Introduction
Although online education is a good option for people aspiring to stay at home, it is necessary to evaluate all the effects of this form of education to avoid negative consequences. Online education is a form of studying that allows access to educational material from any location and at different times. The analysis of all the aspects of online education is necessary to make the population understand the specifics of this form of teaching. Thesis: Online learning does not equal face-to-face studying because it may lack such components as cooperation, development of motivation, success in academic performance, understanding of subjects, good condition of technology, and faculty feedback.
Main Body
Face-to-face education is a more reliable method of studying because it allows the students to benefit from developing of interpersonal relationships, creativity, curiosity, and cooperation. Face-to-face learning contributes to cooperation (Tratnik et al. 4). Electronic learning deprives students of interpersonal communication and cooperation.
Classroom education allows students to feel motivated and enjoy studying and communicating with peers and professors. Face-to-face learning contributes to the enjoyment of the process of learning (Wright 67). Online learning fails to provide support and encouragement.
The traditional form of studying allows students to achieve better results in their academic performance. Conventional method of learning enables students to improve their scores and perform better in different disciplines (Tratnik et al. 5). Electronic learning distracts students and prevents them from focusing on the subject (Wright 68).
The conventional form of learning enables students to ask the lecturers questions and understand the subjects better because they can communicate with the professors directly. Face-to-face learning allows students to understand data better and receive necessary explanations (Mather and Sarkans 68). Distance education deprives students of the opportunity to ask questions directly and instantly, impeding their comprehension.
Online learning can be complicated with technical issues that may interfere with their process of studying. Traditional learning does not rely on equipment and requires little or no use of additional tools. Electronic learning technical issues discourage students and make them demotivated (Mather and Sarkans 68).
Classroom learning allows the students to contact faculty easily, contributing to the formation of interpersonal skills and relationships with the professors. Face-to-face learning enables students to receive feedback from the lecturers and establish relationships (Paulsen and McCormick 28). Online learning fails to guarantee any constructive response from the professors because they feel discouraged to participate in courses (Mather and Sarkans 70).
While multiple factors support the idea that face-to-face learning is more productive and effective, there is an opposing view regarding studying on the internet as the most appropriate form of teaching. The opposing view introduces the idea that online learning helps people who have to stay isolated to access education, which signifies that it should be a widespread form of studying (Mpungose 1). Electronic learning is a valuable instrument of interaction between students and teachers in the period of pandemics. Although online learning is a good instrument of learning, it should be used in emergency cases but not as a general method of teaching because it reduces the quality of education.
Conclusion
Traditional learning is a more effective studying method because it enables students to cooperate, feel encouraged to study, progress their knowledge, understand the disciplines better, avoid problems with the internet connection, and interact with faculty. Based on various advantages of classroom learning, it outranks online studying.
Works Cited
Mather, Meera, and Alena Sarkans. “Student Perceptions of Online and Face-to-Face Learning”. International Journal of Curriculum and Instruction, vol. 10, no. 2, 2018, pp. 61-76.
Mpungose, Cedric B. “Emergent Transition from Face-to-Face to Online Learning in a South African University in the Context of the Coronavirus Pandemic”. Humanities and Social Sciences Communications, vol. 7, no. 1, 2020, pp. 1-9.
Paulsen, Justin, and Alexander C. McCormick. “Reassessing Disparities in Online Learner Student Engagement in Higher Education”. Educational Researcher, vol. 49, no. 1, 2020, pp. 20-29.
Tratnik, Alenka et al. “Student Satisfaction with an Online and a Face-to-Face Business English Course in a Higher Education Context”. Innovations in Education and Teaching International, vol. 56, no. 1, 2017, pp. 36-45.
Wright, Brenda M. “Blended Learning: Student Perception of Face-to-Face and Online EFL Lessons”. Indonesian Journal of Applied Linguistics, vol. 7, no. 1, 2017, pp. 64-71.