higher education pros and cons

Master of Money
Entrepreneurship Tips
Christian Founders
Bible Success Secrets
Business Side Hustles
Investment Tips
Documentaries
Prayers for Growth
Inspirational Quotes
Wealth Affirmations
Funding Opportunities
Infographics

The pros and cons of higher education from a graduates perspective

Be Smart and Relentless!

Subscribe to receive updates on the latest faith-based success tips, cutting-edge entrepreneurial concepts, and exciting opportunities.

Many people enter higher education because they want to get into a good career after they complete their studies. Over the duration of their degree, they develop knowledge and skills and ultimately improve their future employment prospects. However, it is important to bear in mind that higher education might not be the right path for everyone and there are multiple factors to take into consideration when deciding if you should attend.

Here are some pros and cons when considering undertaking higher education.

1. You develop skills

Studying at university is a great way to develop your knowledge in the field you aspire to become established in. Universities can also equip students with transferable skills including; research skills, time management skills and improve your ability in using computers. These skills can enhance your employability by enabling you to stand out from candidates who may have not gone to university or gained these skills. To enter into professions such as law, accounting or marketing, it is highly likely that you will need a degree to be considered for an entry level position and without a degree; it can be considerably harder and take longer to break into these professions.

2. Increase your earning potential

Everyone would like to earn as much money as possible and a degree can certainly increase your earning potential. Although your salary will vary depending on which degree you have and what profession you enter, it has been established that graduates will earn significantly more over the course of their lifetime than a person who has not gained a degree. Attaining a degree can also improve your chances of gaining promotion and may enable you to climb up the career ladder quicker.

3. Provides an opportunity to make new friends and connections

University is a great place to meet new people as they will be in the same boat as you and you will be sharing similar experiences. This means you will more than likely have some things in common with them and this can help you to build rapport with your fellow students. You will be attending various lectures and seminars containing different students in them, and this will give you the opportunity to meet a variety of different people. Many students form strong friendships whilst at university and go on to become life-long friends.

4. You will gain independence

When you enter into higher education, you have taken a step towards improving your future prospects and this can motivate you to work towards your goals and aspirations. Many students decide to attend a university away from their home town and this will more than likely be their first time living away from their families. They will experience living on their own and will be obligated to pay for their accommodation and living expenses while managing their finances responsibly. If you decide to attend university away from home, you will experience life as an adult and gain a new level of independence and maturity.

1. It’s expensive!

University is very expensive and finance is a big aspect to take into consideration. Tuition fees cost thousands per year and graduates leave with a considerable amount of debt. In addition, you will need money for accommodation (if you are attending a university away from your home town) and money for living expenses. Student loans and grants can be taken to help you pay for your studies but this may not cover all of your costs. Once you graduate and find a job where you are earning over the threshold to make repayments, you will slowly have to pay off your loan and this can hang over you for years. University is well and truly an investment in your future but it is not always guaranteed to pay off.

2. You will have an intensive workload

You will be responsible for your own workload and must ensure you are fully committed to your programme. If you’re full time student, attending various lectures and seminars can be demanding and lecturers also encourage independent study so students are expected to dedicate a portion of the time in which they are not in lessons towards their studies. If you have taken a part-time job to gain some extra income, it can be difficult balancing university with your working life and this can be quite stressful to many students.

3. You may not gain any practical experience

While reading a degree, you will learn plenty of theory in the subject you are studying but you may not get the opportunity to gain any practical experience. After completing university, many graduates start applying to graduate roles only to find out that they do not have the hands-on practical experience to be considered for positions. They may have to undertake unpaid work placements or internships to gain experience and this can be hard to commit to if they have taken up employment in another field and are no longer very flexible. After completing these placements, graduates may still not have the relevant experience an employer requires and this can leave them feeling like university may have been a waste of their time.

4. You may have a change of heart…

Part way through your degree, you may decide that you have picked the wrong course and want to change. This could potentially mean waiting until the end of the academic year to change your degree and at this point, you will have already paid for a whole year’s tuition and living expenses. You could also have a change of heart and come to the conclusion that university might not the right for you and want to leave. Many students decide that they want to go down another route which does not require a university education and though they may be exceptions, the likes of Richard Branson and Philip Green have become highly successful in their fields without any higher education.

SUBSCRIBE AND BE BLESSED

Subscribe to our email newsletter to become a member of the exclusive Smart and Relentless community. Stay connected to gain access to valuable insights and updates.

Andre Lampen

Andre Lampen is a voluntary content writer with a heart to make a positive impact in his generation.

Sign up to receive free eBook

Top 50 Luke Belmar Quotes on Success, Business and Faith

20 famous Christian billionaires

Success Secrets from Esther in the Bible

10 ways to glorify God in your business

How to Become a Bestselling Christian Author in 2024

In the vast landscape of the publishing world, the Christian market holds...

10 ways to attract more blessings in your life

Blessings are often seen as divine gifts that bring positivity, abundance, and...

Christian law of attraction explained

In the secular world, the Law of Attraction has become a central...

5 Success Secrets From Moses in the Bible

The Bible is filled with inspiring stories of individuals who overcame challenges...

This will close in 0 seconds

Share full article

Supported by

Student Opinion

Should College Be Free?

Do you think other states should follow New Mexico in making higher education tuition-free? What would that mean for society?

By Callie Holtermann

Do you plan to go to college? Are you or your family concerned about paying for it?

In the past three decades, the average cost of attending a private college in the United States has tripled — landing at around $50,000 per year.

Should college cost this much? How would our society change if college cost nothing at all?

Amid declines in enrollment , states including Texas and Michigan are experimenting with plans to reduce or eliminate tuition for many students. Starting in July, New Mexico will go a step further: It will completely cover tuition for all state residents who attend public colleges and universities.

In “ What if College Were Free? This State Is Trying to Find Out. ,” Simon Romero writes about the state’s plan, which received bipartisan approval:

As universities across the United States face steep enrollment declines , New Mexico’s government is embarking on a pioneering experiment to fight that trend: tuition-free higher education for all state residents. After President Biden’s plan for universal free community college failed to gain traction in Congress, New Mexico, one of the nation’s poorest states, has emerged with perhaps the most ambitious plans as states scramble to come up with their own initiatives. A new state law approved in a rare show of bipartisanship allocates almost 1 percent of the state’s budget toward covering tuition and fees at public colleges and universities, community colleges and tribal colleges. All state residents from new high school graduates to adults enrolling part-time will be eligible regardless of family income. The program is also open to immigrants regardless of their immigration status. Some legislators and other critics question whether there should have been income caps, and whether the state, newly flush with oil and gas revenue, can secure long-term funding to support the program beyond its first year. The legislation, which seeks to treat college as a public resource similar to primary and secondary education, takes effect in July.

The article continues:

Other states are assembling their own programs: The University of Texas System created a $300 million endowment in February that expands tuition assistance for thousands of students. Michigan provides free college to residents who were essential workers during the pandemic, while also covering tuition at community colleges for people ages 25 or older. Reflecting challenges before and during the pandemic, some initiatives have not produced the desired results. Even after California recently expanded free tuition opportunities, enrollment at its community colleges fell by nearly 15 percent in 2021 from a year earlier. The push for tuition-free higher education comes amid a broader enrollment crisis in the United States. Total undergraduate enrollment fell by 6.6 percent from 2019 to 2021, according to the National Student Clearinghouse Research Center.

Students, read the entire article , then tell us:

What do you think of New Mexico’s plan to provide tuition-free college to state residents? Do you think college should be “a public resource similar to primary and secondary education,” as New Mexico is treating it? Do you think that your state should adopt a similar plan? Why or why not?

Do you want to attend college? Why or why not? How does the cost of higher education factor into your thinking?

Do you think everyone should go to college — or do you think there should be more alternatives to higher education? If so, what should they be and why?

Why do you think universities across the United States are facing declines in enrollment? Do you think plans to make college less expensive or entirely free are the right way to increase enrollment?

Do you think making college tuition-free is worth the cost? (As the article points out, the money for the first year of the New Mexico program largely comes from pandemic relief funds. After that, legislators will need to draw funds from other sources to keep the program going.) Is it more realistic to do what states like Washington and Tennessee have done and limit tuition assistance to community colleges, exclude some residents because of family income or impose conditions requiring students to work part time?

Mr. Romero describes New Mexico’s initiative as “unusually inclusive,” given that it extends free tuition to inmates, unauthorized immigrants and some Native Americans from neighboring states. Why do you think New Mexico’s legislators decided it was important to make members of these groups eligible for free tuition? What might be some of the long-term effects of free college for all?

Want more writing prompts? You can find all of our questions in our Student Opinion column . Teachers, check out this guide to learn how you can incorporate them into your classroom.

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

Callie Holtermann joined The Learning Network as a senior news assistant in 2020. More about Callie Holtermann

1-888-SNU-GRAD
Daytime Classes

The Pros and Cons of Higher Education

Higher education is an investment. But unlike the stock market or real estate, a degree can offer a return that goes beyond dollars and cents.

The value of higher education is immense and grows more valuable as the job market continues to value knowledge. No matter how you assess the pros and cons of higher education, the pros always outweigh the cons.

So how can you tell if higher education is for you? Consider the risks and benefits.

Higher Earnings

A college degree (or any advanced learning beyond high school) can accelerate your earning power. According to the Bureau of Labor Statistics , in 2021, bachelor’s degree holders had median weekly earnings of $1,334, compared to $899 for people who dropped out of college and $809 for people with only a high school diploma. Compared to someone who leaves college, that adds up to $22,620 more in median annual earnings — meaning $678,000 over a 30-year career.

But raw earnings don’t capture the full picture. The more you earn, the more you can invest. So college graduates who set aside savings put their money to work, steadily building a nest egg. And future earnings tend to build upon prior earnings, such that your high wage today will result in larger raises over time.

Still, there are no guarantees that you’ll earn significantly more. Your earnings depend a little on luck and a lot on which field you choose and how hard you work. Going into school with a clear vision for the future and a detailed understanding of typical earnings in your field can help you decide on the right degree program.

More Job Opportunities

Adults who return to school don’t just earn more. They also have more job opportunities. This decreases their unemployment rate and offers additional security during a recession or economic downturn, lending flexibility to your career trajectory. Don’t like your current job? Try shifting to consulting or another industry. Sick of working for someone else? A college degree can improve your chances of success as an entrepreneur.

However, not every degree program increases job opportunities. Ensure you’re on track for the life you desire by choosing one of these recession-proof careers .

A Sense of Accomplishment

Whether you’ve never been to college or you started but weren’t able to finish, that degree can be a powerful motivator. The sense of accomplishment is real, and the benefits include:

Showing your children that it’s never too late to reshape your life.
Modeling a growth mindset and instilling the value of education in your kids.
Helping you assert yourself with confidence at work.

Recognition of Worth

The Great Resignation was an awakening for many workers who finally realized the value of their labor and for employers who don’t treat their workers well.

Returning to college to complete your degree may help you offer greater value in the workplace. Earning a degree can also increase your sense of accomplishment and confidence. Knowing that worth can allow you to negotiate for higher wages, better treatment, more autonomy and improved benefits.

For unfair bosses, this might be a drawback because their workers will demand more. But it’s a massive benefit for everyone else, including businesses that gain access to stronger, more effective employees.

Your first decision in the game of college—should you take an online or in-person degree program? Use this infographic to check out each path before you commit.

Startup Investment

Like all investments, college costs money. However, it’s more affordable than investing in real estate and less risky than get-rich-quick schemes. You’ll need to come up with the money, and this may mean taking on debt, applying for grants, dipping into personal savings, seeking a scholarship or maybe all of the above.

But college almost inevitably opens up new career doors if you finish. It helps you master new skills, including soft interpersonal skills. It allows you to build a professional network, especially if you take advantage of SNU’s cohort learning model . And the long-time boost in earnings can help you repay any debt you take on to fund school.

What about other expenses? You may need to reduce your hours at work or pay for additional childcare. Perhaps you’ll need a cleaning service to help you keep on top of things at home or a dog walker because you’re gone more often. Although these can certainly increase the total cost of school, they are short-term expenses. Moreover, you can use student aid to pay for all the expenses of attending school. So talk to a financial aid counselor and seek the award that will fully empower you to attend school while meeting your basic needs.

You likely already have a busy, stressful life. Attending college can add to the load. You’ll need to take time away from your family and job, and you’ll likely face some challenges along the way, such as taking a difficult class, getting transfer credit or graduating on time.

Choose a school that supports you as a whole person — not just as a learner — and the stress will feel more manageable. SNU offers a chaplain, counseling services and an innovative VETS Center to help soldiers adjust to civilian life. We also help ease the burden by offering prior learning credits and enhanced advanced standing that translate your valuable life and work experience into real college credits, moving you closer to a degree from the outset.

The stress is temporary. Over the long term, the right degree can relieve stress. You may earn more, gain access to a better neighborhood and additional job benefits, enjoy a rewarding work environment and have more job security. So as you pursue your degree, consider that the temporary stress is the stress of accomplishment and that a better life awaits on the other side.

Online learning can also help lighten the load by reducing commute time and empowering you to attend school on your own schedule. SNU students can choose between an online degree program or in-person classes for just one night per week.

It’s never too late to pursue a high-quality education after school. SNU helps learners from all walks of life get back into school, finish quickly and graduate with the skills they need to thrive. We can help you choose the right educational format and program for you. To learn more, check out our free guide, “ Choose Your Path: Online vs. On-Campus Education .”

Want to learn more about SNU's programs?

Request more information.

Have questions about SNU, our program, or how we can help you succeed. Fill out the form and an enrollment counselor will reach out to you soon!

Subscribe to the SNU blog for inspirational articles and tips to support you on your journey back to school.

Recent blog articles.

Building Special Ed Leaders: A Deep Dive into SNU's MAASE Program

Adult Education

What is unique about the MBA program at SNU?

Online Degree Programs

Growing Career Opportunities for Healthcare Administration Degrees

Southern Nazarene University's Dr. Delilah Joiner Martin Named 2024 Oklahoma Mother of the Year

Have questions about SNU or need help determining which program is the right fit? Fill out the form and an enrollment counselor will follow-up to answer your questions!

Text With an Enrollment Counselor

Have questions, but want a faster response? Fill out the form and one of our enrollment counselors will follow-up via text shortly!

Is College Worth the Money?

As many as 85 percent of today's college students will return home to live with their parents at some point after they graduate.

Right around this time every year, new graduates leave their ivory towers for the "real world."

Most graduates have dreams of making their mark, but also hear horror stories of unemployed millennials moving in with Mom or using their master's degree as a barista in a coffee shop. In today's changing economy, is higher education really worth it?

From more money to delayed innovation, here are some of the pros and cons of higher education.

Jumping on opportunities

College dropouts founded Facebook, Apple and Microsoft for a reason. In technology, there is frequently a right time for an idea to take off, and waiting four years to complete a college education can mean missing out on those opportunities, said Mike Gibson, the vice president for grants at the Thiel Foundation, which provides $100,000 grants to budding entrepreneurs in order to skip college and pursue their dreams. [ Creative Genius: The World's Greatest Minds ]

Younger people are also more likely to be free of commitments, so they can pull all-nighters and work longer hours than those raising a family, Gibson said.

Less innovation

Sign up for the Live Science daily newsletter now

Get the world’s most fascinating discoveries delivered straight to your inbox.

College may also be slowing down innovation, at least in the sciences, Gibson said.

In a 2008 working paper, Northwestern University management professor Benjamin Jones found that the age at which scientists patent their first inventions has gone up since the turn of the last century, from 23 to 32. That huge jump is likely because more and more people are stuck in college and graduate school when they would have had their "eureka!" moment in the past. And people haven't simply shifted their productivity to later in life — they are reducing their overall life contribution, the study suggests.

Safety school

Of course, most people who go to college don't want to make the next Facebook or reinvent the wheel; they want to do something interesting and take home a decent wage in the process. And there's no doubt the surest path toward steady income is to earn a four-year degree, research suggests.

According to the U.S. Census Bureau, in 2009, a high-school graduate earned a median of $30,627 a year, whereas college graduates earned higher income , a median of $56,665. And a 2010 study from Georgetown University's Center on Education and the Workforce found that 60 percent of all jobs in the country required higher education.

Jobs that require just a high-school degree are disappearing, but those requiring post-secondary education are increasing. The Georgetown study predicted that by 2018, 22 million new jobs would be created that require college degrees , but at least 3 million fewer people would earn college diplomas or bachelor degrees. All in all, degree holders will have many more opportunities than those who drop out.

Crushing debt

On the negative side, all of that education has a price tag. Going to college often means taking on tens of thousands of dollars of debt.

"Recently, total student loans hit the $1 trillion threshold," Gibson told LiveScience, referring to U.S. student loans. "That's more than credit card debt."

In a 2012 Pew Internet survey that interviewed about 1,000 higher education experts , 75 percent of respondents said higher education was too expensive for most people to afford.

Online option?

Sticker shock has some questioning whether higher education can be acquired online at a fraction of the usual price. Massive online course providers such as Coursera and Udacity now offer hundreds of classes that can be taken for free while students lounge at home in sweatpants. Some believe these classes will replace many of the requirements in traditional two-year and four-year colleges. In the Pew study, roughly 60 percent believed that online coursework would change higher education by 2020.

"There was a strong sense that, at a minimum, blended coursework — some combination of offline and online coursework — was going to be the reality for many students," said Lee Rainie, director of the Pew Research Center's Internet & American Life Project, which conducted the survey.

Still, very few people who have earned a four-year degree regret it, Pew's research suggests.

"By and large, people who have gone to college think it was a valuable experience," Rainie said.

Follow Tia Ghose on Twitter and Google+ . Follow LiveScience @livescience , Facebook & Google+ . Original article on LiveScience.com .

Tia is the managing editor and was previously a senior writer for Live Science. Her work has appeared in Scientific American, Wired.com and other outlets. She holds a master's degree in bioengineering from the University of Washington, a graduate certificate in science writing from UC Santa Cruz and a bachelor's degree in mechanical engineering from the University of Texas at Austin. Tia was part of a team at the Milwaukee Journal Sentinel that published the Empty Cradles series on preterm births, which won multiple awards, including the 2012 Casey Medal for Meritorious Journalism.

Pet fox with 'deep relationship with the hunter-gatherer society' buried 1,500 years ago in Argentina

'You could feel the energy and wonder': Despite clouds, totality wows crowds during solar eclipse in Syracuse

Peter Higgs, Nobel Prize-winning physicist who predicted the Higgs boson, dies at 94

Should College Be Free? The Pros and Cons

Should college be free? Understand the debate from both sides

Types of Publicly Funded College Tuition Programs

Pros: why college should be free, cons: why college should not be free, what the free college debate means for students, how to cut your college costs now, frequently asked questions (faqs).

damircudic / Getty Images

Americans have been debating the wisdom of free college for decades, and more than 20 states now offer some type of free college program. But it wasn't until 2021 that a nationwide free college program came close to becoming reality, re-energizing a longstanding debate over whether or not free college is a good idea.

And despite a setback for the free-college advocates, the idea is still in play. The Biden administration's proposal for free community college was scrapped from the American Families Plan in October as the spending bill was being negotiated with Congress.

But close observers say that similar proposals promoting free community college have drawn solid bipartisan support in the past. "Community colleges are one of the relatively few areas where there's support from both Republicans and Democrats," said Tulane economics professor Douglas N. Harris, who has previously consulted with the Biden administration on free college, in an interview with The Balance.

To get a sense of the various arguments for and against free college, as well as the potential impacts on U.S. students and taxpayers, The Balance combed through studies investigating the design and implementation of publicly funded free tuition programs and spoke with several higher education policy experts. Here's what we learned about the current debate over free college in the U.S.—and more about how you can cut your college costs or even get free tuition through existing programs.

Key Takeaways

Research shows that free tuition programs encourage more students to attend college and increase graduation rates, which creates a better-educated workforce and higher-earning consumers who can help boost the economy.
Some programs are criticized for not paying students’ non-tuition expenses, for not benefiting students who need assistance most, or for steering students toward community college instead of four-year programs.
If you want to find out about free programs in your area, the University of Pennsylvania Graduate School of Education has a searchable database. You’ll find the link further down in this article.

Before diving into the weeds of the free college debate, it's important to note that not all free college programs are alike. Most publicly funded tuition assistance programs are restricted to the first two years of study, typically at community colleges. Free college programs also vary widely in the ways they’re designed, funded, and structured:

Last-dollar tuition-free programs : These programs cover any remaining tuition after a student has used up other financial aid , such as Pell Grants. Most state-run free college programs fall into this category. However, these programs don’t typically help with room and board or other expenses.
First-dollar tuition-free programs : These programs pay for students' tuition upfront, although they’re much rarer than last-dollar programs. Any remaining financial aid that a student receives can then be applied to other expenses, such as books and fees. The California College Promise Grant is a first-dollar program because it waives enrollment fees for eligible students.
Debt-free programs : These programs pay for all of a student's college expenses , including room and board, guaranteeing that they can graduate debt-free. But they’re also much less common, likely due to their expense.

Proponents often argue that publicly funded college tuition programs eventually pay for themselves, in part by giving students the tools they need to find better jobs and earn higher incomes than they would with a high school education. The anticipated economic impact, they suggest, should help ease concerns about the costs of public financing education. Here’s a closer look at the arguments for free college programs.

A More Educated Workforce Benefits the Economy

Morley Winograd, President of the Campaign for Free College Tuition, points to the economic and tax benefits that result from the higher wages of college grads. "For government, it means more revenue," said Winograd in an interview with The Balance—the more a person earns, the more they will likely pay in taxes . In addition, "the country's economy gets better because the more skilled the workforce this country has, the better [it’s] able to compete globally." Similarly, local economies benefit from a more highly educated, better-paid workforce because higher earners have more to spend. "That's how the economy grows," Winograd explained, “by increasing disposable income."

According to Harris, the return on a government’s investment in free college can be substantial. "The additional finding of our analysis was that these things seem to consistently pass a cost-benefit analysis," he said. "The benefits seem to be at least double the cost in the long run when we look at the increased college attainment and the earnings that go along with that, relative to the cost and the additional funding and resources that go into them."

Free College Programs Encourage More Students to Attend

Convincing students from underprivileged backgrounds to take a chance on college can be a challenge, particularly when students are worried about overextending themselves financially. But free college programs tend to have more success in persuading students to consider going, said Winograd, in part because they address students' fears that they can't afford higher education . "People who wouldn't otherwise think that they could go to college, or who think the reason they can't is because it's too expensive, [will] stop, pay attention, listen, decide it's an opportunity they want to take advantage of and enroll," he said.

According to Harris, students also appear to like the certainty and simplicity of the free college message. "They didn't want to have to worry that next year they were not going to have enough money to pay their tuition bill," he said. "They don't know what their finances are going to look like a few months down the road, let alone next year, and it takes a while to get a degree. So that matters."

Free college programs can also help send "a clear and tangible message" to students and their families that a college education is attainable for them, said Michelle Dimino, an Education Senior Policy Advisor with Third Way. This kind of messaging is especially important to first-generation and low-income students, she said.

Free College Increases Graduation Rates and Financial Security

Free tuition programs appear to improve students’ chances of completing college. For example, Harris noted that his research found a meaningful link between free college tuition and higher graduation rates. "What we found is that it did increase college graduation at the two-year college level, so more students graduated than otherwise would have."

Free college tuition programs also give people a better shot at living a richer, more comfortable life, say advocates. "It's almost an economic necessity to have some college education," noted Winograd. Similar to the way a high school diploma was viewed as crucial in the 20th century, employees are now learning that they need at least two years of college to compete in a global, information-driven economy. "Free community college is a way of making that happen quickly, effectively and essentially," he explained.

Free community college isn’t a universally popular idea. While many critics point to the potential costs of funding such programs, others identify issues with the effectiveness and fairness of current attempts to cover students’ college tuition. Here’s a closer look at the concerns about free college programs.

It Would Be Too Expensive

The idea of free community college has come under particular fire from critics who worry about the cost of social spending. Since community colleges aren't nearly as expensive as four-year colleges—often costing thousands of dollars a year—critics argue that individuals can often cover their costs using other forms of financial aid . But, they point out, community college costs would quickly add up when paid for in bulk through a free college program: Biden’s proposed free college plan would have cost $49.6 billion in its first year, according to an analysis from Georgetown University Center on Education and the Workforce. Some opponents argue that the funds could be put to better use in other ways, particularly by helping students complete their degrees.

Free College Isn't Really Free

One of the most consistent concerns that people have voiced about free college programs is that they don’t go far enough. Even if a program offers free tuition, students will need to find a way to pay for other college-related expenses , such as books, room and board, transportation, high-speed internet, and, potentially, child care. "Messaging is such a key part of this," said Dimino. Students "may apply or enroll in college, understanding it's going to be free, but then face other unexpected charges along the way."

It's important for policymakers to consider these factors when designing future free college programs. Otherwise, Dimino and other observers fear that students could potentially wind up worse off if they enroll and invest in attending college and then are forced to drop out due to financial pressures.

Free College Programs Don’t Help the Students Who Need Them Most

Critics point out that many free college programs are limited by a variety of quirks and restrictions, which can unintentionally shut out deserving students or reward wealthier ones. Most state-funded free college programs are last-dollar programs, which don’t kick in until students have applied financial aid to their tuition. That means these programs offer less support to low-income students who qualify for need-based aid—and more support for higher-income students who don’t.

Community College May Not Be the Best Path for All Students

Some critics also worry that all students will be encouraged to attend community college when some would have been better off at a four-year institution. Four-year colleges tend to have more resources than community colleges and so can offer more support to high-need students.

In addition, some research has shown that students at community colleges are less likely to be academically successful than students at four-year colleges, said Dimino. "Statistically, the data show that there are poorer outcomes for students at community colleges […] such as lower graduation rates and sometimes low transfer rates from two- to four-year schools."

With Congress focused on other priorities, a nationwide free college program is unlikely to happen anytime soon. However, some states and municipalities offer free tuition programs, so students may be able to access some form of free college, depending on where they live. A good resource is the University of Pennsylvania Graduate School of Education’s searchable database of Promise Programs , which lists more than 120 free community college programs, though the majority are limited to California residents.

In the meantime, school leaders and policymakers may shift their focus to other access and equity interventions for low-income students. For example, higher education experts Eileen Strempel and Stephen Handel published a book in 2021 titled "Beyond Free College: Making Higher Education Work for 21st Century Students." The book argues in part that policymakers should focus more strongly on college completion, not just college access. "There hasn't been enough laser-focus on how we actually get people to complete their degrees," noted Strempel in an interview with The Balance.

Rather than just improving access for low-income college students, Strempel and Handel argue that decision-makers should instead look more closely at the social and economic issues that affect students , such as food and housing insecurity, child care, transportation, and personal technology. For example, "If you don't have a computer, you don't have access to your education anymore," said Strempel. "It's like today's pencil."

Saving money on college costs can be challenging, but you can take steps to reduce your cost of living. For example, if you're interested in a college but haven't yet enrolled, pay close attention to where it's located and how much residents typically pay for major expenses, such as housing, utilities, and food. If the college is located in a high-cost area, it could be tough to justify the living expenses you'll incur. Similarly, if you plan to commute, take the time to check gas or public transportation prices and calculate how much you'll likely have to spend per month to go to and from campus several times a week.

Now that more colleges offer classes online, it may also be worth looking at lower-cost programs in areas that are farther from where you live, particularly if they allow you to graduate without setting foot on campus. Also check out state and federal financial aid programs that can help you slim down your expenses, or, in some cases, pay for them completely. Finally, look into need-based and merit-based grants and scholarships that can help you cover even more of your expenses. Also consider applying to no-loan colleges , which promise to help students graduate without going into debt.

Should community college be free?

It’s a big question with varying viewpoints. Supporters of free community college cite the economic contributions of a more educated workforce and the individual benefit of financial security, while critics caution against the potential expense and the inefficiency of last-dollar free college programs.

What states offer free college?

More than 20 states offer some type of tuition-free college program, including Arkansas, California, Connecticut, Delaware, Hawaii, Indiana, Kentucky, Louisiana, Maryland, Massachusetts, Michigan, Missouri, Montana, Michigan, Nevada, New York, Oklahoma, Oregon, Rhode Island, Tennessee, Virginia, and Washington State. The University of Pennsylvania Graduate School of Education lists 115 last-dollar community college programs and 16 first-dollar community college programs, though the majority are limited to California residents.

Is there a free college?

There is no such thing as a truly free college education. But some colleges offer free tuition programs for students, and more than 20 states offer some type of tuition-free college program. In addition, students may also want to check out employer-based programs. A number of big employers now offer to pay for their employees' college tuition . Finally, some students may qualify for enough financial aid or scholarships to cover most of their college costs.

The White House. “ Build Back Better Framework ,” see “Bringing Down Costs, Reducing Inflationary Pressures, and Strengthening the Middle Class.”

The White House. “ Fact Sheet: How the Build Back Better Plan Will Create a Better Future for Young Americans ,” see “Education and Workforce Opportunities.”

Coast Community College District. “ California College Promise Grant .”

Georgetown University Center on Education and the Workforce. “ The Dollars and Cents of Free College ,” see “Biden’s Free College Plan Would Pay for Itself Within 10 Years.”

Third Way. “ Why Free College Could Increase Inequality .”

Georgetown University Center on Education and the Workforce. “ The Dollars and Cents of Free College ,” see “Free-College Programs Have Different Effects on Race and Class Equity.”

University of Pennsylvania Graduate School of Education. “ College Promise Programs: A Comprehensive Catalog of College Promise Programs in the United States .”

Accessibility Links

Should I go to university? The pros and cons of higher education

Young people need to be adaptable, inquisitive and empathetic to rise to the challenges of the future, says rachel sylvester.

T he pandemic threw everything up in the air and education was no exception. This year’s A-level and GCSE results are the first based on actual exams for three years. With schools forced to close, pupils lost crucial months of learning and struggled with their mental health while the whole purpose of schools, colleges and universities was called into question. The Covid-19 crisis reinforced the importance of a broad and balanced education.

The benefits of continuing in education or training after the age of 18 have never been clearer both for individuals and society. It was, of course, scientists at the University of Oxford who developed the vaccine that saved millions of lives, and higher education is also an enormous contributor to economic growth. The most

Everything you need to know about clearing

The pros and cons of going to university

Record-high costs and competition leave A-level students questioning worth of a degree

Newsletter sign up Newsletter

Would-be graduates face hard choices in the current economic climate

1. Pro: greater earning potential

2. con: added student debt, 3. pro: greater job choice, 4. con: ‘worthless’ degrees, 5. pro: life experience, 6. con: vocational courses.

Thousands of A-level students have missed out on their first-choice university after this year’s grades reverted to pre-pandemic boundaries, sparking a rush for “clearing” places.

How to prepare for the cost of university Rishi Sunak’s ‘rip-off’ uni crackdown: what makes a degree low value? Is it time to rethink the value of a university degree?

According to Ucas , only 205,000 school leavers made their offers for their first- or second-choice university, “nearly 10,000 fewer than in 2022”, said The Guardian , thanks to a “steep fall” in the number of top A-level grades. Universities UK said only 79% of 18-year-olds were accepted on to their first-choice course.

Nearly 50,000 teenagers were left “scrambling” to find a course after the results were published last week, said The Times , with a record 10,400 gaining places through the Ucas clearing service – up from 6,000 last year.

Subscribe to The Week

Escape your echo chamber. Get the facts behind the news, plus analysis from multiple perspectives.

https://cdn.mos.cms.futurecdn.net/flexiimages/jacafc5zvs1692883516.jpg

Sign up for The Week's Free Newsletters

From our morning news briefing to a weekly Good News Newsletter, get the best of The Week delivered directly to your inbox.

Some universities were “bending over backwards” to admit would-be students, wrote education editor Sian Griffiths, due to their “urgent need” for the students’ tuition fees of £9,250 a year.

With intense competition for places and evermore focus on the cost benefit of going to university, The Week weighs up the pros and cons of getting a degree.

Graduates can reasonably expect to earn more on average than non-graduates over the course of their careers. According to Statista , graduates in England earned an average of £38,500 last year, which is £11,500 higher than non-graduates.

However, this fabled “graduate premium” has fallen over time, according to data from the Higher Education Statistics Agency , thanks partly to more people gaining degrees and demand outstripping supply of places.

“How much graduates earn also depends on the subject studied and university attended,” said BBC News .

On average, women who study creative arts and languages degrees earn about the same in their lifetime as they would have done without a degree, according to research by the Institute for Fiscal Studies think tank. Men who study creative arts on average earn less across their lifetime than those who didn’t attend university.

However, students who chose law, economics or medicine earned significantly more than those without a degree.

While tuition fees vary, cost is a huge factor – especially since they tripled a decade ago. Many will pay £9,250 a year, and take out a student loan to pay for it.

Factor in living costs and the average debt for those who started their course in 2022/23 will be £45,600 by the time they graduate, according to data from the Commons Library .

Although students do not start paying back their loans until their earnings exceed a certain threshold (currently £27,660 a year, according to government data ), they are charged interest on their total loan from the day they take it out.

When repayments begin, they can be substantial (currently 9% of their income above the repayment threshold). It had been the case that the balance will be written off after 30 years, or when you turn 65 (whichever came first).

But a “big change this year”, for students starting their courses on or after 1 August 2023, will now see the balance lasting for 40 years rather than 30, said The Times – “until close to retirement for many” – and a lower salary repayment threshold.

Universities have said that “effectively freezing tuition fees” since 2012 is “threatening to have an impact on the quality” of what they can offer as their income has been reduced dramatically in real terms.

A degree offers greater opportunities and choice in the job market. It will also “improve your chances of securing a job role in specialised fields”, said Career Addict . A degree “is essential for certain skilled roles and careers”.

A university education “allows you to target a broader range of careers than you can through an apprenticeship”, said Prospects , “but both will stand you in good stead when it comes to getting a job”.

According to data published in 2019 by the Office for National Statistics , almost a third of graduates were overqualified for their job.

“Our findings show that people who studied arts, biology and humanities are the most likely to be overeducated,” said Dr Maja Savic, an ONS economist.

Nearly three out of 10 graduates do not progress into highly skilled jobs or further study 15 months after graduating, according to the regulator, the Office for Students (OfS).

Under new government plans , universities could be restricted in recruiting students to courses that “do not have good outcomes”. This includes courses with high drop-out rates, or a low proportion of graduates ending up in professional jobs.

“Of course going to university is about so much more than money,” said The Times. While hard to quantify, many graduates benefit enormously from the university experience, and the life lessons learned.

These include making new friends from different backgrounds, expanding your network of contacts that can help you in later life, broadening your range of interests through extracurricular societies and clubs, studying abroad, learning skills like budgeting – all of which will serve you well after you graduate.

The focus has begun to shift towards vocational courses and on-the-job training, which offers many of the skills needed to succeed in the workplace – without the accompanying student debt. From 2024, candidates will be able to apply to do apprenticeships through Ucas.

A 2021 report by the Chartered Institute of Personnel and Development found that the majority of graduates (52%) would have considered doing an apprenticeship instead of a degree.

By doing an apprenticeship, “you’ll immediately enter the world of work and gain valuable on-the-job experience while earning money as you study”, said Prospects. “You won’t pay tuition fees and you’ll make industry contacts from day one.”

Sign up for Today's Best Articles in your inbox

A free daily email with the biggest news stories of the day – and the best features from TheWeek.com

Harriet Marsden is a writer for The Week, mostly covering UK and global news and politics. Before joining the site, she was a freelance journalist for seven years, specialising in social affairs, gender equality and culture. She worked for The Guardian, The Times and The Independent, and regularly contributed articles to The Sunday Times, The Telegraph, The New Statesman, Tortoise Media and Metro, as well as appearing on BBC Radio London, Times Radio and “Woman’s Hour”. She has a master’s in international journalism from City University, London, and was awarded the "journalist-at-large" fellowship by the Local Trust charity in 2021.

Instant Opinion Opinion, comment and editorials of the day

By Harold Maass, The Week US Published 8 April 24

Speed Read A Brazilian Supreme Court judge has opened an inquiry into Elon Musk and X

By Rafi Schwartz, The Week US Published 8 April 24

Cartoons Monday's cartoons - IRS audits, No Labels, and more

By The Week US Published 8 April 24

Speed Read The junior engineering student reportedly confessed to posting the vile messages to a Greek life online forum

By Peter Weber, The Week US Published 1 November 23

Today's big question UK is losing ground to competitors, with China edging up the rankings

By Felicity Capon Published 2 October 23

An empty exam hall in Wales, November 2022

Pros and Cons IB offers a more holistic education and international outlook but puts specialists looking to study in the UK at a disadvantage

By The Week Staff Published 27 September 23

Talking Point The generation who lost critical months of schooling and weren’t able to sit their GCSEs now approaching a dysfunctional university

By The Week Staff Published 25 August 23

Pros and Cons Do rules around clothing promote discipline and inclusion or are they a pricey constraint on individuality?

By Harriet Marsden Published 1 August 23

A student at her laptop during the pandemic

feature Claimants say they received poor service and felt like ‘lowest form of life in food chain’

By Chas Newkey-Burden Published 28 July 23

Pros and Cons For children and teachers the holidays are a welcome break from school, but for many parents they can prove a headache

By Richard Windsor Published 6 April 23

Students making university choices at Lady Eleanor Holles School

feature Studying in the UK offers proximity to home, while US institutions tend to offer broader curriculum options

By The Week Staff Published 3 March 23

Contact Future's experts
Terms and Conditions
Privacy Policy
Cookie Policy
Advertise With Us

The Week is part of Future plc, an international media group and leading digital publisher. Visit our corporate site . © Future US, Inc. Full 7th Floor, 130 West 42nd Street, New York, NY 10036.

Lowering the cost of public college is essential and reasonable

February 9, 2022 Opinions Editor Opinion , Opinions , Opinions 1

Ethan Kuhstoss, Contributing Writer

That’s the average cost of public university tuition over a four year period. That number doesn’t account for housing, fees, student loan interest, textbooks and the many other expenses associated with attending college. When taking these costs into consideration, a bachelor’s degree can cost more than $400,000.

For the majority of students — primarily low-income students of color — salvaging these costs is simply not feasible, saddling young professionals with overwhelming debt.

To ensure that hard-working students can obtain higher education while affording basic needs, it is imperative to vastly reduce or eliminate the cost of public four-year universities before it is entirely unobtainable for lower-income Americans.

Over 60% of all college graduates receive their diplomas from public institutions according to the Association of Public and Land-Grant Universities. Despite the clear necessity of public colleges, a 2020 study from the College Board found that their exorbitant prices have caused the average graduate to saddle $27,000 in debt .

The National Center for Education Statistics revealed that, when adjusted for inflation, the annual cost to attend a public four-year institution has increased by over 148% since 1970 . However, the average household income has not kept pace; with an increase in income of only 48.6% , families today have a far more difficult time financing their childrens’ education than the previous generation.

Public colleges earn hundreds of millions of dollars every year from tuition and federal subsidies , yet fail to return their services in an affordable manner. In turn, the totality of student debt has passed $1.73 trillion .

As American student loan debt totals surpass Canada’s GDP , the racial wealth gap also continues to widen. In 2020, Black Americans were the group most likely to be paying off student loan debt and to be behind on payments.

65% of Black students are financially independent and have the highest rate of full-time employment compared to other groups of students, according to a 2018 study from the United Negro College Fund. Moreover, this leaves them more vulnerable to the socio-economic effects of COVID-19, as job insecurity can make or break their ability to afford college.

It isn’t as simple as choosing a cheaper school, either. A study from the Institute for Higher Educational Policy revealed that lower-income students can only afford one to five percent of colleges; compounded with the fact that poor families have a shorter travel radius due to a lack of transportation, it’s clear why college is so unobtainable for so many.

With the infeasibility of higher education, it is no surprise that the United States’ college graduation rates are quickly falling behind other developed nations. In a 2012 OECD study , America scored 19th out of 28 countries.

One of the most common concerns about lowering the cost of public universities is that higher education would lose its value. Thus, American students display their willingness to “go the extra mile” by putting their financial security at risk, showing future employers that they are prepared to do whatever it takes to achieve their goals.

This is an inaccurate and biased system, however. Poorer students assume far more risk and stress by enrolling in college, yet the end result appears the same. Can we really call America a meritocracy if disadvantaged populations have to work harder to get to the same position as those born more privileged than them?

Higher education significantly improves personal income , leading to increased revenue for every level of government through taxation. Additional spending money also stimulates more economic activity. Throughout their lifetime, bachelor’s degree holders inject $278,000 more into local economies than those who only graduated high school.

There are a number of avenues the government can pursue to lower the cost of public higher education. In addition to improving economic activity, Sen. Bernie Sanders’, I-V.T., Tax on Wall Street Speculation Act illustrates how we can raise $2.4 trillion for educational funding in the next decade.

The act gains funding through the implementation of taxes under 1% on the trade of stocks, bonds and derivatives. Considering the price tag of public universities is $79 billion annually, Sanders’ plan would solely fund the price of tuition. This legislation is not unprecedented, either; financial transaction taxes (FTT) were imposed in America from 1914 to 1965 , demonstrating that such a plan is feasible.

The ethical, rational and feasible decision to lower the price of public universities has been delayed for far too long. The American government has a moral obligation to ensure equality for academic opportunities to disadvantaged populations.

Online vs in-person learning in higher education: effects on student achievement and recommendations for leadership

Bandar N. Alarifi 1 &
Steve Song 2

Humanities and Social Sciences Communications volume 11 , Article number: 86 ( 2024 ) Cite this article

3859 Accesses

2 Altmetric

Metrics details

Science, technology and society

This study is a comparative analysis of online distance learning and traditional in-person education at King Saud University in Saudi Arabia, with a focus on understanding how different educational modalities affect student achievement. The justification for this study lies in the rapid shift towards online learning, especially highlighted by the educational changes during the COVID-19 pandemic. By analyzing the final test scores of freshman students in five core courses over the 2020 (in-person) and 2021 (online) academic years, the research provides empirical insights into the efficacy of online versus traditional education. Initial observations suggested that students in online settings scored lower in most courses. However, after adjusting for variables like gender, class size, and admission scores using multiple linear regression, a more nuanced picture emerged. Three courses showed better performance in the 2021 online cohort, one favored the 2020 in-person group, and one was unaffected by the teaching format. The study emphasizes the crucial need for a nuanced, data-driven strategy in integrating online learning within higher education systems. It brings to light the fact that the success of educational methodologies is highly contingent on specific contextual factors. This finding advocates for educational administrators and policymakers to exercise careful and informed judgment when adopting online learning modalities. It encourages them to thoroughly evaluate how different subjects and instructional approaches might interact with online formats, considering the variable effects these might have on learning outcomes. This approach ensures that decisions about implementing online education are made with a comprehensive understanding of its diverse and context-specific impacts, aiming to optimize educational effectiveness and student success.

Impact of artificial intelligence on human loss in decision making, laziness and safety in education

Sayed Fayaz Ahmad, Heesup Han, … Antonio Ariza-Montes

Sleep quality, duration, and consistency are associated with better academic performance in college students

Kana Okano, Jakub R. Kaczmarzyk, … Jeffrey C. Grossman

Interviews in the social sciences

Eleanor Knott, Aliya Hamid Rao, … Chana Teeger

Introduction

The year 2020 marked an extraordinary period, characterized by the global disruption caused by the COVID-19 pandemic. Governments and institutions worldwide had to adapt to unforeseen challenges across various domains, including health, economy, and education. In response, many educational institutions quickly transitioned to distance teaching (also known as e-learning, online learning, or virtual classrooms) to ensure continued access to education for their students. However, despite this rapid and widespread shift to online learning, a comprehensive examination of its effects on student achievement in comparison to traditional in-person instruction remains largely unexplored.

In research examining student outcomes in the context of online learning, the prevailing trend is the consistent observation that online learners often achieve less favorable results when compared to their peers in traditional classroom settings (e.g., Fischer et al., 2020 ; Bettinger et al., 2017 ; Edvardsson and Oskarsson, 2008 ). However, it is important to note that a significant portion of research on online learning has primarily focused on its potential impact (Kuhfeld et al., 2020 ; Azevedo et al., 2020 ; Di Pietro et al., 2020 ) or explored various perspectives (Aucejo et al., 2020 ; Radha et al., 2020 ) concerning distance education. These studies have often omitted a comprehensive and nuanced examination of its concrete academic consequences, particularly in terms of test scores and grades.

Given the dearth of research on the academic impact of online learning, especially in light of Covid-19 in the educational arena, the present study aims to address that gap by assessing the effectiveness of distance learning compared to in-person teaching in five required freshmen-level courses at King Saud University, Saudi Arabia. To accomplish this objective, the current study compared the final exam results of 8297 freshman students who were enrolled in the five courses in person in 2020 to their 8425 first-year counterparts who has taken the same courses at the same institution in 2021 but in an online format.

The final test results of the five courses (i.e., University Skills 101, Entrepreneurship 101, Computer Skills 101, Computer Skills 101, and Fitness and Health Culture 101) were examined, accounting for potential confounding factors such as gender, class size and admission scores, which have been cited in past research to be correlated with student achievement (e.g., Meinck and Brese, 2019 ; Jepsen, 2015 ) Additionally, as the preparatory year at King Saud University is divided into five tracks—health, nursing, science, business, and humanity, the study classified students based on their respective disciplines.

Motivation for the study

The rapid expansion of distance learning in higher education, particularly highlighted during the recent COVID-19 pandemic (Volk et al., 2020 ; Bettinger et al., 2017 ), underscores the need for alternative educational approaches during crises. Such disruptions can catalyze innovation and the adoption of distance learning as a contingency plan (Christensen et al., 2015 ). King Saud University, like many institutions worldwide, faced the challenge of transitioning abruptly to online learning in response to the pandemic.

E-learning has gained prominence in higher education due to technological advancements, offering institutions a competitive edge (Valverde-Berrocoso et al., 2020 ). Especially during conditions like the COVID-19 pandemic, electronic communication was utilized across the globe as a feasible means to overcome barriers and enhance interactions (Bozkurt, 2019 ).

Distance learning, characterized by flexibility, became crucial when traditional in-person classes are hindered by unforeseen circumstance such as the ones posed by COVID-19 (Arkorful and Abaidoo, 2015 ). Scholars argue that it allows students to learn at their own pace, often referred to as self-directed learning (Hiemstra, 1994 ) or self-education (Gadamer, 2001 ). Additional advantages include accessibility, cost-effectiveness, and flexibility (Sadeghi, 2019 ).

However, distance learning is not immune to its own set of challenges. Technical impediments, encompassing network issues, device limitations, and communication hiccups, represent formidable hurdles (Sadeghi, 2019 ). Furthermore, concerns about potential distractions in the online learning environment, fueled by the ubiquity of the internet and social media, have surfaced (Hall et al., 2020 ; Ravizza et al., 2017 ). The absence of traditional face-to-face interactions among students and between students and instructors is also viewed as a potential drawback (Sadeghi, 2019 ).

Given the evolving understanding of the pros and cons of distance learning, this study aims to contribute to the existing literature by assessing the effectiveness of distance learning, specifically in terms of student achievement, as compared to in-person classroom learning at King Saud University, one of Saudi Arabia’s largest higher education institutions.

Academic achievement: in-person vs online learning

The primary driving force behind the rapid integration of technology in education has been its emphasis on student performance (Lai and Bower, 2019 ). Over the past decade, numerous studies have undertaken comparisons of student academic achievement in online and in-person settings (e.g., Bettinger et al., 2017 ; Fischer et al., 2020 ; Iglesias-Pradas et al., 2021 ). This section offers a concise review of the disparities in academic achievement between college students engaged in in-person and online learning, as identified in existing research.

A number of studies point to the superiority of traditional in-person education over online learning in terms of academic outcomes. For example, Fischer et al. ( 2020 ) conducted a comprehensive study involving 72,000 university students across 433 subjects, revealing that online students tend to achieve slightly lower academic results than their in-class counterparts. Similarly, Bettinger et al. ( 2017 ) found that students at for-profit online universities generally underperformed when compared to their in-person peers. Supporting this trend, Figlio et al. ( 2013 ) indicated that in-person instruction consistently produced better results, particularly among specific subgroups like males, lower-performing students, and Hispanic learners. Additionally, Kaupp’s ( 2012 ) research in California community colleges demonstrated that online students faced lower completion and success rates compared to their traditional in-person counterparts (Fig. 1 ).

The figure compared student achievement in the final tests in the five courses by year, using independent-samples t-tests; the results show a statistically-significant drop in test scores from 2020 (in person) to 2021 (online) for all courses except CT_101.

In contrast, other studies present evidence of online students outperforming their in-person peers. For example, Iglesias-Pradas et al. ( 2021 ) conducted a comparative analysis of 43 bachelor courses at Telecommunication Engineering College in Malaysia, revealing that online students achieved higher academic outcomes than their in-person counterparts. Similarly, during the COVID-19 pandemic, Gonzalez et al. ( 2020 ) found that students engaged in online learning performed better than those who had previously taken the same subjects in traditional in-class settings.

Expanding on this topic, several studies have reported mixed results when comparing the academic performance of online and in-person students, with various student and instructor factors emerging as influential variables. Chesser et al. ( 2020 ) noted that student traits such as conscientiousness, agreeableness, and extraversion play a substantial role in academic achievement, regardless of the learning environment—be it traditional in-person classrooms or online settings. Furthermore, Cacault et al. ( 2021 ) discovered that online students with higher academic proficiency tend to outperform those with lower academic capabilities, suggesting that differences in students’ academic abilities may impact their performance. In contrast, Bergstrand and Savage ( 2013 ) found that online classes received lower overall ratings and exhibited a less respectful learning environment when compared to in-person instruction. Nevertheless, they also observed that the teaching efficiency of both in-class and online courses varied significantly depending on the instructors’ backgrounds and approaches. These findings underscore the multifaceted nature of the online vs. in-person learning debate, highlighting the need for a nuanced understanding of the factors at play.

Theoretical framework

Constructivism is a well-established learning theory that places learners at the forefront of their educational experience, emphasizing their active role in constructing knowledge through interactions with their environment (Duffy and Jonassen, 2009 ). According to constructivist principles, learners build their understanding by assimilating new information into their existing cognitive frameworks (Vygotsky, 1978 ). This theory highlights the importance of context, active engagement, and the social nature of learning (Dewey, 1938 ). Constructivist approaches often involve hands-on activities, problem-solving tasks, and opportunities for collaborative exploration (Brooks and Brooks, 1999 ).

In the realm of education, subject-specific pedagogy emerges as a vital perspective that acknowledges the distinctive nature of different academic disciplines (Shulman, 1986 ). It suggests that teaching methods should be tailored to the specific characteristics of each subject, recognizing that subjects like mathematics, literature, or science require different approaches to facilitate effective learning (Shulman, 1987 ). Subject-specific pedagogy emphasizes that the methods of instruction should mirror the ways experts in a particular field think, reason, and engage with their subject matter (Cochran-Smith and Zeichner, 2005 ).

When applying these principles to the design of instruction for online and in-person learning environments, the significance of adapting methods becomes even more pronounced. Online learning often requires unique approaches due to its reliance on technology, asynchronous interactions, and potential for reduced social presence (Anderson, 2003 ). In-person learning, on the other hand, benefits from face-to-face interactions and immediate feedback (Allen and Seaman, 2016 ). Here, the interplay of constructivism and subject-specific pedagogy becomes evident.

Online learning. In an online environment, constructivist principles can be upheld by creating interactive online activities that promote exploration, reflection, and collaborative learning (Salmon, 2000 ). Discussion forums, virtual labs, and multimedia presentations can provide opportunities for students to actively engage with the subject matter (Harasim, 2017 ). By integrating subject-specific pedagogy, educators can design online content that mirrors the discipline’s methodologies while leveraging technology for authentic experiences (Koehler and Mishra, 2009 ). For instance, an online history course might incorporate virtual museum tours, primary source analysis, and collaborative timeline projects.

In-person learning. In a traditional brick-and-mortar classroom setting, constructivist methods can be implemented through group activities, problem-solving tasks, and in-depth discussions that encourage active participation (Jonassen et al., 2003 ). Subject-specific pedagogy complements this by shaping instructional methods to align with the inherent characteristics of the subject (Hattie, 2009). For instance, in a physics class, hands-on experiments and real-world applications can bring theoretical concepts to life (Hake, 1998 ).

In sum, the fusion of constructivism and subject-specific pedagogy offers a versatile approach to instructional design that adapts to different learning environments (Garrison, 2011 ). By incorporating the principles of both theories, educators can tailor their methods to suit the unique demands of online and in-person learning, ultimately providing students with engaging and effective learning experiences that align with the nature of the subject matter and the mode of instruction.

Course description

The Self-Development Skills Department at King Saud University (KSU) offers five mandatory freshman-level courses. These courses aim to foster advanced thinking skills and cultivate scientific research abilities in students. They do so by imparting essential skills, identifying higher-level thinking patterns, and facilitating hands-on experience in scientific research. The design of these classes is centered around aiding students’ smooth transition into university life. Brief descriptions of these courses are as follows:

University Skills 101 (CI 101) is a three-hour credit course designed to nurture essential academic, communication, and personal skills among all preparatory year students at King Saud University. The primary goal of this course is to equip students with the practical abilities they need to excel in their academic pursuits and navigate their university lives effectively. CI 101 comprises 12 sessions and is an integral part of the curriculum for all incoming freshmen, ensuring a standardized foundation for skill development.

Fitness and Health 101 (FAJB 101) is a one-hour credit course. FAJB 101 focuses on the aspects of self-development skills in terms of health and physical, and the skills related to personal health, nutrition, sports, preventive, psychological, reproductive, and first aid. This course aims to motivate students’ learning process through entertainment, sports activities, and physical exercises to maintain their health. This course is required for all incoming freshmen students at King Saud University.

Entrepreneurship 101 (ENT 101) is a one-hour- credit course. ENT 101 aims to develop students’ skills related to entrepreneurship. The course provides students with knowledge and skills to generate and transform ideas and innovations into practical commercial projects in business settings. The entrepreneurship course consists of 14 sessions and is taught only to students in the business track.

Computer Skills 101 (CT 101) is a three-hour credit course. This provides students with the basic computer skills, e.g., components, operating systems, applications, and communication backup. The course explores data visualization, introductory level of modern programming with algorithms and information security. CT 101 course is taught for all tracks except those in the human track.

Computer Skills 102 (CT 102) is a three-hour credit course. It provides IT skills to the students to utilize computers with high efficiency, develop students’ research and scientific skills, and increase capability to design basic educational software. CT 102 course focuses on operating systems such as Microsoft Office. This course is only taught for students in the human track.

Structure and activities

These courses ranged from one to three hours. A one-hour credit means that students must take an hour of the class each week during the academic semester. The same arrangement would apply to two and three credit-hour courses. The types of activities in each course are shown in Table 1 .

At King Saud University, each semester spans 15 weeks in duration. The total number of semester hours allocated to each course serves as an indicator of its significance within the broader context of the academic program, including the diverse tracks available to students. Throughout the two years under study (i.e., 2020 and 2021), course placements (fall or spring), course content, and the organizational structure remained consistent and uniform.

Participants

The study’s data comes from test scores of a cohort of 16,722 first-year college students enrolled at King Saud University in Saudi Arabia over the span of two academic years: 2020 and 2021. Among these students, 8297 were engaged in traditional, in-person learning in 2020, while 8425 had transitioned to online instruction for the same courses in 2021 due to the Covid-19 pandemic. In 2020, the student population consisted of 51.5% females and 48.5% males. However, in 2021, there was a reversal in these proportions, with female students accounting for 48.5% and male students comprising 51.5% of the total participants.

Regarding student enrollment in the five courses, Table 2 provides a detailed breakdown by average class size, admission scores, and the number of students enrolled in the courses during the two years covered by this study. While the total number of students in each course remained relatively consistent across the two years, there were noticeable fluctuations in average class sizes. Specifically, four out of the five courses experienced substantial increases in class size, with some nearly doubling in size (e.g., ENT_101 and CT_102), while one course (CT_101) showed a reduction in its average class size.

In this study, it must be noted that while some students enrolled in up to three different courses within the same academic year, none repeated the same exam in both years. Specifically, students who failed to pass their courses in 2020 were required to complete them in summer sessions and were consequently not included in this study’s dataset. To ensure clarity and precision in our analysis, the research focused exclusively on student test scores to evaluate and compare the academic effectiveness of online and traditional in-person learning methods. This approach was chosen to provide a clear, direct comparison of the educational impacts associated with each teaching format.

Descriptive analysis of the final exam scores for the two years (2020 and 2021) were conducted. Additionally, comparison of student outcomes in in-person classes in 2020 to their online platform peers in 2021 were conducted using an independent-samples t -test. Subsequently, in order to address potential disparities between the two groups arising from variables such as gender, class size, and admission scores (which serve as an indicator of students’ academic aptitude and pre-enrollment knowledge), multiple regression analyses were conducted. In these multivariate analyses, outcomes of both in-person and online cohorts were assessed within their respective tracks. By carefully considering essential aforementioned variables linked to student performance, the study aimed to ensure a comprehensive and equitable evaluation.

Study instrument

The study obtained students’ final exam scores for the years 2020 (in-person) and 2021 (online) from the school’s records office through their examination management system. In the preparatory year at King Saud University, final exams for all courses are developed by committees composed of faculty members from each department. To ensure valid comparisons, the final exam questions, crafted by departmental committees of professors, remained consistent and uniform for the two years under examination.

Table 3 provides a comprehensive assessment of the reliability of all five tests included in our analysis. These tests exhibit a strong degree of internal consistency, with Cronbach’s alpha coefficients spanning a range from 0.77 to 0.86. This robust and consistent internal consistency measurement underscores the dependable nature of these tests, affirming their reliability and suitability for the study’s objectives.

In terms of assessing test validity, content validity was ensured through a thorough review by university subject matter experts, resulting in test items that align well with the content domain and learning objectives. Additionally, criterion-related validity was established by correlating students’ admissions test scores with their final required freshman test scores in the five subject areas, showing a moderate and acceptable relationship (0.37 to 0.56) between the test scores and the external admissions test. Finally, construct validity was confirmed through reviews by experienced subject instructors, leading to improvements in test content. With guidance from university subject experts, construct validity was established, affirming the effectiveness of the final tests in assessing students’ subject knowledge at the end of their coursework.

Collectively, these validity and reliability measures affirm the soundness and integrity of the final subject tests, establishing their suitability as effective assessment tools for evaluating students’ knowledge in their five mandatory freshman courses at King Saud University.

After obtaining research approval from the Research Committee at King Saud University, the coordinators of the five courses (CI_101, ENT_101, CT_101, CT_102, and FAJB_101) supplied the researchers with the final exam scores of all first-year preparatory year students at King Saud University for the initial semester of the academic years 2020 and 2021. The sample encompassed all students who had completed these five courses during both years, resulting in a total of 16,722 students forming the final group of participants.

Limitations

Several limitations warrant acknowledgment in this study. First, the research was conducted within a well-resourced major public university. As such, the experiences with online classes at other types of institutions (e.g., community colleges, private institutions) may vary significantly. Additionally, the limited data pertaining to in-class teaching practices and the diversity of learning activities across different courses represents a gap that could have provided valuable insights for a more thorough interpretation and explanation of the study’s findings.

To compare student achievement in the final tests in the five courses by year, independent-samples t -tests were conducted. Table 4 shows a statistically-significant drop in test scores from 2020 (in person) to 2021 (online) for all courses except CT_101. The biggest decline was with CT_102 with 3.58 points, and the smallest decline was with CI_101 with 0.18 points.

However, such simple comparison of means between the two years (via t -tests) by subjects does not account for the differences in gender composition, class size, and admission scores between the two academic years, all of which have been associated with student outcomes (e.g., Ho and Kelman, 2014 ; De Paola et al., 2013 ). To account for such potential confounding variables, multiple regressions were conducted to compare the 2 years’ results while controlling for these three factors associated with student achievement.

Table 5 presents the regression results, illustrating the variation in final exam scores between 2020 and 2021, while controlling for gender, class size, and admission scores. Importantly, these results diverge significantly from the outcomes obtained through independent-sample t -test analyses.

Taking into consideration the variables mentioned earlier, students in the 2021 online cohort demonstrated superior performance compared to their 2020 in-person counterparts in CI_101, FAJB_101, and CT_101, with score advantages of 0.89, 0.56, and 5.28 points, respectively. Conversely, in the case of ENT_101, online students in 2021 scored 0.69 points lower than their 2020 in-person counterparts. With CT_102, there were no statistically significant differences in final exam scores between the two cohorts of students.

The study sought to assess the effectiveness of distance learning compared to in-person learning in the higher education setting in Saudi Arabia. We analyzed the final exam scores of 16,722 first-year college students in King Saud University in five required subjects (i.e., CI_101, ENT_101, CT_101, CT_102, and FAJB_101). The study initially performed a simple comparison of mean scores by tracks by year (via t -tests) and then a number of multiple regression analyses which controlled for class size, gender composition, and admission scores.

Overall, the study’s more in-depth findings using multiple regression painted a wholly different picture than the results obtained using t -tests. After controlling for class size, gender composition, and admissions scores, online students in 2021 performed better than their in-person instruction peers in 2020 in University Skills (CI_101), Fitness and Health (FAJB_101), and Computer Skills (CT_101), whereas in-person students outperformed their online peers in Entrepreneurship (ENT_101). There was no meaningful difference in outcomes for students in the Computer Skills (CT_102) course for the two years.

In light of these findings, it raises the question: why do we observe minimal differences (less than a one-point gain or loss) in student outcomes in courses like University Skills, Fitness and Health, Entrepreneurship, and Advanced Computer Skills based on the mode of instruction? Is it possible that when subjects are primarily at a basic or introductory level, as is the case with these courses, the mode of instruction may have a limited impact as long as the concepts are effectively communicated in a manner familiar and accessible to students?

In today’s digital age, one could argue that students in more developed countries, such as Saudi Arabia, generally possess the skills and capabilities to effectively engage with materials presented in both in-person and online formats. However, there is a notable exception in the Basic Computer Skills course, where the online cohort outperformed their in-person counterparts by more than 5 points. Insights from interviews with the instructors of this course suggest that this result may be attributed to the course’s basic and conceptual nature, coupled with the availability of instructional videos that students could revisit at their own pace.

Given that students enter this course with varying levels of computer skills, self-paced learning may have allowed them to cover course materials at their preferred speed, concentrating on less familiar topics while swiftly progressing through concepts they already understood. The advantages of such self-paced learning have been documented by scholars like Tullis and Benjamin ( 2011 ), who found that self-paced learners often outperform those who spend the same amount of time studying identical materials. This approach allows learners to allocate their time more effectively according to their individual learning pace, providing greater ownership and control over their learning experience. As such, in courses like introductory computer skills, it can be argued that becoming familiar with fundamental and conceptual topics may not require extensive in-class collaboration. Instead, it may be more about exposure to and digestion of materials in a format and at a pace tailored to students with diverse backgrounds, knowledge levels, and skill sets.

Further investigation is needed to more fully understand why some classes benefitted from online instruction while others did not, and vice versa. Perhaps, it could be posited that some content areas are more conducive to in-person (or online) format while others are not. Or it could be that the different results of the two modes of learning were driven by students of varying academic abilities and engagement, with low-achieving students being more vulnerable to the limitations of online learning (e.g., Kofoed et al., 2021 ). Whatever the reasons, the results of the current study can be enlightened by a more in-depth analysis of the various factors associated with such different forms of learning. Moreover, although not clear cut, what the current study does provide is additional evidence against any dire consequences to student learning (at least in the higher ed setting) as a result of sudden increase in online learning with possible benefits of its wider use being showcased.

Based on the findings of this study, we recommend that educational leaders adopt a measured approach to online learning—a stance that neither fully embraces nor outright denounces it. The impact on students’ experiences and engagement appears to vary depending on the subjects and methods of instruction, sometimes hindering, other times promoting effective learning, while some classes remain relatively unaffected.

Rather than taking a one-size-fits-all approach, educational leaders should be open to exploring the nuances behind these outcomes. This involves examining why certain courses thrived with online delivery, while others either experienced a decline in student achievement or remained largely unaffected. By exploring these differentiated outcomes associated with diverse instructional formats, leaders in higher education institutions and beyond can make informed decisions about resource allocation. For instance, resources could be channeled towards in-person learning for courses that benefit from it, while simultaneously expanding online access for courses that have demonstrated improved outcomes through its virtual format. This strategic approach not only optimizes resource allocation but could also open up additional revenue streams for the institution.

Considering the enduring presence of online learning, both before the pandemic and its accelerated adoption due to Covid-19, there is an increasing need for institutions of learning and scholars in higher education, as well as other fields, to prioritize the study of its effects and optimal utilization. This study, which compares student outcomes between two cohorts exposed to in-person and online instruction (before and during Covid-19) at the largest university in Saudi Arabia, represents a meaningful step in this direction.

Data availability

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

Allen IE, Seaman J (2016) Online report card: Tracking online education in the United States . Babson Survey Group

Anderson T (2003) Getting the mix right again: an updated and theoretical rationale for interaction. Int Rev Res Open Distrib Learn , 4 (2). https://doi.org/10.19173/irrodl.v4i2.149

Arkorful V, Abaidoo N (2015) The role of e-learning, advantages and disadvantages of its adoption in higher education. Int J Instruct Technol Distance Learn 12(1):29–42

Google Scholar

Aucejo EM, French J, Araya MP, Zafar B (2020) The impact of COVID-19 on student experiences and expectations: Evidence from a survey. Journal of Public Economics 191:104271. https://doi.org/10.1016/j.jpubeco.2020.104271

Article PubMed PubMed Central Google Scholar

Azevedo JP, Hasan A, Goldemberg D, Iqbal SA, and Geven K (2020) Simulating the potential impacts of COVID-19 school closures on schooling and learning outcomes: a set of global estimates. World Bank Policy Research Working Paper

Bergstrand K, Savage SV (2013) The chalkboard versus the avatar: Comparing the effectiveness of online and in-class courses. Teach Sociol 41(3):294–306. https://doi.org/10.1177/0092055X13479949

Article Google Scholar

Bettinger EP, Fox L, Loeb S, Taylor ES (2017) Virtual classrooms: How online college courses affect student success. Am Econ Rev 107(9):2855–2875. https://doi.org/10.1257/aer.20151193

Bozkurt A (2019) From distance education to open and distance learning: a holistic evaluation of history, definitions, and theories. Handbook of research on learning in the age of transhumanism , 252–273. https://doi.org/10.4018/978-1-5225-8431-5.ch016

Brooks JG, Brooks MG (1999) In search of understanding: the case for constructivist classrooms . Association for Supervision and Curriculum Development

Cacault MP, Hildebrand C, Laurent-Lucchetti J, Pellizzari M (2021) Distance learning in higher education: evidence from a randomized experiment. J Eur Econ Assoc 19(4):2322–2372. https://doi.org/10.1093/jeea/jvaa060

Chesser S, Murrah W, Forbes SA (2020) Impact of personality on choice of instructional delivery and students’ performance. Am Distance Educ 34(3):211–223. https://doi.org/10.1080/08923647.2019.1705116

Christensen CM, Raynor M, McDonald R (2015) What is disruptive innovation? Harv Bus Rev 93(12):44–53

Cochran-Smith M, Zeichner KM (2005) Studying teacher education: the report of the AERA panel on research and teacher education. Choice Rev Online 43 (4). https://doi.org/10.5860/choice.43-2338

De Paola M, Ponzo M, Scoppa V (2013) Class size effects on student achievement: heterogeneity across abilities and fields. Educ Econ 21(2):135–153. https://doi.org/10.1080/09645292.2010.511811

Dewey, J (1938) Experience and education . Simon & Schuster

Di Pietro G, Biagi F, Costa P, Karpinski Z, Mazza J (2020) The likely impact of COVID-19 on education: reflections based on the existing literature and recent international datasets. Publications Office of the European Union, Luxembourg

Duffy TM, Jonassen DH (2009) Constructivism and the technology of instruction: a conversation . Routledge, Taylor & Francis Group

Edvardsson IR, Oskarsson GK (2008) Distance education and academic achievement in business administration: the case of the University of Akureyri. Int Rev Res Open Distrib Learn, 9 (3). https://doi.org/10.19173/irrodl.v9i3.542

Figlio D, Rush M, Yin L (2013) Is it live or is it internet? Experimental estimates of the effects of online instruction on student learning. J Labor Econ 31(4):763–784. https://doi.org/10.3386/w16089

Fischer C, Xu D, Rodriguez F, Denaro K, Warschauer M (2020) Effects of course modality in summer session: enrollment patterns and student performance in face-to-face and online classes. Internet Higher Educ 45:100710. https://doi.org/10.1016/j.iheduc.2019.100710

Gadamer HG (2001) Education is self‐education. J Philos Educ 35(4):529–538

Garrison DR (2011) E-learning in the 21st century: a framework for research and practice . Routledge. https://doi.org/10.4324/9780203838761

Gonzalez T, de la Rubia MA, Hincz KP, Comas-Lopez M, Subirats L, Fort S, & Sacha GM (2020) Influence of COVID-19 confinement on students’ performance in higher education. PLOS One 15 (10). https://doi.org/10.1371/journal.pone.0239490

Hake RR (1998) Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses. Am J Phys 66(1):64–74. https://doi.org/10.1119/1.18809

Article ADS Google Scholar

Hall ACG, Lineweaver TT, Hogan EE, O’Brien SW (2020) On or off task: the negative influence of laptops on neighboring students’ learning depends on how they are used. Comput Educ 153:1–8. https://doi.org/10.1016/j.compedu.2020.103901

Harasim L (2017) Learning theory and online technologies. Routledge. https://doi.org/10.4324/9780203846933

Hiemstra R (1994) Self-directed learning. In WJ Rothwell & KJ Sensenig (Eds), The sourcebook for self-directed learning (pp 9–20). HRD Press

Ho DE, Kelman MG (2014) Does class size affect the gender gap? A natural experiment in law. J Legal Stud 43(2):291–321

Iglesias-Pradas S, Hernández-García Á, Chaparro-Peláez J, Prieto JL (2021) Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: a case study. Comput Hum Behav 119:106713. https://doi.org/10.1016/j.chb.2021.106713

Jepsen C (2015) Class size: does it matter for student achievement? IZA World of Labor . https://doi.org/10.15185/izawol.190

Jonassen DH, Howland J, Moore J, & Marra RM (2003) Learning to solve problems with technology: a constructivist perspective (2nd ed). Columbus: Prentice Hall

Kaupp R (2012) Online penalty: the impact of online instruction on the Latino-White achievement gap. J Appli Res Community Coll 19(2):3–11. https://doi.org/10.46569/10211.3/99362

Koehler MJ, Mishra P (2009) What is technological pedagogical content knowledge? Contemp Issues Technol Teacher Educ 9(1):60–70

Kofoed M, Gebhart L, Gilmore D, & Moschitto R (2021) Zooming to class?: Experimental evidence on college students’ online learning during COVID-19. SSRN Electron J. https://doi.org/10.2139/ssrn.3846700

Kuhfeld M, Soland J, Tarasawa B, Johnson A, Ruzek E, Liu J (2020) Projecting the potential impact of COVID-19 school closures on academic achievement. Educ Res 49(8):549–565. https://doi.org/10.3102/0013189x20965918

Lai JW, Bower M (2019) How is the use of technology in education evaluated? A systematic review. Comput Educ 133:27–42

Meinck S, Brese F (2019) Trends in gender gaps: using 20 years of evidence from TIMSS. Large-Scale Assess Educ 7 (1). https://doi.org/10.1186/s40536-019-0076-3

Radha R, Mahalakshmi K, Kumar VS, Saravanakumar AR (2020) E-Learning during lockdown of COVID-19 pandemic: a global perspective. Int J Control Autom 13(4):1088–1099

Ravizza SM, Uitvlugt MG, Fenn KM (2017) Logged in and zoned out: How laptop Internet use relates to classroom learning. Psychol Sci 28(2):171–180. https://doi.org/10.1177/095679761667731

Article PubMed Google Scholar

Sadeghi M (2019) A shift from classroom to distance learning: advantages and limitations. Int J Res Engl Educ 4(1):80–88

Salmon G (2000) E-moderating: the key to teaching and learning online . Routledge. https://doi.org/10.4324/9780203816684

Shulman LS (1986) Those who understand: knowledge growth in teaching. Edu Res 15(2):4–14

Shulman LS (1987) Knowledge and teaching: foundations of the new reform. Harv Educ Rev 57(1):1–22

Tullis JG, Benjamin AS (2011) On the effectiveness of self-paced learning. J Mem Lang 64(2):109–118. https://doi.org/10.1016/j.jml.2010.11.002

Valverde-Berrocoso J, Garrido-Arroyo MDC, Burgos-Videla C, Morales-Cevallos MB (2020) Trends in educational research about e-learning: a systematic literature review (2009–2018). Sustainability 12(12):5153

Volk F, Floyd CG, Shaler L, Ferguson L, Gavulic AM (2020) Active duty military learners and distance education: factors of persistence and attrition. Am J Distance Educ 34(3):1–15. https://doi.org/10.1080/08923647.2019.1708842

Vygotsky LS (1978) Mind in society: the development of higher psychological processes. Harvard University Press

Download references

Author information

Authors and affiliations.

Department of Sports and Recreation Management, King Saud University, Riyadh, Saudi Arabia

Bandar N. Alarifi

Division of Research and Doctoral Studies, Concordia University Chicago, 7400 Augusta Street, River Forest, IL, 60305, USA

You can also search for this author in PubMed Google Scholar

Contributions

Dr. Bandar Alarifi collected and organized data for the five courses and wrote the manuscript. Dr. Steve Song analyzed and interpreted the data regarding student achievement and revised the manuscript. These authors jointly supervised this work and approved the final manuscript.

Corresponding author

Correspondence to Bandar N. Alarifi .

Ethics declarations

Competing interests.

The author declares no competing interests.

Ethical approval

This study was approved by the Research Ethics Committee at King Saud University on 25 March 2021 (No. 4/4/255639). This research does not involve the collection or analysis of data that could be used to identify participants (including email addresses or other contact details). All information is anonymized and the submission does not include images that may identify the person. The procedures used in this study adhere to the tenets of the Declaration of Helsinki.

Informed consent

This article does not contain any studies with human participants performed by any of the authors.

Additional information

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

Supplementary information

Rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Cite this article.

Alarifi, B.N., Song, S. Online vs in-person learning in higher education: effects on student achievement and recommendations for leadership. Humanit Soc Sci Commun 11 , 86 (2024). https://doi.org/10.1057/s41599-023-02590-1

Download citation

Received : 07 June 2023

Accepted : 21 December 2023

Published : 09 January 2024

DOI : https://doi.org/10.1057/s41599-023-02590-1

Share this article

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

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

Provided by the Springer Nature SharedIt content-sharing initiative

Quick links

Explore articles by subject
Guide to authors
Editorial policies

Vocational vs. Higher Education: Which One Should You Go For?

Picture this: you stand at the crossroads of your educational journey, armed with ambitions and dreams, ready to take the next step towards your future that’s filled with possibilities. But there’s a dilemma on your mind: should you go for the tried-and-tested path of higher education, or set foot into the world of vocational training?

In this guide, we’ll take a deep look at each option and explore their pros and cons so you can make an informed decision that better aligns with your goals and aspirations.

What is Higher Education?

Higher education refers to the level of education that follows the completion of secondary education, usually provided by universities, colleges, and other academic institutions. This type of education typically leads to the awarding of a bachelor's degree, master’s degree, or doctoral degree, depending on the field of study and duration.

Higher education is characterised by its emphasis on academic and theoretical knowledge. Within this realm, you're encouraged to explore ideas, theories, and concepts in-depth. This educational setting fosters critical thinking, research skills, and academic integrity.

In addition to this, higher education provides access to a wide range of academic disciplines, ranging from mathematics to philosophy, biology to literature, and countless others. Here, you can pursue degrees like Bachelor of Science, Bachelor of Arts, and more, which allow you to immerse yourself in your chosen area of interest.

What are the Pros and Cons of Higher Education?

Broader academic knowledge: Higher education opens the door to a more comprehensive understanding of the world. It allows you to delve deep into academic and theoretical knowledge across a wide array of subjects, thus fostering a well-rounded education.

Opportunities for innovation and research: Within higher education, you have the chance to engage in research and innovation. The intellectual environment encourages critical thinking and exploration, paving the way for new discoveries and advancements in various fields.

Potential for higher earnings: Higher education graduates can earn more over their lifetime compared to those without degrees. This can be a significant advantage in terms of financial stability and career opportunities.

Longer study duration: Bachelor’s programs typically take three to four years, while master’s programs require an additional one to two years. This can delay your entry into the workforce.

Potentially higher costs: Pursuing higher education can come with a substantial financial burden , as tuition fees, textbooks, and living expenses can accumulate, which can result in student loans or debt. While there are scholarships and financial aid available, the cost can still be a significant drawback.

Less immediate job readiness: Because higher education focuses on academic and theoretical knowledge, this might not align with the immediate needs of the job market. Graduates may require additional training or experience to become job-ready, leading to a longer transition from education to employment.

What is Vocational Education?

Also known as technical education, vocational education is a more practical and hands-on learning approach. It focuses on skill development and practical application and aims to prepare students for immediate entry into the workforce, giving them the necessary tools to perform specific job functions efficiently. These programs are often tailored to meet the demands of industries that require skilled workers, such as healthcare, automotive repair, construction, culinary arts, and information technology.

Vocational education can be obtained through community colleges, trade schools, and specialised training centres (like Lumify Learn ). Instead of earning traditional degrees, individuals typically receive certifications, diplomas, or licenses upon completion of vocational programs.

What are the Pros and Cons of Vocational Education?

Shorter duration: Vocational programs are normally shorter in duration compared to traditional higher education ( Some of Lumify Learn’s courses can in fact be completed in just a couple of months ). This allows you to enter the workforce more quickly.

Job readiness: Vocational educational programs are designed to make you job-ready. They provide the skills and knowledge that employers look for, thus increasing your chances of securing employment shortly after completing your program.

Cost-effective: This type of education is more affordable than pursuing a college degree. This can lead to lower educational expenses and potentially less student debt.

Limited academic exposure: Vocational education focuses primarily on practical skills, which means you may have less exposure to academic subjects.

Limited career advancement: While vocational education can lead to immediate employment, some professions may have limited opportunities for career advancement without further education or training.

Specialised focus: Vocational education is highly specialised, and changing careers or industries may require additional training or education. If you're uncertain about your long-term career goals, a vocational program may limit your flexibility.

How to Choose Between Vocational Education and Higher Education

You need to consider some factors when deciding between higher education and vocational education. These include:

Career Goals: Begin by identifying your long-term career objectives. Determine if your chosen field requires a degree or if practical skills are more valued. This will help guide your decision.

Learning Style: Consider your preferred learning style. Are you more inclined toward academic and theoretical knowledge, or do you thrive in hands-on, practical settings?

Duration: Assess the time you are willing to invest in your education. Higher education often requires more years of study, while vocational training can lead to quicker entry into the workforce.

Financial situation: Evaluate your financial resources and determine the cost of your chosen path. Scholarships, grants, and loans may be available for higher education, while vocational training might offer more immediate cost benefits.

Job market: Research the job market in your chosen field. Some industries may favour higher education, while others prioritise practical skills. Ensure your education aligns with industry demands.

Personal passion: Explore your personal interests and passions. Your enthusiasm for a subject can be a powerful motivator, leading to a more fulfilling educational experience.

Long-term earnings: Consider your financial prospects in the long run. While higher education may involve higher costs, it can also lead to potentially higher earnings over your career.

Why Not Give Lumify Learn a Try?

If you’re leaning more towards taking vocational training, consider training with us at Lumify Learn. We offer online courses and boot camps that are nationally recognised and vendor-certified in various fields such as website development , cyber security , IT Networking , IT support , and data and AI , among others.

What sets us apart from the competition is our commitment to providing accessible and high-quality education. Our courses are exclusively conducted online, ensuring that you have the flexibility to learn at your own pace and on your schedule. This means you can pursue your education and still have time for your personal commitments.

Our trainers and mentors also offer you guidance in your chosen field. They bring a wealth of real-world experience and knowledge to the classroom, ensuring that your education is both practical and relevant. Their personalised approach to learning also ensures that you not only acquire knowledge but also gain the skills and confidence necessary to excel in your chosen career.

The best part about completing a course with us? You might become eligible for a 33%redit towards a Bachelor IT degree course in selectTier 1 and Tier 2 universities. This means you can save time and money by getting a head start on your degree. You can even join our Lumify Edge program , which will connect you to opportunities on the most in-demand skills today. Whether you want to advance or change your career, Lumify Learn can help you achieve your goals.

Don’t miss the chance to discover your potential in the IT industry and learn how to kickstart your career with our flexible and affordable courses. Download our free ebook today and get ready to shape your future!

Ready to take the next step in your career? Enquire with us on a course today .

5 Career Change Obstacles and How to Overcome Them

Get Lumified

The pros and cons of different teaching modes

The benefits and challenges associated with four key modes of instruction, on-campus, blended, hybrid and fully digital, alongside a framework for ‘e-tivities’, presented by Gilly Salmon

Gilly Salmon

More on this topic

.css-1txxx8u{overflow:hidden;max-height:81px;text-indent:0px;} Emotions and learning: what role do emotions play in how and why students learn?

A diy guide to starting your own journal, universities, ai and the common good, artificial intelligence and academic integrity: striking a balance, create an onboarding programme for neurodivergent students, key details.

This video will cover:

01:38 Blended and hybrid learning: the pros and cons

02:53 Fully digital learning: the pros and cons

03:59 A framework for learning e-tivities

Hi, my name is Marcus and welcome to Recess. Today we’re co-hosting this lecture with Education Alchemists. That’s because we’re joined by their principal consultant Professor Gilly Salmon. Gilly is a world-renowned thinker, researcher and practitioner in all things learning futures.

She presents and writes blogs on pedagogical transformation and innovation. She has over 33 years of experience of transforming higher education in both Australia and the United Kingdom. Today, Gilly is here to talk to us about five very important steps. Thank you Gilly.

Oh thanks for that introduction Marcus. Hello everyone, I’m delighted to tell you about five key concepts to help you with the digital aspects of your learning and teaching.

So, first of all, familiarity with location – and by location I mean both campus and in- situ – and I’ve put pros and cons here. I’m not going to go through them all in this video but you can have a look, and the references will help you to understand them.

But each one of these four modes of learning I’m going to show you really does have pros and cons and you need to know what they are before you’re going to say, “Oh I’m not going to have any digital” or “I’m going to be 100 per cent online” or “Oh we’ll do hybrid, we’ll do blend.” You need to know a little bit more about them.

Blend: a lot of people think it’s the best of both worlds, but it is actually less equitable for some, especially if it’s expecting people to turn up on campus. A big benefit of combining asynchronous and synchronous learning is that, God forbid, we get another pandemic or people can’t come to campus or to the workplace for some reason, then they will at least be able to have synchronicity built in. We’re doing it digitally.

Number three is hybrid. A lot of you tried hybrid teaching, I’m sure, during the pandemic and it still has some good choices for students, so if they can’t travel to a place, and it gives them good choices, you can use existing resources.

But it actually has quite a few disadvantages, usually for the people who are remote. Our natural thing is to focus on those who are in front of us, so what we’re working on with hybrid now is to have bridge-building people, invent managers if you like, to make sure everyone’s included.

And fully digital – a huge number of advantages. Obviously, you can reach out and get a very much larger student body and that has diversity in it, which needs to be designed into your teaching. It’s popular with employers, you can often break things up into chunks and have some micro-credentials.

It’s really good for learning analytics but it does really need a specialist redesign. It doesn’t work if you try and transfer campus-based teaching to online.

You also need people who understand the delivery, I call them e-moderators in my terms, but they’re the tutors, the teaching assistants, who are the face for the students throughout the delivery of the learning.

And you really need to recruit for volume, people usually ask me, well, how many students makes it worth it? At least 100, ideally a lot more, and that means marketing is expensive to reach those numbers.

I’m going to very briefly show you the framework, but there are lots of other ways that you can follow it up. I write books about it, it’s on my website. I write blogs and so on.

It must be purposeful. Everything you ask them to do as an activity aligns with assessment and feedback. One set of instructions, one message and very clear timing. I know I’m pushing the timing but it is important, the research shows.

And then what you do is give them a spark to start the activity – not read all of this book or do all of this activity, but just something that entices them in – and then, this is important, make sure that each student contributes an individual response to the spark before you go into them working together.

And then you should, if you can design these e-tivities right, just come in to give the summary and the feedback at the end.

And that’s really important that you do that, but you should not need to keep going in all the way through the activity going on.

Gilly Salmon is the CEO and principal consultant at Education Alchemists. She spent 30 years working in higher education in the UK and Australia as a professor of education futures and pro vice-chancellor.

Emotions and learning: what role do emotions play in how and why students learn?

Global perspectives: navigating challenges in higher education across borders, how to help young women see themselves as coders, contextual learning: linking learning to the real world, authentic assessment in higher education and the role of digital creative technologies, how hard can it be testing ai detection tools.

and unlock a host of features on the THE site

The Hechinger Report

Covering Innovation & Inequality in Education

How free college tuition in one country exposes unexpected pros and cons

Jon Marcus SENIOR HIGHER EDUCATION REPORTER

Jon... More by Jon Marcus

Letters to the Editor

At The Hechinger Report, we publish thoughtful letters from readers that contribute to the ongoing discussion about the education topics we cover. Please read our guidelines for more information. We will not consider letters that do not contain a full name and valid email address. You may submit news tips or ideas here without a full name, but not letters.

By submitting your name, you grant us permission to publish it with your letter. We will never publish your email address. You must fill out all fields to submit a letter.

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

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

Sign me up for the newsletter!

College vs Trade School: 5 Pros, Cons, and Questions to Ask Yourself

C ollege and trade school are two viable options for further education in today’s times. While similar in various ways, the two cater to distinct paths of professional growth.

College offers a broad spectrum of knowledge, exposing students to various theories and concepts from diverse disciplines. It grooms individuals for a wide array of professions.

In contrast, trade schools focus more on practical knowledge. They prepare students for specific, “hands-on” careers, especially in sectors like plumbing, culinary arts, electrician work, or hairstyling.

It pays to know the nitty gritties you should ponder before choosing between joining college and trade school.

Picking Between College and Trade School: An Overview

Choosing between the two involves careful consideration. You need to weigh your interests, career objectives , and learning preferences against what each institution provides. At the end of the day, the best choice is that which aligns best with your future plans.

Pros and Cons of College

For a clearer picture, here’s a list of 5 pros and cons for each, alongside questions you should ask yourself before picking either option.

Pros:

1. wide knowledge base .

In college, you’ll explore an array of subjects, enhancing your intellectual curiosity and encouraging critical thinking. It also helps you develop better money habits in a way. This broad spectrum can help shape a well-rounded worldview.

2. Networking Opportunities

College campuses abound with chances to network. Interacting with lecturers, fellow students, and alumni from different fields can broaden your horizons and create potentially useful connections for later in life.

3. Boosts Employment Prospects

With a college degree under your belt, the job market often becomes considerably wider. Many professions require at least an undergraduate degree as an entry-level standard.

Plus, you can always diversify or grow your career further by specializing in a particular discipline or taking up a related field that interests you.

4. Academic Enrichment

Colleges offer numerous opportunities to participate in extracurricular activities like clubs, sports, or society groups that promote self-growth outside academics.

5. Personal Growth

College life cultivates skills beyond academia such as independence, decision-making abilities, leadership potential, and time management.

Expensive Investment: The high cost of tuition is often daunting, potentially resulting in student loans that could take years to pay off.
Extensive Time Commitment: Traditional degrees usually take at least four years. That’s time that could otherwise be spent gaining work experience.
Lack of Practical Experience: Some courses may lean heavily on theory, without enough attention given to practical applications. This could restrain your hands-on skills compared to your counterparts from trade schools.
Limited Career Exploration: Despite offering a myriad of subjects, college could leave you feeling unprepared for specialized professions which demand specific skills and knowledge.
Job Market Saturation: Graduating in a market saturated by degree holders can lead to stiff competition amongst job seekers seeking similar career paths.

Pros and Cons of Trade School

1. targeted learning .

Trade schools offer training designed around specific careers. You can learn the skills needed for your field without sifting through irrelevant course material.

2. Less Time-Consuming

Trade schools often involve fewer years of study compared to college degrees. This means more time saved and a quicker path to starting your career.

3. Cost-Efficient

Generally, trade schools are less expensive than colleges and universities. This affordability could result in fewer student loans and less financial stress post-graduation.

4. High Demand and Direct Entry to Workforce

Many trades that require certification have significant demand, thus ensuring promising job prospects for graduates.

Moreover, graduates of trade programs typically go straight into the workforce, which accelerates their real-world experience.

5. Trade School Could Lead to Higher Pay in Your 20s

It’s intriguing that some trade-school graduates can potentially out-earn their college counterparts early in their careers. Let’s take electrician courses as an example.

As noted in a piece on penncotech.edu , one of the reasons many young adults consider electrician training in New Jersey & Pennsylvania is the potential for higher earnings.

It’s also a highly flexible career, meaning you can choose a schedule that best suits your lifestyle depending on who you work for.

Cons:

Trade school careers also have their fair share of demerits. These include:

Limited Scope: While specialization can be beneficial, it could also limit flexibility if you decide to change careers later in life due to rapidly evolving job markets.
Fewer Networking Opportunities: Compared to traditional universities, networking opportunities for career improvement can be less broad as interaction is usually limited within one field of work.
Narrow Skill Set: Due to their highly specialized nature, these programs may not provide useful transferable skills should you decide to switch careers later.
Potentially Less Prestigious: Despite yielding a comfortable salary, trade jobs can sometimes be seen as less prestigious by society than jobs requiring a four-year degree.

5 Questions To Ask Yourself Before Making The Decision Between College And Trade School

1. what are my career goals.

Consider your future objectives before settling on a decision. If you have a clear ambition toward a defined career that requires specialized skills, trade school may be the ideal choice.

Conversely, if you want to explore different subjects before choosing a career, college might be a better option.

2. How Do I Prefer to Learn?

Reflect on your learning style. Trade schools are perfect for those who prefer hands-on learning and practical application over theory-based study.

If you thrive in classroom discussions and enjoy studying diverse subjects, though, college would provide the academic structure that suits you.

3. What Financial Commitments Can I Make?

Review your finances critically. Colleges tend to be more expensive than trade schools but also may offer more scholarships or financial assistance programs.

Trade schools are generally cheaper and take less time to complete, which could mean entering the workforce sooner.

4. How Much Time Do I Want/Have to Invest in Schooling?

Time commitment is key too.

Degree programs typically last four years or even more for advanced degrees – unlike trade school programs that can often be completed within two years.

5. Do You Have Any Personal Preferences That Might Influence Your Decision?

Lastly, remember personal satisfaction matters just as much as practical considerations when choosing an educational path– do not overlook it!

Summing It Up

In conclusion, the decision between college and trade school isn’t a one-size-fits-all situation. It requires thoughtfully considering various factors from your career ambitions to your preferred method of learning, financial capabilities, and time commitments.

Whichever path you choose, remember it should serve your long-term goals and align with your personal interests to catalyze the most satisfying and successful future possible.

College vs Trade School: 5 Pros, Cons, and Questions to Ask Yourself

HIGHER EDUCATION AFTER THE SERVICE

April 30th | 3:00 pm est.

When they leave the service, many veterans take advantage of benefits such as the GI Bill to earn a college degree, build upon their existing education or gain certifications that will help them in their chosen civilian career.

But navigating all of the options can be confusing and time-consuming. Veterans have to decide what education they want to pursue, what their benefits will cover, whether they can share or transfer benefits to spouses or children and even whether they want to attend classes in-person or remote, with all of these choices having their pros and cons. While the military provides transition assistance programs, the final decision is up to each individual veteran, and the number of decisions to make can be overwhelming.

In this webcast, Military Times explores how veterans can navigate higher education after their time in the service, including determining the right career path, understanding educational benefits and what veterans need to know before their first day of classes.

Edward Conroy

Senior Advisor, Education Policy Program, New America

LTC William E. Brown (Ret.), U.S. Army

Executive Director, Military and Veterans Programs, ECPI University

THANK YOU TO OUR SPONSOR

REGISTER TO WATCH

Want more market intel, explore the latest whitepapers and ebooks from defense news and c4isrnet..

IMAGES

Pros and Cons of Higher Education
Infographic: The Pros and Cons of Online Learning in Higher Education
Is College Worth It? 43 Pros & Cons Of College Education
Public Vs Private College Pros And Cons
The Pros and Cons of Higher Education
The Pros and Cons of Double Majoring

COMMENTS

Is College Worth It?
History of College Education. The American debate over whether a college education is worth it began when the colonists arrived from Europe and founded "New College" (later renamed Harvard University) in 1636.In spring 2023, there were over 17 million college students in the United States, and over 43 million borrowers owe a collective $1.75 trillion in total student debt.
Is free college a good idea? Increasingly, evidence says yes
Increasingly, evidence says yes. In just a few short years, the idea of free college has moved from a radical idea to mainstream Democratic thinking. President Biden made free college one of his ...
The pros and cons of higher education
Here are some pros and cons when considering undertaking higher education. Pros. 1. You develop skills. Studying at university is a great way to develop your knowledge in the field you aspire to become established in. Universities can also equip students with transferable skills including; research skills, time management skills and improve ...
Should College Be Free?
Even after California recently expanded free tuition opportunities, enrollment at its community colleges fell by nearly 15 percent in 2021 from a year earlier. The push for tuition-free higher ...
The Pros and Cons of Higher Education
Returning to college to complete your degree may help you offer greater value in the workplace. Earning a degree can also increase your sense of accomplishment and confidence. Knowing that worth can allow you to negotiate for higher wages, better treatment, more autonomy and improved benefits.
The Pros and Cons of Higher Education
From more money to delayed innovation, here are some of the pros and cons of higher education. College dropouts founded Facebook, Apple and Microsoft for a reason. In technology, there is ...
Is College Worth It? Consider These Factors Before Enrolling
College graduates still enjoy higher earnings than the average U.S. worker. The U.S. Bureau of Labor Statistics (BLS) reports that in 2022, bachelor's degree holders took home a median wage of ...
Should College Be Free? The Pros and Cons
What are the pros and cons to the debate of whether college should be free? We've interviewed several experts to bring you both sides of the argument. ... For example, higher education experts Eileen Strempel and Stephen Handel published a book in 2021 titled "Beyond Free College: Making Higher Education Work for 21st Century Students." The ...
Should I go to university? The pros and cons of higher education
The pros and cons of higher education. Young people need to be adaptable, inquisitive and empathetic to rise to the challenges of the future, says Rachel Sylvester. Rachel Sylvester.
Should I Go to University? 10 Pros and Cons
Pursuing higher education allows you to develop knowledge, new skills and better your professional prospects. That said, going to university comes with its set of advantages and disadvantages, both of which you must consider before enrolling in a course. ... Now that you know the pros and cons, it is time to put your thinking cap on and weigh ...
An analysis of the pros and cons of universities' grand challenges
These have coalesced into three grand challenges for the university to address in coming years, "one project at a time.". The three are: 1) Planet Texas 2050 ("Making Texas resilient is our grand challenge"), 2) Whole Communities, Whole Health ("Changing the way science helps society thrive is our grand challenge") and 3) Good ...
PDF The promise of free college (and its potential pitfalls)
is to provide more funds to higher-income families, which only reinforces existing disparities. 2. Use free college and other forms of financial aid to catalyze changes in high schools. Policy debates
University degrees: the pros and cons
With intense competition for places and evermore focus on the cost benefit of going to university, The Week weighs up the pros and cons of getting a degree. 1. Pro: greater earning potential ...
Lowering the cost of public college is essential and reasonable
In a 2012 OECD study, America scored 19th out of 28 countries. One of the most common concerns about lowering the cost of public universities is that higher education would lose its value. Thus, American students display their willingness to "go the extra mile" by putting their financial security at risk, showing future employers that they ...
Online vs in-person learning in higher education: effects on student
The rapid expansion of distance learning in higher education, particularly highlighted during the recent COVID-19 pandemic ... Given the evolving understanding of the pros and cons of distance ...
Pros and Cons of College: Is It Worth the Cost?
Adults who reported being at or below the poverty line obtained the following levels of education: • Less than a high school diploma: 26% • High school degree or equivalent: 35% • Some college or associate's degree: 26% • Bachelor's degree or higher: 14%. Healthier. College graduates, on the whole, are more likely to be healthier.
Vocational or Higher Education: Which One Should You Go For?
What are the Pros and Cons of Higher Education? Pros. Broader academic knowledge: Higher education opens the door to a more comprehensive understanding of the world. It allows you to delve deep into academic and theoretical knowledge across a wide array of subjects, thus fostering a well-rounded education.
The pros and cons of university
You'll also grow as a person, making new friends, enjoying a hectic social life, living independently and learning how to look after yourself. During your time at uni, you can join clubs and societies, as well as having access to placement and work experience opportunities, which will all enrich you as a person (and your CV). You'll be in ...
A professor shares the benefits and drawbacks of ungrading (opinion)
Ungrading might unwittingly contribute to equity gaps in higher education, particularly in the STEM subjects. Evidence suggests that alternative grading systems in general can help with those gaps. ... In the end, I see ungrading as a tool, an approach to assessment that has its own set of pros and cons and works well in some contexts and less ...
The era of flexible work in higher education has begun
The Era of Flexible Work in Higher Education. Administrators at two universities discuss their efforts to reimagine how, when and where their employees will work now and in the future. By Doug Lederman. Boston University's Natalie McKnight (left) and Virginia Tech's Bryan Garey. The COVID-19 pandemic immediately and drastically altered our ...
The pros and cons of different teaching modes
An overview of the pros and cons of in person, online, hybrid and blended teaching. The benefits and challenges associated with four key modes of instruction, on-campus, blended, hybrid and fully digital, alongside a framework for 'e-tivities', presented by Gilly Salmon ... She spent 30 years working in higher education in the UK and ...
How free college tuition in one country exposes unexpected pros and cons
Germany's recent shift to making higher education free has brought surprises by Jon Marcus October 18, 2016 April 8, 2021. Share this: ... Freie Universität Free University Berlin They embody the surprising ambivalence, unexpected nuances, and general pros and cons of making university tuition free, as has happened in the last few years in ...
College vs Trade School: 5 Pros, Cons, and Questions to Ask Yourself
Pros: 1. Wide Knowledge Base. In college, you'll explore an array of subjects, enhancing your intellectual curiosity and encouraging critical thinking. It also helps you develop better money ...
AI and its implications for research in higher education: a critical
This is not merely a matter of augmenting research with advanced tools. Instead, AI is starting to disrupt established methodologies, ethical paradigms, and fundamental principles that have long guided scholarly work. The aim of this article is to engage in a rigorous dialogue on AI's role in higher educational research.
Military Times
APRIL 30TH | 3:00 PM EST. REGISTER TO WATCH. When they leave the service, many veterans take advantage of benefits such as the GI Bill to earn a college degree, build upon their existing education or gain certifications that will help them in their chosen civilian career. But navigating all of the options can be confusing and time-consuming.
Analyzing Affirmative Action in Higher Education: Pros and Cons
3 Action does more good than harm, and that banning it would be detrimental to the well being of minority students nationwide. Article #2 - Advantages and Disadvantages if Affirmative Action Policies on Education and Admissions This article analyzed the impacts affirmative action has on education and on admissions rates. It points out the disparity among Scholastic Aptitude Test (SAT) scores ...
Colleges weigh pros and cons of extending deposit deadlines
NACAC, along with several other higher ed organizations, recommended back in January that colleges band together and uniformly extend deposit deadlines to a set date to make a hectic and cramped college decision season a little easier on families. That didn't happen. Many institutions are keeping their May 1 deadlines, and among those that issued extensions, the new dates range from mid-May ...