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

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

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

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

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1 Introduction

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

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

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

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

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

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

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

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

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

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

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

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

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

2.1 Selecting and coding the data (studies)

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

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

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

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

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

2.2 Study group

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

2.3 Publication bias

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

2.4 Selecting the model

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

2.5 Heterogeneity

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

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

2.6 Interpreting the effect sizes

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

3 Findings and results

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

4 Conclusions and discussion

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

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

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

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

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

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

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

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

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

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

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

*Studies included in meta-analysis

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Perspective Chapter: Advantages and Disadvantages of Online Learning Courses

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

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Sabila naseer *.

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

Hafiza Zahida Perveen

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1. Introduction

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

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

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

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

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

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

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

2. Objectives of the study

To seek the advantages of online learning.

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

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

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

4.1 Advantages and disadvantages of online learning courses

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

4.2 Advantages of online learning courses

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

4.3 Flexibility and student-centered learning

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

4.4 Reduced costs and increased collaboration

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

4.5 Navigation and exchange of ideas

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

4.6 Variety of courses and learning styles

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

4.7 Career advancement opportunities

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

4.8 Enhanced time management skills

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

4.9 Immediate feedback

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

4.10 Disadvantages of online learning courses

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

4.11 Withdrawal and attrition

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

4.12 More time taking

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

4.13 Easier to procrastinate

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

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

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

4.15 Online courses may create a sense of isolation

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

4.16 Cheating prevention is complicated

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

4.17 Prolonged screen exposure can lead to health problems

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

4.18 Online classes are not for computer illiterate persons

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

5. Conclusions

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

Acknowledgments

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

Conflict of interest

The authors have not declared any conflict of interest.

Notes/thanks/other declarations

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

Acronyms and abbreviations

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Advantages & Disadvantages Of Online Learning (Data & Study)

7 Advantages Of Online Learning (Latest Data)

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

1. Cost-Effective

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

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

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

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

2. Availability Of More Programs

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

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

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

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

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

3. Learn At Your Pace 

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

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

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

4. 24/7 Convenience 

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

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

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

5. Meet Students From Across The Globe

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

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

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

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

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

6. Learning On Personalize Level

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

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

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

7. You Learn To Be Disciplined

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

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

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

11 Disadvantages Of Online Learning As of 2024

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

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

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

1. Online Learning Is Not Available For Everyone

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

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

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

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

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

2. Difficulty Staying Focused

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

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

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

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

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

3. Limited Access To Resources And Support

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

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

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

4. Lack Of In-Person Contact

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

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

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

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

5. Increased Isolation

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

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

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

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

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

6. Need To Invest More Time 

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

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

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

7. Increased Screen Time

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

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

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

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

8. Prone To Procrastination

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

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

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

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

9. Limited Hands-On Experience

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

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

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

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

10. Instructors Need To Invest Extra Hours

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

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

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

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

11. Students With Special Needs

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

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

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

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

Related Read:

• AI in Education Statistics

Wrapping Up: Online Learning Is Still Not Accessible To Everyone

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

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

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

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

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

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

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

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

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

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13.4: What are the advantages and disadvantages of online learning and virtual schools?

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• Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students
• Old Dominion University

by Sherelle Coppedge

Learning Objectives

• Reader will get a brief overview of virtual schools and online learning.
• Reader will be able to identify the characteristics of virtual schools.
• Reader will explore background of virtual schools.
• Reader will be able to distinguish between a virtual school and online learning.

Introduction

In our current "Age of Information" we consistently see and experience technological advances everyday. It has been no surprise to see the onset of these advances in the education of our children. With so many questions swirling around regarding technology in the classroom, we must first uncover the types of learning experienced. Let us begin with online learning and virtual schools. What does it all mean? Is there even a difference among them?

Online Learning

Online Learning has become a commonly used means of instruction. Online learning, also referred to as Electronic Learning, “is a type of education where the medium of instruction is computer technology” (Electronic Learning, 2008). Electronic Learning, or E-learning for short, is naturally suited to distance learning and flexible learning (Eletronic Learning). "Learning and teaching in an online environment are, in many ways, much like teaching and learning in any other formal educational context: learners' needs are assessed; content is negotiated or prescribed; learning activities are orchestrated; and learning is assessed" (Anderson, 2004). Institutions can use online learning to shape the learning ‘space’ and influence learner use. Some of the earliest critics recognized the need to create an online culture which replaces the face to face and other cultures in which we feel confident about speaking and contributing (Thorpe, p 11). This fairly new style of instruction can be found in most classrooms, from elementary to institutions of higher learning. This phenomenon has been growing exponentially since its onset. "By 2006, nearly 3.5 million students were participating in on-line learning at institutions of higher education" (Electronic Learning). These statistics change everyday, but they illustrate the impact online learning has on education in society.

Electronic learning began to surface around 1993. Graziadi, W.D described an online computer-delivered lecture, tutorial and assessment project using electronic Mail (more commonly known as Email), two VAX Notes (server computer) conferences and Gopher/Lynx (programming languages) together with several software programs that allowed students and instructor to create a Virtual Instructional Classroom Environment in Science(VICES) in Research, Education, Service & Teaching, or REST (Electronic Learning).

There has been much improvement in the way of online learning, but as technology advances, so must the topic of online learning. Progress will continue to be made. As we add to our ever-increasing knowledge, online learning will also advance.

Virtual Schools

"A virtual school or cyberschool describes an institution that teaches courses entirely or primarily through online methods. Though there are tens of thousands of commercial and non-accredited courses available online, the term "virtual school" is generally reserved for accredited schools that teach a full-time (or nearly full-time) course of instruction designed to lead to a degree. At the primary and secondary level, accreditation means that virtual schools tend to receive public funding; some publicly funded and private universities also provide accredited online degrees" (Virtual School). "Private secondary schools are also participaing in the virtual schools program, although most are intended for home-schoolers" (Clark, p 7).

"Many of today's virtual schools are descendants of correspondence schools. Sometimes referred to as "distance learning," correspondence schools offered students an alternative to the traditional brick and mortar meetings within a schoolhouse. These schools utilized the postal service for student-teacher interaction, or used two-way radio transmissions, sometimes with pre-recorded television broadcasts. Modern virtual schools provide similar alternatives to students with a more ubiquitous and, often, interactive approach" (Virtual School). Although, virtual schools have become more mainstream over years, there are still obstacles that must be met. "Access to appropriate technology is needed for participation in virtual schooling. According to the United States Department of Education (2001a), about 98 percent of U.S. schools had Internet access in 2000, compared to 35 percent in 1994. This rapid rise can be attributed in part to the Education rate (E-rate) program, a federal program to develop Internet infrastructure in schools and libraries. Established in 1996, by 2001 it had provided $5.8 billion in support to E-rate applicants" (Clark, p 28).

"The virtual school differ/contrasts from the traditional school through the physical media that links administrators, teachers and students and is an alliance of public distance learning schools. Many states in the United States have their own virtual school, and many of them have students numbering in the thousands" (Virtual School). Virtual schools are not unlike any other public school. There are standards, requirements, and curriculum guides that must be met. Electronic avenues are used to meet these guidelines. "They includes delivery methods such as independent or correspondence study, as well as videoconferencing and other instructional technologies" (Clark, p 7).

Though in cyberspace, virtual schools have also a community of support and influence. "Parents play an important role in determining K-12 student participation in distance and virtual learning. A Phi Delta Kappa poll of 1108 adults (Rose and Gallup, 2001) showed that 30 percent of respondents approved of allowing students to earn high school credits over the Internet without attending a regular school, compared with 41 percent who approved of homes schooling. The authors felt that this showed that the public “is less willing to embrace cyberspace instruction” (p. 42) than home schooling. However, those surveyed were not asked about students earning credits over the Internet while attending a regular school, which appears to be at least as common an arrangement in practice" (Clark, p 27).

Furthermore, the author stated "Virtual Schools now exist all around the world. Some of these virtual schools have been integrated into public schools (particularly in the United States), where students sit in computer labs and do their work online. In other situations, students can be completely home schooled, or they can take any combination of public/private/home schooling and online classes" (Virtual School).

Online learning obviously goes hand in hand with virtual schools. Virtual schools are becoming more popular in today's society and in turn, online learning will also become a more common mode of learning. Virtual schools are a new phenomenon that not only promote an individually-driven education, but also allow students to practice and apply computer-based skills in today's electronically-based world. Regardless of personal views and beliefs of online learning and virtual schools, society should be prepared for various modes of education to begin popping up in the virtual and online world. Online learning and virtual schools are becoming an important part of the future. Eventually, education could become completely electronic, eliminating the need for classrooms, learning materials, and teachers.

Exercise \(\PageIndex{1}\)

1) In what year did Graziadi begin research for Online Learning?

2) What federal program supports virtual schools by encouraging Internet resources in schools?

a) Education Rate

b) Internet Plus

c) virtual Resources

d) Cyberspace Instruction

3) When Tommy goes to his school site, he views his teacher and lessons online. Is this online learning or virtual school?

a) Online Learning

b) Virtual School

c) Both a and b

4)Besides the student, who else is involved with virtual schools?

a) Educators

d) both a and b

Virtual School. Retrieved September 28, 2008, from http://en.Wikipedia.org/wiki/Virtual_school .

Curtis, D., David, & Lawson, J., Michael. (2001). Exploring Collaborative Online Learning. JALN. Volume 5, Issue 1. Retrieved September 28, 2008, from www.aln.org/publications/jaln/v5n1/pdf/v5n1_curtis.pdf.

Thorpe, Mary. (2002). Rethinking Learner Support: the challenge of collaborative online Learning. Open Learning. Volume 17, No. 2. Retrieved September 28, 2008, from http://www.uni-oldenburg.de/zef/cde/support/readings/thorpe02.pdf .

Electronic Learning. Retrieved September 28, 2008, from http://en.Wikipedia.org/wiki/E-learning .

Clark, Tom. (2001) Virtual Schools: Trends and Issues. Retrieved September 28, 2008, from jccdrc.jobcorps.gov/academics/grad/vhs.

Fast facts about Online Learning. Retrieved September 28, 2008, from http://www.nacol.org/media/nacol_fast_facts.pdf .

Anderson, Terry. (2004). Teaching in an Online Learning Context. Retrieved October 5, 2008, from http://epe.lac-bac.gc.ca/100/200/300/athabasca_univ/theory_and_practice/ch11.html .

The pros and cons of online learning

What to look for in an online course.

By: MIT xPRO

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

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

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

Pros of Online Learning

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

1. Flexibility

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

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

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

2. Community

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

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

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

3. Latest information

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

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

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

Cons of Online Learning

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

1. Learning environment

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

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

2. Repetition

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

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

3. Underestimation

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

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

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

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

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

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

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

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

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

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The effect of students' online learning experience during the pandemic on their views and attitudes towards e-learning

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Lyubka Aleksieva , Roumiana Peytcheva-Forsyth; The effect of students' online learning experience during the pandemic on their views and attitudes towards e-learning. AIP Conf. Proc. 11 December 2023; 2939 (1): 050006. https://doi.org/10.1063/5.0178719

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The urgent transition to online distance learning imposed by the COVID-19 pandemic in higher education institutions (HEIs) has proved to be a huge challenge for most of them. Yet the most affected group were the students, many of which were dissatisfied by their online learning experience. Over the last 2 decades e-learning has proven to have many strengths and advantages over face-to-face learning, most of which depend on the appropriate pedagogy approaches and their relevance to the technologies used by the teachers. On the other hand, many of e-learning proved weaknesses and limitations are related to technological issues. In our previous study we explored how Sofia University (Bulgaria) teachers' experience in e-learning before and during the pandemic affects their perspectives on the benefits and limitations of e-learning and as a sequel, in this study we attempted to identify the impact of experience of students in the same university (SU) during the emergency online education on their views about e-learning strengths and weaknesses. The study is focused on three main aspects – 1) students’ experience in online learning during the pandemic; 2) students’ views on pros and cons of e-learning; and 3) the impact of their experience on their views and attitudes. As a research method we used an online survey, conducted after the first period of pandemic in 2020 with 1239 students from all 16 SU faculties. Findings from data analysis revealed the existence of statistically significant dependencies between students’ experience in online learning and their recognition of proven in the theory and practice advantages and disadvantages of e-learning. It appeared that far more positive attitudes were formed in students with extensive experience in contrast to the more negative attitudes in students with poor experience, which has affected their judgment of pros and cons that e-learning provides. The results demonstrated that the emergency online education has revealed some e-learning benefits, but also has discredited its quality for some students. The conclusions suggested that students’ experience depends strongly on the design of e-courses, which in turn raised questions related to teachers' competences for e-learning design and delivery.

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Benefits of Online Learning Essay

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

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

Benefits of online learning

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

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

Works Cited

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

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IvyPanda. (2023, October 31). Benefits of Online Learning. https://ivypanda.com/essays/benefits-of-online-learning/

"Benefits of Online Learning." IvyPanda , 31 Oct. 2023, ivypanda.com/essays/benefits-of-online-learning/.

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IvyPanda . 2023. "Benefits of Online Learning." October 31, 2023. https://ivypanda.com/essays/benefits-of-online-learning/.

1. IvyPanda . "Benefits of Online Learning." October 31, 2023. https://ivypanda.com/essays/benefits-of-online-learning/.

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IvyPanda . "Benefits of Online Learning." October 31, 2023. https://ivypanda.com/essays/benefits-of-online-learning/.

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An Investigation of the Advantages and Disadvantages of Online Education

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This study had the primary objective of identifying the advantages and disadvantages of online learning for a group of students studying in New Zealand. The study was conducted using a survey and interviews to delve into an understanding of the advantages and disadvantages of online education from the student’s perspective. The intended audience for the research are academics, instructors, and the designers of online course modules, as well as those involved in the design of institutional educational learning systems. It was seen that although research on the definition and various facets of online learning is numerous, the literature regarding the advantages and the disadvantages of online learning was very limited. The study identified that the role of technical infrastructure and internet connectivity is paramount in ensuring the success of the online learning. Also, content and technology providers need to provide portable, high-quality, inter-operable solutions so that the same content can be delivered across the different institutions and different departments within the same institution. Further, the advantages can be leveraged to increase the popularisation of online education and inform best practice in using online learning platforms.

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Advantages and Disadvantages of E-Learning Innovations during COVID-19 Pandemic in Higher Education in Poland

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The paper presents the results of the research on the advantages and disadvantages of innovative e-learning during the COVID-19 pandemic in higher education. In the first stage, an internet questionnaire was used for the study. The research was carried out in Poland on a sample of 621 students. The results allowed the researchers to determine variables that are important for the proper implementation of innovative e-learning, and the emergent perspectives for this form of education after the end of the COVID-19 pandemic. Among the most significant disadvantages, there was a lack of direct contact with colleagues, difficulties with teaching practical subjects, lack of direct contact with the teacher, and too much time spent in front of a computer/telephone or other mobile device. The most important correlations included the following: students satisfied with e-learning assess the advantages highly and the disadvantages lower; all the advantages of innovative e-learning are positively correlated with the student’s assessment of the ease of acquiring content in e-learning, and negatively correlated with the student’s assessment of the ease of acquiring content in traditional education; the easier the student assimilates innovative e-learning content, the higher the student’s evaluation of the advantages of e-learning; students who perceive e-learning content as difficult to absorb have low motivation to learn remotely; the better the student knows information technology, the more highly the student evaluates the advantages of innovative e-learning; the better resources to participate in e-learning activities the student has, the higher the student’s evaluation of the advantages of e-learning; the more often innovative e-learning solutions are used in a given university, the better the student assesses the advantages of e-learning.

1. Introduction

During the COVID-19 pandemic, many universities around the world, including Polish ones, which previously used mainly traditional education [ 1 ], were forced to switch to e-learning. This new, innovative solution can be used in many universities to adjust the way of learning to the changing situation. The perception and evaluation of e-learning by students during the pandemic, and the identification of the advantages and disadvantages of this type of education, are interesting and worthy of investigation. It is also important to determine what variables may influence students’ perception of particular advantages and disadvantages of e-learning. This knowledge will allow researchers to determine variables that are important for the proper implementation of e-learning, and the understand the perspectives which are posed for this form of education after the end of the COVID-19 pandemic.

Based on the analysis of the literature on the advantages and disadvantages of e-learning [ 2 , 3 , 4 ], comparison of traditional and e-learning [ 5 , 6 , 7 , 8 ], practical e-learning [ 9 ], improving quality of teaching [ 10 , 11 ], e-learning innovative tools [ 12 , 13 , 14 , 15 , 16 , 17 , 18 ] and services usage in e-learning [ 19 , 20 ], we have found the research gap in terms of advantages and disadvantages of innovative e-learning in higher education during the COVID-19 pandemic. It is worth noting that there has been no research about variables influencing the advantages and disadvantages of innovative e-learning. In the research, the following goals were set:

• • G1: To analyze the advantages and disadvantages of innovative e-learning that are the most important from the point of view of university students.
• • G2: To analyze the relation between the advantages and disadvantages of innovative e-learning at universities.
• • G3: To analyze the relation between the evaluation of advantages and disadvantages of innovative e-learning and the ease of acquiring content in traditional learning and e-learning by students.
• • G4: To analyze the relationship between the assessment of the advantages and disadvantages of innovative e-learning, and other investigated variables.

To realize the mentioned goals, the following scientific expectations were formulated:

• • E1: The most important advantages of innovative e-learning refer to the reduction in travel time and study expenses.
• • E2: Good contact with teachers and the teachers’ ability to communicate about the use of remote tools are important variables positively influencing e-learning.
• • E3: The easier the student assimilates e-learning content, the higher the student evaluates the advantages of e-learning.
• • E4: The better the student knows information technology, the higher the student evaluates the advantages of e-learning.
• • E5: The better resources to participate in e-learning activities the student has, the higher the student evaluates the advantages of e-learning.
• • E6: The more often innovative e-learning solutions are used in a given university, the better the student assesses the advantages of e-learning.

2. Literature Review

E-learning is a method that has been known and used for many years, long antedating the COVID-19 pandemic [ 21 , 22 , 23 , 24 ]. The term e-learning has emerged because of the integration of Information and Communication Technology (ICT) in education fields [ 22 ]. The development of computer technology has made remote tools and methods more and more popular—this is also the case in education. Despite the fact that educational institutions mostly use traditional methods to provide knowledge to students, it has been predicted that e-learning’s popularity will grow [ 25 ]. According to Global Market Insight [ 25 ], the COVID-19 pandemic has had a positive impact on e-learning industry revenue. Employee safety concerns have encouraged corporations to implement work-from-home practices. The telecommunications and broadband sector has increased accessibility to economical internet connectivity plans. Nearly 4.9 billion individuals use the internet globally, while in 2019 it was 4.1 billion. As the number of internet users increases, more and more people will be able to access e-learning platforms to take courses or complete degrees. In addition to education, the use of remote work methods [ 26 , 27 , 28 ] and tools [ 29 , 30 , 31 , 32 ] is also observed in different work areas. The COVID-19 pandemic had a strong impact on e-learning popularization and the change in the usage of innovative e-learning tools in university education [ 33 ]. According to research [ 33 ], the percentage of students familiar with the analyzed e-learning tools has increased significantly during the pandemic. There has been a visible rise, especially in the usage of the following tools: MS Teams, Zoom, and Google Classroom. Students have also used e-learning platforms. It is worth noting that e-learning tools were not used on a large scale before the pandemic [ 34 , 35 ].

On the other hand, the younger generation has been raised with the usage of mobile technology and the Internet. Children with smartphones follow YouTube channels, play games, and record and post videos—this is something common these days. Young people’s getting used to using mobile devices may make it difficult for them to focus on traditional lectures. Because of this, educators should also strive to use modern technologies and apply them to teaching purposes and involve students in lectures [ 36 , 37 ]. Mobile technologies enhance the e-learning opportunity [ 38 ]. Remote education meets the needs of young generations because, among other reasons, it is based on mobile technologies [ 39 ]. E-learning is a great opportunity to better adapt to the expectations of modern students [ 40 ]. Furthermore, social media can also be used for education [ 41 ]. However, it should be emphasized that e-learning should be accompanied by high standards of quality [ 42 ]. The usage of information technologies at universities is very attractive and fruitful; however, it does not always mean that the implementation of e-learning is easy and is done correctly [ 43 ]. Additionally, changes in learning can also lead to increased sustainability at universities [ 44 ].

The introduction of remote education is not sufficient if it is not followed by good quality content, teaching method, materials, ways of verifying knowledge and skills, and last but not least, competent academics [ 45 ]. Bylieva et al. [ 46 ] noticed that an important parameter that influences the behavior of students and their educational progress in general is precisely the focus on practice. In Assareh and Bidokht’s [ 47 ] research, four kinds of e-learning barriers were outlined. They include the following barriers:

• • Learners—who can have financial problems, motivation issues, problems with assessment of their progress, isolation from peers’ matters, inadequate skills and experience in distance learning, and problems with affection and the social domain;
• • Teachers—with barriers such as lack of adequate knowledge about the e-teaching environment, difficulty in the assessment of progress in the different domain;
• • Curriculum—ambiguity, quality, resources, teaching process, evaluation;
• • School—in this area, there are organizational and structural factors.

Overcoming the groups of barriers mentioned above requires more cooperation from such participants as curriculum developers, teachers, students’ parents, social authorities, technology specialists, and also the preparation of virtual and real interaction between students, teachers, and society [ 47 ]. According to Becker et al. [ 48 ] the critical issue in order to successfully implement e-learning is to ensure that users know about the nature of e-learning and to address concerns about its validity and usefulness. Providing opportunities to actively engage with the material, and potentially with other learners, is also very important. In many cases, it can only be accomplished by implementing a quality learning product that can then be experienced by individual learners. What is more, people responsible for e-learning adoption need to be aware of the fact that organizational issues such as support and time allocation should be part of any strategy to adopt e-learning. Knowing the barriers to the implementation of e-learning will help to successfully overcome them.

Some of the barriers are related to the disadvantages of e-learning. Hence, the identification of disadvantages, but also advantages [ 49 , 50 , 51 , 52 ], of e-learning is an important issue [ 53 , 54 , 55 ]. There is much research on the topic of advantages and disadvantages, to name a few (e.g., [ 2 , 3 , 4 , 5 , 6 ]). Some of the research [ 9 , 10 , 11 ] is focused on the challenges and advantages of e-learning. There is also more detailed research which discusses the positive sides of e-learning with the use of WhatsApp [ 12 , 13 , 14 ], YouTube [ 19 , 20 ], tablet PCs [ 17 , 18 ], and smartphones [ 15 , 16 ]. Some authors [ 7 , 8 ] compare e- and traditional education in terms of pros and cons. From the university’s point of view, e-learning leads to some organizational savings, better use of the infrastructure, and increased flexibility in time [ 56 ]. More significantly, this type of learning offers greater opportunities for post-graduate study, and better attendance at classes [ 57 ]. On the other hand, e-learning leads to limited interpersonal contacts and isolation from peers, which might have affected the mental well-being of students [ 58 ]. It is worth noting that the results of research conducted on smaller research samples differs from each other; namely some results show that e-learning does not necessary cause isolation [ 59 ], and some other research pays attention to isolation among teachers [ 60 ]. An important issue related to the quality of e-learning is verification of the results, and this topic is broadly described in the literature, including e-cheating and its prevention [ 61 , 62 , 63 , 64 , 65 , 66 , 67 , 68 , 69 ]. It is worth emphasizing that both traditional [ 1 ] and e-learning [ 7 ] have many positive sides and it is difficult to clearly define which of them is unambiguously better.

The possibility exists of using innovative learning solutions based on the use of widespread e-learning in recent years, especially due to the COVID-19 pandemic [ 70 , 71 , 72 , 73 , 74 ]. Using e-learning, we could base our approach upon the traditional innovation approach or use open innovation [ 75 , 76 , 77 ]. We can describe open innovation as a combination of external and internal ideas and a path to develop something, especially using new technology [ 78 ]. In e-learning, the open innovation approach can base its approach upon mixing external solutions—computer programs, applications, and technical solutions—with the internal experiences from within the organization [ 79 , 80 , 81 , 82 ]. This approach can lead to an increase in the effectiveness of innovative solutions used in the university’s learning. It is especially important to look for experience and expertise outside of the organization, because in the open innovation approach, external experts can create a significant amount of added value. Many e-learning solutions have an open character because we can use them without paying for them if we do not need the full version of the application. Such is the case, for example, with the use of Zoom platform in e-learning [ 83 , 84 , 85 , 86 , 87 , 88 ].

Usually, when discussing advantages and disadvantages, the authors refer to the period before the pandemic; however, some research on e-learning during the COVID-19 pandemic has also been published lately. These works usually discuss the process of organization and the application of the e-learning method and tools in the education field [ 57 , 89 , 90 , 91 , 92 , 93 , 94 , 95 ]. Some authors [ 89 , 90 , 96 , 97 ] noticed that the implementation of remote learning in universities was a great challenge. Universities, even technological ones, did not expect a rapid need to switch to distance learning [ 98 ] from traditional learning [ 1 ]. Therefore, to continue courses during the so-called waves of the pandemic, education had to face the challenge of preparing and operating educational or videoconferencing platforms, acquiring e-learning skills and knowledge, and overcoming barriers, as well as resistance to the new. One important issue is also the motivation of students to learn online. Authors [ 99 , 100 ] conducted a study identifying factors influencing student motivation in remote learning during the pandemic.

Based on the analysis of research publications, it can be claimed that there is much research on the advantages and disadvantages of e-learning that was done before the pandemic. There is also some research on e-learning during the pandemic. However, there is a lack of papers that discuss and identify advantages and disadvantages of e-learning during the pandemic of COVID-19. We found only two papers that refer to the topic of pros and cons of e-learning during the pandemic. The first one [ 53 ], is focused only on advantages. The other one [ 101 ] discusses the challenges and opportunities, therefore it can be treated as discussing advantages. However, there are no satisfactory studies on identifying and evaluating advantages and disadvantages by students during the pandemic of COVID-19. Therefore, it was justified to conduct research on this topic.

3. Methodology

The paper presents the results of the research conducted in Poland in December 2021. The participants included a sample of 621 students from Polish universities. An internet—Google—questionnaire was used for the study. Google Forms offers survey administration, which means that in addition to the possibility of creating a form with questions, it allows researchers to automatically collect data and save them to an MS Excel file. We used in our research a non-random process approach to collect our data, but a convenient sample. It was not possible to use a random sample, because we did not have the list of all students. Questionnaires were sent to and posted on Facebook pages of Polish technical universities. In the research, a quantitative data collection method was used. The next stage included the statistical analysis of the collected data. In our data analysis we used the following quantitative technics: standard deviation analysis, histograms analysis, and Spearman’s rank correlation.

In the below text and tables, correlations statistically significant at the level of statistical significance α = 0.05 are shown in bold and green.

According to the calculator of the minimum research sample, for an unknown population size and the assumed statistical significance α = 0.05, the sample is 386 students [ 102 , 103 , 104 , 105 ]. The number of questionnaires obtained meets the condition of the minimum research sample. A five-point Likert scale was used for all questions in the survey.

The first part of the research referred to the advantages of using e-learning in higher education.

In this case, the following variables were used:

• • A1—Saving time;
• • A2—Lack of travel necessity;
• • A3—Possibility of learning from own home country/city;
• • A4—Lower costs;
• • A5—Individualization of the learning process;
• • A6—Easy access to materials;
• • A7—Good contact with the teacher;
• • A8—Higher availability of academic teachers;
• • A9—Ease of student progress tracking;
• • A10—Less mental and physical stress;
• • A11—Possibility of interaction (discussion on the forum, sending reactions);
• • A12—Convenience;
• • A13—Limiting the spread of the SARS-CoV-2 virus.

The second part of the questionnaire contained variables concerning the disadvantages occurring in the case of using e-learning in the university. The following disadvantages were taken into account in the research:

• • D1—Lack of direct contact with the teacher;
• • D2—Lack of direct contact with colleagues;
• • D3—Necessity to purchase e-learning equipment (computer/laptop/smartphone/headphones/microphone etc.);
• • D4—Low quality of e-learning materials;
• • D5—Difficulties with motivation to learn;
• • D6—Discomfort resulting from the use of information technology;
• • D7—Poor preparation of academic teachers for e-learning;
• • D8—Difficulties with teaching practical subjects;
• • D9—Difficulties in accessing traditional academic resources (e.g., libraries, reading rooms);
• • D10—Lack of possibility of using other academic activities (e.g., science clubs, sports sections);
• • D11—Difficulties with collaborating with colleagues;
• • D12—Cyber-threats;
• • D13—Risk of being recorded/photographed/“screenshot” etc.;
• • D14—Lack of possibility to verify student’s knowledge/skills reliably (e.g., due to the ease of cheating during tests via the Internet);
• • D15—Lack of/decreased privacy;
• • D16—Technical problems on the part of the lecturer;
• • D17—Technical problems on the part of the participants;
• • D18—Too much time spent in front of a computer/telephone or other mobile device
• • D19—Increase in electricity costs;
• • D20—Excessive use of own equipment;
• • D21—Difficult conditions to use e-learning in the place of residence.

During studying the variables influencing the advantages and disadvantages of e-learning at university, the following variables were taken into account in the survey:

• • Students’ evaluation of acquiring content in traditional education [ 1 ];
• • Students’ evaluation of acquiring content in e-learning;
• • The student’s familiarity with information technology;
• • Having the proper resources by students to participate in e-learning activities;
• • Innovative e-learning solutions used by the university.

The STATISCICA-13.3 software was used to analyze the collected data.

In the first stage of the research, the advantages of using innovative e-learning at universities were studied. Table 1 presents the results of the analysis for all variables. They included values of the averages, medians, and standard deviations.

The advantages of innovative e-learning in higher education.

Source: Authors.

As important advantages the students evaluated the following ones (rated over 4.0 out of 5.0, as already stated):

• • Lack of travel necessity—4.82;
• • Possibility of learning from own home country/city—4.62;
• • Saving time—4.54;
• • Lower costs—4.45;
• • Convenience—4.44;
• • Limiting the spread of the SARS-CoV-2 virus—4.37;
• • Easy access to materials—4.14.

For all the variables mentioned above, the median value was 5—which is the highest possible level.

It is worth noting that the highest-rated advantages are mostly those related to the convenience of studying and savings—time and money (related to travel to the university). In Poland generally, a substantial portion of the students come from outside of university cities [ 106 , 107 ]. Also, in recent years, we can observe an increasing number of students outside Poland studying in Polish universities [ 108 , 109 ]. This situation can have an impact on problems connected with costs of traveling to and from university and the cost of living in university cities. The use of innovative e-learning significantly reduces the cost of studying and facilitates studying for people from smaller towns, for whom, in the case of traditional education, the costs of travel and accommodation in a large city can be a great obstacle to studying. Ease of access to materials, despite the fact that it is also important, is a factor of less importance compared to the aspects related to saving time and money.

Another very important factor was limiting the spread of the SARS-CoV-2 virus. It is interesting that, although innovative e-learning was introduced in Polish universities due to the pandemic, limiting the spread of the virus was rated only in the sixth place among the examined advantages. It proves that even though the pandemic initiated the widespread use of e-learning at universities, its use made students pay attention to other advantages of this type of learning. The results may suggest that e-learning could also be used after the end of the pandemic. Perhaps it will not be the basic form of teaching for all students, but its advantages may make it an alternative to traditional classes in some fields of study. Some earlier studies after the time of the pandemic pointed out the advantages of e-learning over traditional learning from the point of view of learners’ satisfaction. For example R. Tawafak [ 110 ], Alghazo [ 111 ], Titthasiri [ 112 ] or Hurlbut [ 113 ] wrote about it.

The rest of the studied advantages were rated below 4.0. In particular, it is worth noting that the lowest-rated advantage was good contact with the teacher (3.06). This suggests that e-learning does not improve contact with teachers and, thus, traditional learning works better.

We have analyzed histograms for the two highest rated advantages, which are lack of travel necessity and the possibility of learning from own home country/city. They are characterized by asymmetry—skewed—towards upper values in the scale. Most of the surveyed students (556) considered the lack of necessary travel to be a very important advantage of e-learning. Among the respondents, only six people decided that this advantage was not significant (1 or 2 points on the five-point Likert scale). In the case of the possibility of learning from their own home country or city, 493 people assessed this issue as very important (5 points), while 22 people considered it as unimportant (1 or 2 points).

Table 2 presents the results of research on the studied disadvantages of using e-learning. The average, median, and standard deviation values are given for each disadvantage. The research shows that the students did not consider any of the studied disadvantages of e-learning to be very significant;the average never exceeded 4.0, and the median never reached a value of 5.0. It should be noted that significant disadvantages are those whose average value exceeds 3.0, and whose median is 4.0. In this category, there are the following disadvantages: lack of direct contact with colleagues (rate 3.71), difficulties with teaching practical subjects (3.60), lack of direct contact with the teacher (3.41); too much time spent in front of a computer/telephone or other mobile device (rating 3.31).

The disadvantages of innovative e-learning in higher education.

The data analysis shows that the most important drawbacks of e-learning are connected with the reduction of social contacts; first of all, it concerns contacts between students, but also contacts between the student and the lecturer. Human beings are naturally social beings, and the lack of interpersonal contacts or limiting them to the Internet is not a natural and healthy matter. Many studies have shown the problematic effects of e-learning on social contacts between students and students and teachers. For example, the problem was analyzed by H. Baber [ 114 ], Di Pietro at al. [ 115 ], and Al Rawashdeh et al. [ 116 ]. A long-term reduction of direct social contact is a very important barrier [ 117 , 118 ]. Overcoming this issue largely determines the effectiveness of using e-learning in teaching at the level of higher education.

It should also be noted that not all fields of study are suitable for e-learning in the same way. The respondents indicated that an especially significant problem is the difficulty in teaching practical subjects. While there are no major difficulties in teaching theoretical subjects with the use of e-learning, efficient remote education is hard to realize in the case of practical skills and subjects. Research results suggest that practical courses/subjects should be taught in a traditional way after the end of the COVID-19 pandemic, while e-learning can be used to teach theoretical subjects. This approach can permit universities and students to use the advantages of e-learning, i.e., reducing the costs and time of traveling, as well as offer the study of efficiently practical skills, while at the same time not exposing students to social isolation.

The obtained results support the E1 expectation, which was formulated as follows: the most important advantages of innovative e-learning refer to the reduction in travel time and study expenses.

Subsequently, the disadvantage of e-learning may also be the difficulties with motivation to learn (the average value of 3.04, and the median value of 3.0), and the presence of technical problems on the part of students (the average value 3.14, at the median value of 3.0).

Research has shown that students do not feel discomfort resulting from the use of new technologies (2.08). In addition, the surveyed students did not consider the threats related to cybersecurity (rating 3.25) and the decrease in the level of privacy (rating 2.14) to be significant.

Table 3 contains an analysis of the relationship between the advantages and disadvantages of e-learning perceived by the surveyed students. Spearman’s rank correlation coefficient was used to analyze the relationship between the variables. The respective values of the coefficients are presented in Table 3 .

Spearman’s rank correlation between variables concerning the advantages and disadvantages of e-learning in universities.

When analyzing Table 3 , negative correlation coefficients between assessments of advantages and disadvantages by the studied students are observed in most cases. Students who are not satisfied with e-learning evaluate the disadvantages higher and the advantages lower. It is worth noting that the average value of advantages is higher than the average value of disadvantages. It shows that the university students who participated in the survey believe that the advantages of e-learning outweigh its disadvantages.

The analysis of cases for which the correlations have the highest values leads to interesting conclusions—they are statistically significant and exceed 0.4. This kind of situation can be observed for the D5 variable—difficulties with motivation to learn. This variable is negatively correlated at the level below −0.4 with the following variables: A7 (good contact with the teacher), A8 (high availability of academic teachers), A10 (less mental and physical stress), and A11 (possibility of interaction). The conducted research shows that to avoid problems with motivation in e-learning, students should be provided with good-quality contacts with academic teachers, including easy access to them via electronic means and the possibility of interaction with both teachers, and other students. This reduces stress and motivation problems.

Variable D11—difficulties with collaborating with colleagues—is also negatively correlated at a level below −0.4 with several studied advantages. They include the following: A7 (good contact with the teacher), A8 (higher availability of academic teachers), A9 (ease of student progress tracking), A10 (less mental and physical stress), and A11 (possibility of interaction). In this case, a similar phenomenon as for the discussed variable D5 can be observed: good contacts and the possibility of interaction with the teacher and students “protect” against problems related to the difficulties of cooperation with colleagues from the group.

Similar results were obtained for the D1 variable—lack of direct contact with the teacher; D2—lack of direct contact with colleagues; D8—difficulties with teaching practical subjects; and D14—lack of possibility to verify student’s knowledge/skills reliably (e.g., due to the ease of cheating during tests via the Internet).

Based on the conducted research, it can be claimed that good contact with academic teachers has a significant impact on reducing the occurrence of e-learning disadvantages. The teachers must be properly prepared to give e-learning classes. In particular, such classes must be easily accessible and enable students to quickly and separately contact their teacher and classmates. Good contact with teachers, as well as their high communication skills with the use of remote tools, can significantly reduce the occurrence of many disadvantages of e-learning. The obtained results support the expectation E2, which was formulated as follows: good contact with teachers and their ability to communicate on the use of remote tools are important variables positively influencing e-learning.

In the next stage of the research, an analysis of the Spearman correlation between the advantages and disadvantages of e-learning and the assessment of the ease of acquiring content during traditional classes and e-learning classes by students were performed. Accordingly, Table 4 presents Sperman’s correlations between the advantages of using e-learning and the ease of acquiring content by students in traditional learning and e-learning, and Table 5 shows the results of correlations between the disadvantages of using e-learning and the ease of acquiring content by students in traditional learning and e-learning.

Sperman’s rank correlations between the advantages of using innovative e-learning and the ease of acquiring content by students in traditional learning and e-learning.

Sperman’s rank correlations between the disadvantages of using innovative e-learning and the ease of acquiring content by students in traditional learning and e-learning.

All calculated correlation coefficients are statistically significant at the level of statistical significance α = 0.05. Research shows that all the advantages of e-learning are positively correlated with the student’s assessment of the ease of acquiring content in e-learning by students, and negatively correlated with the student’s assessment of the ease of acquiring content in traditional education. The obtained research results support the expectation E3 formulated as follows: the easier the student assimilates e-learning content, the higher the student evaluates the advantages of e-learning.

The opposite situation occurs for the disadvantages of e-learning. They are positively correlated with the ease of acquiring the content in traditional learning, and negatively correlated with the ease of acquiring the content in e-learning. On the basis of the results, we can say that the worse the student assimilates e-learning content, the higher the student evaluates the disadvantages of e-learning.

When analyzing the data on the advantages of e-learning, it can be observed that the highest level of correlation (above 0.5) between the studied advantages and the student’s perception of the ease of acquiring e-learning content occurs for the following variables: good contact with the teacher (correlation coefficient at a level of 0.56); possibility of interaction (0.52); higher availability of academic teachers (0.52), and less mental and physical stress (0.51). Again, the importance of the preparation of academic teachers for interpersonal communication with the use of remote tools is observed. The results support the expectation E2—good contact with teachers and their ability to communicate on the use of remote tools are important variables positively influencing e-learning.

In the case of the relationship between the disadvantages of using e-learning in universities and the ease of acquiring traditional and e-content, it can be observed that the highest negative correlation coefficient (−0.64) occurs between the ease of acquiring e-learning content and difficulties in motivation to learn. There are many international research efforts about the advantages and disadvantages of using e-learning in high education. For example, the topic is described V. Arkorful and N. Abaidoo [ 2 ], M. Curelary et al. [ 119 ] and A. Alsoud and A. Harasis [ 120 ]. People who perceive e-learning content as difficult to absorb have low motivation to learn remotely. The problem of importance of motivation in effectiveness of e-learning was analyzed by N. Elayan [ 121 ], M. El-Seoud et al. [ 122 ] and M. Ja’ashan [ 123 ]. The perceived difficulties of the content discourage them from this type of learning and make them not motivated enough. The problems connected with the impact of difficulty of content on e-learning was also analyzed by G. Bora [ 124 ] and L. Li and H. Zhang [ 125 ]. A similar relationship occurs in the case of cooperation with colleagues within groups. The problems connected with the impact of e-learning on collaboration between students was analyzed by Hurajowa et al. [ 126 ].

The last stage of the research considers the relationship between the advantages and disadvantages of e-learning, and variables such as the student’s knowledge of information technology, the student’s possession of resources necessary for e-learning, and the level of innovation of e-learning solutions used by university at which the given student studies.

The Spearman’s rank correlation coefficient was used for the analysis. Table 6 shows the results for the advantages, and Table 7 the disadvantages.

Sperman’s rank correlations between the advantages of using e-learning and the student’s knowledge of information technology, the student’s possession of resources necessary for e-learning, and the innovation of e-learning solutions used by university at which the given student studies.

Sperman’s rank correlations between the disadvantages of using e-learning and student’s knowledge of information technology, student’s possession of resources necessary for e-learning, and innovation of e-learning solutions used by university in which the given student studies.

In the case of the advantages of e-learning, the following relationships were observed in the study:

• • All studied advantages are positively correlated with students’ knowledge of information technology;
• • All studied advantages are positively correlated with the student’s possession of resources necessary for e-learning,
• • All studied advantages are positively correlated with innovation of e-learning solutions used by university in which the given student studies.

The results confirm expectations E4, E5, and E6. The mentioned expectations were formulated as follows: E4—the better the student knows information technology, the higher the student evaluates the advantages of e-learning, E5—the better resources to participate in e-learning activities the student has, the higher the student evaluates the advantages of e-learning, 6—the more often innovative e-learning solutions are used in a given university, the better the student assesses the advantages of e-learning.

In the case of e-learning disadvantages, all correlation coefficients in Table 7 are statistically significant. The results for which statistical significance does not occur are marked with an asterisk.

The following relationships were observed in the research:

• • The studied disadvantages (except for two) are negatively correlated with the student’s knowledge of information technology;
• • All studied disadvantages are negatively correlated with the student’s possession of resources necessary for e-learning;
• • The studied disadvantages (except for one) are negatively correlated with the innovation of e-learning solutions used by university in which the given student studies.

The results of the research permit the conclusion that Polish university students’ knowledge of information technology and possession of resources necessary for e-learning are variables that positively affect the implementation of the e-learning process at a university. Students in Polish universities with the mentioned knowledge and resources assess the advantages of e-learning at a higher level and its disadvantages at a lower level. The efficiency of e-learning in Polish Universities is, to a large extent, conditioned by possession of the proper equipment which is sufficient for the comfortable e-learning and the level of knowledge and skills that allows for trouble-free operation during e-learning.

Another factor that positively influences the evaluation of e-learning by students in Polish universities is the use of innovative e-learning solutions at a given university. When such solutions are used at a given Polish university, students perceive all advantages of e-learning higher and evaluate most of its disadvantages lower.

5. Discussion and Conclusions

Many papers refer to advantages and disadvantages of innovative e-learning, but usually they are theoretical, descriptive, debatable, or review-based [ 2 , 4 , 5 , 9 ]—this refers also to the papers from the last two years, for example: [ 53 , 54 , 55 ]. In our research, the advantages and disadvantages were evaluated with a questionnaire. The students, as evaluators, were able to show their points of view on the advantages and disadvantages of e-learning. This research has been useful and justified to conduct since it provides measurable and quantitative data. A comparison of our research with the practical research of other authors is presented below.

In our research, the importance of advantages of innovative e-learning was rated higher than the importance of disadvantages. In the literature, there are also some research projects, in which the advantages are placed on the first place. Kaliyaperumal and Raman [ 49 ] investigated the satisfaction and sense of comfort with e-learning of nursing students in a Coimbatore college. The sample was 382 students. The students were highly satisfied with various aspects of the lecture, such as the teacher’s motivation, the question session at the end of the lecture, and the virtual film about the procedure, according to the results. Students were at ease attending e-learning classes since they are used to using a computer device, according to the findings. At this point, another research limitation can be identified. Our study referred to e-learning in general and was not focused on the given subject of study. Concentrating on the specific subjects, like mathematics, management etc. may bring different results. Other authors—Naveed et al. [ 50 ]—emphasize the advantages of e-learning, such as flexibility, no need to travel to school, and low costs. In another research study [ 51 ], the following positive aspects of online education were identified among teachers: the ease of teaching online, the flexibility of the work schedule, the adaptability to broad learning styles, the variety of tools available at hand, and the ease in monitoring and documenting teaching activities. The students and parents surveyed identified flexibility in work time, the comfort of working from home, as well as the variety of sources of documentation as the main advantages of the e-learning system. Gherheș et al. [ 52 ] also identified the advantages and disadvantages of e-learning. The main three advantages of e-learning, as pointed out by the respondents, were time efficiency, convenience, and accessibility. On the other hand, the respondents believed that lack of interaction was the main drawback of e-learning, supported by those who stated that they missed interacting with their peers. The rest of the important disadvantages were the technical problems encountered during the Internet connection, and lack of practical applications, which could mean a huge problem for students undertaking technical studies.

Our research has shown that in the case of Polish universities, the most important drawback of e-learning in the universities is the reduction of social contacts. This concerns contacts between students in the first place, but also includes contacts between the student and the lecturer. Rutkowska et al. [ 58 ] share the same opinion in their research. Isolation from peers and distance learning have significantly limited interpersonal contacts, which might have affected the mental well-being of students. The aim of their study was to investigate the prevalence of depressive symptoms and the level of perceived stress during e-learning among Slovak students and to identify the variables that have the most significant impact on mental health among students. The study included 3051 participants with a mean age of 22.37 years. Almost all study participants were characterized by an increased stress level and 47% of them were depressed. Furthermore, isolation affected women more, especially in terms of social life and economics. Other research has shown similar results [ 51 ]. According to them, students’ main dissatisfaction is the lack of student/teacher interactions, the lack of socialization with colleagues, and the lower level of quality of teaching.

Ibraheem et al. [ 59 ] in their paper described the results of a study using a method similar to the one that we used in our research. The research sample consisted of 199 male and female students from the College of Education for Human Sciences and College of Education for Pure Sciences, University of Basra, for the academic year 2020–2021. The results showed the following: the research sample does not suffer from social isolation; there are no statistically significant differences in social isolation according to the gender variable; there are statistically significant differences in social isolation according to the ‘class’ variable; there are no statistically significant differences in social isolation according to the field or specialization variable. To the contrary, Parte and Herrador-Alcaide [ 60 ] conducted isolation research during the COVID-19 pandemic among teachers. It was concluded that the isolation perception of tutors was not high, while the sense of belonging among the teaching community was high.

Article [ 57 ] summarizes the interviews of 15 respondents from Lithuanian higher education institutions and how their informants met changes, opportunities, and identified quality variables addressed to the successful e-learning during a pandemic period. Based on the results of this study, the advantages and disadvantages of e-learning can be identified. The research differs from ours because we utilized questionnaires and they employed interviews as a research method. Using only a questionnaire with closed questions can be assumed to be a research limitation. Extending the survey with, for example, interviews would further increase the quality of the research. The interviews allowed authors the collection of more detailed information and more subjective opinions from specific academics. However, the research was limited as it was carried out on only 15 people, while our research allowed more than 600 respondents to be examined. According to their results, e-learning has been a great opportunity and can bring many advantages. They emphasized flexible schedules and communication, time and cost savings, greater opportunity for post-graduate study, and better attendance at classes. It is worth noting that the authors found that theoretical lectures can be conducted at a distance, but that the laboratories and exercises should be offline. The interviewers claimed that in active classes there are things that cannot be changed due to the use of e-technology. In our research, the respondents did not consider the disadvantage of “difficulties with teaching practical subjects” to be very significant (average value 3.6, median value 4 out of 5). The reason for this difference in both studies is the respondents: in our research they were students, and in the authors’ research they were teachers. It means that teachers see more obstacles in learning practical subjects, whereas students find it easy to prepare and take on. It is because the perspectives of teaching and learning are different. Moreover, the authors also noticed that it is not possible to provide absolutely everything remotely because social skills will be lost. E-learning limits body language as well. For teachers, it is difficult to assess what they actually see on the other side of the screen. To the contrary, Bylieva et al. [ 46 ] concluded that an important parameter that influences the behavior of students and their educational progress in general is precisely the focus on practice. Thus, the predominance of the online component in blended learning is appropriate for practical courses. Within the theoretical and general education courses, the predominance of face-to-face learning can positively affect the educational process and results of learning. In this research, the authors have applied Moodle data mining from learning portfolios of 1500 students (N = 1500). Comparative analysis of the courses under review showed significant differences in the behavior of the same students. For the theoretical course, students spent less time than for the practice-oriented one. The progress of the students in the form of points and the demand for non-binding elements of the course differed significantly in favor of the practical course.

The issue of cheating in e-learning is interesting from the research point of view. The disadvantage of “lack of possibility to verify student’s knowledge/skills reliably (e.g., due to the ease of cheating during tests via the Internet)” was rated low (average value 2.72, median value 3) by the students. After conducting a literature review, it appeared that there are many papers on e-learning’s quality which refer to the e-cheating problem. The authors of other papers usually find e-cheating very easy and common. The authors of [ 2 ] claim that since tests for assessments in e-learning are possibly done with the use of a proxy, it is be difficult, if not impossible, to control or regulate bad activities like cheating. According to Jones et al. [ 61 ] cheating in e-learning is a major disadvantage and has a high risk of occurrence. The existence of a wealth of information on a wide range of topics helps, and at the same time, tempts. Connors [ 62 ] notices that academics who once praised the Internet for giving students more access to information are now worried it is providing students with easy access to pre-written essays. Using the Internet to cheat during online tests also poses the threat of collecting incorrect and unreliable information written by random people [ 63 ]. Nowadays, e-cheating is a subject of research; for example, Shoaib and Zahran [ 64 ] have concluded that academic misconduct was directly influenced by a rapid transition to e-learning, social culture, and subjective norms, all of which contributed to shifts in ethical perceptions, leading to increased reports of cheating. The study was carried out with ten graduates of the Saudi Arabian English as a Foreign Language program in a higher education institution through in-depth interviews through qualitative interpretative phenomenological analysis. Another research [ 65 ], in which 214 participants from different institutes and fields of study from Peter the Great St. Petersburg Polytechnic University took part, revealed that students do not notice any serious forms of deception and they evaluate the motives for cheating quite neutrally, but at the same time demonstrate their propensity and interest in the possibility of cheating. On the other hand, solutions are also sought to the apparent problems of online cheating. Some studies find ways to prevent cheating [ 66 , 67 ], and some work on smart cheating detection [ 68 , 69 ].

Because of the COVID-19 pandemic, universities around the world were forced to switch to e-learning. Innovative e-learning was a great opportunity to continue learning despite the limitations and restrictions related to the occurrence of the SARS-CoV-2 virus. In this paper, a study of the identification and evaluation of advantages and disadvantages of e-learning has been presented. The students considered as the most important the following advantages (average value rated over 4.0): lack of travel necessity (4.82), possibility of learning from own home country/city (4.62), saving time—4.54, lower costs (4.45), convenience (4.44), limiting the spread of the SARS-CoV-2 virus (4.37), easy access to materials (4.14). For all the variables mentioned above, the median value was 5—which is the highest possible level. As the most significant disadvantages, in turn, the students rated lack of direct contact with colleagues (3.71), difficulties with teaching practical subjects (3.60), lack of direct contact with the teacher (3.41), too much time spent in front of a computer/telephone or other mobile device (3.31). For the mentioned variables, the average value exceeded 3.0, and the median was 4.0. It is worth noting that the advantages of e-learning were evaluated as being more important than its disadvantages. It means that, according to the surveyed students, the positive sides of e-learning are much more important than its negatives. The results allow one to draw a conclusion of an overall positive assessment of e-learning used during the COVID-19 pandemic in Poland. The results confirmed that e-learning could also be used after the end of the pandemic. Its advantages may make it an alternative to traditional classes in some fields of study. It is worth noting that although it is not necessary for health safety reasons, some e-learning tools, for example the remote education platform, are used at our university all the time. Also, we should know that e-learning is especially effective when we use a mixed, open innovation approach using both internal and external knowledge.

Other important conclusions from the research include the following:

• • Innovative e-learning significantly reduces the cost of studying and facilitates studying for people from smaller towns, for whom the costs of travel and accommodation in a large city can be a great obstacle to studying in the case of traditional education;
• • Students satisfied with innovative e-learning assess the advantages highly and the disadvantages lower; on the contrary, students who are not satisfied with e-learning evaluate the disadvantages higher and the advantages lower;
• • Limiting the spread of the virus was rated only in the sixth place among the examined advantages. It proves that even though the pandemic initiated the widespread use of e-learning at universities, its use made students pay attention to other advantages of this type of learning;
• • Good contact with academic teachers has a significant impact on reducing the occurrence of e-learning disadvantages; the teachers must be properly prepared to give e-learning classes; classes must be easily accessible and enable students to quickly and separately contact the teacher and classmates;
• • Good contact with teachers as well as their high communication skills with the use of remote tools can significantly reduce the occurrence of many disadvantages of e-learning;
• • All the advantages of e-learning are positively correlated with the student’s assessment of the ease of acquiring content in e-learning by students, and negatively correlated with the student’s assessment of the ease of acquiring content in traditional education; the easier the student assimilates e-learning content, the higher the student evaluates the advantages of e-learning;
• • The disadvantages are positively correlated with the ease of acquiring the content in traditional learning, and negatively correlated with the ease of acquiring the content in e-learning; the worse the student assimilates e-learning content, the higher the student evaluates the disadvantages of e-learning;
• • Students who perceive e-learning content as difficult to absorb have low motivation to learn remotely; the perceived difficulties of the content discourage them from this type of learning and make them not motivated enough;
• • The better the student knows information technology, the higher the student evaluates the advantages of e-learning;
• • The better resources to participate in e-learning activities the student has, the higher the student evaluates the advantages of e-learning;
• • The more often innovative e-learning solutions are used in a given university, the better the student assesses the advantages of e-learning.

Author Contributions

Conceptualization, K.S. and R.W.; literature review, K.S. and R.W.; methodology, K.S. and R.W.; validation, K.S. and R.W.; formal analysis, R.W.; investigation, K.S. and R.W.; writing—original draft preparation, K.S.; writing—review and editing, K.S.; funding acquisition, K.S. and R.W. All authors have read and agreed to the published version of the manuscript.

This research received no external funding.

Institutional Review Board Statement

According to our University Ethical Statement, following, the following shall be regarded as research requiring a favorable opinion from the Ethic Commission in the case of human research (based on document in polish: https://prawo.polsl.pl/Lists/Monitor/Attachments/7291/M.2021.501.Z.107.pdf ): research in which persons with limited capacity to give informed or research on persons whose capacity to give informed or free consent to participate in research and who have a limited ability to refuse research before or during their implementation, in particular: children and adolescents under 12 years of age, persons with intellectual disabilities persons whose consent to participate in the research may not be fully voluntary prisoners, soldiers, police officers, employees of companies (when the survey is conducted at their workplace), persons who agree to participate in the research on the basis of false information about the purpose and course of the research (masking instruction, i.e., deception) or do not know at all that they are subjects (in so-called natural experiments); research in which persons particularly susceptible to psychological trauma and mental health disorders are to participate mental health, in particular: mentally ill persons, victims of disasters, war trauma, etc., patients receiving treatment for psychotic disorders, family members of terminally or chronically ill patients; research involving active interference with human behavior aimed at changing it research involving active intervention in human behavior aimed at changing that behavior without direct intervention in the functioning of the brain, e.g., cognitive training, psychotherapy psychocorrection, etc. (this also applies if the intended intervention is intended to benefit (this also applies when the intended intervention is to benefit the subject (e.g., to improve his/her memory); research concerning controversial issues (e.g., abortion, in vitro fertilization, death penalty) or requiring particular delicacy and caution (e.g., concerning religious beliefs or attitudes towards minority groups) minority groups); research that is prolonged, tiring, physically or mentally exhausting. Our research is not done on people meeting the mentioned condition. Any of the researched people: any of them had limited capacity to be informed, any of them had been susceptible to psychological trauma and mental health disorders, the research did not concern the mentioned-above controversial issues, the research was not prolonged, tiring, physically or mentally exhausting.

Informed Consent Statement

Not applicable.

Data Availability Statement

Conflicts of interest.

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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

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

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

So, let’s get started.

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

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

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

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

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

Advantages of Online Classes Essay

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

Disadvantages of Studying Online

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

Conclusion: Merits and Demerits of Online Teaching

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Limitations of Online Learning

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

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

Conclusion of Studying Online

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

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

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

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

One Comment

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

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About the Author

Madhurjya chowdhury.

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

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