Abstract
The research focuses on the reaction to government claims that online learning in universities is less effective than face-to-face education in terms of outcomes and experience. Such a statement affected the recognition and worth of the author’s own study experience. The research began before the COVID-19 pandemic but was primarily conducted from 2019 to 2022 in Northern Cyprus, and employed mixed methods to explore the potential equivalence between the two educational methods. The theoretical basis of the work is formed from examples and results from various sources, including the pre- and post-pandemic periods of research. The paper also discusses how online learning can be more effective and how to maximize its benefits. The proposed research question is why online and traditional face-to-face learning are equal: a comparison exploring learning and teaching experiences among students at the European University of Lefke in Northern Cyprus. Gathering the information from different sources, the researcher concludes that, while some people think online and face-to-face learning are equal, most evidence suggests that online learning and teaching are more effective.
Introduction
Background
The thesis focuses on the problem of unequal perception of online and face-to-face education. It is written based on the researcher’s personal experience of the issue. The new online system significantly affected the work process. However, the professional objectives remained the priority. Consequently, this study was conducted to prove that the online educational system is not of lesser quality than the face-to-face approach.
The investigation took place at the European University of Lefke, involving students in the questionnaire. I have been a lecturer at a university in Northern Cyprus since 2003, teaching English to students of all levels and from different countries. The personal concern in the topic revolves around the issue that my program is exclusively online-oriented and does not include face-to-face education. Consequently, the degree is not recognized in Turkey. Thus, it is essential to suggest evidence of the equality of two studying methods to support the highest quality of education in any condition.
Problem Statement
It is widely believed among students that online education is more effective, with the difference being insignificant, allowing them to take their classes online without noticeable issues. The coronavirus remains a significant concern for many people and social spheres. It implies that online education should be considered an important safety measure. The issue arises in the official perception of online education as a necessity, given its significant advantages.
Online learning offers a more effective way to access education, providing better opportunities for higher engagement and a broader range of materials. There is a tendency to exaggerate the adverse effects of online learning, while there are many similarities between both systems. For instance, they include an open dialogue form, facilitated by Zoom video connection software, and the ability to measure students’ presence and performance through tests and examinations.
The discussion of the research begins with the results from the literature review, which demonstrate that using the online version of education will not pose an obstacle for most students. It can only make it easier for many students who are unable to study or teach at a particular university.
Aims
The thesis aims to prove that online learning and teaching have the same quality and potential as traditional face-to-face education. Moreover, the online method offers additional advantages in terms of access and flexibility. Students have their preferences, and the educational system should not be an obstacle to them. The online method does not limit educational possibilities, and students should have a chance to reach their goals regardless of the teaching system.
This thesis aims to demonstrate that online learning offers the same quality and additional benefits, supported by evidence that most students do not perceive online learning as inferior. Nevertheless, some respondents do not even find it more effective; students learn and continue with their lessons without concentrating on the system.
Topic Significance
The topic is timely and significant because many people face this problem nowadays, especially after the coronavirus pandemic, when the world realized that an online educational system was possible. Consequently, people found comfortable conditions for education, and the new system offered a more convenient way to gain knowledge.
This research helps generate new ideas and opinions, and clarifies the answers to questions about whether online education can substitute for face-to-face education without compromising potential knowledge. This thesis is in the research history because it is based on the university system. It raises the university’s students’ voices, problems, and thoughts. It helps them concentrate on their own issues and understand their opinions.
This research offers a new perspective on the topic and helps to understand that most students thought online and face-to-face lessons were equivalent. The existing theoretical base of the previous studies on a similar topic supports the results. The methodology I used for this research was questionnaires. Students answered questions regarding their preferences and what they considered beneficial and unimportant in both educational methods. The exam results were also considered in evaluating the research outcomes, as they served as a measure to determine whether the students were providing truthful statements. Overall, exam results were a key indicator of the effectiveness of the methods; the exams also helped to foster a deeper understanding of them.
The thesis aims to highlight similarities between face-to-face and online learning, with a particular emphasis on the advantages of the latter method. The outcomes showed that the differences were not significant, likely due to the students’ successful performance in the online system. Moreover, additional evidence occurred as a beneficial supporting factor for governments worldwide to support online learning systems for universities.
Limitations
Minor and immense problems exist in online and face-to-face educational systems, but those can be solved. One of the limitations encountered while writing the thesis is the scarcity of literature on this topic. There is considerable research on this particular topic; however, a substantial theoretical basis is lacking due to a lack of information. It is a subject that can have a new perspective every time a person enters a university or a school. The situation in the world, and even with new technological solutions, can make a change. Knowledge about it and everything can change in an instant. That is why new research is always needed and essential because the existing data becomes irrelevant rapidly. There should be more information; more students and teachers must answer this question and participate in the research. More people should be involved in the research, and the topic should be discussed by many more.
Literature Review
The use of online learning has increased rapidly in recent years. Opinions about online teaching and learning vary. Many people dislike online lessons, but others prefer them. It depends on many factors. To understand the growth of online learning, it is appropriate to examine the example of Yuba University in the US. Yuba College was the first community college to offer online classes. Initially, only 159 students were using online lessons. Eventually, the number grew to 2,519 students over six years (Hale, 2007). The evidence suggests that the program was successful, attracting more students.
Another research shows that in 2005, more than 3.2 million students from 2200 US universities and colleges had online classes (Hale, 2007). Universities were using online lessons to save time, money, and space. It has become an easy way to learn and teach. The use of online learning is not consistent in the current global education setting. While some people believe it is equally effective as face-to-face learning, others argue that it has not yet been proven (Driscoll et al., 2012).
In a research of 52 students, 27% said that online and face-to-face learning is the same as in-class learning. 50% have reported learning more through online learning (Clark-Ibáñez & Scott, 2008). To determine whether online learning can be considered equivalent to face-to-face learning, it is essential to understand its effectiveness, disadvantages, and strategies for improvement. Each student interaction form can be integrated into a learning activity and, depending on its attributes, contribute significantly to the learning experience in a unique way (Unger & Meiran, 2020).
The integration of these relations will thus be more engaging for students than models that focus exclusively on one particular type of interaction (Meulenbroeks, 2020). According to Szopiński and Bachnik (2022), the online approach can substitute for all necessary interactions that would typically be performed face-to-face. They include teacher-student, student-student, and student-content. Each action can be fulfilled through additional technological devices and means.
Firat and Bozkurt (2020) stated that Zoom, Skype, Google, and other video conference services provide a suitable alternative for interpersonal interactions. At the same time, an extensive database of online libraries and internet access provides a better quality of student content through online learning (Baber, 2020). It shows that both education methods can perform the main interaction functions equally.
The Benefits of Online Learning
The growing body of students who prefer this type proves the high effectiveness of online learning. In 2012, when online education was not connected to a pandemic, almost 30% of higher education students had at least one online class (Driscoll et al., 2012). Online learning has many advantages. One of them is that students do not have to rely solely on the information or lessons in their textbooks. Another is that they can participate on their computers and phones. It presents a significant benefit because if students cannot attend classes on a particular day due to the location, for example, or other reasons, they can still participate (Patrick, 2011).
Expanding possibilities for presence is one of the main benefits explored during the COVID-19 pandemic (Bryson & Andres, 2020). Students can revisit topics they did not understand, take a break when needed, and learn at their own pace. Another reason why online learning is beneficial is that it enables shy students to learn more effectively (Driscoll et al., 2012). For some people, face-to-face classes are more effective because they tend to participate more (Clark-Ibáñez & Scott, 2008). Online learning introduced new possibilities for students to improve their performance.
Nevertheless, online education does not continually expand the engagement possibilities for students. In the research of Clark-Ibáñez and Scott (2008), many students acknowledged that they participate more, can raise their opinion, and, most importantly, can be heard more offline. Although some studies suggest that face-to-face learning is more effective due to enhanced interaction, others indicate the opposite. For instance, Ieng Lei and Ian So (2021) state in their work that the lack of socialization led to a shift in the perception of the need to participate in discussions through video conferencing. Another shows that students do not think the difference in participation is crucial.
However, most people believe that online classes offer better interaction (Ni, 2013). All students have their own learning and studying methods, meaning they must find the most effective way to learn (Driscoll et al., 2012). Students will have more control over their classes (Patrick, 2011). This is also a great advantage because not everyone learns the same way. For various other reasons, some students require additional time to review the learning material. It is not easy for a teacher to find ways that work for each student. Therefore, the educational process can work better if they do it themselves.
Another advantage of online learning is that it allows students time to reflect on their answers (Goldman & Schmalz, 2007). They do not have to answer immediately, which gives them time to think carefully. For some people, online education is more affordable (Driscoll et al., 2012). A person with a phone or a computer can participate in online classes. Although technology cannot replace teachers, numerous tools are available for students to utilize, enabling them to learn and understand lessons more effectively and efficiently (Goldman & Schmalz, 2007).
Online classes are often considered better than classroom studies because they require fewer resources and less financial investment. People do not need expensive or great technology for online lessons (Goldman & Schmalz, 2007). Also, Students do not have to spend money on transportation (Hale, 2007). Students, teachers, and everyone saved money on gasoline and parking fees (Clark-Ibáñez & Scott, 2008).
Another student has said that online class allows them to be heard. Whenever they say something, others respond. The student reported that sometimes, when they were in class and said something, no one replied (Clark-Ibáñez & Scott, 2008). One student said that, although they liked classroom classes, online classes were also great and easy to use. And the student has read more books than ever. It happened because online learning makes students more independent. So, they start to research more than ever.
Another aspect the student said is that she has done more thinking and analyzing than ever. It is one of the most important aspects of online learning because education needs to encourage students to think and analyze more effectively. The student reported more interactions and discussions with her peers than when the classes were not online. However, for many people who work and lack sufficient time, online classes can be a blessing (Goldman & Schmalz, 2007).
While comparing the two study methods, one student stated that the online learning method is better because it saves time (Isman et al., 2010). Another argument presented in the article is that there are differing ideas about the classes. Some believe that online lessons are equal to or sometimes superior to face-to-face studies due to their flexibility and student-centered approach (Driscoll et al., 2012).
Another student said they do not have to wake up every day and get ready for school, college, or university, so online learning saves time (Isman et al., 2010). Another study shows the opposite. In this research, students reported feeling more at ease in online classes and asking more questions (Hale, 2007). Teachers have also mentioned that they understand their students better while having online lessons.
One of the best, and maybe the best, advantages of online education is that students can personalize their studies (Patrick, 2011). They can control everything and make their learning more convenient for themselves. Although this can become a problem, personalizing education is overall beneficial for students, as it makes learning easier and more exciting. When teachers handle these changes effectively, there is an improvement in education for students.
It is also a great way to understand students’ personalities and deal with them more intelligently. If teachers, students, and all those responsible for education effectively utilize new, innovative online learning tools, face-to-face education will benefit from it (Patrick, 2011). In 2009, the US Department of Online Education published a study, “Evaluation of Evidence-based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies.” The results showed that students who received their education online performed better than those who studied traditionally (Patrick, 2011).
But another advantage is that online learning means better pedagogy. Most likely, the teachers who take online learning are those who are educated and knowledgeable about the Internet, online education, and education in general (Patrick, 2011). It means that those specialists will make everything easier. They will also assist students who are unfamiliar with using online classes or the Internet. Only having online education is not enough. It does not mean that education will improve. There is work that has to be done.
Online learning means saving time and money. More people can participate in the class when the lecturer gives the lesson. There is also another advantage: if the lecturer records the lesson, students will be able to access it even if they were absent (Baum & McPherson, 2019). It is a great advantage because the students cannot always attend class. So, if they want to have the lesson later, they can.
Many students struggle to balance work, studies, and family life. For them, having the opportunity to attend classes online is a significant benefit (Picciano, 2006). Many people spend a significant amount of time creating and engaging with online lessons. Many people try to make it work; their hard work has to be meaningful and beneficial. Another advantage of online learning is that teachers do not need to organize a group of students (Picciano, 2006). When students come together in a group in class, they may chat with each other, fail to listen, and even interrupt the class.
However, with the advent of new technological solutions and online devices, this problem is almost solved. Students are no longer allowed to talk to one another during classes. Even if they ignore the lesson, they will refrain from interrupting other students. There is also a consideration regarding the number of students who can participate in a class (Picciano, 2006). If the classroom or a room cannot accommodate more than 30 students, online lessons provide an alternative opportunity. There is no limit to the number of students who can participate in a class.
Another advantage of online learning is that it makes the students more confident. The students deliver their work to the teacher, and the teacher gives immediate feedback; they do not lose time. They know what to work on, and as a result, they become more confident. Especially if their work is good, they will continue in the same way, improve, and work more effectively.
Global education also has advantages over online learning. Nowadays, especially because Eastern Europe, Asia, and countries in South America and Africa are becoming more involved in the world economy. Many of these countries see the need for more technology and are also more involved in the English language (Picciano, 2006). Online learning is better for them because if a student wants to attend a school, college, university, or even a program in the US, it would be too much for them. Online learning has facilitated connections among universities worldwide and enabled better cooperation (Picciano, 2006).
Online learning is likely to become increasingly prevalent in the years to come. The new generation is more accustomed to the Internet than the older generation (Picciano, 2006). They spend almost all their time online. They will be the generation that prefers online learning and will become future teachers. If some teachers or students nowadays do not understand online tools or cannot use them, this problem will soon be resolved. Online learning has grown, and it is likely that, in the years to come, most people will use the Internet for almost everything (Picciano, 2006). Understanding online lessons and tools, in general, will benefit everyone, especially new students.
The Benefits of Face-to-Face Learning
Some believe that online classes can make students and teachers, as well as students and their peers, feel distant from each other. It is a reason for its ineffectiveness. Some people believe that online classes cannot replicate the effectiveness of face-to-face learning because electronic means cannot provide the same level of impact (Driscoll et al., 2012). Students do not typically engage in casual, open discussions with their peers during online lessons (Driscoll et al., 2012). Some people believe that online classes lack the interactivity and collaboration between students and teachers (Goldman & Schmalz, 2007).
There are also some issues that online learning can create, such as isolation for students (Driscoll et al., 2012). Whenever students have face-to-face classes, they tend to meet and ask each other questions or discuss the lessons together. Whenever they have online learning, this tendency does not seem to work, which leads to disconnection and a lack of being heard (Baum & McPherson, 2019).
Another research shows that students tend to ask better questions in face-to-face lessons. It means the learning process is more effective when it is not online. And in online classes, students ask more content-based questions. Another issue is that online learning requires more self-regulated learning, and not all students can succeed in that environment (Driscoll et al., 2012). Another article states that student satisfaction is essential for effective learning. Students who are satisfied with their classes tend to learn better, and they find that face-to-face classes are the ones where they are more satisfied (Driscoll et al., 2012).
Communication in the class is verbal, with actual body language, reference points, and subtext. Nevertheless, in virtual learning sessions, the teacher and students communicate in a virtual format using video conferencing and written text, without the presence of body language and visual cues (Shetu et al., 2021). Teachers should reassure and motivate learners to continually engage by asking questions and participating in discussions, as well as by discussing the educational outcomes of the available support structures (Bao, 2020). Technical support is essential, and it must be responsive to student needs (Almazova et al., 2019). In contrast, peer support involves encouraging students to engage in constructive debate and fostering a supportive online culture that replicates social community interactions.
Another student said that face-to-face study is better because of the interaction. The interaction between students and teachers is better (Isman et al., 2010). They can ask questions more easily in class because online learning means they have to do most things independently, which is not a disadvantage; it’s actually an advantage. It is time for students to research and study independently, especially when it comes to university matters. Online learning is a better option because it enables students to become more independent. However, if it concerns school students, this approach is not necessarily better, as young people often require more support than university or college students.
Another study indicates that the failure rate of students is higher in online lessons. 8% of the students fail online lessons, while only 3 % fail face-to-face classes (Ni, 2013). They fail because they do not continue their study (Ni, 2013). One disadvantage of online learning is that not every student can learn effectively in this format. Some students need care, and students learn harder. Students who require assistance may struggle to learn effectively in an online environment. It is a disadvantage, and a lot of work must be done to help students demand special care online.
Tips for Effective Online Learning
Online learning is one tool that can enhance the learning process and create more opportunities, but it must be implemented effectively (Patrick, 2011). One method is that cultural and personal differences must be more limited (Isman et al., 2010). Some students have difficulties attending online classes because they do not understand English, for example. It is due to the cultural background problem. It can be solved if the programs are designed for people who do not understand English well (Isman et al., 2010). Online learning is preferable for many people, but if instructors approach it incorrectly, it will not be effective. The teachers and students must know how to make online classes effective (Clark-Ibáñez & Scott, 2008).
For higher education institutions navigating the COVID-19 pandemic, online learning is an inevitable option. In this regard, universities should be mindful of their obligations to students when it comes to providing adequate services during the usual educational period, while updating and establishing a new framework that ensures they do not encounter any obstacles. However, both academic and non-academic staff need to receive training so that they can effectively utilize the resources and deliver high-quality instruction. Furthermore, providing students and professors with competent equipment requires careful planning on the part of the institution, staff, and departments.
The various parameters utilized to produce completed items or services are the organization’s resources. These fundamental instruments include human, technological, and economic components. In this regard, university materials to implement effective digitalization and adapt online learning will be adaptable human factors, which means teachers’ adaptation to online learning, providing various alternative systems to make preparations for and present online classes; consequently, financial support to lecturers may include offering customized software alternative options and transportation infrastructure to enable adaptation to eLearning. To improve the organization’s performance, the equipment provided should be suitable for the tasks at hand and easily accessible, ensuring safe operation. Therefore, administrators should encourage dialogue, offer support, and implement initiatives to mitigate employee resistance to the transition.
Finally, change effectiveness relates to an organization’s capacity and resources to implement effective change policies. The available resources to incorporate the necessary updates for the technology are sufficient human resources, readily available materials, financial resources, and knowledge utilization. Some of the expertise is knowledge of the staff, strategies to accomplish the goals, and the needed time to achieve advancement.
Public universities rely on academics and research that support national growth, whereas private universities concentrate on expertise and knowledge to meet corporate demands. This is the primary distinction between private and public universities, primarily based on resources and expertise. Additionally, they discovered that in public universities, suitability, leadership engagement, change-specific efficacy, and personal valence were all positively correlated with an individual’s capacity to modify their environment.
The commitment to change, however, is severely impacted by obstacles to implementing necessary upgrades, including sociocultural considerations, implementation needs, and recognized project value. Additionally, they have observed that people may have been more concerned with their own success than with the company’s achievement during the shift. The cognitive assessments of organizational members, which encompass task demands, availability of materials, and situational circumstances, have a significant impact on the efficacy of change.
Research has found that online lessons require 40% more work from instructors than face-to-face classes (Clark-Ibáñez & Scott, 2008). Students studying online must be more organized, disciplined, and goal-oriented (Hale, 2007). Everything is more suitable for them, and they decide how to study or work.
Using the Internet carefully and intelligently is the key to successful online classes. Research has shown that students who have previously received technology training are more satisfied with online lessons than those who have not (Baum & McPherson, 2019). It can be essential for universities, for example, to give proper training to the students for more effective lessons. Instructors must also receive proper training, as students are likely to be more knowledgeable about the Internet than their instructors (Ni, 2013).
Teachers can help students use the Internet more effectively by asking them to analyze or critically think about the information on web pages. Students can examine the statistics or other data that can only be accessed through the Internet. Or some web pages where students can find different points of view on some topics (Goldman & Schmalz, 2007). Online lessons should be created using powerful pedagogical tools and methods. Nowadays, as learning has become more accessible, some instructors employ unclear and confusing teaching methods.
Although this can sometimes be enjoyable, there are specific rules that instructors must follow to ensure effective study practices (Driscoll et al., 2012). Another essential aspect is that the generations have mainly used the Internet their whole life. It means they know everything about it. The instructors must design the discussion board carefully to involve students, and they can be confident that the students will figure out the ways to participate in online lessons (Ni, 2013).
Collective achievements present different crucial points in the educational process. There can be situations in the shared work where achievement is lacking in online lessons. The instructors must carefully consider this when creating tasks for groups to solve. Some adjustments need to be made in the online community to achieve better results. The important thing is that a community must do it with a specific purpose (Bliuc, 2020). Establishing understanding between participants in online lessons is essential (Isman et al., 2010). Both online learning and face-to-face learning have their advantages and disadvantages. It depends on many things. Everyone has their preference. However, in the end, the outcomes of online and face-to-face classes are the same. Technology is not the most important thing in online learning (Baum & McPherson, 2019). It always depends on the teacher, teaching methods, and students.
If they create the right atmosphere and way to have their lessons, face-to-face and online learning will have the same effects (Baum & McPherson, 2019). In another research, many students participated worldwide. They were from Cyprus, Jordan, Turkey, Somalia, and Kazakhstan (Isman et al., 2010). During the research, one student noted that online classes are a means for mass learning, allowing many students to participate from all over the world (Isman et al., 2010).
Hybrid Education
Combined learning is a relatively novel method for determining the appropriate mix. Although definitions vary, blended learning typically involves a significant portion of all interactions, ranging from 50% to 90%, taking place online. Blended learning also includes some offline and, thus, synchronous interaction in face-to-face or physical gatherings (Pham, 2022). Online learning does not have only one way: they can be very different from each other. Online learning has brought many opportunities with it. One approach is to combine online and face-to-face learning (Picciano, 2006).
Any university, school, college, or company can decide for itself what the best way is for them. There may be situations where students do not attend college every day, but instead attend classes twice a week, for example, and at other times, they have their classes online (Picciano, 2006). This is called hybrid education. It is also a relatively new concept, even newer than online lessons. Many people are aware of it, but many others are not familiar with or do not accept it.
Conditions That Can Be Appendant and Changeable
Nowadays, online learning is very popular, with numerous studies conducted to determine whether it is more effective than traditional learning methods. Some studies indicate that online learning is more effective and desirable for them. Other studies show that students find face-to-face studies more desirable (Zhang, 2016). It means that nothing can be convenient for everyone. Both online and face-to-face lessons have their advantages and disadvantages. Effective education is a complex thing. It has many demands (Hemphill, 2000). Whether it is conducted online or in the classroom, teachers and students must possess behavior, attitude, respect, knowledge, and more to have effective classes. If people do not know, can’t behave themselves, or do not want to study, nothing can help them.
The rules and circumstances of this generation are that students primarily use the Internet for almost everything. Time passes, and everything improves. One of the improvements is that education has become online, making it easier to access. Even though online education has its disadvantages and difficulties, face-to-face learning also has its drawbacks. With time, the educational system’s problems will hopefully be solved. It takes effort and hard work to improve something, and online education is one of those “things.” Nowadays, students are more innovative, and they have their own demands. Online learning is widely used nowadays, and most people find it “hot” (Kearsley, 2002).
It means that an increasing number of people want to participate. It is convenient, but unfortunately, not everyone can take classes this way. Online learning is easy, and it is even easier than face-to-face learning. However, some students do not have access to computers, for example (Kearsley, 2002). The cost-effectiveness of online education is already mentioned as an advantage, but there is so much more to this. Cost-effectiveness is also an appendant and changeable condition (Jung & Rha, 2000). Some people find online learning more cost-effective because the money students and teachers spend traveling to and from classes to receive an education is not required in online classes.
Cukiers (1997) summarized four cost-benefit methodologies examined in the previous studies. Cost-effectiveness has four approaches. These are a value-based approach, a mathematical modelling approach, a comparative approach, and a return-on-investment approach. However, there can be a condition where the computer, Internet, or phone used for online classes becomes more expensive for some people (Jung & Rha, 2000). Some people will have it, and some will not. Online studies are cost-effective and beneficial for the environment because they eliminate the need for a considerable amount of paper, which is a significant advantage.
Or, some students have computers but cannot use them themselves because they share them with another person; therefore, being able to study and attend classes all the time will not be possible for them (Kearsley, 2002). Education is not accessible to everyone. Unfortunately, it is a fact. There are many cases where a person cannot access education, and if there is one thing that must be done, it must be done. Education is essential, and convenient access will be a revolutionary act for the generations.
In other cases, there can be students and teachers who cannot use online basic or advanced devices (Kearsley, 2002). It takes knowledge to attend online classes. However, even if there are people who cannot, they can still have basic classes to learn how to use the Internet. People most likely have to do that because having basic skills in general about computers and the Internet in this century is a must. Those skills will help the student or teacher throughout their lives, in this case.
As time passes and technology becomes more accessible, people use the Internet more frequently and access information online; predictably, an increasing number of students will pursue online education (Kearsley, 2002). It requires considerable effort, and responsible individuals must acknowledge that not everyone can successfully take online classes and improve the situation. As mentioned, access to the Internet and the ability to utilize online sources will benefit everyone. Students’ desires, attitudes, and opinions are also crucial in this context (Jung & Rha, 2000). Some students will easily use technology without any problem. Some will find it difficult. Some will try to study as they understand that this century demands knowledge of the Internet.
A student can have an experience with technology, which can be either positive or negative. All those things can change the situation. Moreover, some teachers will use the Internet without difficulties. Some will demand and take time for it. Teachers are individuals who educate others. They have to study and understand online tools whether they want them or not. Modern and young teachers can use the Internet without a problem. There are also older ones that need some practice. The good news is that the new generations will be able to use the Internet almost without a problem. And they are the future teachers.
In general, the circumstances are apparent: face-to-face classes are expensive for someone. For example, they cover expenses such as school, transportation, and books. For others, online lessons can be more expensive, as they will need to pay for a phone, computer, or Internet connection. Online and face-to-face learning is equal because the situation is changeable and not one way for everyone.
There is considerable research that suggests both online and face-to-face studies have their advantages. However, much research also indicates that online and face-to-face interactions are equivalent (Jung & Rha, 2000). For so many students, there is no difference between these two. In reality, students who want to study and a teacher who wants to educate can do their work in any condition. For example, if a student wants to study but does not have the necessary conditions for online studies, they will find ways. Similarly, if a student lacks the opportunity to attend college because it is far from their place of residence, they may relocate, find a new place to live, or explore alternative options to access the desired education.
Many students say that they do not find the difference between the online tools used for their education (Jung & Rha, 2000). There are many ways to study online: a student can find the most suitable one. However, they are not fundamentally different. The conditions are different, and students are different. Online studies are designed to make the educational system more accessible and convenient, nothing more. Online lessons should not be very complex. And even if there are problems, they must be solved for the student’s convenience.
Some students not only receive an education at school, but they also require attention and special care. They want to feel at home, make friends, and communicate with them. They also need special attention. For these students, face-to-face studies are preferable. But this can only work with specialists who understand and can work with students like that. Additionally, not every school and student-aged person can understand the person standing in front of them, and sometimes the atmosphere is not conducive to understanding. Not understanding what is happening at school can be detrimental to people, not only for students who require special care, but for all students. In this case, online lessons are better than face-to-face lessons.
In other words, face-to-face education provides connection and a sense of community. Some students think this way, but others think the opposite way. Not everyone can think and feel the same way, so it is dependent and changes. There is also another condition here. Even if it is clear that online learning provides more community-based interaction, and because of it, students engage more, not everyone finds interacting with others an advantage. For some students, not having to deal with others is a huge advantage. So, this is also very dependable.
Online learning can have a positive impact and should not harm students. Another negative aspect is that it is sometimes impossible to know what students are doing during classes (Zhang, 2016). The students may not be able to concentrate on the lesson, but the teacher will not be aware of it. It is both a disadvantage and an advantage because it gives students the freedom to spend their time as they wish. The teachers will know how much the students have studied, what they have done, and what they have not. Additionally, as not everyone learns in the same way, a student may not learn the lesson if they must study it immediately, but rather if they study it later. In reality, it is an advantage: the students can decide how to manage their learning time.
The interaction during online classes differs from that in face-to-face lessons (Picciano, 2006). Although some may think there is no interaction during online lessons, that is not the case. For example, students can share their papers during online classes, allowing many more to review them. It is impossible in face-to-face classes: only a small number of students can check each other’s papers (Picciano, 2006). Additionally, sharing their work online results in considerable paper savings. In general, students use a lot of paper for their classes, and even saving a small amount of paper is beneficial, as it helps conserve nature.
Although there is considerable research on the effectiveness of online classes and the differences between online and face-to-face instruction, it is insufficient to determine which one is better. Some may think that with more extensive research, the answer would be clear. But it cannot be proved because the answer will not even be apparent. After all, it depends on many personal attitudes and behaviors. Online learning helps to organize a group of people (Starkey & Savvides, 2009). It is essential because group work is a significant aspect of the process. The interaction of students can be very beneficial for them. Teamwork can occur not only when students have physical interaction but also when they participate in online classes. The tool does not matter if students and teachers can manage the group.
From one perspective, working together in a physical environment enables students to collaborate efficiently. They will stand or sit together, talk, or create something together. But there is another thing. Managing and organizing a group of people is easier when it is done through online classes, especially if the group includes only a few small children. It is harder to control them, but sometimes controlling and organizing older students can be just as challenging. Online classes help create an atmosphere that attracts many students worldwide. It is extraordinary because the interaction among people with very different cultures will have the opportunity to gather together and work. Online learning makes learning easier, also because translation becomes possible. Many apps and devices help translate any content into any language.
Another thing is that gathering and finding information was once more challenging because the only places to find information were libraries, such as books. But nowadays it is easier. It is not only easier to find information about a topic but also to gather it. It is because the Internet provides an opportunity to type a word and access and find all the information about a topic, and use it. Teamwork does not only happen because of the effort of teachers and students, but also because of their efforts (Starkey & Savvides, 2009). Some devices and apps help to create a working environment. The students will have the opportunity to come together and exchange their thoughts. Especially if the students come from different cultures and do not speak the same languages, the online environment is the best place for them.
With online learning, some issues can be solved. An example was when students from different cultures and perspectives discussed some historical events. They could understand each other better with the help of online devices. The students carry different mindsets, histories, and cultures. They are given to exchange their knowledge, understand each other better, and accept others, even if they are very different. Another essential factor for online learning is that the approach itself is fundamental (Starkey & Savvides, 2009). The teacher who organizes the class can create a good atmosphere. Where every student can learn something new or enjoy the process, the teacher can discourage the student from learning. Although it is often said that online learning is better, or that some think face-to-face learning is better, the way it is done and created plays a significant role. Online lessons offer both freedom and accountability, not only to students but also to teachers.
Teachers can decide what to give to the students and when to give it to them. The teachers organize everything, not only during online classes, but also in general. If the teacher can organize the class, they will do it in both places (Starkey & Savvides, 2009). For example, an enthusiastic teacher can make the interaction among students a fun experience. A teacher can also be encouraging. Students say that the encouragement of teachers is more important than the task itself. The research also shows that students demand more active learning and a greater time commitment from the teacher during their online classes. One disadvantage of online classes is that some people think the time students and teachers spend online is very much (Starkey & Savvides, 2009).
The research showed that the students could explore issues of citizenship and social justice during online classes as much as they did in face-to-face classes (Starkey & Savvides, 2009). The online environment allows for a thorough engagement with the topic. This way, different students can learn, discuss, and gain a deeper understanding of various concepts.
All this research is to show that the differences between the two educational types are accurate, of course. However, the difference can be quite significant for any person. It does not matter very much because the circumstances can vary greatly. Overall, online and face-to-face education are equal. They offer many opportunities, and students and teachers will find the best way to benefit from them. It is easy to see that instructors, students, researchers, and people in general accept the same thing differently. For instance, what was an advantage for one person was a disadvantage for another. It means that the perception of online learning cannot be the same. Everyone can find or create the best version for them to study. There are always ways to improve things.
As online learning becomes more widely used, instructors and students can utilize tips for effective lessons to ensure everyone enjoys them. This literature review suggests that online and face-to-face classes generally yield similar outcomes. The situations are different, so dealing with them must be different as well. Due to the rapid development of technology and various educational programs and applications, online learning is gaining increasing popularity. In addition, the COVID-19 pandemic forced teachers and students of different ages to prioritize this type of education.
Although people have used face-to-face learning for many decades, time has shown that it is necessary to discover modern educational tools that offer numerous opportunities. Online learning undoubtedly has many perspectives. Still, methodologists strive to understand whether online classes are superior to face-to-face learning, especially in higher education, which aims to prepare talented specialists. A thorough analysis of this topic cannot be conducted without a comprehensive review of both online and face-to-face learning literature.
Face-to-Face vs. Online Learning
Face-to-face learning is a traditional educational tool that has repeatedly demonstrated its effectiveness. The primary feature of this type of learning, commonly referred to as the “traditional classroom setting,” is live interaction (Singh & Thurman, 2019, p. 298). This type of education, known as teacher-centered, enables instructors to ensure that learners have effectively acquired the material. In addition, face-to-face classes let students communicate, work in groups, and feel connected; therefore, social presence and interaction are essential to such courses (Bali & Liu, 2018). Traditional learning has many adherents, but it may become outdated if it does not involve technological elements.
Online learning has become a central concept in modern educational studies. However, although this term was first introduced in 1995, its definition remains a topic of discussion among methodologists and scientists (Singh & Thurman, 2019). Singh and Thurman (2019) conclude that 46 definitions of this concept exist. For instance, Kirshner identifies it as learning “where the Internet plays an important role in the delivery, support, and assessment of the learning” (p. 298). Hoi et al. (2021, p. 249) define online learning as “a family of machine learning methods, where a learner attempts to tackle some predictive tasks.” This term has such synonyms as “distance learning,” “web-based education,” and “e-education” (Singh & Thurman, 2019, p. 296). Therefore, despite many definitions, they convey a common feature: learning via the Internet.
There are several types of online learning, each with its primary methods. Hoi et al. (2021) divide it into online supervised learning, online learning with limited feedback, and unsupervised online learning. The first type involves the teacher’s complete control and support; the second represents an educational process with partial instructor feedback; the third does not include an instructor’s feedback. Therefore, it is possible to choose the learning most suitable for an individual.
The Transition from Face-to-Face Education
One of the first issues that needs to be considered is the transition from face-to-face learning to online learning, its primary reasons, and its peculiarities. The shift, caused by the pandemic in the middle of spring 2020, was too rapid, and neither instructors nor students were prepared for it. Serhan’s (2020, p. 335) study shows that teachers faced many challenges: “learning to use new technologies in a short period, designing instructional materials that fit the new environment, and providing an interactive remote learning environment.”
The students, who also had technical difficulties, including problems with Internet access and program bugs, apprehended the first experience as more negative than positive. Moreover, Simamora (2020) concludes that students and teachers felt anxiety when studying and teaching via camera because they were not ready for this. Therefore, the transition from face-to-face learning should be gradual and accompanied by technical and methodological training for teachers and students.
The transition to high-quality online learning needs to be implemented in several stages. Firstly, it is necessary to organize IT training for all members of the educational process, where they should be familiarized with the peculiarities of educational programs. Secondly, the technicians should decrease “the risk of user data security” (Simamora, 2020, p. 86). Finally, the perfect transition may involve a combination of educational tools, such as online lectures and face-to-face practical classes. Therefore, studies by Serhan (2020) and Simamora (2020) are essential for this research. They help understand that the gradual transition allows for feeling the positive impact of online learning and avoiding the manifestations of negative ones.
Online learning evolved into a more interactive alternative to classroom teaching. Teaching staff can adapt their pedagogical approaches due to the impact of online education. It strengthens education and learning processes (Zhu & Liu, 2020). Many people’s lives have been substantially altered due to technological advancement. E-learning is a valuable tool for effectively facilitating the teaching and learning process during lockdowns (Dennis & Harrison, 2021). Faculty members can document lectures so that students can watch them later. After each topic, an online test can be administered to aid in student evaluation, which can be done using Google Forms that automatically evaluates, making it simple for academic staff.
Researchers emphasize that the government must establish clear policies to facilitate the examination. The Turkish government is implementing necessary COVID-19 education measures. Mixed-distance education has been used to mitigate the delay effect of learning programs by leveraging television and the Internet (Hui, 2021). The government established distance education systems, internet connections, and access facilities within a short period through the Ministry of National Education. Education courses were primarily streamed on state television channels in this context.
Furthermore, the electronic online Education Information Network was used as a support medium. Exams have evolved into ongoing applications of online classes delivered through EBA. However, the Turkish government did not perceive online education as an equal alternative to face-to-face education, supporting the emergence of the mixed method during the pandemic.
Teachers’ Attitude to Online Learning
Most teachers and instructors perceive web-based education in two ways. On the one hand, “separating students from teachers in space, online classes prevent the face-to-face interactions critical to the student-teacher relationship” (Fawns et al., 2019, p. 294). Sometimes, it can be challenging for teachers to receive feedback without maintaining eye contact. Due to the absence of face-to-face interaction, teachers lose the opportunity to control students.
However, it is more significant for school teachers than university instructors: adult students tend to be more disciplined. Technological gaps are also one of the reasons for the negative evaluation of e-education. Additionally, teachers cannot control whether their students have problems with the Internet connection or skip the lessons. Finally, it is more challenging to examine learners, as the online space provides more opportunities for cheating. Therefore, several causes make teachers suspicious of online learning.
On the other hand, web-based education offers instructors various additional opportunities. Firstly, online education allows instructors to utilize various technological tools; they do not need interactive boards to display videos and printers to show pictures. Secondly, it lets you work in more comfortable conditions and save time. Thirdly, examining students’ knowledge can be done using automated tests. Finally, although “face-to-face interactions are absent, there are still strong and trusting student-teacher relationships” (Fawns et al., 2019, p. 294). Thus, e-education can be beneficial to instructors in enhancing the effectiveness of their lessons.
Students’ Attitude to Online Learning
Since any education aims to impart specific knowledge to particular individuals, students’ attitudes toward the type of learning should be considered and explored. In most cases, teaching is effective only if students are interested. The students’ attitudes should be evaluated in two directions: the level of perception, that is, the amount and quality of mastered information and new skills, and pupils’ satisfaction and comfort. The pandemic and the ensuing lockdowns have had an impact on people’s mental health all over the world. Many students are feeling stressed and nervous. Students often miss out on additional peer support in classroom settings, laboratories, and library access (Chakraborty et al., 2021). Despite this, students believe that online education enabled them to continue their education during the pandemic.
Both types of learning have benefits and disadvantages that impact students’ performance. According to Bali and Liu’s (2018) research, which focused on learning during the height of the pandemic, students’ perceptions were higher during face-to-face learning, primarily due to social presence and unreadiness. Pupils are more attentive and disciplined during usual lessons, while e-education requires self-discipline. However, the presentations, videos, online tests, and various interactive tools contribute to better performance.
Castro and Tumibay’s study (2019, p. 13) shows that “96% of the online students found the course to be either as effective as or more effective to their learning than their typical face-to-face course”. The research focuses not on the forced transition to web-based education but on a well-prepared one. As for students’ satisfaction, although “there is no statistically significant difference in learning preference,” the average level of comfort is significantly higher (Castro & Tumibay, 2019, p. 13). Therefore, although face-to-face learning can be more effective in some instances, online education is more convenient and engaging due to the use of technology.
Merits and Demerits of Web-Based Education for Students
In students’ opinion, online learning is quite promising and needs to be utilized in the era of technology. The opportunity to study from anywhere with a stable Internet connection, which means reducing time and saving money by avoiding the need to attend university, is an advantage (Castro & Tumibay, 2019). Some university students have children and families and must devote a lot of attention to them; therefore, saving time is highly appreciated. Moreover, this type of learning gives students “more privacy”: they feel more confident and can express their opinions more freely when they do not “see each other physically” (Castro & Tumibay, 2019, p. 3).
E-education also provides opportunities to study in comfortable clothes and places, make various presentations, and master different computer programs. Record lectures to listen to them several times. Almost all things related to online technology are considered a brand now; therefore, web-based education is quite popular and has many adherents among knowledge recipients.
Regarding the drawbacks of online learning, students often express dissatisfaction with technological gaps and a sense of isolation. However, while gaps can be filled through training and education, the sense of isolation is more difficult to overcome. Students face challenges in understanding the teacher’s lectures and instructions, and in practicing, primarily because “online is inherently more socially impoverished and isolating than face-to-face teaching” (Fawns et al., 2019, p. 294).
While introverts appreciate the opportunity to write answers and create projects, extroverts often struggle with the absence of live communication and interaction. However, younger children and adolescents consider isolation from classmates a problem more frequently than university students. Therefore, the advantages of online learning in higher education allow students to pay less attention to its demerits.
The student’s attitude to online learning influences their online readiness. Since e-education is “multifaceted,” students should possess online enthusiasm, which means “physical and mental readiness for the user to obtain learning experience” (Herguner et al., 2020, p. 102-103). The studies show that “online attitude predicts online readiness significantly, and online attitude has 42% of the total variance in explaining online readiness” (Herguner et al., 2020, p. 102-103). Therefore, learning can be successful only if students have a positive attitude towards it.
The Idea of Open and Distance University
Given the numerous online educational courses, resources, and programs available today, the concept of an online university does not seem impossible or futuristic. Such an educational institution would function as a regular university with many faculties and a standard curriculum, but it would not require the physical presence of students and instructors. For instance, Firat and Bozkurt (2020) propose the concept of creating an Open and Distant University for learners from diverse countries. They suggest that it would be helpful to develop an online learning system tailored to the changing needs and skills of learners, given that current online readiness is relatively high (Firat and Bozkurt, 2020). Thus, the concept of the online university seems promising.
However, some disciplines cannot be studied without face-to-face practice. Although “students’ online learning attitudes did not differ in a statistically significant manner by faculty,” it would be wrong to forget about those who deal with medicine or electronics (Herguner et al., 2020, p. 106). For example, although web-based education may represent a teaching method, quality medical education requires a blended learning approach (Pei & Wu, 2019). Therefore, online universities cannot provide an excellent education for all faculties and departments.
Methodology
The chosen methodology includes a survey in the form of a questionnaire as the primary tool for completing the research. Survey research entails methods that underline research practices contributing to quantitative analyses, such as questionnaires, interviews, or data from published statistics, and is based on a positivistic paradigm (Sileyew, 2019). Surveyors employ statistical techniques to analyze self-reported information from survey participants and use the data to make generalizations to larger contexts. In this case, dependent and independent variables provide the background and premise for defining the scope of the study.
The outcomes of a questionnaire survey should include beneficial results from the complex interactions of individuals involved, although this is primarily the researcher’s responsibility. In reality, a high-quality questionnaire study design is achieved by incorporating input from the selected population, users of study findings, and expatriates conducting respective surveys. In practice, survey questionnaires are the most cost-effective and appropriate means of generating information. In specific cases, such surveys enable tools to be easily remotely controlled and implemented, facilitate data analysis, and share findings with stakeholders.
Bihu (2021), as a theorist of such a methodology in educational settings, emphasized that emerging research problems are defined as gaps or needs that necessitate filling either knowledge content or alternatives to pre-existing concerns that require solutions or demand innovation in the pursuit of quality circumstances or procedures in life endeavors. Understanding the subject matter material surrounding the literature gap allows researchers to define the problems clearly. The quantitative findings, which lead to generalizations, exceed the study’s attributes. A research problem primarily becomes a question of attention for the researcher within the framework, which they must notably address through an adequately designed technique.
As the primary goal of the paper is to demonstrate that online and face-to-face studies are equivalent, the methods will focus on finding answers to these questions. Therefore, it becomes possible to understand that, depending on the situation, one approach may be better, while in other circumstances, another approach is more effective. The methodology I will use will be a mixture of both qualitative and quantitative data.
I have chosen to combine these methodologies and use them simultaneously because this approach is more effective. As the paper requires objectivity, a qualitative research approach has been employed. The principal feature of qualitative research is that it is most suitable for small samples. Qualitative research’s results are not restricted and are not measurable. Its main advantage is that it allows a total summary and review of a research question. This is the primary difference between quantitative research. Qualitative research does not limit the study’s extent and the quality of the answers. The success of qualitative research depends on the knowledge and expertise of researchers. The results may not be strong enough because they are developed from the researcher’s opinions and analyses.
The problem is that this research is more suitable for small samples, which means that the results may not accurately reflect the views of a broader population (Bell, 2005). Qualitative research includes research questionnaires. As the students were chosen from various parts of the world, the questionnaires were administered online by students enrolled in one online course. I do not want any obstacles to disturb my research. That is why the best way is to have everything online. Perhaps there could be a way to demonstrate the importance of online learning. It will make my research more accessible, easier to use, and more beneficial for students. If a student is interested in this research but lives in another city, they will not participate if the entire study is not conducted online.
The students had no limit on the number of places or time to answer the questions. They were free to express themselves. When a student cannot come and answer the questions in the area, they can always open their phone or computer to ensure their answers are collected and heard. As I have used both qualitative and quantitative research, it would be wise to understand the features of each. The first is qualitative research, which aims to provide accurate information. I had a clear understanding of what I was looking for in the research in advance. I was the data-gathering instrument.
Qualitative data is more intense, time-consuming, and limited in its generalizability. I was subjectively involved in the subject material. I have gathered qualitative information expressed in words. It means that the qualitative methods will involve a questionnaire. The data will be collected from people who understand or participate in both educational techniques. They are people who have experienced the answer to the question firsthand. This way is the best way to answer the question because only people can answer what they prefer. The answers will be from real people. Everyone has their own opinion, and to answer this question, there is a need to listen to all the people who have had the chance to participate in either online or face–to–face classes. The participant must have experience in this field.
People who have taken both online and face-to-face courses can answer the questions more thoroughly and effectively than others. Especially if anyone had a problem with either one of those methods, I knew the best answer to the questions. Some people will have experience with both methods. These individuals’ answers were more effective because they were familiar with both types and expressed their opinions more accurately. A quantitative study means relying on experience in this case. Participants in the research answered the questions online. People who participated in the questionnaires understood the fields, completed them, or had some knowledge about them. The best way is to question students studying at the university. They answered the questions more accurately and honestly.
There were 42 students in the questionnaires. The number of students participating in these is appropriate to convey the results. The number of members is standard for such a type of research. While writing the literature review, I came across many questionnaires that included a large number of participants. The problem is that questionnaires are time-consuming. If there had been no problem with that, the discussions could have been more. I selected students from different universities. It provided honesty and a broader understanding of the question. I asked some students to take part in it. Students shared the information about the questionnaires on an online platform. Some students learned about it from their friends, while others came across it by chance. It is an excellent method because it keeps the research more exciting, and everyone can participate if they live in the same place.
The number was limited, so people who wanted to participate in the research earlier than others had only they have had the chance. It can be considered a disadvantage. In the questionnaire, it is specifically requested that students refrain from mentioning any personal information to maintain the survey’s anonymity. Participants were informed that the responses they provided in the survey would be treated as confidential. Additionally, as the survey was voluntary, students were allowed to leave it at any time. The consent was obtained directly from students who were invited, and those who received information about it online were randomly selected.
It is impossible to ask as many people as possible, and the number is limited. That is why statistics were also used to determine the answers of a larger group of people. I think that questionnaires provided more thorough answers to the questions. The questionnaires will be taken online. Depending on convenience, time, and distance saving, it is better and more appropriate for people to answer them from the place and time that is most convenient. It will include more people than if it were not taken online.
Moreover, the statistical method was also implemented in this research. Statistical methods are part of the quantitative method. It was also a way to understand the research results. Although the questionnaires provided required data on the topic, statistical methods were employed to help investigate and analyze the results. There are two types of statistical methods: descriptive and inferential. For this study, the statistical method was implemented as an illustration. Simple random sampling is a sampling method where every individual has an equal chance of being selected for the sample. The collection of people solely depended on the accident. This sampling method is also known as a method of accidents.
Simple random sampling is a primary sampling method that can be incorporated into a more complex sampling process. The chief characteristic of this sampling technique is that each individual has an equal chance of being accepted. The method is also widely used and will help support the research. I initially listed all the group members, and everyone registered with a particular number. From this group, I collected samples using several approaches. The ways were random number tables and random number generator software. The reason was that social intervention was required to produce samples.
Exchange study schemes are more open and inclusive, allowing an unlimited number of people. It is unlikely that each member of the population’s design method will be considered and will receive intervention from the research. If one wants to save time and resources, simple random sampling is one of the most significant chance sampling methods that will be used. It saves the researchers’ time and the time of the participants. Receiving data from a sample is more desirable and practical.
There are many methods used for research. It may be impossible to choose the best option from those. Even if the researcher thinks the exact process is the best, the participants may have different thoughts and opinions. Research requires different prices, times, services, and skills to analyze, among other factors. Sampling is preferable for so many reasons. First of all, it is a reasonable way of selection. If it is done correctly, it will help overcome a preference associated with other sampling methods involved. The researcher processed the samples personally and conducted them as part of the outcomes. Choosing a more modest sample measurement from the actual, larger group is ordinarily straightforward. Another advantage is that the researcher does not need prior experience in data collection.
In this case, it is a neutral effect because I have experience. Having experience in the field is an advantage. When you know about the topic, you are going to research it. This way: the research is being done better and more organized. I not only have information about the investigation, but it also concerns me. Some researchers can use this method easily because they must ask questions and collect answers. It means that the researcher does not have to be an expert on the topic; they have to collect the answers, and that is it. This is not the right way to do research. A person must be knowledgeable about a topic to achieve good results at their work.
This sampling method was a primary way of assembling the data. There was no need for technical expertise; essential listening and recording skills were needed. Since the group quantity was enormous in this kind of sampling system, there was no limitation on the sample measurement that the researcher had to build. From a larger group, one can obtain a small sample very quickly. The participants obtained through this sampling process were well-educated. If there are more samples, it means the data is in a better condition. It is a great way to understand the opinions and thoughts of a large group of people. The study lets everyone interested understand the topic and question more effectively. The study can be conducted in various ways.
The topic is significant, but the way the research is conducted is more critical. If the research is done incorrectly, the answers will not be correct. And the results will not be precise. It is why I have chosen not only one method, but three of them, to ensure everything is correct. The research methods I have chosen to use are both different and practical. The mixed-methodology approach is the best choice because it provides the flexibility to choose from various forms, not just one. The methods will work together to add more information and achieve a more effective outcome in the research.
The statistical method is additional because the preliminary information was collected from the questionnaires. However, this method is also essential and will require hard work, making it a necessary part of the research. These are the most effective methods because they provide the most comprehensive understanding of people’s thoughts and perspectives. The questionnaire lets students answer the questions more thoroughly. It allowed the students to answer the questions more easily and quickly. The best approach is to combine these methods to provide both long and concise answers for people.
The questionnaires are standard methods for finding the answers to the questions. They are used and have been used frequently by people. These are among the most famous and widely used methods in this field. It is also one of the reasons that I have chosen this method. The effectiveness of these is known. The questionnaires were available for almost one month. There were multiple options for people to choose from, providing a wide range of choices. The participants answered the questions without any time limit. The questionnaires were available online, and students had access to the link, where they could answer them. The questionnaires took approximately seven days.
As the questionnaires were online and available to anyone, controlling them was impossible and rendered the process meaningless. It was open, and no one selected participants. Everyone interested in the topic answered the questions. There were a few general questions that participants had to answer with interest. When there are many questions, people do not want to spend their time. They do not want to answer all the questions, and they become tired when the questions are too long and numerous. It is the reason why the questions were laconic and easy to understand. Some questions required written answers: not everything could be chosen. The questions included only the questions concerning the theme and nothing else. The questions focused on the subject of online and face-to-face learning.
The students were asked whether they prefer online or face-to-face learning. Then, the other questions focused on how they spend their classes and whether they succeed more when they have online or face-to-face lessons. The other questions helped clarify the effects. No excessive tools were used for the questionnaires. Some students had a certain perception of their lessons. Still, in reality, the results showed something different, and to obtain the rational and correct answers, the exam results were also essential. Consequently, students were asked to answer questions about the exams in the questionnaires.
The questions concerning the exams allowed me to understand the exact results of both methods. When one listens to the student’s opinion, one knows that the answer is personal, and one will never know whether it is correct. Even though I trust students, and there is no need to suspect they will cheat, exams will allow me to obtain accurate results without mistakes or misunderstandings. The students only answered questions related to their exam experience. They discussed the process and then the results. The results of the English class exams were checked accordingly. Undergraduate students who took English exams online last semester were compared to those who took English exams in the same course.
The second will be the students’ results from those who took the exam in the traditional format. Even though it is impossible to verify whether the students provide the correct result, the questionnaires will be anonymous, so if a student had a reason to lie about the result, there will now be no need for that. The questionnaires were anonymous. Some students thought that answering these questions was a personal or private matter. Maybe a student did not want to say anything negative about an online or face-to-face lesson, somebody, or something. But when they answered the questions anonymously, they were more honest, and the results were more accurate. There were situations when the student did not want to give the correct answer, but they wanted to help with the research. No one knew who answered the questions, so they did not need to lie.
There were no enormous problems concerning this research. Minor, uncontrollable issues may have arisen, including technical problems. When such problems appeared, the students could restart the page and answer the questions again. Hence, technical obstacles were solvable, and a student accessing the internet, computer, or telephone could answer the questions quickly, regardless of what happened. For the part of the questionnaire, those problems were not possible. I created and processed the questionnaires myself with students, controlled any unplanned situations, and found solutions for those.
I have combined two methods to maximize the benefits of this research. When the students had something to say about their lessons, they expressed their thoughts in the questionnaires. They had the opportunity to respond by answering the questions. The questionnaires allowed for concise answers. The most frequently used method is the quantitative method, and most research studies prefer this approach. But I have chosen mixed methods. Mixed methods are recognized for the idea of triangulation in social studies. According to Haq (2014, p. 11), triangulation enables researchers to make informed decisions about a single event using multiple quantitative and qualitative methods within a single study.
The mixed-methodology approach is best because it allows students to express themselves more effectively. It would not be complete if the research were limited to either qualitative or quantitative methods. This way, the research results allow students to be honest and accessible. They are different, with different thoughts, ideas, and opinions. They must ensure the questions are both exciting and relevant to them. The research aims to demonstrate the equality of both educational methods, as it can become a problem for some individuals. I am one of those people who have issues in this field.
Everyone should have the opportunity to express themselves and have the chance to make their goals a reality. This research aims to open doors for me, and if it helps others, it will be more beneficial. The students who answer the questions will also demonstrate that online and face-to-face education are equivalent, with no significant difference. Analyzing the other research from the literature review, it became clear that the students did not find an enormous difference here. The results showed that it is a highly variable concept, and everyone can have their unique answer and perspective on this question.
It is essential to research and one of those that has an influence. The results were checked online. The answers to the questionnaires were compiled to determine the median average responses for each question. The answers were gathered and analyzed to determine which choice was most preferable for the majority of people. The answers were collected in the following manner: Overall responses were gathered to understand each individual’s perspective. The individuality of the answers is one of the essential things in this research. The reason for this is that we believe students need the freedom to express themselves and their thoughts. To be honest, one needs creativity and freedom.
The questions that had unique and individual answers were checked accordingly. No one was left unattended, and no solution remained without being carefully reviewed and thoroughly considered. Most importantly, the questions were standard for everyone, letting the researcher understand and analyze the student thoroughly. The questions were all the same for everyone. Hence, the students did not answer the questions automatically.
The questionnaires were not extended, allowing participants to express themselves more effectively. It provided an opportunity to gain a deeper understanding of students, their answers, and the questions. This approach had no severe shortcomings, and everything was correct and accurate. It is unambiguous and regular: research cannot include many people. That is why there is much research: by collecting the results from various types of studies, it is possible to gain a broader understanding of a topic. The essential thing is that the research is conducted honestly to obtain accurate results.
The students’ perspectives, motivation, and understanding varied significantly, and their answers to the questions differed substantially depending on their personal views on open-ended questions. It would be great if the questions in the questionnaires were not standard and all the same. A student might say something, and the next question would be very different from the ones asked by other students. The answers may lead to new questions, and it would be great if there could be many changes in the form. It would give the students more freedom to express themselves.
Reading different questions and answers was more enjoyable for me and anyone who accessed the questionnaires. The questions not only included information about online and face-to-face education. It consisted of students’ thoughts and opinions, including which one they preferred and, more importantly, why they thought it was the best decision for them. The questions did not include anything more or less than it—the questions concerned only the topic.
Researchers must stick to moral standards to secure support, responsibility, shared honor, and justice (Resnik, 2015). According to Saunders, Lewis, and Thornhill (2003, p. 131), researchers must be aware of certain moral problems, particularly when collecting and analyzing data. The advantages of retirement are available to people. That is why the research will not include names and private information. Even though there will be people who will not think it is a problem to have their names included. Not everyone will want it, and it won’t be for everybody: it will be standard. No names or personal information will be included to avoid further unnecessary problems.
The other thing is that the essence of participating in the research must be optional, and people must be free to switch from the study: they can withdraw from it completely or skip only some parts. It will also be taken care of. Participants will have the option to choose whether they wish to participate in the questionnaires. No one was required to participate in the research if they did not wish to do so. Another thing is that if the student opened questions, for example, that it was not the way they expected or there were questions they did not want to answer, they would be free to close the questionnaires. There will be no problem with the questionnaires. If anyone does not want to answer a question, that person cannot skip that question. If there are issues and they do not want to answer the questions, they will also have the chance to stop the questionnaires.
The questionnaires were considered incomplete if only one or two questions were unanswered. The questionnaires were online, and it was impossible to accept and count the answers if they were incomplete. It is the right way because the questionnaires will be online, and the computer will not get the questions if they are not collected. It is essential and preferable that the questionnaires be answered thoroughly. And that all the questions were answered. Although there were more important questions, all the questions were significant in helping to better understand the results. These were the ways everything would be handled and organized, which was the best way because there were no severe problems. If any problems arise, they will be minor and will be addressed immediately. The questionnaires are creative and unrestricted. It is better when the research is more organized. It is almost impossible for the questionnaires and everything to be organized and prepared without a problem. But the research can be improved.
If it is created, making sure there will not be huge mistakes, the number of errors will be fewer. Organized research is more effective and yields better results. This research is designed to yield the best possible results. The research methodology helps determine how to use libraries and other information sources. It also enables a critical evaluation of literature, fosters specific interests and abilities, helps understand the perspectives of others, and builds knowledge of the research method’s requirements. The research methodology describes and explains practices, sheds light on their weaknesses and sources, and explains their presupposition and results. The methodology is the approach used to understand how the research was conducted. It is an essential part of the paper. For this paper, I have selected the most effective study methods. I have chosen a mixed-methodology approach that combines both quantitative and qualitative methods. The methods enable the researcher to conduct the research most effectively.
The research is likely to go without problems. Even if there are problems, they will be corrected immediately. They will not have adverse effects on the study. Everything is organized and thoroughly created. The questionnaires will enable students to express themselves and their thoughts in the most effective way possible. The questionnaires will not restrict the students’ freedom. They will give the students the liberty to have the best effect. When students have the freedom to answer in their own way and think about a specific thing, the results will be better. Therefore, if anyone does not wish to make changes and contribute to the study, they will not be part of it. Those will also be anonymous, so the students will not have anything to be afraid of, or, as I said already, they will not have a reason to cheat or even let any question go unanswered.
Everything leads us to the point that if students choose to participate in the research, they will not have a problem with the questions, and everything will be organized and well-constructed. I checked the results. It allowed me to understand the exact results. After understanding everything, I collected all the answers together. This study helped to understand whether students prefer online or face-to-face lessons. The main advantage of this research is its easy accessibility and the various approaches it offers. It is the most significant advantage because it enables research to be conducted as effectively as possible. The students quickly found ways to participate in the study. And everyone considered the method most appropriate for them. The research methodology has been carefully chosen and is planned to be effective and without issues. As there are many methods, there can also be problems, but not huge ones. The issues will be solved immediately.
Results
Exam Results
The exam results indicate that students who took the exams online achieved better results than those who took them face-to-face. To gain a better understanding, the tables with the exam results are provided. Online exam results are shown in Table 1. These results are from the spring of 2017-2018. These results indicate that the difference between face-to-face and online education is not significant when comparing this year to the 2018-2019 period. Those results could indicate that there is little difference in outcomes, regardless of whether classes are face-to-face or online.
Thus, the results suggest that the quality of educational performance remains the same throughout both systems. It means that the government’s attitude towards online education should remain the same as its attitude towards face-to-face education. They mainly include the pre-pandemic research that still supports an online education system as a successful one. The exams for traditional exam results are shown in Table 2. The results are from the autumn of 2018-2019.
It is essential because the students may have different opinions and thoughts. The only way to determine whether they are saying the right thing or understanding the results better is to use the exam results. The exam results also show that students who studied and participated in the online lessons had better results. The results reflect the work completed through both pilot and more recent studies, comparing exam results with students’ personal attitudes.
Survey Results
The questionnaire participants were all students of the European University of Lefke of different genders; age was not measured as a controlled feature of the survey. The questionnaire was completed in March 2020, meaning that the pandemic influenced students’ perception of online education. A student said that they are not satisfied with face-to-face learning. The student said we had used the method for so long, but they were not in a good position worldwide, which is an exciting and essential statement. There is a need, and it is time for changes that will benefit everyone.
Thematic analysis was conducted based on the grounded theoretical background of Clarke et al. (2015). According to the approach, qualitative information comprises words, files, images, and observations that are primarily non-numerical. Following data collection, the next stage is data processing, which involves decoding, analyzing, and interpreting the collected data to answer the research question and achieve the study’s objectives. The next stage, additional data reporting, requires that the data be thoroughly checked and that the researcher ensure it is free from inconsistencies, incompleteness, and gaps.
After the data has been edited, the next stage is coding according to the numerical representation of the achieved results. The results show that, out of forty-two students who participated in the questionnaires, 60% preferred online lessons. The other 40% thought that the traditional approach was better. Most students find that face-to-face learning provides a more focused approach to education. Online learning is easier for most students. They say they do not need to get ready and go a distance to attend the classes.
Many respondents stated that online learning allows them to attend classes in comfortable clothing, thereby reducing additional stressors. For other respondents, having a broader scope of opportunities to be present in class is an integral part of the motivational attitude. Online learning is easier for most students, but some have the opposite view. Moreover, the questionnaire suggests that students have considered face-to-face education a possible way of virus transmission since the beginning of the COVID-19 pandemic.
The other opinion shows that online learning makes communication more difficult. Still, at the same time, it is more comfortable because students feel safer being distant from each other due to the high transmission chance of COVID-19. At the same time, online education allows students to plan their day more effectively without transportation obstacles. They have time to have healthier breakfasts and be on time for an online class.
Nowadays, it is especially significant. The virus still presents a serious threat to society, so for now, it is an essential advantage of online learning. For students, online learning also takes less time. It takes less time because students spend less time getting ready and traveling. It is time for students to stop wasting time waiting for lecturers outside the doors. Other respondents said they prefer traditional learning mainly because they consider interaction with lecturers more beneficial in the classroom setting. On the other hand, a respondent said they favored online lessons because of the silence. The primary drawback of face-to-face lessons is that they often take place in crowded areas. One of the primary negative aspects of online learning is the internet connection, which can present difficulties for some students due to a poor connection.
The traditional paradigm of education also plays an essential role in the respondents’ perception of online courses. For instance, several students were taught that the only way to determine whether traditional lessons were an efficient way was through exams. Such findings suggest that it is not always possible to understand the effectiveness of learning. Another point is that online lessons were more effective because students could replay the class, especially in cases where they were absent during the live session.
A student taught that the advantage of online learning is that it leads students to do their own research. Most students are confident that contact with the teacher after a class is essential. When they have a question, the students can go to the teacher and ask it. During online lessons, it is sometimes impossible. However, there are textual messaging or special educational platforms, such as Google Classroom, which allow students to contact the teacher after class. Nevertheless, the survey exposed another vital aspect of online learning that face-to-face education lacks: students can study anywhere. For example, a student lives far away from the university. The student thought it would be better than the online lessons. Other students were taught that face-to-face learning was better because they preferred human interaction.
Discussion
The research problem addressed in this paper is to determine whether online and face-to-face classes are equivalent in terms of effectiveness. The research primarily indicated that students did not perceive a difference between these two study methods. Some prefer the online version, while others prefer face-to-face classes. Overall, the results show that students have different preferences, and the difference between these two is not so significant. The results indicate that people can learn in any condition, especially when those conditions are designed to enhance the quality of student education. They will only benefit from it. Online education is not organized to make students’ education worse. It is the opposite: to help them have better lessons and study in better conditions.
The results matter because many students and individuals struggle as a result of this. The education they want is not available to them for many reasons. It is a problem not only for the students but also for the teachers. I am one of those who face challenges due to accessibility issues in education, including transportation, resource, and time management problems. Many students and teachers struggle with this issue worldwide.
For example, they want an education at a university, but they are unable to do so due to the distance or financial constraints. It would be great if I could change this situation. This paper was created to demonstrate that the educational system can be improved and made more accessible through online learning opportunities. It aims to demonstrate that this problem can be easily solved with minimal effort.
Unfortunately, the study’s results are limited. It is not possible to know the answers of all the students. There were only forty-two students who answered the questions, and it was possible to understand the answers by listening to them. If it were possible to know the answers of more students, the answers would be more objective. Millions, even billions, of students may have their own answers, opinions, and thoughts. There may be students who will say something significant and insightful, but unfortunately, they will not have the chance to answer these questions and share their thoughts with the world.
There is a positive side to this. There are many studies, and many people understand the importance of collecting students’ answers who are available everywhere. I hope everyone will have the opportunity to discuss and share their knowledge. This may be the way we will know and understand how problems can be solved and what to do to create the best educational system possible.
Another limitation is that not everyone could answer the questions because many students lack the primary means of communication. They live all over the world. The internet, computers, and phones are unavailable in many parts of the world. They are the students who do not have direct access to education, but the problem can be solved one day, and everyone will have the opportunity to receive an education. The internet and online education have the potential to provide everyone around the world with a more accessible and available form of education.
Therefore, many students and teachers have the chance to change the situation, the educational system, and the whole world, but they do not have this possibility. There would be better results if there were a possibility to inform all the students to participate in the educational process. According to the feedback measurements, many people expressed interest in participating in the study. They can contribute to future research on the topic, as it has been proven relevant in the current educational system. However, it is impossible to listen to everyone in one study.
Although this study helps to better understand the answers and questions, it is not enough. I aim to demonstrate that online and face-to-face learning are equivalent, but further research is needed in this area. More people and researchers have to create these kinds of studies. It is required to understand the differences and preferences better. The outcomes indicate that students do not perceive a significant difference between online and face-to-face lessons in terms of educational outcomes. Nevertheless, most respondents stated the differences in time, safety conditions, and flexibility of the online system compared to the face-to-face one. The preferences of the students vary significantly due to personal and changeable situations. Some students find that online lessons are better because they have distance problems.
The results show that the online and face-to-face lessons are comparable. No problem or situation can be solved. If a student wants to study, they will find ways to do so. If a student wants to have the classes online, the problems will be solved. Of course, there can be problems regarding online lessons. It is normal, and another problem can be face-to-face lessons. If there is a chance to have the lessons online, every effort must be made to make them happen. The most significant thing is that everyone should have the opportunity to receive an education, and every effort should be made to provide students with this opportunity.
The analysis supports the theory that online lessons are equal to face-to-face learning. The students do not consider online education an immense problem for them. Although some online lessons were not as practical as face-to-face lessons, students would still find it possible to learn online. The discussions met my expectations. The results would look like this. I have done my research on this topic. I have read the opinions of many people. And after it, I had my thoughts about it. I knew that most of the students would prefer online lessons. Additionally, they will not perceive a significant difference between online and face-to-face learning.
The results support my thesis. There should be more research like this, which will prove that online and face-to-face lessons are equal. It means that all the students and teachers will have the chance to participate in the educational process. The results of this research align with those of the studies I used in my literature review. The results correspond because the students almost had the same answers. It means that even though many students worldwide share the same opinion about the questions. Even though students live in various places around the world, they share a common language about education. The students know what they want and what they want to study. They want to have an education, and their preferences are similar.
During my literature review, I encountered a range of results. All the research involved students who held certain views. Some think online lessons are better for any reason. In my research, I found a similar result. The conditions of the students are very different, but at the same time, they are all the same. Students have many problems and choices. They all want to find ways to improve their lessons. Online lessons are the way to this.
The limitation was the lack of a globally known answer. This limitation is not the most significant one, as the research is intended to be conducted at a specific university. It is impossible to know the answers to the questions answered by as many students as possible, as the questionnaires were completed correctly. The number is limited. Forty-two students answered the questionnaires. If the students were higher, the results would be more accurate for the university. There is another side to this. The students answered the questions honestly because they wanted to help the research. They wanted it because the results would also be beneficial for them. The research aims to provide the best education for them. The exam results are also mentioned in the study, so it is impossible to have incorrect answers.
Further research that needs to be done should focus on a broader number of students. Furthermore, the study should have more freedom. The students have to have more questions to answer. Further research is significant. They also have to concentrate on the exam results. It would be great if the students and teachers did the questions. Many studies are meant to be answered by the students. However, the studies where the teachers’ answers are mentioned are few. It is a negative thing because teachers also need the chance to answer the questions. They will also possess many answers and provide a wealth of essential information for the study. It is better because the teachers have a better understanding of the studies. They will have a better knowledge of the matter.
The teachers are most likely knowledgeable not only about traditional lessons but also about online lessons. They participate in both educational systems. They also create the classes and will answer the questions more accurately. It is better to know their opinions because the students will present objective answers to the questions. They understand everything about the lessons and have a deeper understanding of the students. The research provides further evidence that online and face-to-face lessons are equivalent.
The students in this study demonstrated that online learning is comparable to face-to-face learning. The significant thing is that the university students created the results. They are already mature people who understand their job. They know what they are talking about and can prove their point of view. Even though the answers to the questions are also objective and correct, the teacher will give better answers.
The teachers will provide more assistance with the research. They will know the answers better because they create the exams. They know more about the educational system. Additionally, they receive an education in teaching. And they will also understand the psychology of the students. The teacher has experience and participates in both online and face-to-face lessons; they will give better answers. There may be questions that require professional methods. A person who knows more about the education they provide will help the research.
The research can also include people responsible for organizing online and face-to-face lessons. They cannot only be teachers. However, people who work in the government sphere for education will likely know the answer. It was possible: the answers would be more accurate. It will be like that because the opinions of teachers and students are essential, but they may not be aware of the finer details that government workers will know better. People responsible for creating and organizing the lessons will answer as anyone else would. They are familiar with every detail of creating and coordinating the learning, so they will give more accurate answers. They will respond so that nobody else can respond and will help look at the questions from another perspective.
My research is essential in this field because it helps us understand the students. The study enables students to raise their voice and be heard and understood by others. They have their own problems regarding this topic, and this was an opportunity for them to let people know what they face. It is an opportunity to understand and try to solve this problem. The students provided honest answers, based on which it became possible to understand what could and could not be done. The results are significant, especially for the university where they were taken. The quality of education must be continually improved, especially when issues arise. The students’ preferences and thoughts regarding their education are significant. Students could share their opinions, ideas, and challenges with others. It is the way to solve them and improve students’ education.
My research is also significant because it is based on honest opinions, and exam results are used to ensure accuracy. The exams give a more detailed understanding of the topic. Not every research includes the results of the exams. The significance lies in the fact that students who studied the same subjects took the exams. They have also studied the same books. It means the results are as correct as possible. There is no way the results can have a mistake or misunderstanding. This research offers readers the opportunity to think critically about this subject. The literature review I used for my paper showed different results. Some students indicated a preference for online lessons, while others showed the opposite.
However, no results showed that the conditions could be improved. And that the students were unable to study because their preferred method was not valid. It means that the students do not believe online lessons can have a negative impact on them. They do not find that it will let them study either. My research also showed this. It showed that online and face-to-face learning are nearly equivalent for individuals seeking an education.
The research will help people gain a better understanding of these issues and change their perspectives. These studies are significant in making changes and proving that online lessons are equal to, and sometimes even better than, traditional ones. If the research were done by the students studying at school, the results might be the same. It is because students who lack freedom and are young tend to look at things differently. They are also young enough to make their own decisions.
Young students also require more support than their mature counterparts. The students who participated in the research are mature. And they had their opinion about the question. It is essential to listen to them before deciding for yourself. They need to have the opportunity to share their views with others. Forty-two students had that chance. The exam results and the questionnaires showed that students mostly preferred online learning. Some students favored face-to-face learning, but most preferred online learning. The preferences are very different. Most of the results show that if the lessons were online, the quality of the education would not be changed.
Conclusion
Online learning is a rapidly growing and innovative form of education that provides numerous opportunities for both teachers and students. E-education seems the most suitable for the university environment since adult learners are more self-disciplined, self-organized, and ready for online classes. Although this type of learning has several disadvantages, including isolation, absence of social interaction, and technological gaps, it possesses many more benefits. Moreover, online education proved to be of the same quality as face-to-face classes based on the exam results presented as part of the research. Respondents did not emphasize any inequalities in educational outcomes as part of the factors affected by changes in the system since the pandemic began.
At the same time, the opportunity to save time and money, the ability to work in comfortable conditions, and the chance to utilize various computer tools and master the Internet space are additional primary advantages offered by online education. Therefore, creating an online university has many adherents among students. Although several disciplines require face-to-face practice, this university offers exciting lectures, stimulating tasks, and an individualized approach to learners.
Governments worldwide should accept new education methods as an equal alternative to face-to-face education. It should be completed based on necessity due to COVID-19 and as a potential method to provide broader educational opportunities for people. Thus, this literature review demonstrates that online learning should be integrated into the modern educational process, but it is unlikely to replace traditional face-to-face institutions soon.
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