Over the last few years I’ve come to realize how much education has changed. Prior to COVID-19, online classes were an option for only a select group of students; however, with the onset of COVID-19, online classes became the norm for nearly all students. Since then, there’s been a continued debate on whether online classes are as effective as their traditional counterparts.
With each passing day, my research continues to lead me to believe that the answer to that question is neither definitive yes nor no. While online education has provided many individuals with opportunities they may not have had otherwise, it has also uncovered several shortcomings of how we learn, stay motivated, and stay connected.
One example of this that stood out to me was the account of Sarah Thompson. Sarah is a 35-year-old mother of two children and has a full-time marketing position. When she decided to pursue her MBA degree, going back to school in a traditional classroom setting was unrealistic. With the demands of a full-time job, family obligations, the costs associated with traveling to class, and the cost of child care, attending a class three to four nights per week was unfeasible.
Online classes provided her with an alternative.
When I read about Sarah’s experience, I realized why so many individuals prefer online learning. The greatest benefit to online learning is flexibility. The ability to attend school on your own schedule is beneficial to most working adults, parents, and individuals with other responsibilities. With online learning, you’re no longer confined to a particular location or time frame. You can view lectures while your children sleep, complete assignments during your lunch break, or submit assignments late at night when the house is quiet.
Sarah explained how that experience transformed her. She did not have to make the choice of continuing her education versus supporting her family. She did not have to quit her job to continue her education. The online learning options allowed her to integrate her education into her lifestyle rather than having to revamp her entire lifestyle to accommodate her education. For those who do not live near educational institutions, have mobility issues, or cannot afford to move, this type of accessibility can be transformational.
Another reason why many individuals find online learning appealing is due to the reduced costs of pursuing an education through these types of programs. Many of the indirect costs associated with a traditional education (such as housing, transportation, parking, etc.) are eliminated when students participate in online education. Sarah noted that she saved money by using digital textbooks, and by not having to travel to class and arrange for childcare, she was able to return to school financially feasible in a way she had not previously.
Based upon this point of view, online education appears to represent progress. Online education lowers barriers for entry. Online education provides opportunities for individuals to pursue a second chance at achieving success in education. Online education provides an opportunity for many students who have traditionally not been considered “students” in the classical sense of the word to pursue higher education.
However, this represents only one half of the equation.
There are several factors that create obstacles to a successful transition to online learning for many students. These include the manner in which the course is structured, student participation and engagement in the course material, and student motivation. A significant amount of research indicates that many students perform more poorly in an online course than they do in a face-to-face course, particularly when the course is self-paced. Without a traditional classroom structure, a set schedule, and/or the accountability created by the presence of peers, students can easily fall behind in an online course.
Sarah admitted that she had to learn the hard way how to use her newfound freedom effectively. Initially, the lack of structure caused her to feel overwhelmed. Without accountability, it is common for students to delay completing assignments. She had to develop very rigid structures and schedules and treat her online classes with the same level of commitment and dedication that would be expected in a physical classroom. Once she began to develop a routine and commitment to her online studies, she felt confident that she could be successful; however, she was honest about the fact that many students are not as successful in this type of environment.
One of the biggest challenges of online education is the high demand for self-motivation. Students that cannot provide themselves with an internal structure of motivation may find online education to be isolating and overwhelming. There is no energy in the classroom; there is no ability to quickly ask questions after class; and, although there is some virtual pressure, students still have the option to choose when and if they will participate.
This is what Sarah missed. She discussed how the absence of spontaneous conversation, body language, and real-time communication, affected her learning through online education. Although the use of discussion forums and virtual chat groups can be effective means of improving student interaction, they do not provide the experience of learning along side other students in the same physical environment.
Another concern is engagement. Research consistently shows that students participating in online education tend to feel disconnected from their instructor, from their peers, and from the subject matter. When the sense of connection decreases, so does the students’ motivation, which can result in decreased academic performance, decreased confidence and, ultimately, increased risk of not completing their degree program.
In addition, online courses typically have a much larger percentage of students that withdraw from the course before its completion than do traditional courses. This is particularly true for students that are not adequately supported. Students that have to manage balancing their life with school, have enough stress without being forced to navigate school without adequate support, therefore many students tend to quietly withdraw from the course until they are completely disengaged and have abandoned the course.
There is also the issue of accessibility. While online education is often referred to as “more” accessible, this only holds true if all students have the necessary resources available to participate. Accessible reliable Internet; a functioning computer; a quiet area in which to study — these are not guaranteed. Many students currently lack fast speed Internet, up-to-date computers, and/or quiet areas to study in; thus the disparity in access to quality education can create an inequality rather than eliminate it.
Sarah was well aware of this fact. She stated that she had been fortunate enough to have the technology that she needed and that she recognized that, online education cannot be equitable without addressing access issues directly. Therefore, if access issues are not addressed, then online education could potentially benefit those that are already somewhat advantaged, while continuing to leave many others behind.
Finally, there is the issue of quality. Some online courses are developed with care, contain opportunities for interaction, and encourage students to engage actively with the course material. Other online courses seem to consist of little more than slides and pre-recorded videos with limited involvement by the instructor. Sarah observed a clear difference between professors that enthusiastically accepted the online format and those that merely transferred their in-class content into the online format without modifying it to fit the online format.
The classes that she found to be the most educational were the ones in which the instructors were active participants in the course, responded to her concerns, and were intentional in their instructional planning. The ones in which the instructor provided timely feedback, and in which the course seemed to be living, not static, were the ones in which she learned the most. This realization made it obvious to me that online education is neither inherently superior nor inferior to traditional education — it depends greatly upon how the online education is planned and delivered.
Therefore, when I take a step back and ask myself whether online classes are better than traditional classes, I believe that there is no single correct answer. Online education provides flexibility, cost-effectiveness, and access that traditional classrooms often cannot. However, it requires self-discipline, a strong support system, and thoughtful planning to minimize the potential for disengagement and burnout.
