Download Induction Module-Assignment 4

Title of Assignment
Evaluation of online education effectiveness as an
alternative to traditional education
Full name
Mohammed Adel Sobhy Soliman
Student ID number
R2112D13397748
Module Name
Induction Module
Module code
LJMU-IND-M-100-32062
Date
February 26th, 2022
The advent of online education has allowed student from different part of the world to access
quality education especially those with time and re-location constrains. According to recent
research, the global e-learning market is expected to reach $336.98 billion by 2026, at a compound
annual growth rate of 9.1% from 2018 to 2026 (Bouchrika, 2020). Although some students see
online education less effective than traditional education, a growing number of students are now
enrolling in online courses as an alternative because they find traditional education less flexible
and restrictive. Despite the effectiveness of online education compared to traditional education has
been a controversy among researchers, the online education has shown several advantages to
learners. In this essay, online education will be evaluated as an effective alternative for traditional
classroom education in achieving desired learning outcomes, provided that critical success factors
are properly implemented in the context of online education.
In contrast to the popular knowledge that distance learning is something that has been established
recently, however, the concept of remote education was firstly introduced in the nineteenth century
by the university of London then later implemented by Boston, Massachusetts under the name of
“The Society to Encourage Home Studies”. The model of distance learning at that time was
dependent on the postal system. Then with the evolution of technology, distance learning started
to rely on radio programs, local television and video tapes. Nowadays and after the introduction
of internet, online education through internet became the largest sector of the distance learning
(Paul & Jefferson, 2019). The continuity of the concept of distance education since its
establishment from two centuries ago and its continuous development and enhancement may
indicate the significant benefits and advantages of online education found for both learners and
organizations.
When the term of online education is used, it mainly refers to the context of internet-based learning
systems, and usually associated with advanced technology. Online education or e-learning has
been defined by different authors and organizations reflecting different aspects. Higher Education
Funding Council of England has defined e-learning as technologies and information that is used
by students to improve their leaning outcomes (Urha, et al., 2015). Olafsen and Cetindamar (2005)
defined online education as the capability of electronic systems to transfer, support and manage
the learning process and educational resources. The Australian National Training Authority has
defined online education from broader perspective where it involves the incorporation of wide
range of softwares and processes in order to flexibly deliver education and vocational trainings
through electronic media (Hu, 2013). Overall, all definitions of online education indicate that the
learners, educational entities and organizations can leverage internet and technology to access
educational resources, interact with peers and instructors, and receive technical and educational
support to enhance learning outcomes and experience, provided that distance education success
factors are effectively implemented in the online learning ecosystem.
For the best leaning experience outcomes, there are many important factors that should be
considered when online education is implemented. Sun, et al. (2008) have identified the factors
influencing learners’ satisfaction with online education as: “computer anxiety, instructor attitude
toward e-Learning, e-Learning course flexibility, e-Learning course quality, perceived usefulness,
perceived ease of use, and diversity in assessment”. Shea, Pickett and Pelz (2003), mentioned that
for effective online education, there should be sustainable interaction between students and
instructors, cooperation between students, prompt feedback mechanism for students, interactive
learning techniques and to consider the diversity in learning styles of different learners. Therefore,
for online education strategy to be effective, the educational provider should focus on the quality
of course design, identify the proper technologies and train students and instructors on how to use
them, flexibility of e-learning programs whether they are synchronous or asynchronous, proper
student assessment techniques and the availability of consistent interaction between students and
faculty members.
Online education has shown several advantages over traditional education due to high flexibility,
cost reduction and increased learning opportunities for students (Butnaru, et al., 2021). Unlike
traditional classes, online education offers more program choices for selection. In traditional
learning, students are obligated to take courses that are available only at universities within feasible
commuting distance. Online education on the other hand, grants students access to multiple
educational institutions and course all over the world (Paul & Jefferson, 2019). Simultaneously,
Online education provides the chance of communication and collaboration for learners. They can
communicate with experts and other peers in their field of study at any part of the world (Hu,
2013). Another advantage of online learning is the readiness of information just-in-time when it is
needed and no limits in terms of availability and accessibility of information (Bennet & Bennet,
2008). Even for post graduate students and working professionals who have to manage the
increasing challenges related to their jobs, business travel and family commitments, online
education may attract them as the best alternative due to time flexibility and cost effectiveness
(Arbaugh & Duray, 2003).
Online education could have many benefits to faculties as well in terms of time efficiency and cost
savings. For example, 37 Australian public universities have experienced significant cost benefits
for the use of online education over 9 years (Zhang & Worthington, 2017). Faculties can use elearning platforms to make announcements, assign tasks, and interact with learners. Adding to this,
quality student interaction in the online education space would create a great feeling of gratitude
for the faculties among the learners. It can be realized that online education has significant number
of benefits in terms of providing quality education in a cost-effective way. Although there are
several studies suggesting that students’ performance in online course was modestly better than
those enrolled in traditional courses (Biel & Brame, 2016), it’s still a controversy among
researchers that if online education can replace traditional face-to-face education.
On the other hand, some studies have shown favourable impact of traditional education over online
learning in terms of student performance and retention. A study by Narsingoju (2021) has
compared traditional versus online education for 500 students who have shifted to online education
due to lockdown of schools because of COVID-19 pandemic outbreak. The study results claimed
that traditional learning was superior to online learning in terms of student understanding and
practical knowledge. However, there are several limitations that could impact the validity of these
results. The study didn’t assess the quality and design of the online courses. In addition, the study
didn’t consider what kind of technology and platforms have been used to deliver the online
education to students. Moreover, the study didn’t evaluate the level of training and orientation
conducted to instructors and students on how to use the digital platforms for effective learning. As
discussed earlier in this essay, all these factors are very important for delivering an effective online
learning and compromising those factors may lead to a poor learning outcome.
Some researches claimed that unlike traditional classrooms, there is a lack of interaction and
socialization in online education which could lead learners to feel detached and isolated (Bartley
& Golek, 2004). This claim could be valid only in case the online learning ecosystem is poorly
designed and does not integrate up-to-date technology. However, in the era of internet, there is a
great opportunity to collaborate in an interactive learning experience across the world. Most elearning platforms now include tools for collaboration and social networking between students and
instructors. For example, in the U.S educational system, collaboration solutions are implemented
to provide interactive environment for students from kindergarten to graduate level in the context
of distance learning. These solutions engage learners to build online communities where they can
collect, exchange and reflect on their learning experience, resulting in favourable impact on
interaction and social bonding (Bennet & Bennet, 2008).
Some authors reported that student retention might be relatively higher in traditional classroom
compared to online setting (Atchley, et al., 2013). In face-to-face classroom, if students want to
withdraw from a class, they might be forced to carry on with the classes by their fellow colleagues,
teachers or families (Paul & Jefferson, 2019). Factors affecting students’ retention in online
education should be examined from different perspective. First, online education requires students
to be self-disciplined and take greater responsibility for their studies. According to some
researches, students who select to purse an online course are likely to have more academic ability
and motivation compared to students who select traditional face-to-face courses (Xu & Jaggars,
2014). Though, there are several other factors that affect student retention in online education.
On the contrary, some researches mentioned that some institutions have reported that students
retention was equal or higher in online course when compared to face-to-face courses. The main
reasons for this were: highly trained instructors to use online platform for teaching, university
continuous support and counseling to online students and the facilitation of interaction between
students and instructors (Roach, 2002). This coincides with what has been previously discussed in
this essay regarding important factors that enhance online education experience and satisfaction
for learners. Given the numerous benefits of online education in term of flexibility, efficiency and
cost effectiveness and if these success factors are properly tackled and implemented, Online
education can be an effective alternative to traditional education.
To conclude, there is a significant evolution of online education across the world to meet high
students’ demand. Many institutions implement online education to meet different needs of
students especially those who have time, location and work related constrains. There are many
benefits for learners and educational institutions in online education including flexibility,
accessibility, cost effectiveness, worldwide interactions and variety of courses. Important success
factors should be considered for successful online education practice implementation such as
course designs, technology, trainings for students and instructors, feasible interactions and
students’ perceived satisfaction. Despite traditional education is still preferred for some students,
however, if these success factors are implemented successfully, online education can be an
effective alternative to classroom learning.
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