When the COVID-19 pandemic affected the world, which caused large-scale lockdowns due to the need to provide more security for people, the problem of competition between traditional and online education became the most urgent. The practice of the last two years, when the pandemic happened in the world, demonstrated that distance learning could also be of high quality (Schneider and Council 389). It requires more self-organization from students, all participants in the process need equipment and the ability to work with it, and the learning process should be adapted. Currently, when schools and universities are returning to the usual regime of work, the experts have begun to argue about what is more effective: traditional or online education. However, every year the world becomes more and more globalized. Traditional learning provides students with the skills to socialize in the community. On the other hand, online learning has advantages because of the flexibility of the process. Every year it becomes a priority to find a compromise between the two approaches to create the most productive learning environment.
Argument #1: Pro Online Education
Online education is superior to traditional learning in terms of learning effectiveness, the number of competencies, and knowledge that students can acquire. According to Bettinger and Loeb, online courses can provide better opportunities for students with disabilities who struggle with traditional education (1). The key to this approach is the ability to create a flexible and individualized program for each learner, whereas this is not possible in a traditional school. It also provides more opportunities for academically gifted children. While in a “regular” school, they are obliged to study at an average pace for everyone; with online learning, they can work at a personal pace, ahead of their classmates (Bettinger and Loeb 2). Nowadays, learning via the Internet is the most innovative and interesting way to organize the educational process. It is not only popular but also convenient to study on the Internet. This manifest itself starting from the choice of an academic course, a teacher suitable for the student, the time of classes, and the possibility of paying for lessons remotely.
Argument #2: Pro Online Education
Another benefit of online teaching is that it facilitates communication between students and teachers. When working with students remotely, there is much more productive communication built through advice on all questions that arise. There is also assistance in developing a challenging topic, providing additional information on the chosen direction and other factors (Palvia et al. 235). This high communication degree cannot be achieved in traditional schools because of the increased workload. Distance learning platforms allow students to monitor their progress. For example, the teacher can check the student’s statistics and grades for the completed lessons at any time. Thus, the student can receive timely and relevant feedback on his assignment, which often requires more time in a standard school. In addition to the high level of dynamic interaction between teacher and students, there is a tightly adjusted connection between the students themselves too (Palvia et al. 237). Ideas and resources are transmitted, and ongoing synergy will be created in the learning process as each participant contributes to course discussions and comments on the work of classmates.
Argument #1: Pro Traditional Education
Traditional education is superior to online courses in terms of socialization opportunities for students. It offers more significant social enrichment through continual group activities and communication. Research indicates that students who complete online courses are least able to engage in cooperative learning and experience diversity than those who take offline courses (Dumford and Miller 452). Opportunities for faculty and other students are limited, especially in independent classes. It is challenging to develop relationships with instructors and other co-students, which is why there is the likelihood of limited local networking capabilities. Much communication occurs through e-suite, chat, or discussion groups rather than in an offline atmosphere. Despite the instructor’s responsiveness, there is a problem associated with the lack of a personalized approach concerning face-to-face communication and interaction on the part of the instructor (Dumford and Miller 453). In general, this results in a lack of the student atmosphere that is needed to create social interaction. Therefore, online courses cannot provide a sufficient level of connection between students, which can negatively impact their social abilities in the future.
Argument #2: Pro Traditional Education
Traditional schools offer additional activities organized to enhance further opportunities. Supplementary education in school is not just an extracurricular activity involving various clubs or sections. This concept acts as a means of shaping a child’s personality and continuous learning of valuable competencies. Bee states that “traditional learning environments often feature extracurricular activities, clubs, and groups that can all contribute to personal development and resume building” (para. 7). The primary purpose of organizing extracurricular activities, clubs, sections, and elective courses is early identification by the teacher of the child’s talents. Besides, it is also the development of creative abilities, the formation of a versatile circle of his interests, and the help in professional self-determination. This distinguishes clubs from additional online courses, which a person registers because of curiosity or at his discretion, leading to ineffective learning. In addition, supplementary school education is aimed at the personal orientation of students (Elfaki et al. 76). It is specialized, multilevel, and based on primary school programs, allowing new knowledge and consolidation already received in the classroom.
The principal resemblance between online and distance learning is the process of acquiring new knowledge and abilities outside the classroom and through direct contact with instructors. Both approaches to learning consider the best interests of students and value quality learning. Personal consultations with the teacher can occur during online learning and in the regular classroom (Elfaki et al. 77). In addition, like traditional learning, online learning is designed for troubled students and will provide more opportunities for growth and further education. Students’ willingness to learn and be active in the classroom is paramount during both traditional and online learning. This factor contributes to successful learning no matter how the information is acquired (Elfaki et al. 78). Their common concerns are the need to maximize the effectiveness of the learning process, its completeness, and facilitate student-teacher communication.
Children in elementary school study full-time, and students in high school must use the blended learning method. The younger school needs to socialize and engage students in the curriculum. Therefore, it is critical that traditional learning be applied to junior high learners. For senior high school and university learners, a blended learning form is appropriate. For effective learning, combining these two forms is essential, enabling the best qualities to be used. Blended learning combines traditional forms of classroom training with elements of e-learning. It includes remarkable information technologies, such as computer graphics, audio and video, and interactive elements. The learning process of blended learning is a sequence of phases of traditional and e-learning, which alternate in time (Schneider and Council 389). Through modern e-learning tools, it is impossible to create a knowledge base that will always be at the student’s hand.
In contrast to the classical learning model, the student has access to teaching materials, video tutorials, books, or simulators in blended learning. In the remote learning system, a student can always ask a question to the teacher and receive an answer without waiting for the next face-to-face class (Schneider and Council 389). At the same time, in order to master the theory, practical sessions are mandatory, which should be held in the classroom. Thus, the combination of the basic principles of online and traditional learning will combine the best qualities of the two systems.
Benefits the Against Side
By agreeing to compromise, it will develop ways to address the shortcomings of online and traditional learning and find further evolution as a viable educational approach. In this way, students will be in a learning environment that allows each learner to gain a great deal of additional knowledge and ability. At the same time, they will be offered theoretical material online, enabling everyone to devote individual time to studying it (Schneider and Council 390). Accordingly, students who need additional explanations will have more time to comprehend the material. Online courses will provide opportunities to develop planning skills, control, and learn how to manage their time and search for information. Thus, the advantage of blended learning is that online learning will be officially introduced permanently in educational institutions. Even after the pandemic period is complete, educational institutions will use this learning approach.
Bee, Alexandra. “The Advantages & Disadvantages of Traditional Education.” eHow, Web.
Bettinger, Eric, and Susanna Loeb. “Promises and Pitfalls of Online Education.” Evidence Speaks Reports, vol. 2, no. 15, 2017, pp. 1-4. Web.
Dumford, Amber D., and Angie L. Miller. “Online Learning in Higher Education: Exploring Advantages and Disadvantages for Engagement.” Journal of Computing in Higher Education, vol. 30, no. 3, 2018, pp. 452-465. Web.
Elfaki, Nahid Khalil, et al. “Impact of E-Learning vs Traditional Learning on Student’s Performance and Attitude.” International Journal of Medical Research & Health Sciences, vol. 8, no. 10, 2019, pp. 76-82. Web.
Palvia, Shailendra, et al. “Online Education: Worldwide Status, Challenges, Trends, and Implications.” Journal of Global Information Technology Management, vol. 21, no. 4, 2018, pp. 233-241. Web.
Schneider, Samantha, and Martha Laurin Council. “Distance Learning in The Era of COVID-19.” Archives of Dermatological Research, vol. 313, no. 5, 2021, pp. 389-390. Web.