 What are the students’ preferences regarding instructional methods of distance learning?

4.1. Data collection procedure

The survey was administered online through Western Michigan University's official website, Qualtrics. Qualtrics platform is a powerful platform for survey design, and it was available on the WMU official website to all WMU students, faculty, and staff. Informed consent and a link to the survey were distributed to students through the university e-mail. Students were asked to state their perspectives and preferences by choosing one choice in a Likert scale survey. An option is also provided for the subject to input additional comments. Students were able to complete the survey in approximately 10-15 minutes at their own convenience within two weeks. No identifiable private information was obtained from the participants.

4.2. Participants

The participants in this study were 420 undergraduate and graduate students enrolled in different distance learning - education courses during the 2019-2020 academic year at Western Michigan University, the U.S. Of the participants, 251 were female (59.76%), 160 were male (38.10%), and 9 (2.14%) were identified as other, with an age range of 18-55 years and above. In terms of college-level, 72 (17.14%) of participants were freshmen, 57 (13.57%) were sophomores, 74 (17.62%) were juniors, 105 (25.00%) were seniors, 107 (25.48%) were graduate students, and 5 (1.19%) were identified as other. The study considered all 11 colleges at WMU. Most of the participants, 107 (25.48%) from the College of Arts and Sciences (CAS), 22 (5.24%) from College of Aviation (CA), 51 (12.14%) from Haworth College of Business (HCB), 61 (14.52%) from College of Education and Human Development (CEHD), 81 (19.29%) from College of Engineering and Applied Sciences (CEAS), 29 (6.90%) from College of Fine Arts (CFA), 48 (11.43%) College of Health and Human Services (CHHS), 3 (0.71%) from Lee Honors College (LHC), 14 (3.33%) from Graduate College (GC), 0 (0.00%) from Thomas M. Cooley Law School (TMCLS) and Homer Stryker M.D. School of Medicine, respectively. Tables 1 and ​ and2 depict 2 depict the participants’ gender and age by college level and college type, respectively.

Participants’ gender and age by college level,

Participants’ gender and age by college type,

To assess the sample representativeness, the survey sample size was compared with the total number of students in WMU by college level and age. Out of 22,562 students at WMU, 4802 (21.28%) were graduate students and 17,760 (78.72%) were undergraduate students. The total percentage by college-level aligned well with the survey sample size, whereby out of 420 participants, 107 (25.48%) were graduate students and 313 (74.52%) were graduate students. In terms of age group, most of the WMU students were below 24 years old (75%), followed by 24-34 years (17%) and greater than 34 years (8%). The same pattern was observed in the survey sample size with students below 24 years constituting 69% followed by 24-34 years (19%) and greater than 34 years (12%).

4.3. Measures

The survey incorporated demographic questions, Likert scale questions, and open-end questions. Participants answered five demographic questions regarding gender, age, college level, college type, and department types. Also, they were asked to rate the items using a five-point scale (“Strongly Agree”, “Agree”, “Neutral”, “Disagree”, “Strongly Disagree”). In addition, the participants were asked to input additional comments as open-end questions. The Likert scale and text-based measurements are reconstructed into scales and items as shown in Table 3 and Table 4 , respectively.

Measures for distance learning,

Measures for instructional methods,

5. Statistical Methods

The distributions of student's responses to distance learning were analyzed using cross-tabulations and statistical tests. The Chi-square test of independence was used to test if there was a significant association between students’ response to the distance learning experience by college level and college type. The Chi-Square test is a non-parametric test, and it is suitable for categorical data analysis to assess the probability of association or independence of facts ( McHugh, 2012 ). It does not impose prior conditions to the data such as equality of variance or residual homoscedasticity ( Pandis, 2016 ). The test measures how much difference exists between the observed counts and the counts that would be expected if there were no relationship at all in the population. In this study, the null hypothesis (H o ) stated that there is no difference in student rating of a given question related to distance learning across college level or college type. The alternative hypothesis (H 1 ) is the inverse of the null hypothesis stating that there is a difference in student ratings by college type or college level. The null hypothesis was rejected if the p -value was less than 0.05. The Chi-square statistics can be computed using Eq. (1 );

whereby, O i j is the observed frequency and E i j is the expected frequency. The computed χ 2 is compared with the critical value obtained from the Chi-square distribution. The degrees of freedom ( df ) for the critical value can be computed as (c-1) (r-1) , where c is the number of columns and r is the number of rows in the contingency table.

The Cramer's V is also used in conjunction with Chi-Squared statistics. It is used to indicate the strength of association between two variables ( Allen, 2017 ). The Cramer's V values range from 0 which corresponds to no association to 1 which corresponds to complete association. It can be computed by taking the square root of the chi-square statics divided by the sample size and normalized by the minimum of rows or columns in the contingency table as shown in Eq. (2 )

whereby χ 2 is the Chi-squared statistics, n is the sample size involved in the test, c is the number of columns and r is the number of rows.

The result section is subdivided into two subsections namely students’ perceptions of distance learning and students’ perception of instructional methods. For each subsection, the students’ rating results are discussed based on college level and college type. Data were analyzed by calculating Chi-square values, , and p-values as discussed in the statistical methods section.

6.1. Students’ perceptions of distance learning

In this study, WMU students were asked to share their experience of distance learning as the WMU campuses were compelled to move from in-person class to distance learning class during the COVID-19 pandemic. The questions for this section were designed to capture four main aspects of distance learning which were collaboration and interactions, improvement associated with distance learning, flexible options associated with distance learning, and availability of required resources such as personal laptops and the internet for distance learning. Fig. 1 provides an overall of students’ ratings ranging from strongly agree (5 points) to strongly disagree(0 points) on the four main aspects of distance learning that were explored in this study. Distance learning flexibility had the highest ratings while student interaction and collaboration had the least ratings.

Overall student's perception of distance learning during the COVID-19 pandemic,

Figs. 2 and ​ and3 present 3 present the results of students’ view of distance learning by college level and college type, respectively. Table 5 provides the Chi-square test results of students’ ratings by college level and college type. Most of the students felt distance learning disrupted and diminished interactions and collaboration with classmates and instructors. The student ratings significantly varied across college level (? 2 =44.517, p=0.001) and college type (? 2 =49.941, p=0.023) as shown in Table 5 . For the college level, about 95% of freshmen disagree with the statement that distance learning provides more interactions with other students. However, the percent of disagreement diminished with a higher college level as shown in Fig. 2 . Only 75% of the graduate student disagree with the statement while 12% felt that distance learning increases interactions with classmates. Only 12% of the graduate students felt that distance learning increases interactions with classmates while 75% of the graduate student disagree with the statement. The same trend was observed when comparing the rate of agreement about the interaction with the instructors. Most of freshmen (87%) felt distance learning has reduced the interaction compared to only 66% of graduate students. Sophomore, Juniors, and Seniors' percentage of disagreement with the students’ interaction ranged from 76% to 82%. From the results, it can be observed that most of the students perceived a lack of interaction among students and the instructor as the result of shifting to distance education during the pandemic, mostly the freshman. The effect was less severe to higher college level especially graduate students. College experience may have contributed to the observed pattern.

Overall student's perception of distance learning during the COVID-19 pandemic by college level,

Overall student's perception of distance learning during the COVID-19 pandemic by college type,

Chi-Squared test of association students rating of instructional methods with college level and college type,

It was also the aim of this study to assess student's perspectives on how distance learning affected their academic progress and success. Four different questions were asked under the “distance learning improvement” category as shown in Fig. 2 . Most of the students indicated that distance learning did not improve on-campus classes or instructions. Further, the rating indicated that most of the students did not learn as much as they would have learned in in-person classes. On the issues of academic success, most students stated that distance learning did not improve their grades compared to if the classes were done in person. The students' rating of academic progress and success during distance learning significantly vary by college level but not college type as shown in Table 5 . The majority of graduate students (41%) agreed that they have learned as much as they learned before the COVID-19 pandemic during in-person classes compared to 27% of students who disagreed or strongly disagreed with the statement. For the undergraduate level, most of the students felt the academic progress and success were negatively affected by the transition to distance learning.

Among the strength of distance learning is the location and time flexibility in class attendance and doing assignments. Students were asked to rate how distance learning has impacted the time they spent completing their assignments. Further, the students were asked if distance learning is effective due to location and time flexibility. The distribution of the results by college level and college type shows that most of the students agreed that distance education offered time and location flexibility. Their responses were in most cases uniform across college level and college type except for location flexibility (? 2 =34.700, p=0.010). The flexibility option offered by distance learning was much appreciated by graduate students (84%) compared to undergraduates.

For distance learning to be effective, students need to have essential resources such as reliable internet access and personal computer resources. The results indicated some minor concerns on the issues of internet at home. About 93% of students that were surveyed reported having a computer or a device to use for distance learning. Only 4% of the student indicated that they lacked personal computers with 4% being neutral on the subject. This was a good indicator for an effective distance learning experience despite the concerns that were raised in the area of interaction and collaboration and improvement in academic progress and success.

6.2. Students’ perceptions of instructional methods

The study assessed student's perception of distance learning instructional methods that were offered by WMU. Instructional methods are the teaching and learning techniques, used by teachers to create learning environments and to specify the nature of the activity in which the teacher and learner will be involved during the education process. Distance education requires different instructor's efforts, special tools, and teaching methods than those needed in traditional classrooms.

The importance of the instructor in distance learning is growing and should be more intensive to the adaptation of new learning environments. Instructor availability, communication, and feedback are some factors the impact distance learning ( Yengin, Karahoca, Karahoca, & Yücel, 2010 ).

A total of ten questions were asked and grouped into three main groups namely instructors, distance learning tools, and distance learning methods preferences as shown in Fig. 4 . The Chi-square test results of students rating of instruction methods by college level and college type presented in Table 6 .

Overall student's perception of instructors and instructions methods during the COVID-19 pandemic,

Chi-Squared test of association students rating of instructional methods with college-level and college type,

For the issues of instructors, the study intent was to discern how students rated the availability of instructors in cases where they needed help, and whether the instructors were able to provide clear guidance to students on how they can access the course material online. The distribution of student's ratings showed that the student preferred face-to-face meetings that online meetings with the instructors. The results were consistent across college level and college type as shown in Figs. 5 and ​ and6 respectively 6 respectively under the “distance learning methods’ preference” subsection. From Table 6 , Significant variation of students’ ratings by college-level was observed when students were asked whether they disagree or disagree about the availability of instructors(? 2 =41.765, p=0.003), clear instruction provided by the instructors (? 2 =33.900, p=0.027) and methods of assessing students learning (? 2 =37.753, p=0.009). In both cases, the graduate students had a higher percentage of agreement with above-mentioned statements as shown in Fig. 5 . Significant variation of students’ ratings by college type was observed on the issues of instructors’ availability when students needed help (? 2 =51.197, p=0.017). The availability of instructors was highly rated by graduate college followed by the college of health and human services while poor ratings of instructors’ availability were observed in Haworth college of business. The observed variation by college type and college level on the issue of instructor availability offers WMU a clear spectrum of which colleges and students need special attention to improve the effectiveness of distance learning.

Overall student's perception of instructors and instructions methods during the COVID-19 pandemic by college level,

Overall student's perception of instructors and instructions methods during the COVID-19 pandemic by college type,

The study also examined the efficacy of distance learning tools such as WebEx, and Microsoft team from the students’ perceptive. Graduate students’ ratings of these tools were slightly higher than undergraduate level with 61% agreeing that distance learning effective and easy to use (68%) as shown in Fig. 5 under the “distance learning tool” subsection. The undergraduate student's rating leaned towards disagreement and neutrality. The distribution of ratings by college type showed a poor rating of the distance learning tools by the college of aviation followed by Haworth college of business.

Another interesting subject with was explored in this study was student's perspective of distance learning methods that were provided by WMU. The methods of learning that were examined include synchronous teaching method, asynchronous teaching method, hybrid method. Each method has its pros and cons. With synchronous learning methods, students learn and interact with instructors and classmates in real-time while asynchronous learning instructors provide all the necessary material, and students can read and complete assignments and exams in their own schedule. Students were asked to rate each of the above-mentioned learning methods. Students especially freshmen strongly preferred in-person or hybrid classes over online classes (? 2 =51.197, p=0.017). Also, there was a consensus among students that online classes were the preferable choice due to the COVID-19 crises. However, there was no apparent preference for the form of distance learning method. About 42% of students prefer asynchronous learning while only 29% of students preferred synchronous learning. The rest of the students either strongly disagree, disagree, or were neutral about the subject.

6.3. Textual exploratory analysis

An open-ended question was asked to students about the best and worse experiences of online learning. The question was specifically designed to discern other important concerns that were not covered in Likert-scale questions. A text mining approach was used to extract information from the students’ opinions. Fig. 7 shows the word network diagram showing the keywords that were used by students to articulate their experience of distance learning. Each word has been reduced to its root form through the process known as stemming. The most frequent pairs of words for the best experience of distance learning are “flexible location”, “flexible schedule”, “social distance”, “park pass”, among others. The most frequent pair of words that were used to describe the worse experience of distance learning include “human interact”, “due date”, “distance learn”, “real-time” and “class synchron”. The main themes that were prevalent in students’ comments about the worse distance learning experience are lack of human interaction, social connections, self-motivation, and concentration. Also, technological glitches such poor internet connections and students’ or instructors’ inexperience using online systems were mentioned by students.

Students’ experience of distance learning: Textual exploratory analysis,

7. Discussion

The results of this study are indicative of less positive perceptions of distance learning across college level and college type. Positive attitudes and a high level of satisfaction among all students are what designers and instructors of distance learning need to achieve. The results could provide a useful understanding of what brings about less positive student perceptions of distance learning. For instance, the less positive perceptions may be related to the type of distance learning methods or tools, or they could be linked to other different factors such as college level, college type, previous distance learning experience, and interaction with instructors and classmates. In this study, we found both the college level and college type significantly impacted students’ perceptions of distance learning on the seven defined scales. These two factors influence students’ perceptions and attitudes toward distance learning. Furthermore, all the participants were actively enrolled in a distance learning class at the time when they reported their perceptions, and that may have influenced their overall negative perception of distance learning.

The findings of the study that relate to the influence of college-level showed that most freshmen perceived a lack of interaction among students and instructors as the result of shifting to distance education during the pandemic. The effect was less severe to higher college level, especially graduate students. In the area of improvement in academic progress and success, most of the undergraduate students reported a more negative view than the graduate students. The undergraduate students’ academic progress and success were negatively affected by the transition to distance learning in terms of the extent to which: distance learning did not improve on-campus classes or instructions, students did not learn as much as they would have learned in in-person classes, distance learning did not improve their grades compared if the classes were done in-person. The impediment to academic progress brought by the pandemic has also been reported elsewhere in high education institutions ( Kummitha, Kolloju, Chittoor, & Madepalli, 2021 ; Pokhrel & Chhetri, 2021 ). Much of it has been attributed to a lack of institutional preparedness to cope with the unprecedented pandemic. Also, due to the lack of best of available information on best practices( Armstrong-Mensah, Ramsey-White, Yankey, & Self-Brown, 2020 ) an almost trial and error process of gauging and supporting students has been reported during the pandemic deterred the overall academic performance and progress.

On the other hand, students across the college level reported positive perceptions about the location and time flexibility of distance learning in class attendance and doing assignments. Specifically, distance learning flexibility was much appreciated by graduate students compared to undergraduates. The benefits of distance learning in terms of location and time flexibility have been widely reported in most of the Covid-19 related papers. The benefits include but are not limited to less commuting time, savings on gas, time management, and more time to spend with family members ( Almaiah, Al-Khasawneh, & Althunibat, 2020 ; Armstrong-Mensah et al., 2020 ). Increased flexibility has also been shown to enable independent learning among students ( Müller, Goh, Lim, & Gao, 2021 ).

In terms of reliable distance learning resources, most of the students reported having internet access and a computer or a device to use for distance learning. Only a small number of the students indicated that they lacked personal computers. Similar results were obtained by Armstrong-Mensah (2020) with the majority of students at Georgia State University reported having internet access and digital devices which support distance learning. However, other studies have reported the disparity in digital tools and internet access among students ( Coello, Salazar, & Taborda, 2020 ) Equitable access to the internet and other supporting tools is of paramount importance to students enrolled in distance learning. Each institution should aim at setting out measures that ensure the pandemic does not widen the digital divide between students

The finding that all the students reported a highly positive perception of the face-to-face meeting with instructors’ subscale is an important one that the instructors of distance learning classes need to consider. Similarly, a positive perception was reported by college levels in terms of the availability of instructors, clear instruction provided by the instructors, and methods of assessing students learning. The study also tested the efficiency of distance learning tools such as WebEx and Microsoft teams from the students’ perceptive. Graduate students reported high positive perception than undergraduate students on using and learning through these tools. The perception and acceptance of distance learning tools can be enhanced by training educators and students on the use of digital technology which has now become an integral part of higher education institutions and universities ( Coello et al., 2020 ; Lazarova, Miteva, & Zenku, 2020 ; Rashid & Yadav, 2020 ).

The findings of students’ perspective of distance learning methods that were provided by WMU showed that most of the students, especially the freshman reported a highly positive perception of preferring in-person or hybrid classes over online classes. The preference for hybrid or blended classes has also been reported elsewhere among educators and students ( Müller et al., 2021 ). It has been shown to provide a better understanding of the courses due to an increase in social interaction among peers and instructors( Kimkong & Koemhong, 2020 ). In the meantime, most of the students, especially the graduate students, reported a positive perception of the preference for online classes due to the COVID-19 crisis. However, there was no apparent preference for the form of distance learning method. Seniors and juniors reported more negative perceptions of the synchronous learning method than other college levels, while freshmen reported a highly negative perception of the asynchronous learning method than other students. Synchronous learning has been reported in previous studies to improve instructor-teacher interaction. A study by Müller et al (2021) reported an increased level of engagement among students in distance learning who were normally quiet during in-person classes. A continuous assessment of student readiness to various forms of online learning is needed based on equipment capability, technology skills, self-directed learning, motivation, and perceived usefulness (Widodo, 2020).

The findings of the study that rely on the influence of college type showed that the interaction with classmates was poorly rated by all colleges. However, the College of Aviation and College of Fine Arts reported a highly negative perspective comparing to other colleges. On the distance learning flexibility scale, most of the colleges, especially Haworth College of Business, positively rated the statement: “distance learning causes spending more time doing your work.” A highly positive rating on having internet access at home was reported by the College of Health and Human Services, followed by the College of Fine Arts. In addition, the availability of instructors was highly rated by Graduate College followed by College of Health and Human Services, while poor ratings of instructors’ availability were observed in Haworth College of Business. The issue of instructor availability offers WMU a clear spectrum of which college and students that need special attention to improve the effectiveness of distance learning. Conclusively, the distance learning tools were negatively rated by the College of Aviation followed by Haworth College of Business. The observed disparity in distance learning rating across college types emphasizes the key challenge of distance learning which is to create a holistic and inclusive learning experience that suffices the diverse student needs. These needs tend to vary mostly by college type or nature of the subjects ( Kimkong & Koemhong, 2020 ; Müller et al., 2021 ).

8. Conclusions

In just a few months, The COVID-19 pandemic, caused by the latest coronavirus, resulted in the sudden closure of the universities globally and moved face-to-face classes to distance or online learning, which changed the lives of masses across the globe, including higher education students. In this respect, we introduce this study to reveal students’ perspectives and understand their preferences and needs on distance learning at Western Michigan University (WMU). All students in all different colleges and departments were invited to participate in this study. The findings have important implications for distance learning educators and may help the top management of the university to assess distance learning and make future decisions to enhance the weakness of this type of learning.

Considering the present study, the findings could be split into instructor factors that influenced the experience and student factors that influenced the experience. The instructors need to implement strategies that are influenced by the college's level and type to address students’ needs for better instructions, a proper teaching method, a suitable grading schema to assess student work and comprehension, face-to-face interaction, small group discussion, collaborative projects, and group presentation. These strategies may help boost students’ achievement and overcome their difficulties with distance learning.

On the student side, the capacity to adjust to school and life, acceptance of personal responsibility, connection with peers, and time management skills are the most factors that influenced the student's experience.

Future studies could examine perceptions of distance learning at the departmental level. Generally, the findings and discussion of this study have important implications for future research. As the survey for this study was done during the pandemic's initial period, the finding is essential and points to the overall higher levels of awareness and comfortability with the distance learning among the students in general. So, studies could be established to determine whether WMU students’ perceptions of distance learning are affected by the impact of previous enrollment in distance learning courses comparing to the current study results. Finally, further research could be examined how students’ perceptions will change over academic years.

Conflict of Interest

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Education Thesis Statement

Crafting a strong thesis statement is essential for any successful educational essay or research paper. This one or two-sentence assertion forms the backbone of your argument, providing a concise summary of the point you intend to make. Whether you’re exploring the impact of technology in classrooms or analyzing the effectiveness of early childhood education, a well-structured thesis statement serves as a roadmap, guiding both.

What is Education Thesis Statement – Definition

An education thesis statement is a concise, focused, and arguable statement that presents the main idea or argument of an essay, research paper, or academic work related to the field of education. It outlines the scope of the study and provides a roadmap for the reader to understand the purpose and direction of the paper.

What is a Good Thesis Statement about Education

A comprehensive integration of technology in classrooms enhances students’ engagement, knowledge retention, and critical thinking skills, ultimately transforming traditional educational paradigms.”

What is an Example of an Education Topic Thesis Statement

“Implementing inclusive education policies in primary schools leads to improved academic outcomes for students with disabilities, fostering a more diverse and supportive learning environment.”

Remember, a good thesis statement is specific, debatable, and gives a clear indication of the focus of your paper. It should also be supported by evidence and analysis throughout the essay.

100 Education Statement Examples

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Crafting effective education thesis statements is pivotal in academic writing. These succinct sentences encapsulate the core concepts of your research, guiding your paper’s trajectory. From dissecting teaching methodologies to examining education’s societal impacts, a well-structured thesis statement is a beacon that illuminates your scholarly journey.

• Technology in Education : Integrating personalized digital tools in classrooms enhances collaborative learning, preparing students for a tech-driven world.
• Early Childhood Education : High-quality preschool programs significantly improve children’s cognitive development, ensuring a strong foundation for future learning.
• Inclusive Education : Adapting curriculum and teaching methods to diverse learning styles fosters equitable and enriching classroom experiences for all students.
• Education Policy : Reforms in standardized testing systems promote a more holistic evaluation of students’ abilities and potential.
• Online Learning : The surge in online education democratizes access to knowledge, revolutionizing traditional notions of learning environments.
• Critical Pedagogy : Empowering students to think critically about societal issues cultivates active citizenship and social change.
• STEM Education : Prioritizing STEM subjects in curricula prepares students for the demands of a technology-driven workforce.
• Arts Integration : Infusing arts into education not only enhances creativity but also nurtures a deeper understanding of core subjects.
• Parental Involvement : Engaged parental participation positively correlates with students’ academic success and overall well-being.
• Higher Education Costs : Exploring alternative funding models is crucial to make higher education accessible and affordable for all.
• Global Education : Fostering cross-cultural awareness in schools cultivates tolerance, empathy, and a broader worldview among students.
• Special Education : Tailoring teaching strategies to the needs of students with disabilities empowers them to achieve their full potential.
• Motivation and Learning : Understanding motivational factors improves teaching methods and student engagement in the classroom.
• Physical Education : Incorporating regular physical activity into the curriculum promotes not only fitness but also cognitive and emotional development.
• Education and Employment : Analyzing the relationship between education levels and job prospects reveals the role of education in economic mobility.
• Bilingual Education : Studying the effects of bilingual instruction on cognitive development highlights the benefits of multilingualism in education.
• Gender Disparities in Education : Addressing gender biases in curricula and teaching practices contributes to more equitable educational experiences.
• Teacher Training : Enhancing teacher preparation programs leads to more effective classroom management and student engagement.
• Education and Social Media : Analyzing the impact of social media on students’ learning habits reveals new avenues for interactive and self-directed learning.
• Education and Mental Health : Integrating mental health education into the curriculum helps reduce stigma and promotes students’ psychological well-being.
• Education and Sustainability : Incorporating environmental education empowers students to become responsible stewards of the planet.
• Literacy Development : Investigating early literacy interventions highlights the importance of foundational reading skills in later academic success.
• Civic Education : Teaching civics fosters active participation in democratic processes and shapes informed and responsible citizens.
• Education for Special Needs Students : Creating individualized education plans (IEPs) enhances the learning experience for students with diverse abilities.
• Globalization and Education : Exploring how globalization affects educational policies and practices prepares students for a globalized world.
• Education and Poverty : Investigating the link between education and poverty reduction underscores the role of education in breaking the cycle of disadvantage.
• Character Education : Nurturing qualities like empathy, integrity, and resilience in students contributes to holistic personal and ethical development.
• Standardized Curriculum vs. Personalized Learning : Evaluating the benefits and drawbacks of standardized versus personalized learning approaches in classrooms.
• Education Technology Ethics : Examining the ethical implications of using student data in educational technology applications.
• Education and Immigration : Studying the educational challenges and opportunities faced by immigrant students in host countries.
• Critical Thinking Education : Integrating critical thinking skills into curricula prepares students to analyze and evaluate information independently.
• Education and Cultural Heritage : Incorporating cultural heritage education preserves traditions and fosters cultural pride among students.
• Education Funding Allocation : Investigating the impact of equitable distribution of funding on educational outcomes in different communities.
• Education and Neurodiversity : Creating inclusive classrooms that accommodate neurodiverse students promotes a more accepting society.
• Sexual Education : Implementing comprehensive sexual education equips students with vital knowledge for making informed decisions.
• Education and Democracy : Understanding the role of education in nurturing informed citizenship and active participation in democratic processes.
• Education and Indigenous Knowledge : Integrating indigenous knowledge systems into curricula honors diverse worldviews and promotes cultural understanding.
• Home Schooling vs. Public Schooling : Comparing the academic and social outcomes of students educated at home versus traditional schools.
• Peer-to-Peer Learning : Exploring the effectiveness of peer mentoring programs in enhancing students’ academic performance and social skills.
• Education and Artificial Intelligence : Analyzing the potential of AI to personalize learning experiences and address individual student needs.
• Vocational Education : Promoting vocational education as a viable pathway to skill development and successful career opportunities.
• Education and Ethical Dilemmas : Investigating ethical challenges faced by educators and students in modern educational settings.
• Education and LGBTQ+ Inclusivity : Creating safe and inclusive environments for LGBTQ+ students through policy changes and awareness programs.
• Education and Aging Population : Adapting educational strategies to meet the learning needs of an aging workforce.
• Assessment Methods : Exploring innovative assessment techniques that provide a more comprehensive understanding of student learning.
• Outdoor Education : Utilizing outdoor and experiential learning to enhance students’ practical skills and environmental awareness.
• Education and Artificial Reality : Harnessing the potential of virtual and augmented reality in creating immersive educational experiences.
• Emotional Intelligence in Education : Integrating emotional intelligence training in schools contributes to students’ interpersonal skills and emotional well-being.
• Education and Gifted Students : Tailoring instruction to meet the unique learning needs of gifted students supports their intellectual growth.
• Education and Nutrition : Recognizing the link between proper nutrition and cognitive development for optimal student learning.
• Education and Language Acquisition : Examining strategies for effective language acquisition among non-native speakers in educational settings.
• Education and Political Socialization : Investigating how education shapes students’ political beliefs and participation in civic activities.
• Education and Political Socialization : Investigating how education shapes students’ political beliefs and participation in civic activities
• Education and Digital Literacy : Evaluating the importance of teaching digital literacy skills to navigate the information-rich online world.
• Teacher-Student Relationships : Investigating the impact of positive teacher-student relationships on academic motivation and achievement.
• Education and Social Justice : Analyzing the role of education in addressing societal inequalities and promoting social justice.
• Education and Multilingualism : Exploring the benefits of a multilingual approach in education for cognitive development and cultural awareness.
• Education and Learning Disabilities : Implementing tailored strategies to support students with learning disabilities enhances their academic success.
• Education and Environmental Awareness : Integrating environmental education fosters a generation of environmentally conscious citizens.
• Education and Entrepreneurship : Promoting entrepreneurial education equips students with skills for innovation and economic contribution.
• Student Engagement Strategies : Investigating effective methods to enhance student engagement and participation in the learning process.
• Education and Artificial Intelligence Ethics : Examining ethical considerations when using AI in educational settings to ensure data privacy and equity.
• Education and Emotional Well-being : Creating emotionally supportive environments positively impacts students’ mental health and academic performance.
• Education and Cultural Assimilation : Analyzing how education can either preserve or dilute cultural heritage among immigrant communities.
• Distance Learning Challenges : Exploring the challenges and benefits of distance learning, especially in the context of global events.
• Education and Creativity : Fostering creative thinking skills in students through innovative teaching approaches and curricular design.
• Education and Student Autonomy : Investigating the benefits of allowing students more autonomy in their learning processes.
• Education and Gaming : Exploring the potential of educational games in enhancing learning outcomes and student engagement.
• Teacher Burnout : Examining the factors contributing to teacher burnout and strategies to promote educator well-being.
• Global Education Disparities : Analyzing the disparities in access to quality education across different regions of the world.
• Education and Learning Styles : Tailoring instruction to accommodate diverse learning styles enhances students’ comprehension and retention.
• Education and Brain Development : Studying the correlation between educational experiences and brain development in children and adolescents.
• Education and Ethics Education : Integrating ethics education cultivates morally responsible decision-making among students.
• Education and Socioeconomic Mobility : Examining how education can be a catalyst for upward social mobility in disadvantaged communities.
• Education and Peer Influence : Investigating how peer interactions shape students’ attitudes, behaviors, and academic choices.
• Education and Indigenous Language Revival : Promoting the revitalization of indigenous languages through education preserves cultural heritage.
• Teacher Evaluation Methods : Exploring effective methods for evaluating teacher performance and their impact on educational quality.
• Education and Critical Media Literacy : Developing media literacy skills equips students to critically analyze and navigate the digital information landscape.
• Education and Online Privacy : Raising awareness about online privacy and digital citizenship in educational settings.
• Education and Parental Expectations : Analyzing the effects of parental expectations on students’ academic motivation and achievements.
• Education and Gender Stereotypes : Exploring how education can challenge or reinforce traditional gender stereotypes and roles.
• Education and Mindfulness : Incorporating mindfulness practices in schools enhances students’ focus, emotional regulation, and well-being.
• Education and Aging Workforce : Adapting teaching methods to address the unique learning needs of mature students in continuing education.
• Education and Postcolonialism : Analyzing the influence of colonial history on education systems and curriculum development.
• Education and Lifelong Learning : Promoting the idea of education as a continuous process that extends beyond formal schooling.

Education Thesis Statement Examples for Argumentative Essay

Education is the cornerstone of societal progress, and an argumentative essay thesis statement can explore its multifaceted impact. A thesis statement could be: “Mandatory financial literacy education in schools should be implemented to empower students with essential life skills, promoting responsible financial decision-making.

• Mandatory Financial Literacy Education : “Mandatory financial literacy education in schools should be implemented to empower students with essential life skills, promoting responsible financial decision-making.”
• Comprehensive Sex Education : “The integration of comprehensive sex education into curricula is imperative to address the rising rates of teenage pregnancies and sexually transmitted infections.”
• Bilingual Education : “Bilingual education programs positively contribute to cognitive development, cross-cultural understanding, and global communication skills among students.”
• Diverse Perspectives in History Education : “The inclusion of diverse perspectives in history education fosters critical thinking and promotes a more accurate understanding of past events.”
• Importance of Arts Education : “Arts education should remain a fundamental component of the curriculum, as it enhances creativity, cognitive abilities, and emotional intelligence.”
• Media Literacy Education : “Promoting media literacy education equips students to navigate the complexities of the digital age, fostering critical analysis of information sources.”
• Restorative Justice in Education : “Implementing restorative justice practices in schools nurtures conflict resolution skills, reduces disciplinary disparities, and creates a more inclusive learning environment.”
• Environmental Education : “Environmental education cultivates a sense of responsibility for ecological sustainability, preparing students to address pressing global environmental challenges.”
• Mental Health Education : “Education about mental health and emotional well-being should be integrated into curricula to reduce stigma, enhance self-awareness, and support student mental health.”
• Coding and Computer Science Education : “Teaching coding and computer science in primary education enhances problem-solving abilities, technological literacy, and prepares students for a technology-driven future.”

Importance of Education Thesis Statement Examples

Highlighting the significance of education, a thesis statement like, “Access to quality education equips individuals with the tools to break the cycle of poverty, fosters critical thinking, and cultivates informed citizens essential for a thriving democracy.”

• Access to Quality Education : “Access to quality education equips individuals with the tools to break the cycle of poverty, fosters critical thinking, and cultivates informed citizens essential for a thriving democracy.”
• Education and Innovation : “Education empowers individuals to challenge societal norms, fostering innovation and progress through the exploration of new ideas and perspectives.”
• Early Childhood Education : “Investing in early childhood education yields lifelong benefits, promoting cognitive development, emotional intelligence, and academic success.”
• Education for Social Cohesion : “Education plays a pivotal role in promoting social cohesion, bridging cultural divides, and fostering mutual respect and understanding among diverse communities.”
• Education and Economic Growth : “An educated workforce drives economic growth by fostering innovation, increasing productivity, and attracting investment in a knowledge-based economy.”
• Empowerment through Education : “Education is the foundation of personal empowerment, enabling individuals to make informed decisions about their health, finances, and overall well-being.”
• Education in a Technological Era : “Quality education equips individuals with the skills to adapt to rapid technological changes, ensuring they remain competitive in a dynamic job market.”
• Education and Social Mobility : “Education serves as a catalyst for social mobility, enabling individuals to transcend their socioeconomic backgrounds and achieve upward mobility.”
• Education and Public Health : “In societies with higher levels of education, there is a positive correlation with improved public health outcomes, lower crime rates, and overall well-being.”
• Right to Education : “Education is a fundamental human right that should be accessible to all, regardless of gender, ethnicity, socioeconomic status, or geographical location.”

Lack of Education Thesis Statement Examples

Examining the consequences of inadequate education, a concise thesis statement might state: “The lack of accessible education perpetuates social inequality, limits economic mobility, and hinders personal and societal development, underscoring the urgent need for educational reforms.”

• Impact of Inaccessible Education : “The lack of accessible education perpetuates social inequality, limits economic mobility, and hinders personal and societal development, underscoring the urgent need for educational reforms.”
• Cycle of Poverty : “In regions with limited educational opportunities, there is a heightened risk of perpetuating cycles of poverty, resulting in diminished life prospects for generations.”
• Lack of Comprehensive Sex Education : “The absence of comprehensive sex education contributes to uninformed decisions, leading to higher rates of unintended pregnancies and the spread of sexually transmitted infections.”
• Educational Inequality and Civic Engagement : “Communities with inadequate educational infrastructure experience reduced civic engagement, hampering their ability to advocate for their rights and interests.”
• Challenges in Special Needs Education : “Without inclusive education practices, students with disabilities are often marginalized, denying them opportunities for holistic development and societal contribution.”
• Environmental Ignorance : “The lack of emphasis on environmental education results in a lack of awareness about sustainable practices, exacerbating environmental degradation and climate change.”
• Mental Health Education Gap : “A dearth of education around mental health perpetuates stigma, preventing individuals from seeking help and contributing to a global mental health crisis.”
• Gender Disparities in Education : “In societies where gender equity in education is not prioritized, women and girls face limited opportunities, reinforcing gender disparities in various sectors.”
• Education and Ignorance : “Communities without access to quality education struggle to break free from cycles of ignorance and misinformation, hindering progress and social cohesion.”
• Digital Literacy Divide : “The absence of education tailored to the digital age leaves individuals vulnerable to misinformation, cyber threats, and challenges presented by rapid technological advancements.”

Education Thesis Statement Examples for College

For a college-focused context, a thesis could be: “Integrating practical skills training into higher education curricula prepares students for real-world challenges, bridging the gap between academic knowledge and employability.”

• Practical Skills in Higher Education : “Integrating practical skills training into higher education curricula prepares students for real-world challenges, bridging the gap between academic knowledge and employability.”
• Interdisciplinary Learning in College : “College education should prioritize interdisciplinary learning, fostering a holistic understanding of complex global issues and encouraging innovative solutions.”
• Experiential Learning in College : “Promoting student engagement through experiential learning opportunities in college enhances critical thinking, problem-solving skills, and prepares students for lifelong learning.”
• Soft Skills Development in College : “Colleges should emphasize the development of soft skills such as communication, teamwork, and adaptability, essential for success in diverse professional environments.”
• Entrepreneurship Education in College : “Incorporating entrepreneurship education in college equips students with the mindset and skills needed to create and navigate their own career paths.”
• Cultural Competence in College : “College education should encourage cultural competence, promoting empathy and understanding in an increasingly interconnected and diverse world.”
• Technology-Enhanced Learning in College : “Embracing technology-enhanced learning methods in college empowers students to become digitally literate, adaptable, and well-prepared for the modern workforce.”
• Research-Oriented College Education : “Fostering a research-oriented approach in college education cultivates critical inquiry, creativity, and advances our understanding of various academic disciplines.”
• Mental Health Support in College : “Colleges should prioritize mental health and well-being services to support students during a transformative period, ensuring their holistic success.”
• Flexible Learning in College : “Offering flexible learning options, including online and hybrid courses, accommodates diverse student needs and promotes lifelong learning beyond traditional campus settings.”

Education Thesis Statement Examples for Students

Directing attention to students, a thesis might read: “Implementing personalized learning approaches in schools caters to diverse learning styles, enhances student engagement, and fosters a lifelong love for learning.”

• Personalized Learning for Students : “Implementing personalized learning approaches in schools caters to diverse learning styles, enhances student engagement, and fosters a lifelong love for learning.”
• Student-Centered Education : “Student-centered education that encourages curiosity, creativity, and critical thinking nurtures independent thought and prepares students for active citizenship.”
• Project-Based Learning for Students : “Incorporating project-based learning in schools develops problem-solving skills and empowers students to apply theoretical knowledge to real-world situations.”
• Student Agency in Education : “Encouraging student agency in educational decisions fosters a sense of ownership, boosting motivation, and promoting self-directed learning.”
• Learning from Failure for Students : “Education that emphasizes the value of failure as a stepping stone to success helps students develop resilience, adaptability, and a growth mindset.”
• Collaborative Learning for Students : “Promoting collaborative learning experiences in classrooms cultivates teamwork skills, enhances communication, and exposes students to diverse perspectives.”
• Extracurricular Involvement for Students : “Student involvement in extracurricular activities and community service fosters character development, empathy, and a sense of responsibility to society.”
• Arts and Creative Expression for Students : “Integrating arts and creative expression into education sparks imagination, enhances emotional intelligence, and encourages students to think outside the box.”
• Digital Literacy for Students : “Cultivating digital literacy skills equips students to navigate the digital landscape responsibly, critically evaluate information, and contribute positively online.”
• Mindfulness in Education for Students : “Education that incorporates mindfulness and well-being practices helps students manage stress, build emotional resilience, and maintain overall mental wellness.”

Education Thesis Statement Examples for Essay

In the context of an essay, a case study thesis statement could be: “Exploring the evolution of educational technology reveals its role as a transformative force in modern classrooms, reshaping traditional teaching methods and enhancing student outcomes.”

• Effective Study Habits : “Exploring effective study habits and time management strategies equips students with the tools to optimize their learning experience and achieve academic success.”
• Role of Teachers in Student Motivation : “Analyzing the pivotal role of teachers in motivating students through innovative teaching methods and supportive mentorship enhances the learning journey.”
• Educational Technology Integration : “Examining the integration of educational technology in classrooms highlights its potential to enhance engagement, collaboration, and personalized learning.”
• Impact of Standardized Testing : “Investigating the impact of standardized testing on curriculum, instruction, and student stress provides insights into the complexities of assessment-driven education systems.”
• Importance of Early Literacy : “Highlighting the significance of early literacy development in shaping future academic achievements emphasizes the need for targeted interventions and support.”
• Holistic Assessment Approaches : “Exploring alternative assessment methods beyond exams, such as project-based assessments and portfolios, offers a comprehensive view of student learning.”
• Cultural Competence in Education : “Analyzing the importance of cultural competence in educators for creating inclusive classrooms and fostering diverse student perspectives.”
• Critical Thinking in Education : “Investigating the cultivation of critical thinking skills through interdisciplinary learning encourages students to question, analyze, and form independent viewpoints.”
• Ethics Education : “Examining the integration of ethics education across disciplines prepares students to navigate ethical dilemmas and make informed moral decisions.”
• Education and Sustainable Development : “Exploring the role of education in promoting sustainable development addresses its contribution to environmental awareness, social responsibility, and global citizenship.”

Education Thesis Statement Examples about Online Learning

Regarding online learning, a thesis might state: “The rapid expansion of online education presents opportunities for global access to quality learning, yet challenges persist in ensuring equitable access and maintaining educational rigor.”

Education Thesis Statement Examples about Online Learning:

• Rise of Online Education : “The rapid expansion of online education presents opportunities for global access to quality learning, yet challenges persist in ensuring equitable access and maintaining educational rigor.”
• Hybrid Learning Models : “Examining the effectiveness of hybrid learning models highlights the potential of combining online and in-person elements to enhance engagement and flexibility in education.”
• Synchronous and Asynchronous Online Interactions : “Investigating the role of synchronous and asynchronous online interactions in virtual classrooms reveals their impact on student engagement, peer collaboration, and instructor feedback.”
• Online Assessment Methods : “Analyzing the role of online assessments in measuring student performance raises questions about the fairness, security, and authenticity of remote evaluation methods.”
• Digital Divide in Online Learning : “Exploring the digital divide’s impact on online learning access emphasizes the need for targeted interventions to bridge technological disparities among students.”
• Massive Open Online Courses (MOOCs) : “The rise of Massive Open Online Courses (MOOCs) challenges traditional education paradigms by offering large-scale, accessible learning experiences to diverse global audiences.”
• Artificial Intelligence in Online Education : “Examining the role of artificial intelligence in personalized online education sheds light on its potential to adapt content, pacing, and assessment to individual student needs.”
• Virtual Communities and Online Learning : “Investigating the social aspects of online learning environments explores the ways virtual communities, discussions, and collaborations contribute to a sense of belonging.”
• Online Simulations and Virtual Labs : “Analyzing the benefits of online simulations and virtual labs in science education showcases their role in providing experiential learning opportunities outside traditional labs.”
• Long-Term Effects of Online Learning : “The exploration of online learning’s long-term effects on students’ social skills, time management, and self-regulation offers insights into the broader impacts of digital education.”

Education Thesis Statement Examples for Parental Involvement

Focusing on parental involvement, a thesis could be: “Active parental engagement in a child’s education significantly impacts academic performance, creating a collaborative learning environment and fostering holistic development.”

• Active Parental Engagement : “Active parental engagement in a child’s education significantly impacts academic performance, creating a collaborative learning environment and fostering holistic development.”
• Early Childhood Parental Involvement : “Investigating the influence of parental involvement in early childhood education emphasizes its role in shaping cognitive, emotional, and social foundations for lifelong learning.”
• Parent-Teacher Partnerships : “Analyzing the impact of parent-teacher partnerships on student motivation and behavior management highlights the importance of consistent communication and shared goals.”
• Parental Involvement in Remote Learning : “Exploring strategies to involve parents in remote and online learning environments addresses the need for adaptable approaches to maintain strong home-school connections.”
• Parent-Led Initiatives in Schools : “Examining the impact of parent-led initiatives in schools reveals their potential to enhance school facilities, resources, and extracurricular opportunities for all students.”
• Challenges of Parental Involvement : “Investigating the challenges faced by parents from diverse backgrounds in engaging with school activities emphasizes the importance of culturally sensitive communication and support.”
• Parent Education Workshops : “Analyzing the role of parent education workshops in enhancing parenting skills, communication, and support systems contributes to positive student outcomes.”
• Parental Involvement and Absenteeism : “Exploring the impact of parental involvement on reducing absenteeism, dropout rates, and disciplinary issues underscores its potential as a preventive measure.”
• Parental Involvement in Curriculum Decisions : “Investigating the effects of parent participation in curriculum decisions and policy-making highlights their valuable insights and contributions to shaping educational priorities.”
• Technology and Parental Involvement : “Exploring the intersection of technology and parental involvement unveils the potential of digital platforms to facilitate communication, updates, and collaboration between parents and educators.”

Education Thesis Statement Examples for Special Needs

Addressing special needs education, a thesis might read: “Inclusive education practices empower students with diverse abilities by providing tailored support, promoting social integration, and challenging stigmas surrounding disabilities.”

• Inclusive Education Practices : “Inclusive education practices empower students with diverse abilities by providing tailored support, promoting social integration, and challenging stigmas surrounding disabilities.”
• Assistive Technology in Special Education : “Examining the impact of assistive technology in special education classrooms showcases its role in enhancing communication, learning experiences, and independence for students.”
• Individualized Education Programs (IEPs) : “Analyzing the effectiveness of Individualized Education Programs (IEPs) emphasizes their significance in providing personalized learning pathways for students with special needs.”
• Parental Experiences in Special Education : “Exploring the experiences of parents of children with disabilities within the education system sheds light on the challenges they face and the importance of collaborative partnerships.”
• Educator Training for Inclusive Classrooms : “Investigating the training and professional development needs of educators in inclusive classrooms addresses the necessity of equipping teachers with diverse teaching strategies.”
• Peer Support Programs : “Analyzing the benefits of peer support programs in fostering positive relationships between students with and without disabilities underscores their role in promoting empathy and understanding.”
• Accessible Learning Materials : “Examining the impact of accessible learning materials, such as Braille, a resources, and captioning, highlights their contribution to equitable educational experiences.”
• Sensory-Friendly Environments : “Investigating the role of sensory-friendly environments in schools demonstrates their ability to create inclusive spaces that accommodate the needs of students with sensory sensitivities.”
• Transition from School to Post-School Life : “Analyzing the transition process for students with special needs from school to post-school life underscores the importance of vocational training and community integration.”
• Mental Health Support in Special Education : “Exploring the intersection of mental health support and special education reveals the need for comprehensive strategies that address the unique emotional needs of students with disabilities.”

Education Thesis Statement Examples for Gender Equity

Exploring gender equity in education, a thesis statement could be: “Implementing gender-sensitive policies and curriculum reforms is essential to eliminate gender disparities in education, empowering all students to fulfill their potential regardless of gender.

• Gender-Sensitive Education : “Implementing gender-sensitive policies and curriculum reforms is essential to eliminate gender disparities in education, empowering all students to fulfill their potential regardless of gender.”
• Gender Bias in Educational Materials : “Examining the impact of gender bias in textbooks and educational materials underscores the importance of representation and accurate portrayals of diverse gender identities.”
• Gender-Responsive Pedagogy : “Analyzing the role of gender-responsive pedagogy in promoting equitable learning experiences challenges traditional teaching practices that perpetuate gender stereotypes.”
• Teacher Expectations and Gender : “Exploring the influence of teacher expectations on student performance highlights the need to address unconscious biases that can hinder gender-equitable educational outcomes.”
• Single-Sex Education vs. Coeducation : “Investigating the impact of single-sex education versus coeducation on academic achievement and personal development offers insights into the effects of different learning environments.”
• LGBTQ+ Students in Educational Settings : “Analyzing the experiences of LGBTQ+ students in educational settings emphasizes the importance of creating safe, inclusive spaces that respect and celebrate diverse identities.”
• Gender-Balanced Leadership : “Examining the impact of gender-balanced leadership and decision-making in schools addresses the need for role models and equitable representation at all levels of education.”
• Gender-Based Violence Prevention in Schools : “Investigating the effects of gender-based violence prevention programs in schools emphasizes their role in fostering respectful relationships and safe learning environments.”
• Parental Attitudes and Gender Roles : “Analyzing the influence of parental attitudes toward gender roles on children’s educational and career aspirations underscores the need for comprehensive family and community involvement.”
• Culture, Gender Equity, and Education : “Exploring the intersection of cultural norms, gender equity, and education in diverse societies reveals the complex factors that shape educational opportunities and challenges for different genders.”

What is a Good Thesis Statement about the Lack of Education?

A strong thesis statement about the lack of education should succinctly capture the essence of the issue while outlining its significance and potential consequences. Here’s a guide to crafting a powerful thesis statement on this topic:

Example Thesis Statement: “The pervasive lack of accessible education in underserved communities perpetuates cycles of poverty, limits economic mobility, and hampers societal progress, necessitating urgent reforms to ensure equitable learning opportunities for all.”

• Identify the Issue : Clearly state the problem you’re addressing – in this case, the lack of education.
• Highlight Significance : Express why the issue matters by emphasizing its impact on individuals and society as a whole.
• Show Consequences : Indicate the adverse effects of the lack of education, such as perpetuating poverty and hindering progress.
• Mention Urgency : Communicate the importance of addressing the issue promptly, as well as the need for reform.

What is an Example of a Thesis Statement in Inclusive Education?

A thesis statement on inclusive education should emphasize the importance of creating learning environments that cater to diverse learners’ needs. Here’s a guide to crafting such a thesis statement:

Example Thesis Statement: “Inclusive education, through its emphasis on diverse learning styles, individualized support, and community engagement, fosters a holistic and equitable learning experience that empowers all students to reach their fullest potential.”

• State Inclusion as a Goal : Clearly mention that the thesis is about inclusive education.
• Highlight Diverse Learning Styles : Emphasize the importance of accommodating various learning styles and needs.
• Emphasize Individualized Support : Stress the role of personalized assistance and adaptations in inclusive education.
• Mention Community Engagement : Indicate how involving the community contributes to a successful inclusive education environment.
• Discuss Empowerment : Express how inclusive education empowers all students to achieve their best outcomes.

How Do You Write a Thesis Statement for Education? – Step by Step Guide

• Identify Your Topic : Determine the specific aspect of education you want to address.
• Understand the Issue : Gain a deep understanding of the topic’s significance, challenges, and potential impact.
• Craft a Clear Idea : Develop a concise and focused main idea or argument related to education.
• Make It Debatable : Ensure your thesis statement presents an argument or perspective that can be debated or discussed.
• Address Significance : Highlight why the topic is important and relevant in the context of education.
• Consider Counterarguments : Acknowledge potential opposing viewpoints and consider incorporating counterarguments.
• Keep It Concise : Your thesis statement should be a single, clear, and well-structured sentence.
• Reflect Your Essay’s Scope : Make sure your thesis aligns with the scope of your essay or paper.
• Revise and Refine : Review and revise your thesis statement to ensure its clarity and accuracy.
• Seek Feedback : Share your thesis statement with peers or instructors for feedback and suggestions.

Tips for Writing a Thesis Statement on Education Topics

• Be Specific : Clearly state what your paper will address within the broad topic of education.
• Avoid Generalizations : Avoid overly broad or vague statements that lack focus.
• Express a Strong Position : Your thesis should convey a clear stance on the issue.
• Consider Your Audience : Tailor your thesis to resonate with your intended audience.
• Use Precise Language : Choose words that convey your message concisely and accurately.
• Make It Unique : Craft a thesis that sets your essay apart by presenting a unique perspective.
• Reflect Your Essay Structure : Your thesis should mirror the overall structure of your essay.
• Be Open to Revisions : Be willing to adjust your thesis as your research and writing progress.
• Proofread Carefully : Ensure your thesis statement is free of grammatical and typographical errors.
• Revise as Needed : It’s okay to revise your thesis as you refine your arguments and analysis.

Remember, a strong thesis statement sets the tone for your entire essay and guides your readers in understanding the focus and direction of your work. You may also be interested in our  thesis statement for informative essay .

AI Generator

Text prompt

• Instructive
• Professional

• Walden University
• Faculty Portal

Writing a Paper: Thesis Statements

Basics of thesis statements.

The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.

Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick's (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

• In this essay, I argue ____, using ______ to assert _____.
• While scholars have often argued ______, I argue______, because_______.
• Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.

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113 Distance Education Essay Topic Ideas & Examples

🏆 best distance education topic ideas & essay examples, 👍 good essay topics on distance education, ⭐ interesting topics to write about distance education, ✅ simple & easy distance education essay titles.

• Online Classes Vs. Traditional Classes Essay The essay shall endeavor to examine the differences between online classes and the traditional classes, with a preference for the later.
• Impact of Online Classes on Students Essay The thesis statement for this study is: “online learning has positive impact on the learners, teachers and the institution offering these courses” Online learning or E learning is a term used to describe various learning […] We will write a custom essay specifically for you by our professional experts 808 writers online Learn More
• Benefits of Online Learning 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.
• Traditional vs. Distance Learning Systems On the other hand, in online learning, the students partake learning individually, and in some cases, students doing the same course in the same college do not even get to know each other.
• The Importance of Online Learning For this purpose, it is possible to conduct classes in real-time, when they can ask and receive the opinion of others.
• Comparison of Stress Level Among Traditional Learning and Online Learning College Students The distance learners have been perceived to be enjoying a suitable environment of learning as opposed to the traditional classroom learners who experience high levels of stress.
• Online Learning and Classroom Learning Combining the two concepts then, we can define e-learning “as a learning environment that exists solely in the form of digital content that is stored, accessed and exchanged through networked computer and information systems” The […]
• How to Succeed in Online Classes The time you attend the class has to coincide with the time of day when your brain is also most receptive to the information it receives.
• Virtual Learning: Yes and No Argumentation The argument stems from the quality of the education that can be received via the internet and what the drawbacks are once there is no physical contact between students and the professors.
• Zoom for Online Learning Updates During the pandemic, the zoom was and is still the most downloaded App in the USA and globally compared to others.
• The Impact of Distance Learning on the Mental State The argument of the supporters of the first perspective is based on the fact that online education reduces the ability of students to concentrate and deteriorates overall motivation.
• Administrative Progressivism in Relation to Online Learning The main idea of the discussion is to consider online learning from the perspective of administrative progressivism with identifying the advantages and disadvantages of using the mentioned approach along with the chosen method of study.
• Online Learning in Vocational Education and Training There are different variations in the process of learning on the basis of the types of combination and integration with the other technologies used for the teaching and learning process.
• Distance Learning: Advantages and Limitations All three articles cover the topic of distance learning in the context of the coronavirus and everyday practice. Speaking of the advantages of distance learning, the author suggests that remote learning may not be ideal […]
• Personal Reflections for the MBA Distance Learning I was able to concentrate on various subjects, complete assignments, and liaise with different instructors throughout the learning process. The approach made the learning process desirable and capable of supporting my aims.
• Online Learning Is a Superior Form of Education This paper will argue that online learning is a superior form of education since it helps students and learning institutes to overcome limitations imposed by the traditional learning environment.
• Learning Objectives Implementation With the advent of the internet, online courses have sprouted resulting in the debate on the two options, traditional class setting, and the online class.
• Distance Learning and Its Evolution Definitions of distance education are varied and diverse, but the main concept of distance learning can be summarized from the situation wherein the student and the educator are separated by distance and time and the […]
• Changes in Learning and Motivation With the Advent of Online Learning Institutions of learning have introduced online learning through improvement of infrastructure, incorporation of new technologies in learning, recruitment of professionals who are conversant with new technologies, and revision of curriculums in order to accommodate new […]
• The Roles of Families in Virtual Learning By analyzing the various roles that families play in virtual learning, the authors demonstrate that family involvement and support are critical to the success of their children The authors begin by discussing the impact of […]
• Distance Learning During the COVID-19 Pandemic The radical transition from the traditional system of obtaining knowledge to virtual education actualizes research related to the analysis of the specifics and dysfunctions of distance learning.
• The Need for Online Learning at St. Francis Elementary School This has led to the need to design an online learning platform suitable for interactive and critical learning experiences by the tutors and their learners.
• Online Learning Perception and Effectiveness While the solution allowed students to access information and continue their studies, there was apprehension in regard to the efficacy of online learning and the outcomes such shifts have on students’ academic performances.
• Distance Learning of Forest Management Considering that the goal of the research was to analyze the results and implications of a practical approach to the forest management course engagement and e-learning development, most information was derived from the expert team […]
• A Distance Learning Program: Strategies for Successful Starting or Expanding An institution has to identify the most appropriate communication tools and media to be used by students and teachers in a distance learning program.
• Starting and Expanding Distance Learning Program Therefore, decision-makers must grapple with the problem of distant learning planning, as institutions are caught between the desire to serve students online and the requirement to maintain traditional student services.
• Factors for Teachers’ Motivation in Distance Learning Efficient communication with the administration of an institution is a crucial factor that affects the motivation of teachers in distance learning.
• Strengths and Weaknesses of Online Learning Amidst that confusion, it would be important to take a deep look into the subject and see the disadvantages and the advantages of online learning.
• Pros and Cons of Distance Education On the one hand, modernization of education allows it to expand the usual boundaries of transmitting and receiving information in the educational process while retaining all the integral components.
• Rhetorical Analysis of the Distance Education The essay can be addressed both to the children and parents for whom the issues of health and psychology are important.
• Distance Learning Experiences of In-Service Music Teachers From Puerto Rico The study explores the experiences of in-service music teachers in distance learning. This paper examines the motivations of in-service teachers in distance learning.
• Design Thinking for Online Learning Project In this paper, attention will be paid to the problem of a lack of engagement with online learning and a reflection on design thinking as its solution.
• Maximizing the Effectiveness of Online Learning Flipped learning allows the teacher to provide the greatest amount of time for direct interaction with students, which is especially important in the framework of online learning.
• New Online Learning Platform: Market Analysis The goal of online education is to enhance the knowledge of people who want to pursue a particular career for a fee that is lesser when compared to offline studies in Universities.
• Software Engineering Online Learning Center However, it is not easy to tell what the website is promoting just by the look of the homepage and thus, visitors with less time might not be interested to click to the sub-sections and […]
• Distance Education Problem Overview Generally, distance education can be evaluated as a binary prospect: on one hand, it presents a row of advantages for the people who are busy with their work and family duties, and on the other […]
• Negotiation: Distance Learning and Social Change The conflict that arises, in this case, is that the Pirates are demanding ransom money from the owners of the tanker in order to release it and its crew. The essay has given a detailed […]
• Online Learning in Jordan Universities: Effectiveness and Obstruction For the quality learning process, e-learning has been developed to use different approaches to ease the process of learning. E-learning is a novel idea in most of the Arab world and it has come with […]
• Online Learning Institutions and Courses This account allows you to access the online learning institutions library. Which are the most reliable online learning institutions?
• Professional Development Methods: Distance Education Technologies Professional development at universities has included methods to assist faculty in improving course design and educational methods, as well as in becoming familiar with and applying educational technologies, such as distance education tools. These centers […]
• Why Distance Education Can Fulfill the Purpose of a True Education? The only reason I can see for professors to frown upon distance education is that it has removed their infallibility in the eyes of the students.
• Earning a Degree Through Distance Education Though both foreign and traditional education institutions provide knowledge and skills to students in order to enable them become competent in their profession, the institutions vary in the quality of degree courses they provide to […]
• Distance Learning Fulfilling Education Purpose Distance learning mode of education, which is a kind of education that takes place when the teachers and the students are separated by space and time, does not entirely serve the purpose of education. The […]
• Distributed and Distance Learning Systems It is a system that can be of great impact to the researchers this is because one is able to get information that will help him or her get a cue for that group that […]
• Social Constructivism in Cooperative and Distance Learning As opposed to the behaviorist view of learning which gives more importance to the imitation aspects of the learner in the learning process, this constructivist theory gives greater room for the active interaction of the […]
• Online Learning and Learning Behaviours In such a way, the main reason for the creation of this project is the increased popularity of online learning and the need for the in-depth investigation of this phenomenon because of its increased demand.
• Nurses and Virtual Learning Environments: Understanding Limits in Nursing Education Despite the expected benefits and improvements in nursing education due to the use of virtual learning environments, this practice may create a number of challenges for students and teachers.
• Online Learning Design Specifications The rapid rise of technologies and the evolution of communication means resulted in the appearance of new approaches to the learning process.
• Innovative Social Networking in Online High School The preparedness of the school is also critical towards the success of this innovative technology. The school should also examine the benefits and bottlenecks of the new technology.
• Online Classes for High School Students I wish to submit to you that the need for extra input in terms of study has caused many parents to enroll their children in online study classes to supplement the knowledge they get from […]
• Online Learning Environments The questions will be posted to the group by the instructor. The learners are likely to face a number of challenges in the course of the module.
• Evaluating Online Learning Tools The learners can be referred to reliable wikis and blogs to integrate the ideas learnt from the class. In this manner, the desires of people to learn are not limited by distance and time.
• Online Learning Principles and Objectives In this way, the students will not only argue the purposes and significance of the course to their life, but also create an interactive session among the students and their instructor. As the instructor, I […]
• Online Learning Space Creating Process On the other hand, a community of practice has been known to mean a crowd of people who are in the same career or share the same interest.
• Distance Learning and Virtual High School This implies that district schools in lines with virtual High school are of much importance to both the educators and students.
• Distance Education: Best Practices and Approaches The study with the use of a case-based learning system undertaken by Cifuentes, Mercer, Alverez, and Bettati in 2010 demonstrated that students could remotely participate in the learning process without the need to be physically […]
• The Importance of Virtual Learning Communities The learning communities enable the instructors and the students to volunteer their questions. The virtual learning communities enable online degree programs to give students autonomy over the learning process.
• Online Learning and Innovations in Pedagogy On the other hand, computer-based learning can be understood as a learning environment in which computers are used to mediate between learners and content without necessarily being online.
• Efficient Interaction in Distance Learning Classroom The problem is that the number of enrolments in the online form of education is augmenting, even as the knowledge regarding the factors that influence the effectiveness of distance education continues to be scarce.
• Virtual Learning Environments: Effective Use Tutors often face the challenge of effective delivery of lessons in the classroom given the diverse categories of students. Learning objects basically refer to blocks of content that can be interlinked to produce a course.
• Using Wikis to Encourage Online Classes Collaborative Work The problem is that the entire process seems to ignore the relevance of enabling students to interact and share their ideas in the learning environment.
• Technology Acceptance Model of Online Learning The findings of the study demonstrate the effectiveness of external variables related to online learning environments in predicting the ability of users to adopt online learning community.
• Formulating an Online Learning Course Reviewing is done from the student side where a person analyzes the content and readability of the information contained in the online learning program.
• Tone Impact in Distance Education Thus, in this paper, the tone will refer to the tone the instructor implies in the text material and the tone of conversations between the instructors and the students.
• Ethical Issues in Online Learning The online assessment methods should consider the ethical issues arising from the learning process. The assessment methods should be able to prevent all forms of dishonesty during the learning process.
• Virtual Learning Environment: Concord Consortium The problem is that this capitalization can be perceived as sign of rudeness, and it can make reluctant to take part in the discussion. Provided that a teacher can promote the involvement of students, they […]
• High School of Virtual Learning Environment The aim will be to see incorporation of the system, the opportunities, and the challenges faced while using Virtual Learning Environment.
• Transition From Traditional Education to Online Learning The speed of information transfer at any time and anywhere through the internet makes online learning relatively cheap compared to the traditional education system.
• Distance Learning OL and Interactive Video in Higher Education The two-way communication systems as well as the need to interact ‘physically’ between and among the participants are what propelled the adoption of this mode of learning.
• Distance Learning Foundational Concepts Another problem that arises as a result of distance learning is the lack of face to face or one on one contact between teachers or instructors and their students.
• Convenience and Flexibility of the Online Classes The advantage of online courses for full or part-time employed individuals is that you can plan how you take your courses. Online classes also introduce students to a variety of web-based tools and techniques that […]
• Concept of Distance Learning in Modern Education System The accessibility of the distance learning courses mainly depend on the awareness of the instructor to the accessibility issues and how the instructor can best handle the course with consideration of accessibility.
• Creating Student Engagement in Online Learning Environment To contribute to creating and stimulating student engagement in online learning environments, it is important to focus on such factors as the increase of students’ motivation, focus on independent and inquiry-based learning, the active role […]
• Computer and Internet Facilities Use in Distance Education
• Asynchronous Distance Education Issues
• Distance Education, Leadership, and Management
• Teaching and Learning Online: Contextualizing the Distance Education Classroom as a “Safe Space” for Learning
• Nursing and Distance Education: Regulation and Legislation
• Tertiary Distance Education and Student Adjustment
• Accreditation Need and Distance Education
• Adult Students’ Problems in the Distance Education and Online Learning
• Distance Education Student’s Experiences of Participation and Inclusion in Teaching and Learning in Higher Education
• Impact of Distance Education on Higher Education Across the World
• Factors That Influence Learning Outcomes of Adult Students Enrolled in Distance Education
• Computer and Long Distance Education
• Distance Education and Low Education
• Tips for Managers Setting up a Distance Education Program
• Distance Education Theory: Dialog, Structure, and Learner Autonomy
• The Benefits and Future of Distance Education
• Distance Education Investment Reasons
• How Distance Education Has Changed the World of Education
• Distance Education Practice: Methods and Benefits
• Rural Versus Urban Students – Differences in Accessing and Financing
• Academic Success Factors: Distance Education Versus Traditional
• Online Education Versus Distance Education Versus Face-To-Face Learning
• The Advantages and Disadvantages of Distance Education
• Theoretical Framework for Distance Education
• Measuring Perseverance and Passion in Distance Education Students: Psychometric Properties of the Grit Questionnaire and Associations With Academic Performance
• Distance Education and Its Impact on the World
• Face-To-Face and Distance Education Modalities in the Training of Healthcare Professional
• Distance Education Has Changed the World: Evolution of Online Learning
• Old Apprehensions, New Anxieties: A Study of Student ‘Psychological Cost’ in Traditional and Distance Education
• Distance Education Issue and Its Significance
• The Missing Borders: Pedagogical Reflections From Distance Education
• Distance Education and Telecommunications Technologies
• Time Management for Distance Education
• How Distance Education Can Help Poorer and Developing Countries
• College Distance Education Courses: Evaluating Benefits
• The Necessity for Distance Education and E-Learning
• Distance Education for Students With Disabilities
• Pros and Cons of Online Distance Education vs. Traditional Education
• Distance Education and the Isolation of Rural Schools
• Finding Determinants Affecting Distance Education Effectiveness in Terms of Learner Satisfaction and Application Achievement
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Home > THESES > 631

Traditional classroom versus distance learning approaches in providing eduactaion for students at the College of Applied Science and Technology at RIT

Ryan Griske

This thesis discusses the current controversial issue of traditional classroom vs. distance learning approaches in higher education institutions using a case study in the College of Applied Science and Technology at RIT. The most important question addressed in the thesis is, "Are distance learning methods effective for addressing university-level learning goals?" (Kathleen Davey, 1999, p. 45). There are currently many disputes between educational researchers on this issue. The first four chapters cover details of the proposal stage as previously approved by the Thesis Committee. Chapter One briefly introduces this issue and several important terms used throughout the thesis (e.g., distance learning, traditional classroom, and self-directing learning). Chapter Two presents an in-depth review and analysis of educational and psychological theories and research literature. Chapters Three and Four present principal research questions explored in addressing this issue, as well as ways that relevant data was obtained and analyzed using an action research methodology. The next three chapters discuss the data collection and analysis stage. Chapter Five presents data secured from surveyed RIT administrators' interviews and questionnaire responses. Chapter Six describes data collected and analyzed based on observations in both the traditional classroom and distance learning sections of the surveyed course. Chapters Seven and Eight provide the results of data collection and analysis activities completed for instructors and students in the same two sections. These chapters include operational definitions, visual graphs, tables, and analytical interpretations of the data collected. The last three chapters present conclusions based on the data and analyses previously documented. Chapter Nine discusses gaps between instructors' teaching styles and students' learning styles for the surveyed course. Chapter Ten compares RIT's university learning goals with the viewpoints and performance of instructors and students in both the traditional classroom and distance learning sections, and recommends ways to alleviate the performance discrepancies detected. Chapter Eleven presents serendipitous findings and limitations of the study. The general answer to the most important question addressed in the thesis is that current RIT distance learning methods are not as effective as needed to fully comply with university-level learning goals. However, Chapter Ten concludes that both traditional classroom and distance learning methods can be much more successful in meeting these goals if RIT implements the recommendations presented in this chapter and explores other ways to enhance both environments of the education system.

Library of Congress Subject Headings

Rochester Institute of Technology. College of Applied Science and Technology--Curricula--Evaluation; Distance education--New York (State)--Rochester--Evaluation; Technical education--New York (State)--Rochester--Evaluation; Telecommunication in education-

Publication Date

Document type, department, program, or center.

Information Sciences and Technologies (GCCIS)

Perry, Ronald

Advisor/Committee Member

Doubleday, Nancy

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works. Physical copy available through RIT's The Wallace Library at: LC5806.N7 G74 2000

Recommended Citation

Griske, Ryan, "Traditional classroom versus distance learning approaches in providing eduactaion for students at the College of Applied Science and Technology at RIT" (2000). Thesis. Rochester Institute of Technology. Accessed from https://repository.rit.edu/theses/631

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