Introduction
Attention
Given the increasing need for online learning, the modern education setting raises the concern of the effectiveness of online learning as opposed to classroom learning. Today, higher education systems are struggling with how to address the escalating demands of accountability. Consequently, these pressures push higher education programs to review learning effectiveness and double their efforts to ensure exceptional learning outcomes.
Purpose
This presentation targets to show that classroom education is a better option for effective learning as opposed to online education. This presentation aims to convince the audience to stick to classroom education because of the current demand for quality education.
Additionally, the present trend in students enrolling in online education is threatening the erosion of classroom education. Currently, in the United States, more than 6.7 million students enroll for an online course every year, beginning in 2011 (Fandl & Smith, 2014).
Studies indicate that the demand for online education has risen rapidly due to job market requirement for more skills. Essentially, the motivation is not the quality of education; rather, it is the necessity for quick and convenient credentials to blackmail employers.
Preview
Students in a classroom are free to interact with each other as well as with the teacher. Social and communicative interactions form a fundamental factor in classroom learning. Students based on classroom models often feel encouraged and assisted, and thus the learner’s motivation in the program may be increased.
Currently, the quality of education is being substituted for the flexibility offered in online learning. Online students who are most likely to be working focus on meeting organizational requirements through learning regardless of the quality provided by the model of education.
Thesis statement
this presentation will show that classroom education is the best model for practical outcomes. In this light, the presentation will first discuss the value that classroom interactions add to effective learning outcomes, second, examine students’ general performance in classroom education, and third, show that classroom settings favor all types of courses such as physical courses.
To encourage students to seek more of classroom education, this presentation will address various benefits of this model. Some of the benefits will include good performance, course withdrawal, high skill development measures, and personal development.
Researchers of education have often examined the influence of learning environments in connection to outcomes to weigh the significance of the two overlapping programs. For instance, studies by Hassan, Abiddin, and Yew (2014) established fundamental correlations between the learners’ perceptions of the social-psychological impacts of their classrooms and education outcomes.
This study has identified that classroom learning facilitates the growth of social skills, communicating abilities, and interpersonal skills. Moreover, if students dwell on online learning, society will lose the one-on-one benefits and the intangible interacting benefits that view instructors as mentors. These factors cannot be filled by the internet since it lacks the emotive support present in the classroom.
Body
Refutation
Various studies have refuted the idea that classroom education is better than online education. According to Fandl and Smith (2014), online learning is more flexible and cost-effective for most students. A very common claim for online courses suggests that studying online targets the individual. This model is also said to fit students who are unable to participate in front of their peers.
Unfortunately, this claim is misleading since the current labor market requires people who can express themselves well and develop interpersonal skills. Online classes are viewed as more appropriate for students who have a busy schedule since they do not need to travel or attend fixed classes. Contrary, if a student is seeking a bit of flexibility, classroom courses also provide evening and weekend classes; thus, it becomes easy to alternate lessons with daily engagements. Multi-tasking students need to consider their places of residence and work concerning the proximity of the school.
Rationale
- Student performance.
Student performance is a multifaceted concept involving skill-building, grades, accumulation of knowledge, and completion of studies. However, interest has been in assessing disparities in performance between the two methodologies of learning. Research by Ko (2013) indicates that facial expressions are important signs to the extent of student involvement and understanding. The body language can serve as a teacher’s guide to realizing the need to alter a particular teaching style to maximize the rate of student understanding. This kind of environment promotes performance since student’s needs are adequately met in time. - Classroom learning is much interactive.
Interactions between students and their teachers are essential factors to learning outcomes since learners can have the chance to ask questions, to disagree with an opinion, or share views.
Through classroom discussions, a new idea is examined, an old concept is challenged, new techniques emerge, and eventually, the essence of learning is achieved. On the other hand, online programs utilize discussion boards, e-mails, and chat rooms, among other electronic platforms to interact (West, 2010). These virtual interactions cannot substitute for classroom interactions because they undermine the sense of community, and there is an absence of mutual interdependence. - Classroom learning brings in the element of leadership, which is necessary for effective learning outcomes. The student-teacher environment is essential and makes it hard for the student to ignore the teacher due to frequent face to face encounters (West, 2010). The instructor brings a sense of leadership to the classroom, thus acting as a point of reference when students feel stuck concerning problem-solving techniques. In the classroom setting, the instructor can coordinate events and allow breaks between meetings for students to reflect and refresh before commencing new sessions. When a student enrolls for a certain course in a classroom environment, it is not easy to withdraw due to procedures that are involved. The teacher also keeps a close relationship with the student to eliminate all possible causes, of course, withdraw. On the other hand, students can withdraw from online courses at any time they wish.
- Classroom learning offers an opportunity for immediate reaction to feedback. Healthy and interactive discussions help students think critically and learn how to develop solutions for themselves rather than relying on the World Wide Web for clarifications. The students are better placed to engage in discussions after feedback and expound on unclear issues. Furthermore, students benefit from examples and their own experiences through participation.
- Classroom education offers an opportunity for all forms of courses. Some practical courses, such as medicine, engineering, laboratory, physical education, among others, can only fit in a classroom environment. These courses need hands-on-training, and they are highly dependent on an instructor rather than a manual. Classroom education is a good chance for learners who want to experience first-hand college experience. Besides, classrooms bring together people with diverse cultures, religions, and ideologies. This diversity forms the basis upon which students can learn and appreciate other people’s cultures and lifestyles.
- Classroom education offers a broad range of opportunities for learners. There are clubs, games, and associations, among other extracurricular activities. Besides, students need additional guidance from counselors and instructors, which is often available in the colleges. Colleges will offer pre-enrollment counseling and continuing advice to students.
Pre-enrollment counseling targets to enlighten students on course selection and give the students the chance to self-assess their possibility of persisting through the program. Motivational programs may trigger student feedback for growth, train time management skills, and nurture cross-dimensional relations to clear the sense of isolation often associated with online learning. In this way, students can cut on costs and time that could have been used seeking such services from outside colleges. - Classroom education demands increased concentration on classwork, thus increasing the probability of effective outcomes. Students are carefully monitored and engaged in a busy schedule that keeps them engaged in a better part of a lesson. Classrooms also offer a serene environment for students who wish to make private studies during breaks and after classwork.
There is less destruction involved in classroom studies, and clarification can be easily sought from other students or instructors. Furthermore, not all students are well informed about modern technology. Studies have shown that new students adapt faster when they are engaged in face-to-face learning when introducing new courses and topics (Ko, 2013). - Classroom education facilitates mutual interdependence. According to West (2010), students who engage in social environments such as debate and discussion sessions are more likely to acquire fluent and effective communication skills.
There is a high likelihood that a student will raise an issue or ask a question that other students might have missed. Instructors have the chance to interrupt the learning process to factor whether students are moving in the correct direction. Furthermore, the feedback is often immediate and can easily lead to extensive discussions, thus providing additional knowledge. - Classroom education offers a wide range of learning facilities. Most of the courses are highly dependent on extra learning materials that are readily available in the campus laboratories, student writing centers, and libraries (West, 2010). Moreover, assignments and tests in a classroom setting can take different forms, such as oral, written works, and presentations. Even though such methods can be used in online writing, the level of credibility is low since there is no face to face supervision involved.
Conclusion
Even though measuring performance regarding grade distribution between the two models may not manifest significant disparities, the slight distinctions in the learners’ persistence rate and level of interaction suggest that the two learning models are not equal.
However, it is necessary to consider a model that is more engaging, and that provides the student with the right skills and exposure to face the challenges in the labor market.
Moreover, studies have proven that various courses cannot be accomplished in an online platform. It makes little sense for a student to enroll in an online learning platform having in mind that at one point, s/he will require classroom facilities to accomplish some tasks. Therefore, it suffices to conclude that classroom learning is better as compared to online learning.
References
Fandl, K., & Smith, J. (2014). Success as an Online Student. Hoboken, NJ: Taylor and Francis.
Hassan, A., Abiddin, N., & Yew, S. (2014). The Philosophy of Learning and Listening in Traditional Classroom and Online Learning Approaches. Higher Education Studies, 4(2), 19-28.
Ko, S. (2013). Understanding the dynamics of classroom communication. Newcastle, UK: Cambridge Scholars.
West, E. (2010). Differences in learning styles and satisfaction between traditional face-to-face and online Web-based sport management studies students. Morgantown, WV: West Virginia University Libraries.