benefits of online learning for students essay

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Benefits of Online Learning

1. introduction.

Effective learning is thought to consist of a mixture of online and face-to-face learning, but the rapid changes in technology over the last decade have meant that online platforms are becoming an increasingly popular way for students to learn new subjects. There are a number of different benefits to online learning. One of the main things is that it offers the freedom to fit learning around our lives, allowing us to learn when it suits us best. In addition, there are also several parents who prefer to be at home to bring up their children, rather than take them to nurseries or child minders, so they may prefer to study online when the child has gone to bed. Furthermore, going to work all day and then attending a class can be really tiring, so doing a lesson online is a much easier option. For learners who have never undertaken online learning, it provides opportunities for students to make progress in their studies. On flexible online study programs, students can decide for themselves what pace and intensity of study is most suitable for their learning patterns. Moreover, the actual process of accessing e-learning is really simple. Students can study at their own time and at their own pace because it is simply a matter of logging onto the Virtual Learning Environment (VLE) of the website. However, it offers the same quality of education as traditional learning. This type of modern learning does not limit to just independent study. In the online learning materials, there are interactive materials such as animations, videos, e-books, and online discussion forums. These materials provide an innovative way to learn, which can consume information with much better understanding. Also, knowledge could be enhanced through the involvement of social interventions. The students are able to exchange experiences and views with each other in the online discussion forums. For many people who have undertaken an online course, they find the support provided makes a huge difference in their studies. Even though students are studying away from the traditional face-to-face classes, the environment of the online learning community has been increasingly effective. Most online courses provide 24/7 support. Therefore, students would not need to worry about contacting the course lecturers or tutors. The notification forms and the feedback system, which can be accessed through the VLE, give students and tutors a good means of regular contact about how an online learning community can function to help support every student in their studies. Students are able to benefit from both being a student at an online learning institution and the state of membership of the online learning community. As the students are going to study online, it makes sense for them to learn more about that. Therefore, the course offers good provision of study skills apart from the academic knowledge. Also, they underpin the functions of the support services. Students can access library support and courier services, careers and advisory services, and mental well-being services. Such a variety of different formats to support student success does not meet in the traditional learning environment. Well-organized, clearly presented e-learning materials can engage students in activity and maintain high motivation, which seems to improve attainment in a study that relates to blended learning, that is combining the use of both conventional and online methods. Students studying on the online components of such courses have over a 5% greater chance of passing the course than those undertaking the same course but only through face-to-face sessions. A survey has discovered that a trend for high grades, resulting in 7% more students gaining a 2:1 or above through the use of online material. Today, almost all qualifications from secondary school are offering students online support. -Language Complexity and Sophistication. The student has used complex sentence structures effectively and managed a wide vocabulary.

2. Advantages of Online Learning

Firstly, one of the advantages of online learning is that it provides an immense amount of flexibility, especially when you compare it to traditional learning. There is no set time for classes; the students can log on and not just lessons, but also assessments, at whatever time suits them. For those that have a family, this is very useful as they can schedule their learning around their family. Also, those with a full-time job may be able to only study in the evening after work and this is fine too. In other words, students can progress at their own rate instead of trying to keep up with the rest of the class. They could even do more hours if they wanted to finish the course quicker. Secondly, online courses give students access to a wider range of courses. Even if a course is not offered in the local area, an online course can be found easily. This is beneficial for those that live in rural areas or those who are mobility-challenged as travel is not a problem. Furthermore, the variety of courses share a common bonus; the student is able to learn and study at their own pace. This is especially useful if the person has a job, as the ability to study in work breaks and at home whenever is a great advantage. Thirdly, although it might not seem immediately apparent, online learning can be quite cost-effective in a number of ways. If you consider that you do not have to commute to and from the campus every day, this will save money on travel which includes car wear and tear, transport, and fuel. However, the biggest potential savings come in the form of the actual course as generally, an online course will be cheaper than a traditional one. This could be due to a variety of reasons; it might be that the institute does not need as many staff or that there are simply fewer running costs.

2.1. Flexibility in Schedule

Online courses usually have deadlines for assignments, but students can choose when to complete these assignments as long as they meet the deadlines. This kind of flexibility allows students to structure their study time around the day's schedule. Also, according to the U.S. Department of Education's study on online classes, 70 percent of students believe distance learning is more flexible in scheduling because students can access course materials 24 hours a day, seven days a week. This is definitely helpful for many students, particularly those who juggle their studies with raising a family or working full-time. For mental and physical disabled students, the online environment can be a more comfortable place for them to learn because there are no physical class sessions. The flexible schedule in online learning helps many students who might not afford to attend a real school or college.

2.2. Access to a Variety of Courses

Online learning can expand our choice of topics to learn. Instead of only having the choices that our local college is offering, online learning provides an opportunity to take classes from different states. For example, if you are living in Minnesota but have been dreaming of taking a class from the University of Illinois at Urbana-Champaign, that will be possible through online learning. Not only that, there are also a variety of certificates and degree programs that can be taken, and it will even open more doors of opportunities and bring a lot of good things into our lives. As long as we have a passion for the things that we are doing, it will be beneficial. For example, in Illinois, many students taking online courses are working during the day and trying to advance their careers and skills during the night. This type of learning allows students to allocate studying time that is suitable for their own needs. Students can influence their full-time job and adjust the times that fit their needs. Also, we as students may get a chance to learn not only the course materials but also the experiences of working with different technologies. Online learning is a great alternative for students who have to struggle hard to achieve success in their lives. With the advancement of online learning now, not only students but full-time workers, parents, and even retired persons have a great chance to power up their lives. Modern products and services in online learning make lectures, notes, and feedback sharing much easier and take teaching to an upper level. Expert opinions and discussions can be more focused, and the materials can be accessed at any time with the ease of a click of a button. Wow, no more sitting in an uncomfortable chair like what we have to do when joining a discussion session in class. Also, don't worry about anyone seeing you while you are chatting in the forum in the middle of a lecture. And for sure, you will get an immediate response and no long waits for office hours. Welcome to the era of digital and online learning.

2.3. Cost-Effectiveness

Studying online gives you more flexibility. You can work and fit your work schedule (and your hobbies) around your coursework, as well as study at any time of the day. Studying at a brick-and-mortar college comes with many "time boundaries." You need to be at a certain place at a certain time; you need to turn up for lectures, tutorials or labs when they are scheduled; you need to stay for the entire duration of the class or lecture; and if the timetable changes, or if something is missed, it can be very hard to find a way to meet all of the requirements. Online learning breaks down all of these walls. With the overload of courses in the student calendar comes the trouble of too many students in a class. Overcrowded classes are more time-consuming to manage and it leaves students overlooked. The cost of maintaining the equipment for online studies is not as high and technology can be used for a longer period of time. If technology is included in the on-campus classes, such as a SmartBoard, projector, or instructor station, each of these pieces may need to be repaired at a single time. Technology that is used for online classes can be updated more regularly and thus, all the available online lessons can progress and maintain the course or lesson element. Working staff, managers, trainers and many others who will be exposed to better knowledge potential through online courses can also benefit. Thus, not only are there cost benefits of online study but also the potential for a better quality of education amongst others. These two factors combine to form the most cost-effective option for the typical student today. Given the same educational levels, online programs cost less. This is because when studying in your own time, online study results in much less necessary travel, less wasted time and less time constraint; and these all equate to cost benefits. Similarly, the option to reuse or replicate conditions where requirements change in the course, such as a laboratory, are eased by the presence of online study; and this resonates with short-term and long-term benefit for both the student and the provider. If the cost of license fees for software or literature (such as academic journals) are considered, the division of resources is heavily swayed to the more frequently used online resource, rather than the inflexibility of static book-based courses that may sit idly more often. This is particularly important for those with physical disabilities or those who need special requirements, such as more time allowed during examinations; and it can be difficult to manage all of these requirements in person. However, online learning allows for each student to embrace any personal needs and work in an environment that maximizes their learning ability.

3. Challenges of Online Learning

Firstly, unlike with campus-based learning, you won't physically meet your course tutors in the flesh when you choose to study online. This can affect more than you realise. For instance, seeing a tutor's face and hearing their voice helps to create an emotional bond - something that's crucial to understanding and the desire to learn. Indeed, according to one postgraduate online learning student, "doing the course without regular face-to-face contact with the tutors poses various problems such as feeling disconnected and disengaged". There is a risk that feelings of isolation and a lack of motivation resulting from the absence of physical contact can lead to poor mental well-being. This would probably never happen to the students following campus-based programs since personal relationships and interactions, which create a sense of 'community', are heavily promoted. Secondly, managing your own time successfully as a student can be especially hard for people, like me, who haven't studied for a number of years. Not having to physically attend lectures and seminars might sound great, but it means some students can really struggle to prioritise their time and remain focused, putting their work off until the last minute when the physical deadline is looming. For instance, Dan, one of the students we spoke to, says he gets easily distracted at home and regularly finds himself 'cramming everything into the last 48 hours'. This often results in him submitting work that isn't as good as it could be because, at least in part, he has lacked the necessary time management to think, draft, redraft and finalise his ideas. Thirdly, studying in an online environment risks the possibility of some sort of technology failure at some point. Whether it's working on the train, at home or during your lunch break in the office, as a distance learner, your computer and its software will form the centrepiece of your studies - so it's important to have arranged some sort of insurance in case things go wrong. A recent study suggested that a small number of students find IT and equipment costs a barrier to accessing various sources of education. As Ben, a postgraduate online learning student, pointed out, "if your computer breaks down, you are buggered!" Also, technical hitches can not only disrupt your studies but also make you feel distant from your course and your uni mates: one student told us, "I had a lot of technical problems at the beginning of my course and it was isolating because I couldn't get involved in the discussions I wanted to online". Such feelings of detachment may have a negative effect on a student's interest and engagement with their course.

3.1. Lack of Face-to-Face Interaction

One challenge of taking an online course is that if you are working on your own, there is no one physically there to keep you on track. Am I up to date with my coursework? Or have I fallen behind? If I just study a bit longer, I can finish this. I can send an email to my tutor later. You may just feel overstretched and that you achieve very little. This is a common problem for people who have not studied online before because self-motivation and discipline are very important. On the other hand, you will get used to it if you are organized and work out a timetable. By sticking to your study plan and meeting the deadlines, you can overcome the self-regulation problems. The other aspect of taking an online course is managing your time. Since the biggest difficulty of studying online is managing your time, it is very important to find a self-tailored way to manage your time through the whole course until the end. Some students will not be able to get used to the independence and they may lose control but others may find it hard to keep the balance between study, work and life. For a course that lasts for a couple of years, having good time management means less pressure and a more enjoyable life. It is not rare to hear students say that they have technical problems when they study online. It might be the internet connection, the online system error, hard drive failure, computer virus or even natural disasters such as flood or earthquake. However, all these problems rarely happen especially if you learn from a well-established organization. If it does happen, a good idea is to take time out for a while and find ways to relax. If it is a fatal error of your computer, the last attempt is to reinstall your operating system. If it still does not work, you had better send it to a computer repair shop. Also, do remember to back up your important files frequently so that you can retrieve your data if there is a hard drive failure. For internet failure, it is suggested to call your service provider for help and ask if the problem can be solved within a time period; otherwise, you can visit a Wi-Fi hotspot so that you can still manage your online study. In all, the best way to unburden your pressure is to keep a healthy mind and find ways to solve the problem with a clear head.

3.2. Self-Motivation and Time Management

One of the biggest challenges of online learning is overcoming self-motivation and managing your own time. It is difficult to stay focused and remain on schedule with your coursework with so many time demands placed on the online student. Providing a structure in which to make decisions about prioritizing tasks is part of the answer to this problem. It is important to develop a strategy for choosing what gets your attention and in what order. This will allow students to make decisions more efficiently and ultimately to free up time in their day. On the other hand, students who are prone to procrastination or who lack basic time management skills will struggle in an online course. Completing coursework in a given time while self-pacing your studies are among the most challenging aspects of taking online classes. There are strategies for overcoming this, however. For example, some students are using smartphone apps, which provide a reminder of what needs to be completed. Others are simply following a checklist containing their daily to-do list. Such strategies can not only enhance productivity but also manage the emotional struggles. How to manage your time most effectively is a first step towards self-motivation. The decisions an individual makes about organizing and planning their personal time and the hours in a day can be a powerful means to assess motivation. Effective time management nurtures an individual's motivation and it provides an internal incentive to utilize time wisely. For example, in career and technical education programs, the time constraints of completing projects before a semester ends can become an excellent opportunity to motivate a student to produce quality work. By focusing on the deadline for project completion, the student is forced to work, analyze and apply themselves until the project meets the standards of the instructor. Such structured time management activities in an online course can translate to real motivations.

3.3. Technical Issues

One of the other challenges students face while taking online classes is technical issues. These issues can be very frustrating and can really hinder progress in your class. Many students are not prepared to deal with the technical issues that come with taking an online class, which in turn creates frustration. I have seen numerous students who could not even begin their quiz because the browser that they were using was not compatible with the test requirement. To minimize the frustration when dealing with technical issues, you must know what you need to do in advance to be prepared. One thing you should do is make sure you seek assistance from your instructor when you encounter a technical issue. Do not wait until the problem becomes so big and you are no longer able to complete your work to reach out for help. Often time, instructors will provide their students with detailed instructions on how to resolve common technical issues. These instructions might be part of the class syllabus that is given to you at the beginning of the semester or it could be listed under the class resource section. If the instructions were never provided, then you should seek help from the instructional support specialist at your school, or by calling the help desk. Also, it is important to maintain a constant back up and save every little work as you progress through the class, so that you do not lose your data when a technical issue does occur. You should look into using an external hard drive or cloud data storage for your work. Finally, do not let technical issues that you encounter with an online class prevent you from seeking help. Always be proactive and find help immediately, boot up that computer and get connected with the virtual world. If you have done everything you can and the problem still exists, then the last thing to do is find an alternative solution, such as using a different computer. So, in order to minimize the chance of experiencing technical issues, students should take the initiative and seek help when he or she encounters technical issues and not to become reactive in fixing the problem.

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• Published: 25 January 2021

Online education in the post-COVID era

• Barbara B. Lockee 1  

Nature Electronics volume  4 ,  pages 5–6 ( 2021 ) Cite this article

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The coronavirus pandemic has forced students and educators across all levels of education to rapidly adapt to online learning. The impact of this — and the developments required to make it work — could permanently change how education is delivered.

The COVID-19 pandemic has forced the world to engage in the ubiquitous use of virtual learning. And while online and distance learning has been used before to maintain continuity in education, such as in the aftermath of earthquakes 1 , the scale of the current crisis is unprecedented. Speculation has now also begun about what the lasting effects of this will be and what education may look like in the post-COVID era. For some, an immediate retreat to the traditions of the physical classroom is required. But for others, the forced shift to online education is a moment of change and a time to reimagine how education could be delivered 2 .

Looking back

Online education has traditionally been viewed as an alternative pathway, one that is particularly well suited to adult learners seeking higher education opportunities. However, the emergence of the COVID-19 pandemic has required educators and students across all levels of education to adapt quickly to virtual courses. (The term ‘emergency remote teaching’ was coined in the early stages of the pandemic to describe the temporary nature of this transition 3 .) In some cases, instruction shifted online, then returned to the physical classroom, and then shifted back online due to further surges in the rate of infection. In other cases, instruction was offered using a combination of remote delivery and face-to-face: that is, students can attend online or in person (referred to as the HyFlex model 4 ). In either case, instructors just had to figure out how to make it work, considering the affordances and constraints of the specific learning environment to create learning experiences that were feasible and effective.

The use of varied delivery modes does, in fact, have a long history in education. Mechanical (and then later electronic) teaching machines have provided individualized learning programmes since the 1950s and the work of B. F. Skinner 5 , who proposed using technology to walk individual learners through carefully designed sequences of instruction with immediate feedback indicating the accuracy of their response. Skinner’s notions formed the first formalized representations of programmed learning, or ‘designed’ learning experiences. Then, in the 1960s, Fred Keller developed a personalized system of instruction 6 , in which students first read assigned course materials on their own, followed by one-on-one assessment sessions with a tutor, gaining permission to move ahead only after demonstrating mastery of the instructional material. Occasional class meetings were held to discuss concepts, answer questions and provide opportunities for social interaction. A personalized system of instruction was designed on the premise that initial engagement with content could be done independently, then discussed and applied in the social context of a classroom.

These predecessors to contemporary online education leveraged key principles of instructional design — the systematic process of applying psychological principles of human learning to the creation of effective instructional solutions — to consider which methods (and their corresponding learning environments) would effectively engage students to attain the targeted learning outcomes. In other words, they considered what choices about the planning and implementation of the learning experience can lead to student success. Such early educational innovations laid the groundwork for contemporary virtual learning, which itself incorporates a variety of instructional approaches and combinations of delivery modes.

Online learning and the pandemic

Fast forward to 2020, and various further educational innovations have occurred to make the universal adoption of remote learning a possibility. One key challenge is access. Here, extensive problems remain, including the lack of Internet connectivity in some locations, especially rural ones, and the competing needs among family members for the use of home technology. However, creative solutions have emerged to provide students and families with the facilities and resources needed to engage in and successfully complete coursework 7 . For example, school buses have been used to provide mobile hotspots, and class packets have been sent by mail and instructional presentations aired on local public broadcasting stations. The year 2020 has also seen increased availability and adoption of electronic resources and activities that can now be integrated into online learning experiences. Synchronous online conferencing systems, such as Zoom and Google Meet, have allowed experts from anywhere in the world to join online classrooms 8 and have allowed presentations to be recorded for individual learners to watch at a time most convenient for them. Furthermore, the importance of hands-on, experiential learning has led to innovations such as virtual field trips and virtual labs 9 . A capacity to serve learners of all ages has thus now been effectively established, and the next generation of online education can move from an enterprise that largely serves adult learners and higher education to one that increasingly serves younger learners, in primary and secondary education and from ages 5 to 18.

The COVID-19 pandemic is also likely to have a lasting effect on lesson design. The constraints of the pandemic provided an opportunity for educators to consider new strategies to teach targeted concepts. Though rethinking of instructional approaches was forced and hurried, the experience has served as a rare chance to reconsider strategies that best facilitate learning within the affordances and constraints of the online context. In particular, greater variance in teaching and learning activities will continue to question the importance of ‘seat time’ as the standard on which educational credits are based 10 — lengthy Zoom sessions are seldom instructionally necessary and are not aligned with the psychological principles of how humans learn. Interaction is important for learning but forced interactions among students for the sake of interaction is neither motivating nor beneficial.

While the blurring of the lines between traditional and distance education has been noted for several decades 11 , the pandemic has quickly advanced the erasure of these boundaries. Less single mode, more multi-mode (and thus more educator choices) is becoming the norm due to enhanced infrastructure and developed skill sets that allow people to move across different delivery systems 12 . The well-established best practices of hybrid or blended teaching and learning 13 have served as a guide for new combinations of instructional delivery that have developed in response to the shift to virtual learning. The use of multiple delivery modes is likely to remain, and will be a feature employed with learners of all ages 14 , 15 . Future iterations of online education will no longer be bound to the traditions of single teaching modes, as educators can support pedagogical approaches from a menu of instructional delivery options, a mix that has been supported by previous generations of online educators 16 .

Also significant are the changes to how learning outcomes are determined in online settings. Many educators have altered the ways in which student achievement is measured, eliminating assignments and changing assessment strategies altogether 17 . Such alterations include determining learning through strategies that leverage the online delivery mode, such as interactive discussions, student-led teaching and the use of games to increase motivation and attention. Specific changes that are likely to continue include flexible or extended deadlines for assignment completion 18 , more student choice regarding measures of learning, and more authentic experiences that involve the meaningful application of newly learned skills and knowledge 19 , for example, team-based projects that involve multiple creative and social media tools in support of collaborative problem solving.

In response to the COVID-19 pandemic, technological and administrative systems for implementing online learning, and the infrastructure that supports its access and delivery, had to adapt quickly. While access remains a significant issue for many, extensive resources have been allocated and processes developed to connect learners with course activities and materials, to facilitate communication between instructors and students, and to manage the administration of online learning. Paths for greater access and opportunities to online education have now been forged, and there is a clear route for the next generation of adopters of online education.

Before the pandemic, the primary purpose of distance and online education was providing access to instruction for those otherwise unable to participate in a traditional, place-based academic programme. As its purpose has shifted to supporting continuity of instruction, its audience, as well as the wider learning ecosystem, has changed. It will be interesting to see which aspects of emergency remote teaching remain in the next generation of education, when the threat of COVID-19 is no longer a factor. But online education will undoubtedly find new audiences. And the flexibility and learning possibilities that have emerged from necessity are likely to shift the expectations of students and educators, diminishing further the line between classroom-based instruction and virtual learning.

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Lockee, B.B. Online education in the post-COVID era. Nat Electron 4 , 5–6 (2021). https://doi.org/10.1038/s41928-020-00534-0

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10 Surprising Benefits of Online Learning in 2024

Interested in pursuing an online educational program? Find out about the specific benefits that come with pursuing an online education.

Whether you want to learn a language, strengthen a specific technical skill, or earn a full academic degree, there have never been quite so many options to learn online. In fact, more students have been taking advantage of online education in recent years. For example, forty-four percent of undergraduate students and 52 percent of graduate students in the United States were enrolled exclusively in online courses in 2020 [ 1 ].

Online learning is a popular alternative to in-person learning because it can remove major barriers to education, thereby making it more equitable and accessible. In this article, we'll discuss the major benefits of learning online, so you can determine whether it's the best option for you.

10 benefits you gain from learning online 

Online learning is expanding the reach of education and empowering more people than ever before to work toward their personal goals. Let’s go over some of the major benefits of online learning.  

1. You don’t have to relocate or commute.  

With online learning, the classroom comes to you. No matter what type of credential you’re interested in achieving—degree, professional certificate, qualification—you can access some of the most renowned educational institutions or industry leaders online. What’s more: you’re not limited by borders. You can find programs across the country or even across the globe, without having to factor in relocation costs to study elsewhere. 

Many colleges and universities also require students to pay parking fees to access campus, which can be costly. But you won’t have to worry about that additional cost, or the cost of commuting, with an online program. 

2. You can decide your learning space. 

Whether you’re learning synchronously or asynchronously online, you don’t have to worry about the hurdles of getting to class. All you have to do is turn on your computer. That may be a more comfortable option, especially if it means you don’t have to carry books, a laptop, or other necessities around. Instead, you’ll have what you need right in front of you.  

Tip: If you’re learning from home, create a dedicated learning space—whether that’s the corner of a room or the corner of a table—so that it’s easier to shift into learning mode when it comes time to sit down and study

Read more: 11 Good Study Habits to Develop

3. You can keep working while enrolled. 

A lot of students work part-time or full-time while attending college or completing other programs designed to enhance their education or skill set. But the rigid scheduling of many in-person programs can make it hard to balance your professional obligations with your educational ones. 

With online learning, courses are often designed to be more flexible so that you can work them into your work schedule. That way, you don’t have to put your professional life on hold while you pursue your education.  

4. You can build on skills you already have—or learn something entirely new.

You can change your entire career trajectory from your couch. Thanks to the range of courses, certificate programs, tutorials, and more that have been designed to teach you timely, career-relevant skills, you don’t have to go far to make a big change. Given that kind of focus, you also don’t have to spend time learning something you don’t need. 

Beyond a career change, you can strengthen your existing skill set by taking similar offerings designed to teach you a specific workplace skill or technical skill that will help you advance. And you’re not limited to the course catalog of any one particular school—the options for online learning are nearly endless. 

5. You can learn from top universities or industry-leading companies. 

Many prestigious colleges and universities now offer online degree options. An online degree from a major institution typically has the same value as one you earned in person and may even expose you to more rigorous coursework or skills development. On Coursera, you can find degrees from the University of London, University of Illinois, University of Michigan, Penn State, and HEC Paris. 

In addition to universities, many major companies now offer programs designed to help you learn a new aspect of a career—or bolster your skill set. Google , IBM , Meta , and Salesforce all offer Professional Certificates on Coursera. These focused programs can be an excellent way to expand your industry knowledge or get started in a new field. 

6. Your schedule tends to be flexible and you can learn at your own pace.

Online learning structures vary, but generally, they’re designed to be more flexible than in-person classes, which means you can access your program on your own time and, more often than not, work at your own pace. Studying takes time, so when you can fit it into your schedule, rather than adjust your schedule around your learning, it may create the flexibility you need to establish an education plan that works for you. 

7. You might save money compared to in-person learning. 

Beyond tuition and fees, there are a lot of costs associated with attending college or university—or a workshop, course, or certificate program—in person. With online learning, you tend to benefit from lower overall costs because there’s less overhead associated with operating each program. According to the Education Data Initiative, for instance, the cost per credit hour is often much lower for online courses than in-person ones [ 2 ]. 

Read more: How to Pay for Graduate School: 8 Ways

8. You can choose between self-paced and accelerated options.

Thanks to the pace you can often set with your online coursework and the growing spate of accelerated degree programs, it may be possible to complete an online education faster because you can move through courses more rapidly, as opposed to waiting for a new lesson each week. 

Learn how else you can speed up the process of earning your bachelor’s degree . 

9. You can engage with a global peer network. 

Diversity yields greater perspectives and insights. Thanks to the global availability of online learning, you may find yourself enrolled alongside students from around the world, which may in turn foster broader, more diverse opinions and learning. Moreover, depending on your program, you may have the opportunity to engage with your classmates as much as you want. Use the resources available in your program to connect with other students or maybe even start a virtual club to help stay in touch or keep each other on track.  

10. You may strengthen important transferable skills.

You can not only bolster your subject knowledge when you learn online, but you can also hone transferable skills , like communication , critical thinking , adaptability , and more. Specifically, learning online often requires greater time management and self-discipline because you are responsible for logging in to complete your lesson rather than following an in-person class schedule that dictates where and when to be. When you learn online, you also sharpen your ability to work independently, or without supervision, which is a valued skill among employers. 

Explore online learning

There’s never been a better time to learn online than now. Explore an array of educational options on Coursera, including bachelor’s degrees and master’s degrees from leading universities around the world. If you’re looking to gain career-ready skills, check out a Professional Certificate in computer science or IT , data science , business , or marketing .   

Alternately, check out a number of free courses , like the popular The Science of Well-Being from Yale University, which examines the nature of happiness, or something more career-focused like Introduction to User Experience Design from Georgia Tech.

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Article sources

College Board. “ Trends in College Pricing and Student Aid 2021 ,  https://research.collegeboard.org/pdf/trends-college-pricing-student-aid-2021.pdf." Accessed December 21, 2023.

Education Data Initiative. “ Cost of Online Education vs. Traditional Education: Comparison , https://educationdata.org/cost-of-online-education-vs-traditional-education." Accessed December 21, 2023.

Keep reading

Coursera staff.

Editorial Team

Coursera’s editorial team is comprised of highly experienced professional editors, writers, and fact...

This content has been made available for informational purposes only. Learners are advised to conduct additional research to ensure that courses and other credentials pursued meet their personal, professional, and financial goals.

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Argumentative Essay: Online Learning and Educational Access

Conventional learning is evolving with the help of computers and online technology. New ways of learning are now available, and improved access is one of the most important benefits available. People all around the world are experiencing improved mobility as a result of the freedom and potential that online learning provides, and as academic institutions and learning organisations adopt online learning technologies and remote-access learning, formal academic education is becoming increasingly legitimate. This essay argues the contemporary benefits of online learning, and that these benefits significantly outweigh the issues, challenges and disadvantages of online learning.

Online learning is giving people new choices and newfound flexibility with their personal learning and development. Whereas before, formal academic qualifications could only be gained by participating in a full time course on site, the internet has allowed institutions to expand their reach and offer recognized courses on a contact-partial, or totally virtual, basis. Institutions can do so with relatively few extra resources, and for paid courses this constitutes excellent value, and the student benefits with greater educational access and greater flexibility to learn and get qualified even when there lots of other personal commitments to deal with.

Flexibility is certainly one of the most important benefits, but just as important is educational access. On top of the internet’s widespread presence in developed countries, the internet is becoming increasingly available in newly developed and developing countries. Even without considering the general informational exposure that the internet delivers, online academic courses and learning initiatives are becoming more aware of the needs of people from disadvantaged backgrounds, and this means that people from such backgrounds are in a much better position to learn and progress than they used to be.

The biggest argument that raises doubt over online learning is the quality of online courses in comparison to conventional courses. Are such online courses good enough for employers to take notice? The second biggest argument is the current reality that faces many people from disadvantaged backgrounds, despite the improvements made in this area in recent years – they do not have the level of basic access needed to benefit from online learning. In fact, there are numerous sources of evidence that claim disadvantaged students are not receiving anywhere near the sort of benefits that online learning institutions and promoters are trying to instigate. Currently there are many organisations, campaigns and initiatives that are working to expand access to higher education. With such high participation, it can be argued that it is only a matter of time before the benefits are truly realised, but what about the global online infrastructure?

There is another argument that is very difficult to dispel, and that is the response of different types of students to the online learning paradigm. Evidence shows that there are certain groups of students that benefit from college distance learning much more than other groups. In essence, students must be highly motivated and highly disciplined if they are to learn effectively in their own private environment.

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How Effective Is Online Learning? What the Research Does and Doesn’t Tell Us

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Editor’s Note: This is part of a series on the practical takeaways from research.

The times have dictated school closings and the rapid expansion of online education. Can online lessons replace in-school time?

Clearly online time cannot provide many of the informal social interactions students have at school, but how will online courses do in terms of moving student learning forward? Research to date gives us some clues and also points us to what we could be doing to support students who are most likely to struggle in the online setting.

The use of virtual courses among K-12 students has grown rapidly in recent years. Florida, for example, requires all high school students to take at least one online course. Online learning can take a number of different forms. Often people think of Massive Open Online Courses, or MOOCs, where thousands of students watch a video online and fill out questionnaires or take exams based on those lectures.

In the online setting, students may have more distractions and less oversight, which can reduce their motivation.

Most online courses, however, particularly those serving K-12 students, have a format much more similar to in-person courses. The teacher helps to run virtual discussion among the students, assigns homework, and follows up with individual students. Sometimes these courses are synchronous (teachers and students all meet at the same time) and sometimes they are asynchronous (non-concurrent). In both cases, the teacher is supposed to provide opportunities for students to engage thoughtfully with subject matter, and students, in most cases, are required to interact with each other virtually.

Coronavirus and Schools

Online courses provide opportunities for students. Students in a school that doesn’t offer statistics classes may be able to learn statistics with virtual lessons. If students fail algebra, they may be able to catch up during evenings or summer using online classes, and not disrupt their math trajectory at school. So, almost certainly, online classes sometimes benefit students.

In comparisons of online and in-person classes, however, online classes aren’t as effective as in-person classes for most students. Only a little research has assessed the effects of online lessons for elementary and high school students, and even less has used the “gold standard” method of comparing the results for students assigned randomly to online or in-person courses. Jessica Heppen and colleagues at the American Institutes for Research and the University of Chicago Consortium on School Research randomly assigned students who had failed second semester Algebra I to either face-to-face or online credit recovery courses over the summer. Students’ credit-recovery success rates and algebra test scores were lower in the online setting. Students assigned to the online option also rated their class as more difficult than did their peers assigned to the face-to-face option.

Most of the research on online courses for K-12 students has used large-scale administrative data, looking at otherwise similar students in the two settings. One of these studies, by June Ahn of New York University and Andrew McEachin of the RAND Corp., examined Ohio charter schools; I did another with colleagues looking at Florida public school coursework. Both studies found evidence that online coursetaking was less effective.

About this series

This essay is the fifth in a series that aims to put the pieces of research together so that education decisionmakers can evaluate which policies and practices to implement.

The conveners of this project—Susanna Loeb, the director of Brown University’s Annenberg Institute for School Reform, and Harvard education professor Heather Hill—have received grant support from the Annenberg Institute for this series.

To suggest other topics for this series or join in the conversation, use #EdResearchtoPractice on Twitter.

Read the full series here .

It is not surprising that in-person courses are, on average, more effective. Being in person with teachers and other students creates social pressures and benefits that can help motivate students to engage. Some students do as well in online courses as in in-person courses, some may actually do better, but, on average, students do worse in the online setting, and this is particularly true for students with weaker academic backgrounds.

Students who struggle in in-person classes are likely to struggle even more online. While the research on virtual schools in K-12 education doesn’t address these differences directly, a study of college students that I worked on with Stanford colleagues found very little difference in learning for high-performing students in the online and in-person settings. On the other hand, lower performing students performed meaningfully worse in online courses than in in-person courses.

But just because students who struggle in in-person classes are even more likely to struggle online doesn’t mean that’s inevitable. Online teachers will need to consider the needs of less-engaged students and work to engage them. Online courses might be made to work for these students on average, even if they have not in the past.

Just like in brick-and-mortar classrooms, online courses need a strong curriculum and strong pedagogical practices. Teachers need to understand what students know and what they don’t know, as well as how to help them learn new material. What is different in the online setting is that students may have more distractions and less oversight, which can reduce their motivation. The teacher will need to set norms for engagement—such as requiring students to regularly ask questions and respond to their peers—that are different than the norms in the in-person setting.

Online courses are generally not as effective as in-person classes, but they are certainly better than no classes. A substantial research base developed by Karl Alexander at Johns Hopkins University and many others shows that students, especially students with fewer resources at home, learn less when they are not in school. Right now, virtual courses are allowing students to access lessons and exercises and interact with teachers in ways that would have been impossible if an epidemic had closed schools even a decade or two earlier. So we may be skeptical of online learning, but it is also time to embrace and improve it.

A version of this article appeared in the April 01, 2020 edition of Education Week as How Effective Is Online Learning?

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Essay On Online Education: In 100 Words, 150 Words, and 200 Words

• Updated on  
• Sep 22, 2023

Online education has emerged as a significant transformation in the global education landscape, particularly in the wake of the COVID-19 pandemic . This essay explores the various facets of online education, from its inception to its advantages and disadvantages and its impact on learners and educators alike. The evolution of online education presents a new horizon for accessible and flexible learning .

Table of Contents

• 1 Essay on Online Education in 100 words
• 2 Essay on Online Education in 150 words
• 3 Essay on Online Education in 200 words

Also Read: English Essay Topics

Also Read: How to Write an Essay in English

Also Read: Speech on Republic Day for Class 12th

Essay on Online Education in 100 words

Online education is a modern educational paradigm where students access instructional content through the internet. This innovative approach has gained immense popularity, especially after the pandemic, owing to its convenience and adaptability. It has enabled students of all ages to acquire knowledge from the comfort of their homes, transcending geographical barriers. Online education offers a diverse range of courses and resources, fostering continuous learning. However, it also presents challenges, such as dependency on technology and potential disengagement from the physical world.

Must Read: The Beginner’s Guide to Writing an Essay

Essay on Online Education in 150 words

Online education marks a revolutionary shift in how we acquire knowledge. It harnesses the power of the internet to deliver educational content to students, making learning more flexible and accessible. Technology advancements have accelerated the development of online education, enabling educational institutions to provide a wide range of courses and programmes through digital platforms.

One of the primary advantages of online education is its ability to cater to a diverse audience, regardless of geographical location or physical limitations. It eliminates the need for commuting and offers a cost-effective alternative to traditional classroom learning. However, online education also comes with its challenges. It requires self-discipline and motivation as students often learn independently. Additionally, prolonged screen time can have adverse effects on students’ physical and mental well-being, potentially leading to social disconnection.

Essay on Online Education in 200 words

Online education has witnessed remarkable growth in recent years, with the internet serving as the conduit for delivering educational content. This transformation has been accelerated, particularly in response to the global pandemic. Online education transcends the boundaries of traditional learning, offering students the opportunity to acquire knowledge and skills from anywhere in the world.

One of the most compelling aspects of online education is its flexibility. Learners can access course materials and engage with instructors at their convenience, breaking free from rigid schedules. Moreover, this mode of education has expanded access to a vast array of courses, allowing individuals to pursue their interests and career goals without geographical constraints.

However, it’s important to acknowledge the challenges associated with online education. It demands a high degree of self-discipline, as students must navigate the coursework independently. Prolonged screen time can have adverse effects on health and may lead to a sense of disconnection from society.

In conclusion, online education represents a significant shift in how we approach learning. It offers unprecedented access and flexibility but also requires learners to adapt to a more self-directed approach to education. Striking a balance between the benefits and challenges of online education is key to harnessing its full potential.

An organised argument backed up by proof and examples is the key to writing a convincing essay. Create a clear thesis statement at the outset, follow a logical progression of points, and then summarise your main points.

To improve readability, use clear and concise language, break your essay into paragraphs with clear topic sentences, and vary your sentence structure.

If you’re struggling to meet the word count, review your content to see if you can expand on your ideas, provide more examples, or include additional details to support your arguments. Additionally, check for any redundancies or irrelevant information that can be removed.

We hope that this essay blog on Online Education helps. For more amazing daily reads related to essay writing , stay tuned with Leverage Edu .

Manasvi Kotwal

Manasvi's flair in writing abilities is derived from her past experience of working with bootstrap start-ups, Advertisement and PR agencies as well as freelancing. She's currently working as a Content Marketing Associate at Leverage Edu to be a part of its thriving ecosystem.

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

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

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

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

Avoid common mistakes on your manuscript.

1 Introduction

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

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

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

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

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

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

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

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

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

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

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

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

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

2.1 Selecting and coding the data (studies)

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

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

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

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

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

2.2 Study group

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

2.3 Publication bias

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

2.4 Selecting the model

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

2.5 Heterogeneity

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

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

2.6 Interpreting the effect sizes

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

3 Findings and results

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

4 Conclusions and discussion

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

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

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

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

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

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

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

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

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

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

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

*Studies included in meta-analysis

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Ulum, H. The effects of online education on academic success: A meta-analysis study. Educ Inf Technol 27 , 429–450 (2022). https://doi.org/10.1007/s10639-021-10740-8

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Essays About Online Learning: Top 6 Examples And Prompts

If you are writing essays about online learning, you can start by reading some essay examples and prompts in this article. 

People often regard online learning as kids stuck at home, glued to their devices. However, there is so much more to it than this simplistic concept. Many parents may see it as an “easy way out” for students to slack off on their studies while still passing their classes, but online learning has not reached its full potential yet. 

It has dramatically impacted how education is handled globally, for better or worse. It has forced teachers to take on extra work , while students say it has helped reduce their stress levels. It is undoubtedly a contentious topic. 

If you need help writing an essay about online learning, here are some essay examples you can use for inspiration.

1. Disabled Students Urge Universities To Make Online Learning More Accessible by Lucia Posteraro

2. why are more and more students taking online classes by perry mullins, 3. the benefits of online learning: 7 advantages of online degrees by kelsey miller, 4. why is online learning important by clare scott, 5. is online learning as effective as face-to-face learning by kelli wilkins, 6. i’m a high school student. i don’t want online learning to end. by rory selinger, prompts on essays about online learning, 1. how has online learning affected you, 2. compare and contrast online and in-person classes., 3. what can you learn from an online setup, 4. what is the future of online learning, 5. which is better- online or face-to-face learning, 6. can online learning be sustained long-term.

“Autism may hinder the ability to follow complex conversations, especially with background noise – but Charli’s lectures did not have subtitles. Moreover, extensions for group projects were too short for her extenuating circumstances.’

Posteraro tells the stories of students who want online learning to be more accessible. For example, Charli, a student with autism, was greatly affected by the transition from in-person to online classes during the COVID-19 pandemic. Unfortunately, online learning has not catered to her special needs, so she urges schools to take action to make online education more inclusive. You might also be interested in these essays about knowledge .

“The result of taking online classes is that students who take them become more proficient and comfortable with using computers. Students can learn to connect with one another online and with information in meaningful and useful ways. With that said more and more students are taking online classes because it’s the best way to save money work at your own pace and not have to be stressed about going to class.”

In his essay, Mullins discusses why more students prefer online learning. First, it lessens expenses, as students learn from the comfort of their rooms. Second, it helps students avert the fear of talking to strangers face-to-face, helping them communicate better. 

“It’s clear, then, that learning online helps prepare professionals for this shift toward online work. Below, explore what online courses entail, explore seven key benefits, and get the advice you need to determine if online courses are right for you.”

Miller briefly explains what online learning is, then proceeds to discuss its advantages. These include a self-paced schedule, improved communication, and new technical skills. However, he reminds readers that everyone is different; regardless of the benefits, they should only choose online learning if they believe it will work for them.

“Boil it right down and the answer is simple: change is constant. You must move with it. The true beauty of online learning is that it lends itself perfectly to your lifestyle. By its very nature, it can fit around you. Also, no longer are we taught how to do a job, it’s usually a case of figuring it out for yourself—and that’s where online learning can amplify your skills.”

Scott presents the importance of online learning. Similar to Miller, she mentions self-paced, giving students new skills. However, the most important lesson is that change is constant. Online learning exemplifies this precept, and these skills help us move along.

“While both ways of learning have advantages and disadvantages, what is more effective is based off of the student themselves. Students can weigh the costs and benefits between online learning and face-to-face learning. They can decide for themselves what would be best for them. Online learning can be as effective as face-to-face learning if the student is committed to putting their time and effort to study alone.”

Wilkins questions the notion that online learning is inferior to a face-to-face classes. She begins by listing the benefits of online classes, including comfort and easier schedules, as with Miller and Scott. However, she also mentions its disadvantages, such as the possibility of students being distracted and a lack of bonding between classmates. But, of course, it’s all up to the student in the end: they should decide which type of education they prefer.

“One thing I hope people now realize is that education is not a one-size-fits-all model. While the self-disciplined nature of remote learning is not for everyone, it has allowed students like me to flourish unimpeded by the challenges presented by typical classroom settings.”

A 14-year-old student, Selinger wishes to continue her education online as schools return to physical classes amid the pandemic. She discusses the relief she feels from the lack of peer pressure, judgment, and a rigorous schedule. Controlling your study schedule relieves students of pressure, and Selinger believes this is optimal for success. She believes online learning opens a path to be better rather than to “return to normal.”

In this essay, you can write about your experience of online learning. Whether you have had online coursework from school or college or taken an online course for your own interests, we’ve all had some experience learning online. Discuss how you benefited from online learning and the challenges you faced. For a compelling essay, conduct interviews to back up your experience by showing others who felt the same way.

Create an exciting comparative essay between online and in-person learning. You can compare and contrast the experiences and show the positives and negatives of each. Start by making a list or Venn diagram, and organize your essay. Include the structure, advantages, and disadvantages of each method of learning. 

Online learning can teach you some skills to succeed in the real world. In this essay, write about the unique skills you can gain from online learning. Perhaps you learn valuable IT skills, virtual note-taking, and basic administrative skills. Then, look into how these skills can benefit you in future studies or when trying to step into a new career path. 

We have barely scratched the surface of technology. In this essay, look to the future and imagine how online education will look. Then, research up-and-coming online learning technologies and see what will come next. Will the development of more online learning technology benefit students? Look into this exciting topic for an engaging discussion.

For this topic, writing an excellent argumentative essay is easy. First, from research and your own experience, list the benefits and downsides of each type of learning and determine which is more effective. Then, you can use Google and the essay examples above to support your argument.  

Online learning is most commonly used for students who are ill or during situations such as a global pandemic. It is meant to be temporary; however, can schools stick to a completely-online method of instruction? Include some advantages and disadvantages of online learning in your essay.

Tip: If writing an essay sounds like a lot of work, simplify it. Write a simple 5 paragraph essay instead.

If you’re still stuck, check out our general resource of essay writing topics .

Martin is an avid writer specializing in editing and proofreading. He also enjoys literary analysis and writing about food and travel.

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Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study

Lixiang yan.

1 Centre for Learning Analytics at Monash, Faculty of Information Technology, Monash University, Clayton VIC, Australia

Alexander Whitelock‐Wainwright

2 Portfolio of the Deputy Vice‐Chancellor (Education), Monash University, Melbourne VIC, Australia

Quanlong Guan

3 Department of Computer Science, Jinan University, Guangzhou China

Gangxin Wen

4 College of Cyber Security, Jinan University, Guangzhou China

Dragan Gašević

Guanliang chen, associated data.

The data is not openly available as it is restricted by the Chinese government.

Online learning is currently adopted by educational institutions worldwide to provide students with ongoing education during the COVID‐19 pandemic. Even though online learning research has been advancing in uncovering student experiences in various settings (i.e., tertiary, adult, and professional education), very little progress has been achieved in understanding the experience of the K‐12 student population, especially when narrowed down to different school‐year segments (i.e., primary and secondary school students). This study explores how students at different stages of their K‐12 education reacted to the mandatory full‐time online learning during the COVID‐19 pandemic. For this purpose, we conducted a province‐wide survey study in which the online learning experience of 1,170,769 Chinese students was collected from the Guangdong Province of China. We performed cross‐tabulation and Chi‐square analysis to compare students’ online learning conditions, experiences, and expectations. Results from this survey study provide evidence that students’ online learning experiences are significantly different across school years. Foremost, policy implications were made to advise government authorises and schools on improving the delivery of online learning, and potential directions were identified for future research into K‐12 online learning.

Practitioner notes

What is already known about this topic

• Online learning has been widely adopted during the COVID‐19 pandemic to ensure the continuation of K‐12 education.
• Student success in K‐12 online education is substantially lower than in conventional schools.
• Students experienced various difficulties related to the delivery of online learning.

What this paper adds

• Provide empirical evidence for the online learning experience of students in different school years.
• Identify the different needs of students in primary, middle, and high school.
• Identify the challenges of delivering online learning to students of different age.

Implications for practice and/or policy

• Authority and schools need to provide sufficient technical support to students in online learning.
• The delivery of online learning needs to be customised for students in different school years.

INTRODUCTION

The ongoing COVID‐19 pandemic poses significant challenges to the global education system. By July 2020, the UN Educational, Scientific and Cultural Organization (2020) reported nationwide school closure in 111 countries, affecting over 1.07 billion students, which is around 61% of the global student population. Traditional brick‐and‐mortar schools are forced to transform into full‐time virtual schools to provide students with ongoing education (Van Lancker & Parolin,  2020 ). Consequently, students must adapt to the transition from face‐to‐face learning to fully remote online learning, where synchronous video conferences, social media, and asynchronous discussion forums become their primary venues for knowledge construction and peer communication.

For K‐12 students, this sudden transition is problematic as they often lack prior online learning experience (Barbour & Reeves,  2009 ). Barbour and LaBonte ( 2017 ) estimated that even in countries where online learning is growing rapidly, such as USA and Canada, less than 10% of the K‐12 student population had prior experience with this format. Maladaptation to online learning could expose inexperienced students to various vulnerabilities, including decrements in academic performance (Molnar et al.,  2019 ), feeling of isolation (Song et al.,  2004 ), and lack of learning motivation (Muilenburg & Berge,  2005 ). Unfortunately, with confirmed cases continuing to rise each day, and new outbreaks occur on a global scale, full‐time online learning for most students could last longer than anticipated (World Health Organization,  2020 ). Even after the pandemic, the current mass adoption of online learning could have lasting impacts on the global education system, and potentially accelerate and expand the rapid growth of virtual schools on a global scale (Molnar et al.,  2019 ). Thus, understanding students' learning conditions and their experiences of online learning during the COVID pandemic becomes imperative.

Emerging evidence on students’ online learning experience during the COVID‐19 pandemic has identified several major concerns, including issues with internet connection (Agung et al.,  2020 ; Basuony et al.,  2020 ), problems with IT equipment (Bączek et al.,  2021 ; Niemi & Kousa,  2020 ), limited collaborative learning opportunities (Bączek et al.,  2021 ; Yates et al.,  2020 ), reduced learning motivation (Basuony et al.,  2020 ; Niemi & Kousa,  2020 ; Yates et al.,  2020 ), and increased learning burdens (Niemi & Kousa,  2020 ). Although these findings provided valuable insights about the issues students experienced during online learning, information about their learning conditions and future expectations were less mentioned. Such information could assist educational authorises and institutions to better comprehend students’ difficulties and potentially improve their online learning experience. Additionally, most of these recent studies were limited to higher education, except for Yates et al. ( 2020 ) and Niemi and Kousa’s ( 2020 ) studies on senior high school students. Empirical research targeting the full spectrum of K‐12students remain scarce. Therefore, to address these gaps, the current paper reports the findings of a large‐scale study that sought to explore K‐12 students’ online learning experience during the COVID‐19 pandemic in a provincial sample of over one million Chinese students. The findings of this study provide policy recommendations to educational institutions and authorities regarding the delivery of K‐12 online education.

LITERATURE REVIEW

Learning conditions and technologies.

Having stable access to the internet is critical to students’ learning experience during online learning. Berge ( 2005 ) expressed the concern of the divide in digital‐readiness, and the pedagogical approach between different countries could influence students’ online learning experience. Digital‐readiness is the availability and adoption of information technologies and infrastructures in a country. Western countries like America (3rd) scored significantly higher in digital‐readiness compared to Asian countries like China (54th; Cisco,  2019 ). Students from low digital‐readiness countries could experience additional technology‐related problems. Supporting evidence is emerging in recent studies conducted during the COVID‐19 pandemic. In Egypt's capital city, Basuony et al. ( 2020 ) found that only around 13.9%of the students experienced issues with their internet connection. Whereas more than two‐thirds of the students in rural Indonesia reported issues of unstable internet, insufficient internet data, and incompatible learning device (Agung et al.,  2020 ).

Another influential factor for K‐12 students to adequately adapt to online learning is the accessibility of appropriate technological devices, especially having access to a desktop or a laptop (Barbour et al., 2018 ). However, it is unlikely for most of the students to satisfy this requirement. Even in higher education, around 76% of students reported having incompatible devices for online learning and only 15% of students used laptop for online learning, whereas around 85% of them used smartphone (Agung et al.,  2020 ). It is very likely that K‐12 students also suffer from this availability issue as they depend on their parents to provide access to relevant learning devices.

Technical issues surrounding technological devices could also influence students’ experience in online learning. (Barbour & Reeves,  2009 ) argues that students need to have a high level of digital literacy to find and use relevant information and communicate with others through technological devices. Students lacking this ability could experience difficulties in online learning. Bączek et al. ( 2021 ) found that around 54% of the medical students experienced technical problems with IT equipment and this issue was more prevalent in students with lower years of tertiary education. Likewise, Niemi and Kousa ( 2020 ) also find that students in a Finish high school experienced increased amounts of technical problems during the examination period, which involved additional technical applications. These findings are concerning as young children and adolescent in primary and lower secondary school could be more vulnerable to these technical problems as they are less experienced with the technologies in online learning (Barbour & LaBonte,  2017 ). Therefore, it is essential to investigate the learning conditions and the related difficulties experienced by students in K‐12 education as the extend of effects on them remain underexplored.

Learning experience and interactions

Apart from the aforementioned issues, the extent of interaction and collaborative learning opportunities available in online learning could also influence students’ experience. The literature on online learning has long emphasised the role of effective interaction for the success of student learning. According to Muirhead and Juwah ( 2004 ), interaction is an event that can take the shape of any type of communication between two or subjects and objects. Specifically, the literature acknowledges the three typical forms of interactions (Moore,  1989 ): (i) student‐content, (ii) student‐student, and (iii) student‐teacher. Anderson ( 2003 ) posits, in the well‐known interaction equivalency theorem, learning experiences will not deteriorate if only one of the three interaction is of high quality, and the other two can be reduced or even eliminated. Quality interaction can be accomplished by across two dimensions: (i) structure—pedagogical means that guide student interaction with contents or other students and (ii) dialogue—communication that happens between students and teachers and among students. To be able to scale online learning and prevent the growth of teaching costs, the emphasise is typically on structure (i.e., pedagogy) that can promote effective student‐content and student‐student interaction. The role of technology and media is typically recognised as a way to amplify the effect of pedagogy (Lou et al.,  2006 ). Novel technological innovations—for example learning analytics‐based personalised feedback at scale (Pardo et al.,  2019 ) —can also empower teachers to promote their interaction with students.

Online education can lead to a sense of isolation, which can be detrimental to student success (McInnerney & Roberts,  2004 ). Therefore, integration of social interaction into pedagogy for online learning is essential, especially at the times when students do not actually know each other or have communication and collaboration skills underdeveloped (Garrison et al.,  2010 ; Gašević et al.,  2015 ). Unfortunately, existing evidence suggested that online learning delivery during the COVID‐19 pandemic often lacks interactivity and collaborative experiences (Bączek et al.,  2021 ; Yates et al.,  2020 ). Bączek et al., ( 2021 ) found that around half of the medical students reported reduced interaction with teachers, and only 4% of students think online learning classes are interactive. Likewise, Yates et al. ( 2020 )’s study in high school students also revealed that over half of the students preferred in‐class collaboration over online collaboration as they value the immediate support and the proximity to teachers and peers from in‐class interaction.

Learning expectations and age differentiation

Although these studies have provided valuable insights and stressed the need for more interactivity in online learning, K‐12 students in different school years could exhibit different expectations for the desired activities in online learning. Piaget's Cognitive Developmental Theory illustrated children's difficulties in understanding abstract and hypothetical concepts (Thomas,  2000 ). Primary school students will encounter many abstract concepts in their STEM education (Uttal & Cohen,  2012 ). In face‐to‐face learning, teachers provide constant guidance on students’ learning progress and can help them to understand difficult concepts. Unfortunately, the level of guidance significantly drops in online learning, and, in most cases, children have to face learning obstacles by themselves (Barbour,  2013 ). Additionally, lower primary school students may lack the metacognitive skills to use various online learning functions, maintain engagement in synchronous online learning, develop and execute self‐regulated learning plans, and engage in meaningful peer interactions during online learning (Barbour,  2013 ; Broadbent & Poon,  2015 ; Huffaker & Calvert, 2003; Wang et al.,  2013 ). Thus, understanding these younger students’ expectations is imperative as delivering online learning to them in the same way as a virtual high school could hinder their learning experiences. For students with more matured metacognition, their expectations of online learning could be substantially different from younger students. Niemi et al.’s study ( 2020 ) with students in a Finish high school have found that students often reported heavy workload and fatigue during online learning. These issues could cause anxiety and reduce students’ learning motivation, which would have negative consequences on their emotional well‐being and academic performance (Niemi & Kousa,  2020 ; Yates et al.,  2020 ), especially for senior students who are under the pressure of examinations. Consequently, their expectations of online learning could be orientated toward having additional learning support functions and materials. Likewise, they could also prefer having more opportunities for peer interactions as these interactions are beneficial to their emotional well‐being and learning performance (Gašević et al., 2013 ; Montague & Rinaldi, 2001 ). Therefore, it is imperative to investigate the differences between online learning expectations in students of different school years to suit their needs better.

Research questions

By building upon the aforementioned relevant works, this study aimed to contribute to the online learning literature with a comprehensive understanding of the online learning experience that K‐12 students had during the COVID‐19 pandemic period in China. Additionally, this study also aimed to provide a thorough discussion of what potential actions can be undertaken to improve online learning delivery. Formally, this study was guided by three research questions (RQs):

RQ1 . What learning conditions were experienced by students across 12 years of education during their online learning process in the pandemic period? RQ2 . What benefits and obstacles were perceived by students across 12 years of education when performing online learning? RQ3 . What expectations do students, across 12 years of education, have for future online learning practices ?

Participants

The total number of K‐12 students in the Guangdong Province of China is around 15 million. In China, students of Year 1–6, Year 7–9, and Year 10–12 are referred to as students of primary school, middle school, and high school, respectively. Typically, students in China start their study in primary school at the age of around six. At the end of their high‐school study, students have to take the National College Entrance Examination (NCEE; also known as Gaokao) to apply for tertiary education. The survey was administrated across the whole Guangdong Province, that is the survey was exposed to all of the 15 million K‐12 students, though it was not mandatory for those students to accomplish the survey. A total of 1,170,769 students completed the survey, which accounts for a response rate of 7.80%. After removing responses with missing values and responses submitted from the same IP address (duplicates), we had 1,048,575 valid responses, which accounts to about 7% of the total K‐12 students in the Guangdong Province. The number of students in different school years is shown in Figure  1 . Overall, students were evenly distributed across different school years, except for a smaller sample in students of Year 10–12.

The number of students in each school year

Survey design

The survey was designed collaboratively by multiple relevant parties. Firstly, three educational researchers working in colleges and universities and three educational practitioners working in the Department of Education in Guangdong Province were recruited to co‐design the survey. Then, the initial draft of the survey was sent to 30 teachers from different primary and secondary schools, whose feedback and suggestions were considered to improve the survey. The final survey consisted of a total of 20 questions, which, broadly, can be classified into four categories: demographic, behaviours, experiences, and expectations. Details are available in Appendix.

All K‐12 students in the Guangdong Province were made to have full‐time online learning from March 1, 2020 after the outbreak of COVID‐19 in January in China. A province‐level online learning platform was provided to all schools by the government. In addition to the learning platform, these schools can also use additional third‐party platforms to facilitate the teaching activities, for example WeChat and Dingding, which provide services similar to WhatsApp and Zoom. The main change for most teachers was that they had to shift the classroom‐based lectures to online lectures with the aid of web‐conferencing tools. Similarly, these teachers also needed to perform homework marking and have consultation sessions in an online manner.

The Department of Education in the Guangdong Province of China distributed the survey to all K‐12 schools in the province on March 21, 2020 and collected responses on March 26, 2020. Students could access and answer the survey anonymously by either scan the Quick Response code along with the survey or click the survey address link on their mobile device. The survey was administrated in a completely voluntary manner and no incentives were given to the participants. Ethical approval was granted by the Department of Education in the Guangdong Province. Parental approval was not required since the survey was entirely anonymous and facilitated by the regulating authority, which satisfies China's ethical process.

The original survey was in Chinese, which was later translated by two bilingual researchers and verified by an external translator who is certified by the Australian National Accreditation Authority of Translators and Interpreters. The original and translated survey questionnaires are available in Supporting Information. Given the limited space we have here and the fact that not every survey item is relevant to the RQs, the following items were chosen to answer the RQs: item Q3 (learning media) and Q11 (learning approaches) for RQ1, item Q13 (perceived obstacle) and Q19 (perceived benefits) for RQ2, and item Q19 (expected learning activities) for RQ3. Cross‐tabulation based approaches were used to analyse the collected data. To scrutinise whether the differences displayed by students of different school years were statistically significant, we performed Chi‐square tests and calculated the Cramer's V to assess the strengths of the association after chi‐square had determined significance.

For the analyses, students were segmented into four categories based on their school years, that is Year 1–3, Year 4–6, Year 7–9, and Year 10–12, to provide a clear understanding of the different experiences and needs that different students had for online learning. This segmentation was based on the educational structure of Chinese schools: elementary school (Year 1–6), middle school (Year 7–9), and high school (Year 10–12). Children in elementary school can further be segmented into junior (Year 1–3) or senior (Year 4–6) students because senior elementary students in China are facing more workloads compared to junior students due to the provincial Middle School Entry Examination at the end of Year 6.

Learning conditions—RQ1

Learning media.

The Chi‐square test showed significant association between school years and students’ reported usage of learning media, χ 2 (55, N  = 1,853,952) = 46,675.38, p  < 0.001. The Cramer's V is 0.07 ( df ∗ = 5), which indicates a small‐to‐medium effect according to Cohen’s ( 1988 ) guidelines. Based on Figure  2 , we observed that an average of up to 87.39% students used smartphones to perform online learning, while only 25.43% students used computer, which suggests that smartphones, with widespread availability in China (2020), have been adopted by students for online learning. As for the prevalence of the two media, we noticed that both smartphones ( χ 2 (3, N  = 1,048,575) = 9,395.05, p < 0.001, Cramer's V  = 0.10 ( df ∗ = 1)) and computers ( χ 2 (3, N  = 1,048,575) = 11,025.58, p <.001, Cramer's V  = 0.10 ( df ∗ = 1)) were more adopted by high‐school‐year (Year 7–12) than early‐school‐year students (Year 1–6), both with a small effect size. Besides, apparent discrepancies can be observed between the usages of TV and paper‐based materials across different school years, that is early‐school‐year students reported more TV usage ( χ 2 (3, N  = 1,048,575) = 19,505.08, p <.001), with a small‐to‐medium effect size, Cramer's V  = 0.14( df ∗ = 1). High‐school‐year students (especially Year 10–12) reported more usage of paper‐based materials ( χ 2 (3, N  = 1,048,575) = 23,401.64, p < 0.001), with a small‐to‐medium effect size, Cramer's V  = 0.15( df ∗ = 1).

Learning media used by students in online learning

Learning approaches

School years is also significantly associated with the different learning approaches students used to tackle difficult concepts during online learning, χ 2 (55, N  = 2,383,751) = 58,030.74, p < 0.001. The strength of this association is weak to moderate as shown by the Cramer's V (0.07, df ∗ = 5; Cohen,  1988 ). When encountering problems related to difficult concepts, students typically chose to “solve independently by searching online” or “rewatch recorded lectures” instead of consulting to their teachers or peers (Figure  3 ). This is probably because, compared to classroom‐based education, it is relatively less convenient and more challenging for students to seek help from others when performing online learning. Besides, compared to high‐school‐year students, early‐school‐year students (Year 1–6), reported much less use of “solve independently by searching online” ( χ 2 (3, N  = 1,048,575) = 48,100.15, p <.001), with a small‐to‐medium effect size, Cramer's V  = 0.21 ( df ∗ = 1). Also, among those approaches of seeking help from others, significantly more high‐school‐year students preferred “communicating with other students” than early‐school‐year students ( χ 2 (3, N  = 1,048,575) = 81,723.37, p < 0.001), with a medium effect size, Cramer's V  = 0.28 ( df ∗ = 1).

Learning approaches used by students in online learning

Perceived benefits and obstacles—RQ2

Perceived benefits.

The association between school years and perceived benefits in online learning is statistically significant, χ 2 (66, N  = 2,716,127) = 29,534.23, p  < 0.001, and the Cramer's V (0.04, df ∗ = 6) indicates a small effect (Cohen,  1988 ). Unsurprisingly, benefits brought by the convenience of online learning are widely recognised by students across all school years (Figure  4 ), that is up to 75% of students reported that it is “more convenient to review course content” and 54% said that they “can learn anytime and anywhere” . Besides, we noticed that about 50% of early‐school‐year students appreciated the “access to courses delivered by famous teachers” and 40%–47% of high‐school‐year students indicated that online learning is “helpful to develop self‐regulation and autonomy” .

Perceived benefits of online learning reported by students

Perceived obstacles

The Chi‐square test shows a significant association between school years and students’ perceived obstacles in online learning, χ 2 (77, N  = 2,699,003) = 31,987.56, p < 0.001. This association is relatively weak as shown by the Cramer's V (0.04, df ∗ = 7; Cohen,  1988 ). As shown in Figure  5 , the biggest obstacles encountered by up to 73% of students were the “eyestrain caused by long staring at screens” . Disengagement caused by nearby disturbance was reported by around 40% of students, especially those of Year 1–3 and 10–12. Technological‐wise, about 50% of students experienced poor Internet connection during their learning process, and around 20% of students reported the “confusion in setting up the platforms” across of school years.

Perceived obstacles of online learning reported by students

Expectations for future practices of online learning – RQ3

Online learning activities.

The association between school years and students’ expected online learning activities is significant, χ 2 (66, N  = 2,416,093) = 38,784.81, p < 0.001. The Cramer's V is 0.05 ( df ∗ = 6) which suggests a small effect (Cohen,  1988 ). As shown in Figure  6 , the most expected activity for future online learning is “real‐time interaction with teachers” (55%), followed by “online group discussion and collaboration” (38%). We also observed that more early‐school‐year students expect reflective activities, such as “regular online practice examinations” ( χ 2 (3, N  = 1,048,575) = 11,644.98, p < 0.001), with a small effect size, Cramer's V  = 0.11 ( df ∗ = 1). In contrast, more high‐school‐year students expect “intelligent recommendation system …” ( χ 2 (3, N  = 1,048,575) = 15,327.00, p < 0.001), with a small effect size, Cramer's V  = 0.12 ( df ∗ = 1).

Students’ expected online learning activities

Regarding students’ learning conditions, substantial differences were observed in learning media, family dependency, and learning approaches adopted in online learning between students in different school years. The finding of more computer and smartphone usage in high‐school‐year than early‐school‐year students can probably be explained by that, with the growing abilities in utilising these media as well as the educational systems and tools which run on these media, high‐school‐year students tend to make better use of these media for online learning practices. Whereas, the differences in paper‐based materials may imply that high‐school‐year students in China have to accomplish a substantial amount of exercise, assignments, and exam papers to prepare for the National College Entrance Examination (NCEE), whose delivery was not entirely digitised due to the sudden transition to online learning. Meanwhile, high‐school‐year students may also have preferred using paper‐based materials for exam practice, as eventually, they would take their NCEE in the paper format. Therefore, these substantial differences in students’ usage of learning media should be addressed by customising the delivery method of online learning for different school years.

Other than these between‐age differences in learning media, the prevalence of smartphone in online learning resonates with Agung et al.’s ( 2020 ) finding on the issues surrounding the availability of compatible learning device. The prevalence of smartphone in K‐12 students is potentially problematic as the majority of the online learning platform and content is designed for computer‐based learning (Berge,  2005 ; Molnar et al.,  2019 ). Whereas learning with smartphones has its own unique challenges. For example, Gikas and Grant ( 2013 ) discovered that students who learn with smartphone experienced frustration with the small screen‐size, especially when trying to type with the tiny keypad. Another challenge relates to the distraction of various social media applications. Although similar distractions exist in computer and web‐based social media, the level of popularity, especially in the young generation, are much higher in mobile‐based social media (Montag et al.,  2018 ). In particular, the message notification function in smartphones could disengage students from learning activities and allure them to social media applications (Gikas & Grant,  2013 ). Given these challenges of learning with smartphones, more research efforts should be devoted to analysing students’ online learning behaviour in the setting of mobile learning to accommodate their needs better.

The differences in learning approaches, once again, illustrated that early‐school‐year students have different needs compared to high‐school‐year students. In particular, the low usage of the independent learning methods in early‐school‐year students may reflect their inability to engage in independent learning. Besides, the differences in help seeking behaviours demonstrated the distinctive needs for communication and interaction between different students, that is early‐school‐year students have a strong reliance on teachers and high‐school‐year students, who are equipped with stronger communication ability, are more inclined to interact with their peers. This finding implies that the design of online learning platforms should take students’ different needs into account. Thus, customisation is urgently needed for the delivery of online learning to different school years.

In terms of the perceived benefits and challenges of online learning, our results resonate with several previous findings. In particular, the benefits of convenience are in line with the flexibility advantages of online learning, which were mentioned in prior works (Appana,  2008 ; Bączek et al.,  2021 ; Barbour,  2013 ; Basuony et al.,  2020 ; Harvey et al.,  2014 ). Early‐school‐year students’ higher appreciation in having “access to courses delivered by famous teachers” and lower appreciation in the independent learning skills developed through online learning are also in line with previous literature (Barbour,  2013 ; Harvey et al.,  2014 ; Oliver et al.,  2009 ). Again, these similar findings may indicate the strong reliance that early‐school‐year students place on teachers, while high‐school‐year students are more capable of adapting to online learning by developing independent learning skills.

Technology‐wise, students’ experience of poor internet connection and confusion in setting up online learning platforms are particularly concerning. The problem of poor internet connection corroborated the findings reported in prior studies (Agung et al.,  2020 ; Barbour,  2013 ; Basuony et al.,  2020 ; Berge,  2005 ; Rice,  2006 ), that is the access issue surrounded the digital divide as one of the main challenges of online learning. In the era of 4G and 5G networks, educational authorities and institutions that deliver online education could fall into the misconception of most students have a stable internet connection at home. The internet issue we observed is particularly vital to students’ online learning experience as most students prefer real‐time communications (Figure  6 ), which rely heavily on stable internet connection. Likewise, the finding of students’ confusion in technology is also consistent with prior studies (Bączek et al.,  2021 ; Muilenburg & Berge,  2005 ; Niemi & Kousa,  2020 ; Song et al.,  2004 ). Students who were unsuccessfully in setting up the online learning platforms could potentially experience declines in confidence and enthusiasm for online learning, which would cause a subsequent unpleasant learning experience. Therefore, both the readiness of internet infrastructure and student technical skills remain as the significant challenges for the mass‐adoption of online learning.

On the other hand, students’ experience of eyestrain from extended screen time provided empirical evidence to support Spitzer’s ( 2001 ) speculation about the potential ergonomic impact of online learning. This negative effect is potentially related to the prevalence of smartphone device and the limited screen size of these devices. This finding not only demonstrates the potential ergonomic issues that would be caused by smartphone‐based online learning but also resonates with the aforementioned necessity of different platforms and content designs for different students.

A less‐mentioned problem in previous studies on online learning experiences is the disengagement caused by nearby disturbance, especially in Year 1–3 and 10–12. It is likely that early‐school‐year students suffered from this problem because of their underdeveloped metacognitive skills to concentrate on online learning without teachers’ guidance. As for high‐school‐year students, the reasons behind their disengagement require further investigation in the future. Especially it would be worthwhile to scrutinise whether this type of disengagement is caused by the substantial amount of coursework they have to undertake and the subsequent a higher level of pressure and a lower level of concentration while learning.

Across age‐level differences are also apparent in terms of students’ expectations of online learning. Although, our results demonstrated students’ needs of gaining social interaction with others during online learning, findings (Bączek et al.,  2021 ; Harvey et al.,  2014 ; Kuo et al.,  2014 ; Liu & Cavanaugh,  2012 ; Yates et al.,  2020 ). This need manifested differently across school years, with early‐school‐year students preferring more teacher interactions and learning regulation support. Once again, this finding may imply that early‐school‐year students are inadequate in engaging with online learning without proper guidance from their teachers. Whereas, high‐school‐year students prefer more peer interactions and recommendation to learning resources. This expectation can probably be explained by the large amount of coursework exposed to them. Thus, high‐school‐year students need further guidance to help them better direct their learning efforts. These differences in students’ expectations for future practices could guide the customisation of online learning delivery.

Implications

As shown in our results, improving the delivery of online learning not only requires the efforts of policymakers but also depend on the actions of teachers and parents. The following sub‐sections will provide recommendations for relevant stakeholders and discuss their essential roles in supporting online education.

Technical support

The majority of the students has experienced technical problems during online learning, including the internet lagging and confusion in setting up the learning platforms. These problems with technology could impair students’ learning experience (Kauffman,  2015 ; Muilenburg & Berge,  2005 ). Educational authorities and schools should always provide a thorough guide and assistance for students who are experiencing technical problems with online learning platforms or other related tools. Early screening and detection could also assist schools and teachers to direct their efforts more effectively in helping students with low technology skills (Wilkinson et al.,  2010 ). A potential identification method involves distributing age‐specific surveys that assess students’ Information and Communication Technology (ICT) skills at the beginning of online learning. For example, there are empirical validated ICT surveys available for both primary (Aesaert et al.,  2014 ) and high school (Claro et al.,  2012 ) students.

For students who had problems with internet lagging, the delivery of online learning should provide options that require fewer data and bandwidth. Lecture recording is the existing option but fails to address students’ need for real‐time interaction (Clark et al.,  2015 ; Malik & Fatima,  2017 ). A potential alternative involves providing students with the option to learn with digital or physical textbooks and audio‐conferencing, instead of screen sharing and video‐conferencing. This approach significantly reduces the amount of data usage and lowers the requirement of bandwidth for students to engage in smooth online interactions (Cisco,  2018 ). It also requires little additional efforts from teachers as official textbooks are often available for each school year, and thus, they only need to guide students through the materials during audio‐conferencing. Educational authority can further support this approach by making digital textbooks available for teachers and students, especially those in financial hardship. However, the lack of visual and instructor presence could potentially reduce students’ attention, recall of information, and satisfaction in online learning (Wang & Antonenko,  2017 ). Therefore, further research is required to understand whether the combination of digital or physical textbooks and audio‐conferencing is appropriate for students with internet problems. Alternatively, suppose the local technological infrastructure is well developed. In that case, governments and schools can also collaborate with internet providers to issue data and bandwidth vouchers for students who are experiencing internet problems due to financial hardship.

For future adoption of online learning, policymakers should consider the readiness of the local internet infrastructure. This recommendation is particularly important for developing countries, like Bangladesh, where the majority of the students reported the lack of internet infrastructure (Ramij & Sultana,  2020 ). In such environments, online education may become infeasible, and alternative delivery method could be more appropriate, for example, the Telesecundaria program provides TV education for rural areas of Mexico (Calderoni,  1998 ).

Other than technical problems, choosing a suitable online learning platform is also vital for providing students with a better learning experience. Governments and schools should choose an online learning platform that is customised for smartphone‐based learning, as the majority of students could be using smartphones for online learning. This recommendation is highly relevant for situations where students are forced or involuntarily engaged in online learning, like during the COVID‐19 pandemic, as they might not have access to a personal computer (Molnar et al.,  2019 ).

Customisation of delivery methods

Customising the delivery of online learning for students in different school years is the theme that appeared consistently across our findings. This customisation process is vital for making online learning an opportunity for students to develop independent learning skills, which could help prepare them for tertiary education and lifelong learning. However, the pedagogical design of K‐12 online learning programs should be differentiated from adult‐orientated programs as these programs are designed for independent learners, which is rarely the case for students in K‐12 education (Barbour & Reeves,  2009 ).

For early‐school‐year students, especially Year 1–3 students, providing them with sufficient guidance from both teachers and parents should be the priority as these students often lack the ability to monitor and reflect on learning progress. In particular, these students would prefer more real‐time interaction with teachers, tutoring from parents, and regular online practice examinations. These forms of guidance could help early‐school‐year students to cope with involuntary online learning, and potentially enhance their experience in future online learning. It should be noted that, early‐school‐year students demonstrated interest in intelligent monitoring and feedback systems for learning. Additional research is required to understand whether these young children are capable of understanding and using learning analytics that relay information on their learning progress. Similarly, future research should also investigate whether young children can communicate effectively through digital tools as potential inability could hinder student learning in online group activities. Therefore, the design of online learning for early‐school‐year students should focus less on independent learning but ensuring that students are learning effective under the guidance of teachers and parents.

In contrast, group learning and peer interaction are essential for older children and adolescents. The delivery of online learning for these students should focus on providing them with more opportunities to communicate with each other and engage in collaborative learning. Potential methods to achieve this goal involve assigning or encouraging students to form study groups (Lee et al.,  2011 ), directing students to use social media for peer communication (Dabbagh & Kitsantas,  2012 ), and providing students with online group assignments (Bickle & Rucker,  2018 ).

Special attention should be paid to students enrolled in high schools. For high‐school‐year students, in particular, students in Year 10–12, we also recommend to provide them with sufficient access to paper‐based learning materials, such as revision booklet and practice exam papers, so they remain familiar with paper‐based examinations. This recommendation applies to any students who engage in online learning but has to take their final examination in paper format. It is also imperative to assist high‐school‐year students who are facing examinations to direct their learning efforts better. Teachers can fulfil this need by sharing useful learning resources on the learning management system, if it is available, or through social media groups. Alternatively, students are interested in intelligent recommendation systems for learning resources, which are emerging in the literature (Corbi & Solans,  2014 ; Shishehchi et al.,  2010 ). These systems could provide personalised recommendations based on a series of evaluation on learners’ knowledge. Although it is infeasible for situations where the transformation to online learning happened rapidly (i.e., during the COVID‐19 pandemic), policymakers can consider embedding such systems in future online education.

Limitations

The current findings are limited to primary and secondary Chinese students who were involuntarily engaged in online learning during the COVID‐19 pandemic. Despite the large sample size, the population may not be representative as participants are all from a single province. Also, information about the quality of online learning platforms, teaching contents, and pedagogy approaches were missing because of the large scale of our study. It is likely that the infrastructures of online learning in China, such as learning platforms, instructional designs, and teachers’ knowledge about online pedagogy, were underprepared for the sudden transition. Thus, our findings may not represent the experience of students who voluntarily participated in well‐prepared online learning programs, in particular, the virtual school programs in America and Canada (Barbour & LaBonte,  2017 ; Molnar et al.,  2019 ). Lastly, the survey was only evaluated and validated by teachers but not students. Therefore, students with the lowest reading comprehension levels might have a different understanding of the items’ meaning, especially terminologies that involve abstract contracts like self‐regulation and autonomy in item Q17.

In conclusion, we identified across‐year differences between primary and secondary school students’ online learning experience during the COVID‐19 pandemic. Several recommendations were made for the future practice and research of online learning in the K‐12 student population. First, educational authorities and schools should provide sufficient technical support to help students to overcome potential internet and technical problems, as well as choosing online learning platforms that have been customised for smartphones. Second, customising the online pedagogy design for students in different school years, in particular, focusing on providing sufficient guidance for young children, more online collaborative opportunity for older children and adolescent, and additional learning resource for senior students who are facing final examinations.

CONFLICT OF INTEREST

There is no potential conflict of interest in this study.

ETHICS STATEMENT

The data are collected by the Department of Education of the Guangdong Province who also has the authority to approve research studies in K12 education in the province.

Supporting information

Supplementary Material

ACKNOWLEDGEMENTS

This work is supported by the National Natural Science Foundation of China (62077028, 61877029), the Science and Technology Planning Project of Guangdong (2020B0909030005, 2020B1212030003, 2020ZDZX3013, 2019B1515120010, 2018KTSCX016, 2019A050510024), the Science and Technology Planning Project of Guangzhou (201902010041), and the Fundamental Research Funds for the Central Universities (21617408, 21619404).

SURVEY ITEMS

Yan, L , Whitelock‐Wainwright, A , Guan, Q , Wen, G , Gašević, D , & Chen, G . Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study . Br J Educ Technol . 2021; 52 :2038–2057. 10.1111/bjet.13102 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]

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

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

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

So, let’s get started.

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

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

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

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

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

Advantages of Online Classes Essay

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

Disadvantages of Studying Online

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

Conclusion: Merits and Demerits of Online Teaching

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

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

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

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

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

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

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

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

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

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

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

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

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

Limitations of Online Learning

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

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

Conclusion of Studying Online

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

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

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

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

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

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Strengths and Weaknesses of Online Learning Essay

Online learning has become a popular means of studying in the wake of COVID-19. Many educators have been reluctant and skeptical about it, but a majority have accepted it with open arms. The skeptics have put good enough reasons against it. Supporters say that the benefits far out way the disadvantages. Amidst that confusion, it would be important to take a deep look into the subject and see the disadvantages and the advantages of online learning.

Weaknesses of Online Learning

Online learning, like many other emerging technological advancements, comes with its share of problems. First, the technology needed for this learning is expensive, and many cannot afford the needed resources (Dhawan, 2020). Apart from costs, Online learning makes a student be left isolated, leading to poor interpersonal skills; hence most end up not being team players (Arkorful & Abaidoo, 2014). The absence of interpersonal interactions is also a major factor for dissatisfaction in online classes; this affects both students and educators and may lead to depression (Islam, Beer, and Slack, 2015). Lack of motivation due to the absence of the personal presence of fellow students and teachers is observed in online classes (al Rawashdeh et al., 2021). Online classes are also known to encourage some unethical learning behaviors like cheating.

Some students also don’t have self-discipline, making them less underprivileged than their fellow students. This can also be observed in some educators’ slight online classes, and thus interruptions become common. Some educators do not uphold the level of professionalism required in an online class but do in traditional classes. Apart from discipline, some students are deprived of proper technology. Some have low-quality devices, and some don’t have WIFI, and others are constantly disrupted by technicalities. Some of the other reasons why some educators are skeptical about online classes include; More screen time on computers leading to eye problems and insomnia. Other reasons include some educators not internet survey hence additional training is required, online classes make learners easily procrastinate, practical classes are not well supported by online learning, and perhaps some educators fear it may make them lose jobs.

Strengths of Online Learning

Despite the obvious disadvantages, the advantages that online learning comes with are clear. First, online learning reduces the use of traveling resources and other expenses such as the time one incurs when going to and from classes. In research from Mukhtar et al. (2020), “Faculty opined that online learning helped ensure remote learning, it was manageable, and students could conveniently access teachers and teaching materials” (p.3). Online learning has a particular benefit to university and college students compared to junior learning institutions. The benefits of e-learning to higher learning institutions are many and include: increased enrollment, learning online promotes the institutions, it increases productivity, saving time, and encourages innovation (Quyen & Phong, 2019). It would be interesting to see the benefits online learning brings to universities being transferred to eight-year old’s as they need more time with their parents.

Critics say that online learning comes with much freedom leading to negligence. Students are known to love being in control of their learning schedule, but some do not have discipline. This is the reason why many students are for it because they can learn when they want to (St. John Fisher College, 2015). This trait helps the students to achieve great work, school, and play balance, optimizing their productivity. Freedom can come with many benefits, including having time to spend with loved ones, exercising, and building good habits. Online learning also brings a degree of discipline to the learners. Since learners have to make their own timetable and office, a student is able to practice organizational skills needed in the workplace.

Online classes give students the choice of selection of preferred teachers. Assuming a school has three educators, in the traditional setting, students would normally be allocated randomly and freedom to change class minimized. In online classes, students can easily request a transfer online or just get a link to their preferred educator. The benefits are many and are not only associated with students but also educators, school management, and particularly online learning facilitators who get a source of income. For instance, lecturers can record more lessons than they would have time to in a classroom setting and send the link addresses to the students.

All advancements come with many disadvantages and gain a fair share of critics, and so does online learning. Nevertheless, with technological advancement, some of the disadvantages seem to be mitigated further with each passing day. The critics of the method of learning had their nails bitten in the wake of the COVID-19 pandemic, where the method stopped being an alternative but the main method of study. Having proved their use, more and more people are now more open to learning online. Some circumstances make online learning the ideal method, while others favor the face-to-face method. It is thus the role of educators to do research and find out the ones that best fit online learning.

Arkorful, V., & Abaidoo, N. (2014). The Role of e-Learning, the Advantages, and Disadvantages of Its Adoption in Higher Education. Journal of Computer and Communications , 3 (12), 397–410.

Islam, N., Beer, M., & Slack, F. (2015). E-Learning Challenges Faced by Academics in Higher Education: A Literature Review . Journal of Education and Training Studies , 3 (5).

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems , 49 (1), 5–22.

Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, Limitations, and Recommendations for online learning during the COVID-19 pandemic era.

Quyen, L. H. T., & Phong, T. G. (2019). Roles of E-learning in Higher Education. Journal of Critical Reviews , 6 (4), 7–13. Web.

Rawashdeh, A. L., Z, A., et al., (2021). Advantages and Disadvantages of Using e-Learning in University Education: Analyzing Students’ Perspectives . The Electronic Journal of E-Learning , 19 (3), 107–117.

St. John Fisher College. (2015). Online Learning Revealing the Benefits and Challenges (Masters dissertation). Fisher Digital Publications. Web.

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The Mixed Methods Blog

Online courses aren’t going away: two new reports show how self-directed learning skills can improve student success.

By Ellen Wasserman and Amy E. Brown

Online learning in higher education increased significantly during the COVID-19 pandemic and has now expanded access for many students, including students of color, students from low-income backgrounds, first-generation students, and adult learners, who may find it difficult to attend college classes in person. In fact, 59% of students were taking some or all of their courses online in 2022 in U.S. public two-year colleges, according to the Department of Education . Although the rise in online coursetaking has benefits in terms of convenience and flexibility for students, it is not without challenges, and colleges are struggling with the best way to support students in these courses.

Two new reports from the Postsecondary Teaching with Technology Collaborative (the Collaborative) offer insights into institutional and classroom approaches for supporting students in online courses, particularly STEM courses. The Collaborative, led by SRI Education , the Community College Research Center , and Achieving the Dream , conducts research in partnership with nine broad-access colleges and universities and has developed an evidence-based framework that describes how motivational, metacognitive, and applied learning processes work together as students manage their online learning. Collectively, we call these processes self-directed learning (SDL) skills and mindsets.

Both of the Collaborative’s new reports—based on a study at seven community colleges and two broad-access four-year universities—share examples of how institutions and instructors can support students’ SDL skills to manage online learning. The first focuses on institution- and classroom-level supports for online teaching and learning based on interviews with administrators, staff, and faculty. The second (a research brief) provides a closer look at faculty teaching practices that support SDL skills and mindsets in the classroom.

Access the reports below Supporting Learning Online: Perspectives of Faculty and Staff at Broad-Access Institutions During COVID-19   Self-Directed Learning Skills: Strategies to Support Student Learning in Online STEM Courses

SDL Supports Can Address Challenges in Online Courses

Learning online can be isolating for students, and they can be overwhelmed by the need to manage some or all aspects of a course independently. This sometimes leads to disengagement that may impact students’ sense of belonging and self-efficacy and could negatively influence course completion. To help students build a sense of belonging and support motivation, some faculty in the study created videos to introduce themselves to their students and asked students to introduce themselves to their peers using a discussion board or video post. Some faculty also used low-stakes assessments in the beginning of a course to help build students’ confidence.

The Collaborative’s research underscores many of the demands of online learning, such as time management, that can impact student success. Asynchronous courses in particular are a challenge for many students because, instead of offering built-in class times and deadlines, they require students to work independently. Faculty members told us that these challenges often resulted in poorer work quality and fewer opportunities for deep learning, with students rushing to complete assignments at the last minute. To help students think about the learning process and improve their time management, faculty asked students to set goals for the course and to use a time tracker to plan when they would do coursework. Students then reflected on their progress at several intervals, especially around exams. Instructors also supported applied learning skills by inviting students to share study strategies with each other, teaching students note-taking methods, scheduling one-on-one check-ins, and providing links in the course learning management system to tutoring and other institutional resources.

Institutions Can Do More to Support SDL in the Classroom

The Collaborative’s research  found that colleges offer many types of support for online learners , including new student orientation, student success courses, affinity group programs for targeted student groups, and online course orientations. However, there are fewer formal, institution-wide supports delivered directly to students within disciplinary online classes. Notably, a lot of the beneficial supports provided are front loaded in students’ college careers; in some instances, students engage in them before they begin taking courses, where the skills they have learned can be applied and practiced. What’s more, our analysis indicates these existing supports focus more on the applied learning skills described in the Collaborative’s framework and less on the motivational and metacognitive processes that we argue work best together in a self-reinforcing cycle. Though our research points to the need for classroom-based skill building, we found that faculty use strategies to reinforce SDL skill development inconsistently . Many faculty in the study did not have information about how to support SDL skill development and felt that they did not have time for it within their course activities. Yet faculty also reported frustration with students’ lack of engagement in online courses, which emphasizes the need for faculty professional learning about SDL development strategies.

The Collaborative’s research findings will form the basis of an evidence-based instructional model and professional learning program that will help higher education leaders and instructors adopt teaching strategies and effectively use online course tools to help students develop self-directed learning skills. In the next phase, the Collaborative will develop and test the instructional model before making it available to colleges and faculty nationwide. To follow the progress of the Collaborative’s work to improve student support in online learning, please subscribe to our newsletter .

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The Benefits of Online Learning for Students

In the realm of online education, platforms like Scholarly Help have emerged to provide valuable support for students navigating their virtual classrooms. Among the services offered is the option to pay someone to do my online class . This service allows students to delegate their online classes to experienced professionals, relieving them of the burden of managing multiple assignments and deadlines. By leveraging such platforms, students can focus more on their learning experience and engage more deeply with the course content, knowing that their academic responsibilities are in capable hands. This additional support further enhances the benefits of online learning, empowering students to maximize their educational opportunities and achieve their academic goals with confidence. Let’s delve into the key benefits of online learning:

Accessibility and Flexibility

One of the most remarkable aspects of online learning is its inherent accessibility. Unlike traditional brick-and-mortar institutions, online learning breaks down geographical barriers, allowing students from all corners of the globe to access quality education with just an internet connection. This accessibility empowers individuals who may have previously been unable to pursue their studies due to geographical constraints, work commitments, or physical disabilities. Moreover, the flexibility of online learning enables students to tailor their education around their busy schedules, providing them with the freedom to learn at their own pace and convenience.

Diverse Learning Opportunities

Online learning platforms offer a vast array of courses and programs, catering to a diverse range of interests and educational needs. From academic subjects to vocational skills training, students have the opportunity to explore niche areas of study that may not be available in traditional educational settings. Additionally, online learning provides learners with the flexibility to choose from various formats, including live lectures, pre-recorded videos, interactive tutorials, and multimedia resources, allowing them to engage with the content in a way that best fits their preferred method of learning.

Personalized Learning Experience

One of the most significant advantages of online learning is its ability to provide a personalized learning experience for each student. Through the use of adaptive learning algorithms and data analytics, online platforms can track students’ progress and tailor the educational content to meet their individual needs and learning styles. This personalized approach not only enhances student engagement but also facilitates better retention and comprehension of the material. Furthermore, students have the flexibility to revisit lessons, seek additional support, and participate in interactive exercises, fostering a deeper understanding of the subject matter.

Enhanced Engagement and Collaboration

Contrary to common misconceptions, online learning promotes active engagement and collaboration among students. Virtual classrooms provide a conducive environment for interaction through discussion forums, group projects, and collaborative assignments. These collaborative activities not only facilitate knowledge-sharing but also foster a sense of community among learners, enabling them to exchange ideas, perspectives, and insights. Additionally, online learning platforms leverage multimedia tools and interactive features to make learning more engaging and immersive, further enhancing the overall educational experience.

Cost-Effectiveness

When it comes to education, online learning is significantly less expensive than traditional methods. By eliminating the need for physical infrastructure and resources, online learning providers can deliver high-quality education at a fraction of the cost. Moreover, students can save money on commuting expenses, accommodation fees, and textbooks by accessing digital resources and Open Educational Resources (OERs) available online. This affordability makes online learning accessible to students from diverse socioeconomic backgrounds, ensuring that education remains inclusive and equitable.

In conclusion, online learning has revolutionized the way student’s access and engages with educational content. From its unparalleled accessibility and flexibility to its personalized learning experiences and cost-effectiveness, online learning offers numerous benefits for learners worldwide. As technology continues to evolve, the potential for innovation and improvement in online education is limitless, promising a brighter future for students seeking to expand their horizons through virtual learning platforms.

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Fall 2024 CSCI Special Topics Courses

Cloud computing.

Meeting Time: 09:45 AM‑11:00 AM TTh  Instructor: Ali Anwar Course Description: Cloud computing serves many large-scale applications ranging from search engines like Google to social networking websites like Facebook to online stores like Amazon. More recently, cloud computing has emerged as an essential technology to enable emerging fields such as Artificial Intelligence (AI), the Internet of Things (IoT), and Machine Learning. The exponential growth of data availability and demands for security and speed has made the cloud computing paradigm necessary for reliable, financially economical, and scalable computation. The dynamicity and flexibility of Cloud computing have opened up many new forms of deploying applications on infrastructure that cloud service providers offer, such as renting of computation resources and serverless computing.    This course will cover the fundamentals of cloud services management and cloud software development, including but not limited to design patterns, application programming interfaces, and underlying middleware technologies. More specifically, we will cover the topics of cloud computing service models, data centers resource management, task scheduling, resource virtualization, SLAs, cloud security, software defined networks and storage, cloud storage, and programming models. We will also discuss data center design and management strategies, which enable the economic and technological benefits of cloud computing. Lastly, we will study cloud storage concepts like data distribution, durability, consistency, and redundancy. Registration Prerequisites: CS upper div, CompE upper div., EE upper div., EE grad, ITI upper div., Univ. honors student, or dept. permission; no cr for grads in CSci. Complete the following Google form to request a permission number from the instructor ( https://forms.gle/6BvbUwEkBK41tPJ17 ).

CSCI 5980/8980 

Machine learning for healthcare: concepts and applications.

Meeting Time: 11:15 AM‑12:30 PM TTh  Instructor: Yogatheesan Varatharajah Course Description: Machine Learning is transforming healthcare. This course will introduce students to a range of healthcare problems that can be tackled using machine learning, different health data modalities, relevant machine learning paradigms, and the unique challenges presented by healthcare applications. Applications we will cover include risk stratification, disease progression modeling, precision medicine, diagnosis, prognosis, subtype discovery, and improving clinical workflows. We will also cover research topics such as explainability, causality, trust, robustness, and fairness.

Registration Prerequisites: CSCI 5521 or equivalent. Complete the following Google form to request a permission number from the instructor ( https://forms.gle/z8X9pVZfCWMpQQ6o6  ).

Visualization with AI

Meeting Time: 04:00 PM‑05:15 PM TTh  Instructor: Qianwen Wang Course Description: This course aims to investigate how visualization techniques and AI technologies work together to enhance understanding, insights, or outcomes.

This is a seminar style course consisting of lectures, paper presentation, and interactive discussion of the selected papers. Students will also work on a group project where they propose a research idea, survey related studies, and present initial results.

This course will cover the application of visualization to better understand AI models and data, and the use of AI to improve visualization processes. Readings for the course cover papers from the top venues of AI, Visualization, and HCI, topics including AI explainability, reliability, and Human-AI collaboration.    This course is designed for PhD students, Masters students, and advanced undergraduates who want to dig into research.

Registration Prerequisites: Complete the following Google form to request a permission number from the instructor ( https://forms.gle/YTF5EZFUbQRJhHBYA  ). Although the class is primarily intended for PhD students, motivated juniors/seniors and MS students who are interested in this topic are welcome to apply, ensuring they detail their qualifications for the course.

Visualizations for Intelligent AR Systems

Meeting Time: 04:00 PM‑05:15 PM MW  Instructor: Zhu-Tian Chen Course Description: This course aims to explore the role of Data Visualization as a pivotal interface for enhancing human-data and human-AI interactions within Augmented Reality (AR) systems, thereby transforming a broad spectrum of activities in both professional and daily contexts. Structured as a seminar, the course consists of two main components: the theoretical and conceptual foundations delivered through lectures, paper readings, and discussions; and the hands-on experience gained through small assignments and group projects. This class is designed to be highly interactive, and AR devices will be provided to facilitate hands-on learning.    Participants will have the opportunity to experience AR systems, develop cutting-edge AR interfaces, explore AI integration, and apply human-centric design principles. The course is designed to advance students' technical skills in AR and AI, as well as their understanding of how these technologies can be leveraged to enrich human experiences across various domains. Students will be encouraged to create innovative projects with the potential for submission to research conferences.

Registration Prerequisites: Complete the following Google form to request a permission number from the instructor ( https://forms.gle/Y81FGaJivoqMQYtq5 ). Students are expected to have a solid foundation in either data visualization, computer graphics, computer vision, or HCI. Having expertise in all would be perfect! However, a robust interest and eagerness to delve into these subjects can be equally valuable, even though it means you need to learn some basic concepts independently.

Sustainable Computing: A Systems View

Meeting Time: 09:45 AM‑11:00 AM  Instructor: Abhishek Chandra Course Description: In recent years, there has been a dramatic increase in the pervasiveness, scale, and distribution of computing infrastructure: ranging from cloud, HPC systems, and data centers to edge computing and pervasive computing in the form of micro-data centers, mobile phones, sensors, and IoT devices embedded in the environment around us. The growing amount of computing, storage, and networking demand leads to increased energy usage, carbon emissions, and natural resource consumption. To reduce their environmental impact, there is a growing need to make computing systems sustainable. In this course, we will examine sustainable computing from a systems perspective. We will examine a number of questions:   • How can we design and build sustainable computing systems?   • How can we manage resources efficiently?   • What system software and algorithms can reduce computational needs?    Topics of interest would include:   • Sustainable system design and architectures   • Sustainability-aware systems software and management   • Sustainability in large-scale distributed computing (clouds, data centers, HPC)   • Sustainability in dispersed computing (edge, mobile computing, sensors/IoT)

Registration Prerequisites: This course is targeted towards students with a strong interest in computer systems (Operating Systems, Distributed Systems, Networking, Databases, etc.). Background in Operating Systems (Equivalent of CSCI 5103) and basic understanding of Computer Networking (Equivalent of CSCI 4211) is required.

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Smart learning: AI resources every educator should know

April 18, 2024.

By Microsoft Education Team

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On April 19 in the United States, we celebrate National AI Literacy Day , a nationwide initiative aimed at fostering understanding and engagement with AI. With developments in AI happening so quickly and new products and features launching all the time, it can be difficult to keep up. We want to equip you with the knowledge needed to navigate the world of AI. We’ve gathered some resources, activities, and training to help you get up to speed on all things AI, and how it can be useful in education. In addition to the items below, you’ll find a collection of AI for education resources and learning opportunities on the Microsoft Learn Educator Center .

AI literacy is crucial in today's digital age, where AI technologies are increasingly integrated into our daily lives. Our latest insights from the AI in Education: Microsoft Special Report demonstrate a disconnect—use of AI in education is outpacing the understanding of the technology. There’s an urgent need to increase AI literacy and AI integration in strategic priorities, standards, policies, and professional development.

For educators, it's about preparing your students for a future where AI will be a fundamental part of many professions. It’s also about guiding learners to use AI tools safely and responsibly, ensuring they understand the implications of AI on privacy and data security. By fostering AI literacy, we can shape a future where everyone can navigate and benefit from AI advancements confidently and responsibly. Whether you’re a teacher, parent/guardian, or curious learner, here are some valuable resources to enhance your AI literacy from Microsoft Education .

11 resources for educators to amp up your AI literacy

For National AI Literacy Day 2024, explore the AI in education professional development opportunities available from Microsoft.

AI in education professional development

• AI for Educators training : Spend a few hours on your professional development and learn about the history of AI, large language models (LLMs), generative AI, how to create a prompt, and uses of AI in education. The AI for Educators Learning Path on Microsoft Learn is made up of three modules: “Empower educators to explore the potential of artificial intelligence,” “Enhance teaching and learning with Microsoft Copilot,” and “Equip and support learners with AI tools from Microsoft.” From now until April 30, 2024, participate in the AI skills challenge for educators and benchmark your progress against fellow educators and friends.
• Flip AI for educators series : Flip offers free professional development training sessions that provide easy-to-follow instructions, best practices, and inspiration on various topics, including AI! You can catch up on the great AI for educators series events that have already happened, and be sure to register for upcoming professional development events as well.
• Microsoft Education AI Toolkit : The Microsoft Education AI Toolkit provides education leaders with relevant background knowledge, strategies, and recommendations for launching AI initiatives in K-20 settings. It also includes customer stories and technical profiles that showcase how institutions around the globe are already using AI for teaching, learning, and administration. What’s inside of the toolkit provides those in charge with the necessary information that they need to jumpstart their own AI journey. Learn more about the Microsoft Education AI Toolkit and how to use this resource in this article: Kickstart your school’s AI journey with the Microsoft Education AI Toolkit .

Get started using Microsoft Copilot in education

• Introduction to Microsoft Copilot : Learn all about Microsoft Copilot, your AI-powered assistant for education. Get an overview of how to use Copilot, as well as ideas and inspiration for how you can use Copilot to save time, differentiate instruction, and enhance student learning. You can save or print this quick guide to Microsoft Copilot to refer back to as needed.
• Copilot resources for education : Dive deeper into what Copilot can do with resources for education. Whether you’re an educator, IT professional, or parent/guardian, you’ll find helpful resources to get started using Copilot.
• Copilot lab : While it’s not specific to education, the Copilot lab is a great resource to help you learn more about Copilot, how to write a prompt, and ideas of how to get started using Copilot.

Improve your students’ AI literacy, too!

By fostering AI literacy, together we can shape a future where everyone can navigate and benefit from AI advancements.

• Classroom toolkit: Unlocking generative AI safely and responsibly is a creative resource that blends engaging narrative stories with instructional information to create an immersive and effective learning experience for educators and students aged 13-15 years. The toolkit is designed to assist educators in initiating important conversations about responsible AI practices in the classroom, such as the critical topics of content fabrications, privacy considerations, bias awareness, and mental wellbeing.
• Minecraft AI Prompt Lab : Embracing the ever-changing world of education calls for innovation and tech-savvy teaching methods. The Minecraft AI Prompt Lab is a new series of resources that demonstrates how to use Microsoft Copilot with   Minecraft Education to design amazing learning experiences. Crafted for educators like you, this game-changing guide is here to revolutionize the way you deliver educational content with Minecraft. In Prompt Lab: Module 1 , learn how to write prompts, develop learning content and assessments, and generate creative ideas for lesson plans will help you unlock the power of game-based learning with Minecraft Education. In Prompt Lab: Module 2 , learn the basics of Code Builder, the in-game coding feature of Minecraft Education.

• Minecraft Hour of Code: Generation AI : All students deserve opportunities to explore AI technology to understand its implications, access career pathways, and be empowered to safely, confidently navigate an AI-powered world. Designed for anyone ages 7 and up, Minecraft Hour of Code: Generation AI is a fun, accessible way to explore the fundamentals of coding and responsible AI. Students will venture through time to create helpful AI-powered inventions to solve problems and make daily life easier. Learn coding basics and essential principles of computer science, all while encouraging thoughtful discussions around responsible coding and AI development. With free downloadable educator resources exploring the amazing potential of AI has never been more exiting or immersive!

Online safety and information literacy are the foundation of AI literacy

• Microsoft Family Safety Toolkit : To help young people, educators, and families navigate the digital world, Microsoft has also released an online safety resource, the Microsoft Family Safety Toolkit . This toolkit provides guidance on how to leverage Microsoft’s safety features and family safety settings to support and enhance digital parenting, plus guidance for families looking to navigate the world of generative AI together. Bonus resource for young children: PBS Kids launched an educational series on AI supported by Microsoft.  
• Search Progress and Coach : Empowering learners to seek, evaluate, and use online sources responsibly is a critical step in helping them to navigate AI-generated content and the wider information ecosystem with confidence. This short course on our newest Learning Accelerators, Search Progress and Search Coach , showcases how educators can help foster information literacy skills through any research-based assignment in Microsoft Teams for Education.

Let’s celebrate knowledge, curiosity, and the transformative power of AI. Join us this National AI Literacy Day to explore these resources and take a step towards a more informed and inclusive future with AI. Whether you're an educator looking to bring AI into the classroom or a parent guiding your child in the digital world, these resources will equip you with the knowledge to embrace AI's potential responsibly. Let's celebrate the day by committing to lifelong learning and curiosity in the ever-evolving field of AI.

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