Abstract.
The current paper agrees with the statement that Online learning methodologies provide more quality to students than face-to-face learning methodologies. The paper has argued that online learning methodologies lower the cost of learning for students. As a result, students can easily afford various learning modules presented online. On the other hand, online learning methodology provides a self-paced approach to learning which favours low-achieving students in the classrooms. The paper also argues that online learning methodologies provide a more interactive approach to sharing content. Besides, such content can be easily accessed in the future for learning. The counterclaims against online learning methodologies argue that the method does not present A physical interaction between the learners and their instructors, which greatly affects the learning outcomes. However, this statement is false, as various researchers have pointed out that their learning outcomes in online classrooms are better compared to the physical learning methodologies. As a result, this paper concludes that online learning methodologies provide more quality to students than physical methods.
Introduction.
Online education has provided learners with great opportunities to learn various subjects. In the modern learning environment, students can take tasks online, submit assignments, and learn various units online. Several colleges across the globe have embraced online learning methodologies (Marpaung, 2022). However, this new learning methodology has yet to be implemented in some institutions due to its challenges. In such cases, the stakeholders argue that online education is not an effective method of offering education to numerous learners. However, this essay presents an argument that online education offers more quality to learners than face-to-face education.
First, online learning methodologies can positively influence the cost of learning. While some students have adequate finances to facilitate their college learning, others need adequate finances for their education. Therefore, students cannot meet their obligations while in school due to financial challenges. With online learning, the cost of education is significantly reduced. Students do not need to pay for textbooks, travelling and lunch. This significantly lowers the cost of education for such learners. As a result, the Learners only focus on paying their school fees and do not incur additional education costs. Through the lowered cost, the students focus on improving the quality of their learning by accessing various resources online. As a result, the academic performance of such students significantly improves (Orikana et al., 2022). These online learning methodologies are an important way of improving the learning quality by handling the cost problems, enabling the students to focus on their learning outcomes.
Secondly, online learning methodology provides a more interactive approach to sharing educational materials. Students can share group activities through well-monitored online apps. Such applications can store the history of various student activities for future access. Besides, such applications enable students to get the attention of their instructors in difficult areas. As a result, the students better coordinate with their instructors. This helps improve learning outcomes quality (Marpaung, 2022). Therefore, online learning methodologies provide a more interactive approach to sharing educational resources among students than face-to-face education. This method can therefore be used to provide coordination among learners in a larger classroom.
Thirdly, online learning methodologies allow students to learn at their own pace. In bigger classrooms, students learn differently. Normally, the lecturers cannot meet each student’s differential learning needs. Therefore their lecturers have to strive to meet their deadlines rather than achieving the goal of individual learning (Jayakumar et al., 2022). This has, in the past, affected the quality of learning, especially for slow learners. However, with online learning methodologies, students can access various materials and learn at their speed. As a result, slow learners can grasp the various concepts within the lessons available online. Such materials are also more permanent; therefore, students can review their materials from time to time. This has helped the students progress with various activities. Compared to the face-to-face learning methodology, slow learners require more benefits from online learning than physical classrooms. This, therefore, means that online learning methodologies are appropriate for ensuring proper learning in larger classrooms compared to face-to-face interactions.
Counterclaim.
Counterclaims against online learning methodologies argue that this technology is not appropriate for providing learning in various institutions. Such claims argue that online learning methodologies do not provide the desired physical interaction between learners and instructors. This absence of interaction can lead to a lower quality of learning, affecting students’ performance. For formal learning to occur, physical interaction between the learners and instructors is required (Marpaung, 2022). With such physical learning, monitoring student activities becomes possible. In such cases, the learners can use their time to do other activities apart from learning. Besides, the lack of physical interaction between the learners and their instructors affects the feedback mechanisms in the learning processes. Learners need immediate feedback on various challenges they face while learning through online methodologies (Syam & Achmad, 2022). On the other hand, learners can get immediate feedback from their lecturers during learning using physical learning methods. Through these claims, physical learning methodologies offer a quality of learning compared to online education methods.
Refutation.
While the counterclaim argues that the physical learning methodologies provide adequate interaction between learners and students, such physical interaction is not necessary for learning outcomes. Researchers evaluating the performance outcomes from online learning indicate that students perform better in online classes than in physical classes (Orikana et al., 2022). As a result, physical interaction does not impede learning. The online learning methodologies, however, should implement a proper mechanism to ensure that student-to-lecturer interaction is maintained in the virtual space.
Conclusion.
This paper agrees with the claim that online learning methodologies provide more quality than face-to-face interactions in handling large classrooms. Online learning methodologies provide students with a more interactive approach to learning. Besides, the paper has argued that online learning methodologies provide a self-paced approach to learning which favours slow learners. Through this, a learning methodology is more effective than face-to-face interactions.
References
Jayakumar, P., Suman Rajest, S., & Aravind, B. R. (2022). An Empirical Study on the Effectiveness of Online Teaching and Learning Outcomes about LSRW Skills in the COVID-19 Pandemic. In Technologies, Artificial Intelligence and the Future of Learning Post-COVID-19 (pp. 483–499). Springer, Cham.
Marpaung, N. N. (2022). Implementing Online Learning Applications in SD Bina Kreasi Mandiri Bekasi: Infrastructure Effect Analysis. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 5(1), 1796-1807.
Orikana, M. B., Yulia, H., & Krismiyati, K. (2022). Effectiveness of Online Learning viewed from Students’ Online Interaction. Jurnal Teknologi Informasi dan Pendidikan, 15(1), 105-119.
Syam, R. Z. A., & Achmad, W. (2022). Online Learning in Higher Education: Analysis during the Pandemic Covid-19. Jurnal Mantik, 5(4), 2256-2261.
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