Face-to-Face and Online Teaching Comparison

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Ananga M., Biney I.K., “Comparing face-to-face and online teaching and learning in higher education”, MIER Journal of Educational Studies, Trends & Practices, vol. 7, 2017, pp. 165-179.

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In this article, a comparison between face-to-face and online education was presented in order to determine the main point that would support the best preferred choice. Some colleges and departments have chosen both face-to-face and online forms of instruction, which necessitates a critical examination of the two modes to determine their strengths and limitations, as well as how they might complement one another for successful education delivery. The research study and hands-on experience revealed that, while each style has its own merits, they also complement one another; therefore, academics or lecturers should try to use the blended or hybrid method in their teaching and learning, according to the review.

Cong W., Hui-Ching K. H., et al., “Need satisfaction and need dissatisfaction: A comparative study of online and face-to-face learning contexts”. Computers in Human Behavior, vol. 95, pp. 114-125.

The various impacts of need fulfillment and need dissatisfaction were practically unexplored in online learning configurations. In this study, students studying in various online classes were tested through the Basic Psychological Needs Scale. In digital learning settings, need satisfaction dissatisfaction had differentiated in terms of learning outcomes, comparable to previous research in a face-to-face environment. This work contributes to the rapidly expanding field of online learning analysis by applying BPNS to distance learning settings and comparing the motivation model among virtual and face-to-face educational contexts. It is also shown that the BPNS approach is reliable in both virtual and face-to-face contexts by investigating the relationships and contradictions between them.

Hang S., Xiaoqing G., “Determining the differences between online and face-to-face student–group interactions in a blended learning course”. The Internet and Higher Education, vol. 39, 2018, pp. 13-21.

Currently, blended education is a common practice in higher education, and there have been several concepts, models, and methods for enhancing its success. In this study, social network analysis and theme analysis were used to explore the nature and variations of group connections in a variety of learning elements of a B-learning program. It was revealed through the study that in the classroom, students’ discussions were stronger and more related to the course’s subject than in the online learning mode. The findings of this research can assist B-learning course planners and lecturers in clarifying these linkages and improve the student learning experience. These findings may be useful to academics in terms of theoretical implications as well as practical consequences for curriculum developers.

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Mather M., Sarkans A., “Student perception of online and face-to-face learning”. International Journal of Curriculum, vol. 10, 2018, pp. 61-76.

The fast development of e-learning in education recently has attracted a huge number of students. The researchers conducted a qualitative study that questioned students from an Ontario community college to evaluate students’ opinions of both online and face-to-face learning in this article. The goal was to find out what students thought about aspects, including learner preference, interaction, workload, performance, and difficulties. A comparison of the two groups, online and face-to-face, revealed a disparity in student perspectives and experiences. The availability of technology and timely feedback from professors became the largest difficulty for online learners, however, for some, online learning is the preferable mode of education.

Works Cited

Ananga M., Biney I.K., “Comparing face-to-face and online teaching and learning in higher education”, MIER Journal of Educational Studies, Trends & Practices, vol. 7, 2017, pp. 165-179.

Cong W., Hui-Ching K. H., et al., “Need satisfaction and need dissatisfaction: A comparative study of online and face-to-face learning contexts”. Computers in Human Behavior, vol. 95, pp. 114-125.

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Hang S., Xiaoqing G., “Determining the differences between online and face-to-face student–group interactions in a blended learning course”. The Internet and Higher Education, vol. 39, 2018, pp. 13-21.

Mather M., Sarkans A., “Student perception of online and face-to-face learning”. International Journal of Curriculum, vol. 10, 2018, pp. 61-76.

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ChalkyPapers. (2022, September 13). Face-to-Face and Online Teaching Comparison. Retrieved from https://chalkypapers.com/face-to-face-and-online-teaching-comparison/

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ChalkyPapers. (2022, September 13). Face-to-Face and Online Teaching Comparison. https://chalkypapers.com/face-to-face-and-online-teaching-comparison/

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"Face-to-Face and Online Teaching Comparison." ChalkyPapers, 13 Sept. 2022, chalkypapers.com/face-to-face-and-online-teaching-comparison/.

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ChalkyPapers. (2022) 'Face-to-Face and Online Teaching Comparison'. 13 September.

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ChalkyPapers. 2022. "Face-to-Face and Online Teaching Comparison." September 13, 2022. https://chalkypapers.com/face-to-face-and-online-teaching-comparison/.

1. ChalkyPapers. "Face-to-Face and Online Teaching Comparison." September 13, 2022. https://chalkypapers.com/face-to-face-and-online-teaching-comparison/.


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ChalkyPapers. "Face-to-Face and Online Teaching Comparison." September 13, 2022. https://chalkypapers.com/face-to-face-and-online-teaching-comparison/.