In recent years, COVID-19 has significantly impacted traditional education and demonstrated the benefits and challenges of the online approach. This change initiated heated debates on the problem of learning, and many experts tried to identify which model was better. This issue is relevant since it is crucial to improve the quality of education and provide more learning opportunities to students. It is possible to achieve this goal by analyzing the benefits and challenges of traditional and online learning. Therefore, it is crucial to conduct comprehensive research to analyze the relevant social issue of education mediums.
Relevant Social Issue of Education Mediums
Based on recent events, it is evident that both education approaches have distinct advantages and disadvantages. For instance, experts have found that the online model is generally more affordable concerning time and finances (Woldeab et al. 5). It is particularly relevant for colleges and universities since students tend to start working and studying simultaneously, and online education provides more flexible scheduling options (Woldeab et al. 5). However, the online approach has several disadvantages, including the lack of social interaction and the difficulties in “accommodating the needs of diverse learners” (Woldeab et al. 6). Therefore, traditional education might be preferable for younger students that still need to learn communication strategies, make friends, and integrate into society. As a result, the debate of traditional versus online education is a relevant social issue, where each of the methods has specific benefits and challenges.
Because of that, it is particularly significant to conduct thorough research and implement the best parts of each approach to improve education quality. Learning more about traditional and online models’ specific advantages and disadvantages is necessary to propose an efficient solution. The opposing viewpoint states that online education does not provide practical benefits and is detrimental to education. Therefore, examining the advantages of the methods and conducting unbiased research is crucial. To achieve this objective, the current study might utilize academic literature from various databases, such as Google Scholar and EbscoHost, and real-life data collection from teachers and students. Both methods can help constitute a detailed overview of the problem and determine the benefits of the educational approaches. Moreover, they will help clarify any misconceptions concerning online education’s challenges and obstacles that support the opposing view. Ultimately, thorough research is necessary to understand the problem further and present a practical solution.
From these considerations, the current research provides valuable insights into the relevant problem of education; therefore, various audiences might benefit from the study. Particularly, students, parents, and teachers need to know more about this issue and how online education can effectively complement traditional learning. While there is probably no specific answer to which education model is better, students and teachers can benefit from learning more about the approaches and how to use them together. Moreover, parents might choose the online model for their children if they understand the method’s benefits.
Ultimately, online learning provides specific benefits to the education system, and if the current problem is not resolved, students and teachers might lose valuable education opportunities. It is worth investigating the benefits of the two approaches and attempting to integrate them into the system to maximize the education quality. Traditional education has a large number of advantages, but it does not mean that experts should ignore the benefits of online learning. In conclusion, the recently emerged online education is beneficial for everyone if implemented correctly.
Woldeab, Daniel, Robert M. Yawson, and Emmanuel Osafo. “A Systematic Meta-Analytic Review of Thinking Beyond the Comparison of Online Versus Traditional Learning.” E-Journal of Business Education & Scholarship of Teaching, vol. 14, no. 1, 2020, pp. 1-24.