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Essay on Online Education | Advantages and Disadvantages of Online Education Essay

February 13, 2024 by Prasanna

Essay on Online Education: Online learning is one of the imminent trends in the education sector around the globe. This mode of learning is done through the internet. With advanced and upgraded technologies, this mode of learning has been made simpler. Online Education is also preferred in higher learning Institutions. This article will render the students about online education, its outcomes, and advantage in short and long essays on Online Education.

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Long and Short Essays on Online Education for Students and Children in English

We provide children and students with essay samples on a long essay of 500 words and a short essay on Online Education in Lockdown of 150 words on the topic “Online education in India Essay” for reference.

Short Essay on Online Education 150 Words in English

Short Essay on Online Education advantages and Disadvantages is helpful to students of classes 1, 2, 3, 4, 5 and 6.

Education is an integral part of people’s lives; it will either make them or break them in the prospect depending on their careers. Education is broadly diverse today compared to the 1950s because of progressions in teaching methods and other prominent inventions that implement more apparent teaching techniques.

In E-learning, the students study from home or any other place, that is most convenient for them. They can acquire learning material online. The study materials in online education could be texts, audio, notes, videos, and images. However, the method of study has its benefits and various drawbacks too.

Online education is suitable for those who can not visit or obtain the traditional education method for one reason or the other. Nearly 6.1 million college students are currently attending online courses, and this number is growing by around 30 percent yearly.

Online education provides a myriad of advantages for people, as well as companies because it allows for, among others, flexibility. A great way to benefit more from online education is to consolidate online education and traditional ways of teaching.

Online Education Essay 500 Words in English

Long Essay on Online Education 400 Words in English is helpful to students of classes 7, 8, 9, 10, 11 and 12.

Introduction:  Online education is an amenable instructional delivery process that includes any learning that takes place via the internet. Online learning enables educators to communicate with students who may not be capable of enrolling in a traditional classroom course and assists students who need to work on their own schedule and at their own speed.

Every discipline is registering a surge in the volume of distance learning and imparting of online degrees, with remarkable pace. Schools and institutions that offer online education are also growing in number. Students pursuing degrees through online methods must be scrupulous in ensuring their coursework is completed through a valued and credentialed university.

Online education is known to offer the benefit of synergy. Here, the format employed makes room for dynamic communications between students and the teachers. Through these communications, sources are shared, and an open-ended synergy evolves through a learning process. When each person bestows a view or opinion through discussions and comments on others’ work course, it benefits the student to learn better. This unique advantage is manifested in a student-centred virtual learning environment that online learning format alone can contribute.

With online classes, we don’t need to travel to a different city or commute long distances. We can stay where we are and keep our current job while we work toward improving our career with an online degree. Online education also helps digital nomads—someone who espouses a technology-enabled or location-independent lifestyle. We can watch lectures and complete our coursework wherever we are.

Whether we are a full-time or part-time online student, the online education experience provides a much more manageable schedule. Online education has gained much approval on account of its cheapness. Such is the fact that online courses are more affordable than those offered at schools or colleges. While studying in universities, we may have to spend some money such as transportation, lodging, and meals, online education may not require such expenses.

One of the important aspects of online learning is its inherent flexibility, however, there is a catch, one has to be extremely self-motivated. The best online students develop various approaches for staying up to date on their coursework. Things like setting aside time every week to study and create a workspace with minimal distractions can help immensely.

Conclusion on Online Education Essay

Online education’s potential advantages involve increased educational access; it provides a high-quality learning opportunity, improves student outcomes and skills, and expands educational choice options. Therefore, location, time, and quality are no longer considered factors in seeking degree courses or higher education because of online education.

Advantages and Disadvantages of Online Education Essay

Introduction to Online Education Essay:  Online education refers to the type of knowledge which is imparted through the internet. Millions of people globally are enrolled in online courses and can learn from the comfort of their homes. Online education can come in different ways; they could be educational webinars and videos on the internet or even face to face learning on the laptop with the teacher, which utilises the internet.

Online education contributes a myriad of advantages for people, as well as companies because it provides flexibility among other work. This indicates that despite people’s physical locations, they can accomplish the same level of education by taking similar online courses.

Teachers and professors optimise the timelessness and focus of the learning curriculum while students are able to fit learning time into their hectic schedules. Online education offers extensive benefits to students by giving a manageable schedule, student enhancement and augmented education access and choice.

Advantages of Online Education 

Online education enables us to learn from various mentors and teachers in different areas, increasing our knowledge and perspective. It reduces nervousness among students, as many are able to communicate more through online education than regular classes. One can learn from merely anyplace as long as they have an available internet device.

Online education normally provides a chance to study at our own speed as there is no rush. Most online courses are usually enjoyable and more comfortable compared to attending traditional classes. It spares you the inconvenience of having to travel to a particular destination every single day.

Online education usually is more affordable. Online education further happens to be comparatively cheaper in comparison to conventional educational approaches. Under traditional university programs, the students are required to compensate for transportation, textbooks, institutional facilities such as gyms, libraries, swimming pools, and other costs that expedite the cost of university education up. Online education, on its part, charges only for tuition and additional essential expenses. Virtual education thus offers both the wealthy and the poor an opportunity.

It allows one to learn innovative approaches through the internet and therefore become more skilful. In online education, if there are any variations in the syllabus, updates can be done instantly compared to conventional means of education.

Online education is flexible and adaptable since one can study at any time, even at midnight. It can help increase the grades of some people as compared to standard traditional education. Some people learn more through online education.

There is no need to wait for office hours to speak to the instructor; you can immediately access them through chat or email. There is considerably a large amount of educational information on the internet. Online education can also help one to be in the mix of a diverse group of people from varied educational, social, cultural and philosophical backgrounds. The subject matter is always available on the internet, unlike traditional education.

Disadvantages of Online Education

The advantages that online education brings to students are immense and indisputable. Pursuing an online course is an excellent option in education, particularly when traditional learning situations have many obstacles, such as commuting or distance. However, as everything has two sides, online education also has some fundamental drawbacks that can be inconvenient.

Using the computer too much can make the students prone to plagiarism. It can also cause vision problems as we sit near the laptop almost the whole day. Online education may also hinder physical development. Online education can be quite complicated for a person to be accountable for their own learning without someone to drive them to do something.

Online education detaches you from your classmates. One might need to put in extra time in some cases to understand the learning process. It is easier to cheat in an online exam than when in a class and hence may not be advisable during exams. Online education also gives one a lot of autonomy which may be critical for our learning. There are a number of distractions on the internet through adverts, and this might interrupt our learning. Online education also has significantly less self-assessment.

Online education has both advantages and shortcomings, but it is an excellent method of learning that can help develop a student’s performance. To succeed in online education, one should choose an ideal university and course to avoid pursuing education from among the various suspicious universities that employers may reject. The other most essential thing is to assure that one needs to maintain communication with the school faculty and fellow students. The important point is proper time administration that helps one manage our time to complete and submit prescribed assignments in time.

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Argumentative Essay: Online Learning and Educational Access

Conventional learning is evolving with the help of computers and online technology. New ways of learning are now available, and improved access is one of the most important benefits available. People all around the world are experiencing improved mobility as a result of the freedom and potential that online learning provides, and as academic institutions and learning organisations adopt online learning technologies and remote-access learning, formal academic education is becoming increasingly legitimate. This essay argues the contemporary benefits of online learning, and that these benefits significantly outweigh the issues, challenges and disadvantages of online learning.

Online learning is giving people new choices and newfound flexibility with their personal learning and development. Whereas before, formal academic qualifications could only be gained by participating in a full time course on site, the internet has allowed institutions to expand their reach and offer recognized courses on a contact-partial, or totally virtual, basis. Institutions can do so with relatively few extra resources, and for paid courses this constitutes excellent value, and the student benefits with greater educational access and greater flexibility to learn and get qualified even when there lots of other personal commitments to deal with.

Flexibility is certainly one of the most important benefits, but just as important is educational access. On top of the internet’s widespread presence in developed countries, the internet is becoming increasingly available in newly developed and developing countries. Even without considering the general informational exposure that the internet delivers, online academic courses and learning initiatives are becoming more aware of the needs of people from disadvantaged backgrounds, and this means that people from such backgrounds are in a much better position to learn and progress than they used to be.

The biggest argument that raises doubt over online learning is the quality of online courses in comparison to conventional courses. Are such online courses good enough for employers to take notice? The second biggest argument is the current reality that faces many people from disadvantaged backgrounds, despite the improvements made in this area in recent years – they do not have the level of basic access needed to benefit from online learning. In fact, there are numerous sources of evidence that claim disadvantaged students are not receiving anywhere near the sort of benefits that online learning institutions and promoters are trying to instigate. Currently there are many organisations, campaigns and initiatives that are working to expand access to higher education. With such high participation, it can be argued that it is only a matter of time before the benefits are truly realised, but what about the global online infrastructure?

There is another argument that is very difficult to dispel, and that is the response of different types of students to the online learning paradigm. Evidence shows that there are certain groups of students that benefit from college distance learning much more than other groups. In essence, students must be highly motivated and highly disciplined if they are to learn effectively in their own private environment.

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Home Essay Samples Education Online vs. Traditional Classes

Pros and Cons of Online Learning: A Comprehensive Approach

Table of contents, pros of online learning, cons of online learning.

• Allen, I. E., & Seaman, J. (2017). Digital Learning Compass: Distance Education Enrollment Report 2017. Babson Survey Group.
• Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.
• Li, N., Marsh, G. E., & Peltier, J. W. (2020). Exploring students’ motivations and challenges in online courses: A self-determination theory perspective. Decision Sciences Journal of Innovative Education, 18(1), 56-79.
• Murphy, E., & Rodriguez-Manzanares, M. A. (2017). Students’ experiences in online courses: A qualitative research synthesis. International Review of Research in Open and Distributed Learning, 18(5).
• Simonson, M., Schlosser, C., & Orellana, A. (2011). Distance education research: A review of the literature. Journal of Computing in Higher Education, 23(2-3), 124-142.

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The effects of online education on academic success: A meta-analysis study

• Published: 06 September 2021
• Volume 27 , pages 429–450, ( 2022 )

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• Hakan Ulum   ORCID: orcid.org/0000-0002-1398-6935 1  

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The purpose of this study is to analyze the effect of online education, which has been extensively used on student achievement since the beginning of the pandemic. In line with this purpose, a meta-analysis of the related studies focusing on the effect of online education on students’ academic achievement in several countries between the years 2010 and 2021 was carried out. Furthermore, this study will provide a source to assist future studies with comparing the effect of online education on academic achievement before and after the pandemic. This meta-analysis study consists of 27 studies in total. The meta-analysis involves the studies conducted in the USA, Taiwan, Turkey, China, Philippines, Ireland, and Georgia. The studies included in the meta-analysis are experimental studies, and the total sample size is 1772. In the study, the funnel plot, Duval and Tweedie’s Trip and Fill Analysis, Orwin’s Safe N Analysis, and Egger’s Regression Test were utilized to determine the publication bias, which has been found to be quite low. Besides, Hedge’s g statistic was employed to measure the effect size for the difference between the means performed in accordance with the random effects model. The results of the study show that the effect size of online education on academic achievement is on a medium level. The heterogeneity test results of the meta-analysis study display that the effect size does not differ in terms of class level, country, online education approaches, and lecture moderators.

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1 Introduction

Information and communication technologies have become a powerful force in transforming the educational settings around the world. The pandemic has been an important factor in transferring traditional physical classrooms settings through adopting information and communication technologies and has also accelerated the transformation. The literature supports that learning environments connected to information and communication technologies highly satisfy students. Therefore, we need to keep interest in technology-based learning environments. Clearly, technology has had a huge impact on young people's online lives. This digital revolution can synergize the educational ambitions and interests of digitally addicted students. In essence, COVID-19 has provided us with an opportunity to embrace online learning as education systems have to keep up with the rapid emergence of new technologies.

Information and communication technologies that have an effect on all spheres of life are also actively included in the education field. With the recent developments, using technology in education has become inevitable due to personal and social reasons (Usta, 2011a ). Online education may be given as an example of using information and communication technologies as a consequence of the technological developments. Also, it is crystal clear that online learning is a popular way of obtaining instruction (Demiralay et al., 2016 ; Pillay et al., 2007 ), which is defined by Horton ( 2000 ) as a way of education that is performed through a web browser or an online application without requiring an extra software or a learning source. Furthermore, online learning is described as a way of utilizing the internet to obtain the related learning sources during the learning process, to interact with the content, the teacher, and other learners, as well as to get support throughout the learning process (Ally, 2004 ). Online learning has such benefits as learning independently at any time and place (Vrasidas & MsIsaac, 2000 ), granting facility (Poole, 2000 ), flexibility (Chizmar & Walbert, 1999 ), self-regulation skills (Usta, 2011b ), learning with collaboration, and opportunity to plan self-learning process.

Even though online education practices have not been comprehensive as it is now, internet and computers have been used in education as alternative learning tools in correlation with the advances in technology. The first distance education attempt in the world was initiated by the ‘Steno Courses’ announcement published in Boston newspaper in 1728. Furthermore, in the nineteenth century, Sweden University started the “Correspondence Composition Courses” for women, and University Correspondence College was afterwards founded for the correspondence courses in 1843 (Arat & Bakan, 2011 ). Recently, distance education has been performed through computers, assisted by the facilities of the internet technologies, and soon, it has evolved into a mobile education practice that is emanating from progress in the speed of internet connection, and the development of mobile devices.

With the emergence of pandemic (Covid-19), face to face education has almost been put to a halt, and online education has gained significant importance. The Microsoft management team declared to have 750 users involved in the online education activities on the 10 th March, just before the pandemic; however, on March 24, they informed that the number of users increased significantly, reaching the number of 138,698 users (OECD, 2020 ). This event supports the view that it is better to commonly use online education rather than using it as a traditional alternative educational tool when students do not have the opportunity to have a face to face education (Geostat, 2019 ). The period of Covid-19 pandemic has emerged as a sudden state of having limited opportunities. Face to face education has stopped in this period for a long time. The global spread of Covid-19 affected more than 850 million students all around the world, and it caused the suspension of face to face education. Different countries have proposed several solutions in order to maintain the education process during the pandemic. Schools have had to change their curriculum, and many countries supported the online education practices soon after the pandemic. In other words, traditional education gave its way to online education practices. At least 96 countries have been motivated to access online libraries, TV broadcasts, instructions, sources, video lectures, and online channels (UNESCO, 2020 ). In such a painful period, educational institutions went through online education practices by the help of huge companies such as Microsoft, Google, Zoom, Skype, FaceTime, and Slack. Thus, online education has been discussed in the education agenda more intensively than ever before.

Although online education approaches were not used as comprehensively as it has been used recently, it was utilized as an alternative learning approach in education for a long time in parallel with the development of technology, internet and computers. The academic achievement of the students is often aimed to be promoted by employing online education approaches. In this regard, academicians in various countries have conducted many studies on the evaluation of online education approaches and published the related results. However, the accumulation of scientific data on online education approaches creates difficulties in keeping, organizing and synthesizing the findings. In this research area, studies are being conducted at an increasing rate making it difficult for scientists to be aware of all the research outside of their ​​expertise. Another problem encountered in the related study area is that online education studies are repetitive. Studies often utilize slightly different methods, measures, and/or examples to avoid duplication. This erroneous approach makes it difficult to distinguish between significant differences in the related results. In other words, if there are significant differences in the results of the studies, it may be difficult to express what variety explains the differences in these results. One obvious solution to these problems is to systematically review the results of various studies and uncover the sources. One method of performing such systematic syntheses is the application of meta-analysis which is a methodological and statistical approach to draw conclusions from the literature. At this point, how effective online education applications are in increasing the academic success is an important detail. Has online education, which is likely to be encountered frequently in the continuing pandemic period, been successful in the last ten years? If successful, how much was the impact? Did different variables have an impact on this effect? Academics across the globe have carried out studies on the evaluation of online education platforms and publishing the related results (Chiao et al., 2018 ). It is quite important to evaluate the results of the studies that have been published up until now, and that will be published in the future. Has the online education been successful? If it has been, how big is the impact? Do the different variables affect this impact? What should we consider in the next coming online education practices? These questions have all motivated us to carry out this study. We have conducted a comprehensive meta-analysis study that tries to provide a discussion platform on how to develop efficient online programs for educators and policy makers by reviewing the related studies on online education, presenting the effect size, and revealing the effect of diverse variables on the general impact.

There have been many critical discussions and comprehensive studies on the differences between online and face to face learning; however, the focus of this paper is different in the sense that it clarifies the magnitude of the effect of online education and teaching process, and it represents what factors should be controlled to help increase the effect size. Indeed, the purpose here is to provide conscious decisions in the implementation of the online education process.

The general impact of online education on the academic achievement will be discovered in the study. Therefore, this will provide an opportunity to get a general overview of the online education which has been practiced and discussed intensively in the pandemic period. Moreover, the general impact of online education on academic achievement will be analyzed, considering different variables. In other words, the current study will allow to totally evaluate the study results from the related literature, and to analyze the results considering several cultures, lectures, and class levels. Considering all the related points, this study seeks to answer the following research questions:

What is the effect size of online education on academic achievement?

How do the effect sizes of online education on academic achievement change according to the moderator variable of the country?

How do the effect sizes of online education on academic achievement change according to the moderator variable of the class level?

How do the effect sizes of online education on academic achievement change according to the moderator variable of the lecture?

How do the effect sizes of online education on academic achievement change according to the moderator variable of the online education approaches?

This study aims at determining the effect size of online education, which has been highly used since the beginning of the pandemic, on students’ academic achievement in different courses by using a meta-analysis method. Meta-analysis is a synthesis method that enables gathering of several study results accurately and efficiently, and getting the total results in the end (Tsagris & Fragkos, 2018 ).

2.1 Selecting and coding the data (studies)

The required literature for the meta-analysis study was reviewed in July, 2020, and the follow-up review was conducted in September, 2020. The purpose of the follow-up review was to include the studies which were published in the conduction period of this study, and which met the related inclusion criteria. However, no study was encountered to be included in the follow-up review.

In order to access the studies in the meta-analysis, the databases of Web of Science, ERIC, and SCOPUS were reviewed by utilizing the keywords ‘online learning and online education’. Not every database has a search engine that grants access to the studies by writing the keywords, and this obstacle was considered to be an important problem to be overcome. Therefore, a platform that has a special design was utilized by the researcher. With this purpose, through the open access system of Cukurova University Library, detailed reviews were practiced using EBSCO Information Services (EBSCO) that allow reviewing the whole collection of research through a sole searching box. Since the fundamental variables of this study are online education and online learning, the literature was systematically reviewed in the related databases (Web of Science, ERIC, and SCOPUS) by referring to the keywords. Within this scope, 225 articles were accessed, and the studies were included in the coding key list formed by the researcher. The name of the researchers, the year, the database (Web of Science, ERIC, and SCOPUS), the sample group and size, the lectures that the academic achievement was tested in, the country that the study was conducted in, and the class levels were all included in this coding key.

The following criteria were identified to include 225 research studies which were coded based on the theoretical basis of the meta-analysis study: (1) The studies should be published in the refereed journals between the years 2020 and 2021, (2) The studies should be experimental studies that try to determine the effect of online education and online learning on academic achievement, (3) The values of the stated variables or the required statistics to calculate these values should be stated in the results of the studies, and (4) The sample group of the study should be at a primary education level. These criteria were also used as the exclusion criteria in the sense that the studies that do not meet the required criteria were not included in the present study.

After the inclusion criteria were determined, a systematic review process was conducted, following the year criterion of the study by means of EBSCO. Within this scope, 290,365 studies that analyze the effect of online education and online learning on academic achievement were accordingly accessed. The database (Web of Science, ERIC, and SCOPUS) was also used as a filter by analyzing the inclusion criteria. Hence, the number of the studies that were analyzed was 58,616. Afterwards, the keyword ‘primary education’ was used as the filter and the number of studies included in the study decreased to 3152. Lastly, the literature was reviewed by using the keyword ‘academic achievement’ and 225 studies were accessed. All the information of 225 articles was included in the coding key.

It is necessary for the coders to review the related studies accurately and control the validity, safety, and accuracy of the studies (Stewart & Kamins, 2001 ). Within this scope, the studies that were determined based on the variables used in this study were first reviewed by three researchers from primary education field, then the accessed studies were combined and processed in the coding key by the researcher. All these studies that were processed in the coding key were analyzed in accordance with the inclusion criteria by all the researchers in the meetings, and it was decided that 27 studies met the inclusion criteria (Atici & Polat, 2010 ; Carreon, 2018 ; Ceylan & Elitok Kesici, 2017 ; Chae & Shin, 2016 ; Chiang et al. 2014 ; Ercan, 2014 ; Ercan et al., 2016 ; Gwo-Jen et al., 2018 ; Hayes & Stewart, 2016 ; Hwang et al., 2012 ; Kert et al., 2017 ; Lai & Chen, 2010 ; Lai et al., 2015 ; Meyers et al., 2015 ; Ravenel et al., 2014 ; Sung et al., 2016 ; Wang & Chen, 2013 ; Yu, 2019 ; Yu & Chen, 2014 ; Yu & Pan, 2014 ; Yu et al., 2010 ; Zhong et al., 2017 ). The data from the studies meeting the inclusion criteria were independently processed in the second coding key by three researchers, and consensus meetings were arranged for further discussion. After the meetings, researchers came to an agreement that the data were coded accurately and precisely. Having identified the effect sizes and heterogeneity of the study, moderator variables that will show the differences between the effect sizes were determined. The data related to the determined moderator variables were added to the coding key by three researchers, and a new consensus meeting was arranged. After the meeting, researchers came to an agreement that moderator variables were coded accurately and precisely.

2.2 Study group

27 studies are included in the meta-analysis. The total sample size of the studies that are included in the analysis is 1772. The characteristics of the studies included are given in Table 1 .

2.3 Publication bias

Publication bias is the low capability of published studies on a research subject to represent all completed studies on the same subject (Card, 2011 ; Littell et al., 2008 ). Similarly, publication bias is the state of having a relationship between the probability of the publication of a study on a subject, and the effect size and significance that it produces. Within this scope, publication bias may occur when the researchers do not want to publish the study as a result of failing to obtain the expected results, or not being approved by the scientific journals, and consequently not being included in the study synthesis (Makowski et al., 2019 ). The high possibility of publication bias in a meta-analysis study negatively affects (Pecoraro, 2018 ) the accuracy of the combined effect size, causing the average effect size to be reported differently than it should be (Borenstein et al., 2009 ). For this reason, the possibility of publication bias in the included studies was tested before determining the effect sizes of the relationships between the stated variables. The possibility of publication bias of this meta-analysis study was analyzed by using the funnel plot, Orwin’s Safe N Analysis, Duval and Tweedie’s Trip and Fill Analysis, and Egger’s Regression Test.

2.4 Selecting the model

After determining the probability of publication bias of this meta-analysis study, the statistical model used to calculate the effect sizes was selected. The main approaches used in the effect size calculations according to the differentiation level of inter-study variance are fixed and random effects models (Pigott, 2012 ). Fixed effects model refers to the homogeneity of the characteristics of combined studies apart from the sample sizes, while random effects model refers to the parameter diversity between the studies (Cumming, 2012 ). While calculating the average effect size in the random effects model (Deeks et al., 2008 ) that is based on the assumption that effect predictions of different studies are only the result of a similar distribution, it is necessary to consider several situations such as the effect size apart from the sample error of combined studies, characteristics of the participants, duration, scope, and pattern of the study (Littell et al., 2008 ). While deciding the model in the meta-analysis study, the assumptions on the sample characteristics of the studies included in the analysis and the inferences that the researcher aims to make should be taken into consideration. The fact that the sample characteristics of the studies conducted in the field of social sciences are affected by various parameters shows that using random effects model is more appropriate in this sense. Besides, it is stated that the inferences made with the random effects model are beyond the studies included in the meta-analysis (Field, 2003 ; Field & Gillett, 2010 ). Therefore, using random effects model also contributes to the generalization of research data. The specified criteria for the statistical model selection show that according to the nature of the meta-analysis study, the model should be selected just before the analysis (Borenstein et al., 2007 ; Littell et al., 2008 ). Within this framework, it was decided to make use of the random effects model, considering that the students who are the samples of the studies included in the meta-analysis are from different countries and cultures, the sample characteristics of the studies differ, and the patterns and scopes of the studies vary as well.

2.5 Heterogeneity

Meta-analysis facilitates analyzing the research subject with different parameters by showing the level of diversity between the included studies. Within this frame, whether there is a heterogeneous distribution between the studies included in the study or not has been evaluated in the present study. The heterogeneity of the studies combined in this meta-analysis study has been determined through Q and I 2 tests. Q test evaluates the random distribution probability of the differences between the observed results (Deeks et al., 2008 ). Q value exceeding 2 value calculated according to the degree of freedom and significance, indicates the heterogeneity of the combined effect sizes (Card, 2011 ). I 2 test, which is the complementary of the Q test, shows the heterogeneity amount of the effect sizes (Cleophas & Zwinderman, 2017 ). I 2 value being higher than 75% is explained as high level of heterogeneity.

In case of encountering heterogeneity in the studies included in the meta-analysis, the reasons of heterogeneity can be analyzed by referring to the study characteristics. The study characteristics which may be related to the heterogeneity between the included studies can be interpreted through subgroup analysis or meta-regression analysis (Deeks et al., 2008 ). While determining the moderator variables, the sufficiency of the number of variables, the relationship between the moderators, and the condition to explain the differences between the results of the studies have all been considered in the present study. Within this scope, it was predicted in this meta-analysis study that the heterogeneity can be explained with the country, class level, and lecture moderator variables of the study in terms of the effect of online education, which has been highly used since the beginning of the pandemic, and it has an impact on the students’ academic achievement in different lectures. Some subgroups were evaluated and categorized together, considering that the number of effect sizes of the sub-dimensions of the specified variables is not sufficient to perform moderator analysis (e.g. the countries where the studies were conducted).

2.6 Interpreting the effect sizes

Effect size is a factor that shows how much the independent variable affects the dependent variable positively or negatively in each included study in the meta-analysis (Dinçer, 2014 ). While interpreting the effect sizes obtained from the meta-analysis, the classifications of Cohen et al. ( 2007 ) have been utilized. The case of differentiating the specified relationships of the situation of the country, class level, and school subject variables of the study has been identified through the Q test, degree of freedom, and p significance value Fig.  1 and 2 .

3 Findings and results

The purpose of this study is to determine the effect size of online education on academic achievement. Before determining the effect sizes in the study, the probability of publication bias of this meta-analysis study was analyzed by using the funnel plot, Orwin’s Safe N Analysis, Duval and Tweedie’s Trip and Fill Analysis, and Egger’s Regression Test.

When the funnel plots are examined, it is seen that the studies included in the analysis are distributed symmetrically on both sides of the combined effect size axis, and they are generally collected in the middle and lower sections. The probability of publication bias is low according to the plots. However, since the results of the funnel scatter plots may cause subjective interpretations, they have been supported by additional analyses (Littell et al., 2008 ). Therefore, in order to provide an extra proof for the probability of publication bias, it has been analyzed through Orwin’s Safe N Analysis, Duval and Tweedie’s Trip and Fill Analysis, and Egger’s Regression Test (Table 2 ).

Table 2 consists of the results of the rates of publication bias probability before counting the effect size of online education on academic achievement. According to the table, Orwin Safe N analysis results show that it is not necessary to add new studies to the meta-analysis in order for Hedges g to reach a value outside the range of ± 0.01. The Duval and Tweedie test shows that excluding the studies that negatively affect the symmetry of the funnel scatter plots for each meta-analysis or adding their exact symmetrical equivalents does not significantly differentiate the calculated effect size. The insignificance of the Egger tests results reveals that there is no publication bias in the meta-analysis study. The results of the analysis indicate the high internal validity of the effect sizes and the adequacy of representing the studies conducted on the relevant subject.

In this study, it was aimed to determine the effect size of online education on academic achievement after testing the publication bias. In line with the first purpose of the study, the forest graph regarding the effect size of online education on academic achievement is shown in Fig.  3 , and the statistics regarding the effect size are given in Table 3 .

The flow chart of the scanning and selection process of the studies

Funnel plot graphics representing the effect size of the effects of online education on academic success

Forest graph related to the effect size of online education on academic success

The square symbols in the forest graph in Fig.  3 represent the effect sizes, while the horizontal lines show the intervals in 95% confidence of the effect sizes, and the diamond symbol shows the overall effect size. When the forest graph is analyzed, it is seen that the lower and upper limits of the combined effect sizes are generally close to each other, and the study loads are similar. This similarity in terms of study loads indicates the similarity of the contribution of the combined studies to the overall effect size.

Figure  3 clearly represents that the study of Liu and others (Liu et al., 2018 ) has the lowest, and the study of Ercan and Bilen ( 2014 ) has the highest effect sizes. The forest graph shows that all the combined studies and the overall effect are positive. Furthermore, it is simply understood from the forest graph in Fig.  3 and the effect size statistics in Table 3 that the results of the meta-analysis study conducted with 27 studies and analyzing the effect of online education on academic achievement illustrate that this relationship is on average level (= 0.409).

After the analysis of the effect size in the study, whether the studies included in the analysis are distributed heterogeneously or not has also been analyzed. The heterogeneity of the combined studies was determined through the Q and I 2 tests. As a result of the heterogeneity test, Q statistical value was calculated as 29.576. With 26 degrees of freedom at 95% significance level in the chi-square table, the critical value is accepted as 38.885. The Q statistical value (29.576) counted in this study is lower than the critical value of 38.885. The I 2 value, which is the complementary of the Q statistics, is 12.100%. This value indicates that the accurate heterogeneity or the total variability that can be attributed to variability between the studies is 12%. Besides, p value is higher than (0.285) p = 0.05. All these values [Q (26) = 29.579, p = 0.285; I2 = 12.100] indicate that there is a homogeneous distribution between the effect sizes, and fixed effects model should be used to interpret these effect sizes. However, some researchers argue that even if the heterogeneity is low, it should be evaluated based on the random effects model (Borenstein et al., 2007 ). Therefore, this study gives information about both models. The heterogeneity of the combined studies has been attempted to be explained with the characteristics of the studies included in the analysis. In this context, the final purpose of the study is to determine the effect of the country, academic level, and year variables on the findings. Accordingly, the statistics regarding the comparison of the stated relations according to the countries where the studies were conducted are given in Table 4 .

As seen in Table 4 , the effect of online education on academic achievement does not differ significantly according to the countries where the studies were conducted in. Q test results indicate the heterogeneity of the relationships between the variables in terms of countries where the studies were conducted in. According to the table, the effect of online education on academic achievement was reported as the highest in other countries, and the lowest in the US. The statistics regarding the comparison of the stated relations according to the class levels are given in Table 5 .

As seen in Table 5 , the effect of online education on academic achievement does not differ according to the class level. However, the effect of online education on academic achievement is the highest in the 4 th class. The statistics regarding the comparison of the stated relations according to the class levels are given in Table 6 .

As seen in Table 6 , the effect of online education on academic achievement does not differ according to the school subjects included in the studies. However, the effect of online education on academic achievement is the highest in ICT subject.

The obtained effect size in the study was formed as a result of the findings attained from primary studies conducted in 7 different countries. In addition, these studies are the ones on different approaches to online education (online learning environments, social networks, blended learning, etc.). In this respect, the results may raise some questions about the validity and generalizability of the results of the study. However, the moderator analyzes, whether for the country variable or for the approaches covered by online education, did not create significant differences in terms of the effect sizes. If significant differences were to occur in terms of effect sizes, we could say that the comparisons we will make by comparing countries under the umbrella of online education would raise doubts in terms of generalizability. Moreover, no study has been found in the literature that is not based on a special approach or does not contain a specific technique conducted under the name of online education alone. For instance, one of the commonly used definitions is blended education which is defined as an educational model in which online education is combined with traditional education method (Colis & Moonen, 2001 ). Similarly, Rasmussen ( 2003 ) defines blended learning as “a distance education method that combines technology (high technology such as television, internet, or low technology such as voice e-mail, conferences) with traditional education and training.” Further, Kerres and Witt (2003) define blended learning as “combining face-to-face learning with technology-assisted learning.” As it is clearly observed, online education, which has a wider scope, includes many approaches.

As seen in Table 7 , the effect of online education on academic achievement does not differ according to online education approaches included in the studies. However, the effect of online education on academic achievement is the highest in Web Based Problem Solving Approach.

4 Conclusions and discussion

Considering the developments during the pandemics, it is thought that the diversity in online education applications as an interdisciplinary pragmatist field will increase, and the learning content and processes will be enriched with the integration of new technologies into online education processes. Another prediction is that more flexible and accessible learning opportunities will be created in online education processes, and in this way, lifelong learning processes will be strengthened. As a result, it is predicted that in the near future, online education and even digital learning with a newer name will turn into the main ground of education instead of being an alternative or having a support function in face-to-face learning. The lessons learned from the early period online learning experience, which was passed with rapid adaptation due to the Covid19 epidemic, will serve to develop this method all over the world, and in the near future, online learning will become the main learning structure through increasing its functionality with the contribution of new technologies and systems. If we look at it from this point of view, there is a necessity to strengthen online education.

In this study, the effect of online learning on academic achievement is at a moderate level. To increase this effect, the implementation of online learning requires support from teachers to prepare learning materials, to design learning appropriately, and to utilize various digital-based media such as websites, software technology and various other tools to support the effectiveness of online learning (Rolisca & Achadiyah, 2014 ). According to research conducted by Rahayu et al. ( 2017 ), it has been proven that the use of various types of software increases the effectiveness and quality of online learning. Implementation of online learning can affect students' ability to adapt to technological developments in that it makes students use various learning resources on the internet to access various types of information, and enables them to get used to performing inquiry learning and active learning (Hart et al., 2019 ; Prestiadi et al., 2019 ). In addition, there may be many reasons for the low level of effect in this study. The moderator variables examined in this study could be a guide in increasing the level of practical effect. However, the effect size did not differ significantly for all moderator variables. Different moderator analyzes can be evaluated in order to increase the level of impact of online education on academic success. If confounding variables that significantly change the effect level are detected, it can be spoken more precisely in order to increase this level. In addition to the technical and financial problems, the level of impact will increase if a few other difficulties are eliminated such as students, lack of interaction with the instructor, response time, and lack of traditional classroom socialization.

In addition, COVID-19 pandemic related social distancing has posed extreme difficulties for all stakeholders to get online as they have to work in time constraints and resource constraints. Adopting the online learning environment is not just a technical issue, it is a pedagogical and instructive challenge as well. Therefore, extensive preparation of teaching materials, curriculum, and assessment is vital in online education. Technology is the delivery tool and requires close cross-collaboration between teaching, content and technology teams (CoSN, 2020 ).

Online education applications have been used for many years. However, it has come to the fore more during the pandemic process. This result of necessity has brought with it the discussion of using online education instead of traditional education methods in the future. However, with this research, it has been revealed that online education applications are moderately effective. The use of online education instead of face-to-face education applications can only be possible with an increase in the level of success. This may have been possible with the experience and knowledge gained during the pandemic process. Therefore, the meta-analysis of experimental studies conducted in the coming years will guide us. In this context, experimental studies using online education applications should be analyzed well. It would be useful to identify variables that can change the level of impacts with different moderators. Moderator analyzes are valuable in meta-analysis studies (for example, the role of moderators in Karl Pearson's typhoid vaccine studies). In this context, each analysis study sheds light on future studies. In meta-analyses to be made about online education, it would be beneficial to go beyond the moderators determined in this study. Thus, the contribution of similar studies to the field will increase more.

The purpose of this study is to determine the effect of online education on academic achievement. In line with this purpose, the studies that analyze the effect of online education approaches on academic achievement have been included in the meta-analysis. The total sample size of the studies included in the meta-analysis is 1772. While the studies included in the meta-analysis were conducted in the US, Taiwan, Turkey, China, Philippines, Ireland, and Georgia, the studies carried out in Europe could not be reached. The reason may be attributed to that there may be more use of quantitative research methods from a positivist perspective in the countries with an American academic tradition. As a result of the study, it was found out that the effect size of online education on academic achievement (g = 0.409) was moderate. In the studies included in the present research, we found that online education approaches were more effective than traditional ones. However, contrary to the present study, the analysis of comparisons between online and traditional education in some studies shows that face-to-face traditional learning is still considered effective compared to online learning (Ahmad et al., 2016 ; Hamdani & Priatna, 2020 ; Wei & Chou, 2020 ). Online education has advantages and disadvantages. The advantages of online learning compared to face-to-face learning in the classroom is the flexibility of learning time in online learning, the learning time does not include a single program, and it can be shaped according to circumstances (Lai et al., 2019 ). The next advantage is the ease of collecting assignments for students, as these can be done without having to talk to the teacher. Despite this, online education has several weaknesses, such as students having difficulty in understanding the material, teachers' inability to control students, and students’ still having difficulty interacting with teachers in case of internet network cuts (Swan, 2007 ). According to Astuti et al ( 2019 ), face-to-face education method is still considered better by students than e-learning because it is easier to understand the material and easier to interact with teachers. The results of the study illustrated that the effect size (g = 0.409) of online education on academic achievement is of medium level. Therefore, the results of the moderator analysis showed that the effect of online education on academic achievement does not differ in terms of country, lecture, class level, and online education approaches variables. After analyzing the literature, several meta-analyses on online education were published (Bernard et al., 2004 ; Machtmes & Asher, 2000 ; Zhao et al., 2005 ). Typically, these meta-analyzes also include the studies of older generation technologies such as audio, video, or satellite transmission. One of the most comprehensive studies on online education was conducted by Bernard et al. ( 2004 ). In this study, 699 independent effect sizes of 232 studies published from 1985 to 2001 were analyzed, and face-to-face education was compared to online education, with respect to success criteria and attitudes of various learners from young children to adults. In this meta-analysis, an overall effect size close to zero was found for the students' achievement (g +  = 0.01).

In another meta-analysis study carried out by Zhao et al. ( 2005 ), 98 effect sizes were examined, including 51 studies on online education conducted between 1996 and 2002. According to the study of Bernard et al. ( 2004 ), this meta-analysis focuses on the activities done in online education lectures. As a result of the research, an overall effect size close to zero was found for online education utilizing more than one generation technology for students at different levels. However, the salient point of the meta-analysis study of Zhao et al. is that it takes the average of different types of results used in a study to calculate an overall effect size. This practice is problematic because the factors that develop one type of learner outcome (e.g. learner rehabilitation), particularly course characteristics and practices, may be quite different from those that develop another type of outcome (e.g. learner's achievement), and it may even cause damage to the latter outcome. While mixing the studies with different types of results, this implementation may obscure the relationship between practices and learning.

Some meta-analytical studies have focused on the effectiveness of the new generation distance learning courses accessed through the internet for specific student populations. For instance, Sitzmann and others (Sitzmann et al., 2006 ) reviewed 96 studies published from 1996 to 2005, comparing web-based education of job-related knowledge or skills with face-to-face one. The researchers found that web-based education in general was slightly more effective than face-to-face education, but it is insufficient in terms of applicability ("knowing how to apply"). In addition, Sitzmann et al. ( 2006 ) revealed that Internet-based education has a positive effect on theoretical knowledge in quasi-experimental studies; however, it positively affects face-to-face education in experimental studies performed by random assignment. This moderator analysis emphasizes the need to pay attention to the factors of designs of the studies included in the meta-analysis. The designs of the studies included in this meta-analysis study were ignored. This can be presented as a suggestion to the new studies that will be conducted.

Another meta-analysis study was conducted by Cavanaugh et al. ( 2004 ), in which they focused on online education. In this study on internet-based distance education programs for students under 12 years of age, the researchers combined 116 results from 14 studies published between 1999 and 2004 to calculate an overall effect that was not statistically different from zero. The moderator analysis carried out in this study showed that there was no significant factor affecting the students' success. This meta-analysis used multiple results of the same study, ignoring the fact that different results of the same student would not be independent from each other.

In conclusion, some meta-analytical studies analyzed the consequences of online education for a wide range of students (Bernard et al., 2004 ; Zhao et al., 2005 ), and the effect sizes were generally low in these studies. Furthermore, none of the large-scale meta-analyzes considered the moderators, database quality standards or class levels in the selection of the studies, while some of them just referred to the country and lecture moderators. Advances in internet-based learning tools, the pandemic process, and increasing popularity in different learning contexts have required a precise meta-analysis of students' learning outcomes through online learning. Previous meta-analysis studies were typically based on the studies, involving narrow range of confounding variables. In the present study, common but significant moderators such as class level and lectures during the pandemic process were discussed. For instance, the problems have been experienced especially in terms of eligibility of class levels in online education platforms during the pandemic process. It was found that there is a need to study and make suggestions on whether online education can meet the needs of teachers and students.

Besides, the main forms of online education in the past were to watch the open lectures of famous universities and educational videos of institutions. In addition, online education is mainly a classroom-based teaching implemented by teachers in their own schools during the pandemic period, which is an extension of the original school education. This meta-analysis study will stand as a source to compare the effect size of the online education forms of the past decade with what is done today, and what will be done in the future.

Lastly, the heterogeneity test results of the meta-analysis study display that the effect size does not differ in terms of class level, country, online education approaches, and lecture moderators.

*Studies included in meta-analysis

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Ulum, H. The effects of online education on academic success: A meta-analysis study. Educ Inf Technol 27 , 429–450 (2022). https://doi.org/10.1007/s10639-021-10740-8

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How Effective Is Online Learning? What the Research Does and Doesn’t Tell Us

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Editor’s Note: This is part of a series on the practical takeaways from research.

The times have dictated school closings and the rapid expansion of online education. Can online lessons replace in-school time?

Clearly online time cannot provide many of the informal social interactions students have at school, but how will online courses do in terms of moving student learning forward? Research to date gives us some clues and also points us to what we could be doing to support students who are most likely to struggle in the online setting.

The use of virtual courses among K-12 students has grown rapidly in recent years. Florida, for example, requires all high school students to take at least one online course. Online learning can take a number of different forms. Often people think of Massive Open Online Courses, or MOOCs, where thousands of students watch a video online and fill out questionnaires or take exams based on those lectures.

In the online setting, students may have more distractions and less oversight, which can reduce their motivation.

Most online courses, however, particularly those serving K-12 students, have a format much more similar to in-person courses. The teacher helps to run virtual discussion among the students, assigns homework, and follows up with individual students. Sometimes these courses are synchronous (teachers and students all meet at the same time) and sometimes they are asynchronous (non-concurrent). In both cases, the teacher is supposed to provide opportunities for students to engage thoughtfully with subject matter, and students, in most cases, are required to interact with each other virtually.

Coronavirus and Schools

Online courses provide opportunities for students. Students in a school that doesn’t offer statistics classes may be able to learn statistics with virtual lessons. If students fail algebra, they may be able to catch up during evenings or summer using online classes, and not disrupt their math trajectory at school. So, almost certainly, online classes sometimes benefit students.

In comparisons of online and in-person classes, however, online classes aren’t as effective as in-person classes for most students. Only a little research has assessed the effects of online lessons for elementary and high school students, and even less has used the “gold standard” method of comparing the results for students assigned randomly to online or in-person courses. Jessica Heppen and colleagues at the American Institutes for Research and the University of Chicago Consortium on School Research randomly assigned students who had failed second semester Algebra I to either face-to-face or online credit recovery courses over the summer. Students’ credit-recovery success rates and algebra test scores were lower in the online setting. Students assigned to the online option also rated their class as more difficult than did their peers assigned to the face-to-face option.

Most of the research on online courses for K-12 students has used large-scale administrative data, looking at otherwise similar students in the two settings. One of these studies, by June Ahn of New York University and Andrew McEachin of the RAND Corp., examined Ohio charter schools; I did another with colleagues looking at Florida public school coursework. Both studies found evidence that online coursetaking was less effective.

About this series

This essay is the fifth in a series that aims to put the pieces of research together so that education decisionmakers can evaluate which policies and practices to implement.

The conveners of this project—Susanna Loeb, the director of Brown University’s Annenberg Institute for School Reform, and Harvard education professor Heather Hill—have received grant support from the Annenberg Institute for this series.

To suggest other topics for this series or join in the conversation, use #EdResearchtoPractice on Twitter.

Read the full series here .

It is not surprising that in-person courses are, on average, more effective. Being in person with teachers and other students creates social pressures and benefits that can help motivate students to engage. Some students do as well in online courses as in in-person courses, some may actually do better, but, on average, students do worse in the online setting, and this is particularly true for students with weaker academic backgrounds.

Students who struggle in in-person classes are likely to struggle even more online. While the research on virtual schools in K-12 education doesn’t address these differences directly, a study of college students that I worked on with Stanford colleagues found very little difference in learning for high-performing students in the online and in-person settings. On the other hand, lower performing students performed meaningfully worse in online courses than in in-person courses.

But just because students who struggle in in-person classes are even more likely to struggle online doesn’t mean that’s inevitable. Online teachers will need to consider the needs of less-engaged students and work to engage them. Online courses might be made to work for these students on average, even if they have not in the past.

Just like in brick-and-mortar classrooms, online courses need a strong curriculum and strong pedagogical practices. Teachers need to understand what students know and what they don’t know, as well as how to help them learn new material. What is different in the online setting is that students may have more distractions and less oversight, which can reduce their motivation. The teacher will need to set norms for engagement—such as requiring students to regularly ask questions and respond to their peers—that are different than the norms in the in-person setting.

Online courses are generally not as effective as in-person classes, but they are certainly better than no classes. A substantial research base developed by Karl Alexander at Johns Hopkins University and many others shows that students, especially students with fewer resources at home, learn less when they are not in school. Right now, virtual courses are allowing students to access lessons and exercises and interact with teachers in ways that would have been impossible if an epidemic had closed schools even a decade or two earlier. So we may be skeptical of online learning, but it is also time to embrace and improve it.

A version of this article appeared in the April 01, 2020 edition of Education Week as How Effective Is Online Learning?

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Essays About Online Learning: Top 6 Examples And Prompts

If you are writing essays about online learning , you can start by reading some essay examples and prompts in this article . 

People often regard online learning as kids stuck at home, glued to their devices. However, there is so much more to it than this simplistic concept. Many parents may see it as an “easy way out” for students to slack off on their studies while still passing their classes, but online learning has not reached its full potential yet. 

It has dramatically impacted how education is handled globally, for better or worse. It has forced teachers to take on extra work , while students say it has helped reduce their stress levels. It is undoubtedly a contentious topic. 

If you need help writing an essay about online learning , here are some essay examples you can use for inspiration.

1. Disabled Students Urge Universities To Make Online Learning More Accessible by Lucia Posteraro

2. why are more and more students taking online classes by perry mullins, 3. the benefits of online learning: 7 advantages of online degrees by kelsey miller, 4. why is online learning important by clare scott, 5. is online learning as effective as face-to-face learning by kelli wilkins, 6. i’m a high school student. i don’t want online learning to end. by rory selinger, prompts on essays about online learning, 1. how has online learning affected you, 2. compare and contrast online and in-person classes., 3. what can you learn from an online setup, 4. what is the future of online learning, 5. which is better- online or face-to-face learning, 6. can online learning be sustained long-term.

“Autism may hinder the ability to follow complex conversations, especially with background noise – but Charli’s lectures did not have subtitles. Moreover, extensions for group projects were too short for her extenuating circumstances.’

Posteraro tells the stories of students who want online learning to be more accessible. For example, Charli, a student with autism, was greatly affected by the transition from in-person to online classes during the COVID-19 pandemic. Unfortunately, online learning has not catered to her special needs, so she urges schools to take action to make online education more inclusive. You might also be interested in these essays about knowledge .

“The result of taking online classes is that students who take them become more proficient and comfortable with using computers. Students can learn to connect with one another online and with information in meaningful and useful ways. With that said more and more students are taking online classes because it’s the best way to save money work at your own pace and not have to be stressed about going to class.”

In his essay , Mullins discusses why more students prefer online learning . First, it lessens expenses, as students learn from the comfort of their rooms. Second, it helps students avert the fear of talking to strangers face-to-face, helping them communicate better. 

“It’s clear, then, that learning online helps prepare professionals for this shift toward online work. Below, explore what online courses entail, explore seven key benefits, and get the advice you need to determine if online courses are right for you.”

Miller briefly explains what online learning is, then proceeds to discuss its advantages. These include a self-paced schedule, improved communication, and new technical skills . However, he reminds readers that everyone is different; regardless of the benefits, they should only choose online learning if they believe it will work for them.

“Boil it right down and the answer is simple: change is constant. You must move with it. The true beauty of online learning is that it lends itself perfectly to your lifestyle. By its very nature, it can fit around you. Also, no longer are we taught how to do a job, it’s usually a case of figuring it out for yourself—and that’s where online learning can amplify your skills .”

Scott presents the importance of online learning . Similar to Miller, she mentions self-paced, giving students new skills . However, the most important lesson is that change is constant. Online learning exemplifies this precept, and these skills help us move along.

“While both ways of learning have advantages and disadvantages, what is more effective is based off of the student themselves. Students can weigh the costs and benefits between online learning and face-to-face learning. They can decide for themselves what would be best for them. Online learning can be as effective as face-to-face learning if the student is committed to putting their time and effort to study alone.”

Wilkins questions the notion that online learning is inferior to a face-to-face classes. She begins by listing the benefits of online classes, including comfort and easier schedules, as with Miller and Scott. However, she also mentions its disadvantages, such as the possibility of students being distracted and a lack of bonding between classmates. But, of course, it’s all up to the student in the end: they should decide which type of education they prefer.

“One thing I hope people now realize is that education is not a one-size-fits-all model. While the self-disciplined nature of remote learning is not for everyone, it has allowed students like me to flourish unimpeded by the challenges presented by typical classroom settings.”

A 14-year-old student, Selinger wishes to continue her education online as schools return to physical classes amid the pandemic. She discusses the relief she feels from the lack of peer pressure, judgment, and a rigorous schedule. Controlling your study schedule relieves students of pressure, and Selinger believes this is optimal for success. She believes online learning opens a path to be better rather than to “return to normal.”

In this essay , you can write about your experience of online learning . Whether you have had online coursework from school or college or taken an online course for your own interests, we’ve all had some experience learning online. Discuss how you benefited from online learning and the challenges you faced. For a compelling essay , conduct interviews to back up your experience by showing others who felt the same way.

Create an exciting comparative essay between online and in-person learning. You can compare and contrast the experiences and show the positives and negatives of each. Start by making a list or Venn diagram, and organize your essay . Include the structure, advantages, and disadvantages of each method of learning. 

Online learning can teach you some skills to succeed in the real world. In this essay , write about the unique skills you can gain from online learning . Perhaps you learn valuable IT skills , virtual note-taking, and basic administrative skills . Then, look into how these skills can benefit you in future studies or when trying to step into a new career path. 

We have barely scratched the surface of technology. In this essay , look to the future and imagine how online education will look. Then, research up-and-coming online learning technologies and see what will come next. Will the development of more online learning technology benefit students? Look into this exciting topic for an engaging discussion.

For this topic, writing an excellent argumentative essay is easy. First, from research and your own experience , list the benefits and downsides of each type of learning and determine which is more effective. Then, you can use Google and the essay examples above to support your argument.  

Online learning is most commonly used for students who are ill or during situations such as a global pandemic. It is meant to be temporary; however, can schools stick to a completely-online method of instruction? Include some advantages and disadvantages of online learning in your essay .

Tip: If writing an essay sounds like a lot of work, simplify it. Write a simple 5 paragraph essay instead.

If you’re still stuck, check out our general resource of essay writing topics .

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✍️Essay on Online Classes: Samples in 100, 150, 200 Words

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• Oct 20, 2023

Online classes, also known as virtual classes, have over time revolutionized education. They are known for providing students with the flexibility to access educational content and at the same time interact with professors in the comfort of their homes. With time, this mode of learning has gained huge popularity due to its accessibility and the ability to cater to diverse learning styles.

In this digital age, online classes have become a fundamental part of education, enabling all individuals to acquire knowledge, skills etc. Are you looking to gain some more information about online classes? Well, you have come to the right place. Here you will get to read some samples of online classes. 

Table of Contents

• 1 What are Online Classes?
• 2 Essay on Online Classes in 100 Words
• 3 Essay on Online Classes in 150 Words
• 4 Essay on Online Classes in 200 Words

Also Read: Online Courses

What are Online Classes?

Online classes are educational courses or learning programs which are conducted over the Internet. They provide students with the opportunity to study and complete their coursework remotely from the comfort of their homes. Online classes are a part of formal education. They can be taken in schools or colleges or can be offered by various online learning platforms. 

Online classes may include a variety of digital resources as well as tools. These may include quizzes, assignments, video lectures, discussion forums, connecting with friends via email, chat video calls etc. This type of learning offers the student flexibility in terms of when and where they can access their coursework and study. It is also helpful for those who study part-time have busy schedules and prefer remote learning. 

With the onset of COVID-19 , online classes became a huge hit hence the evolution of online classes. It offers one with different levels of education, skill training and much more. 

Essay on Online Classes in 100 Words

Online classes have become a central aspect of modern education. They offer flexibility, accessibility, and convenience, allowing students to learn from the comfort of their homes. The rise of online classes was accelerated during the COVID-19 pandemic, making a shift from traditional classrooms to virtual learning environments. 

However, there are many disadvantages to online classes. Students may struggle with distractions, lack of in-person interaction, and technical issues. Additionally, they have opened up new avenues for global collaboration and lifelong learning. In an increasingly digital world, online classes are likely to remain a significant part of education.

Essay on Online Classes in 150 Words

Online classes have become a prevalent mode of education, especially in the past two years. These digital platforms offer several advantages. First, they provide flexibility, allowing students to learn from the comfort of their homes. This is especially beneficial for those with busy schedules or who are studying part-time. 

Second, online classes often offer a wider range of courses, enabling learners to explore diverse subjects. Additionally, these classes promote self-discipline and time management skills as students must regulate their own study routines.

However, there are challenges associated with online learning. Technical issues can disrupt classes, and the lack of face-to-face interaction may hinder social development. It can also be isolating for some students.

In conclusion, online classes offer convenience and a variety of courses, but they also present challenges related to technology and socialization. The future of education likely involves a blend of traditional and online learning methods, catering to diverse learning needs.

Also Read: Online Learning

Essay on Online Classes in 200 Words

Online classes have become a prevalent mode of education. However, this shift has brought about both advantages and challenges.

One significant benefit of online classes is accessibility. They allow students from diverse backgrounds and locations to access quality education without any constraints. This inclusivity promotes diversity and global learning experiences. Additionally, online classes often offer flexible schedules, enabling students to balance their studies with other responsibilities.

However, online classes present challenges too. Technical issues and a lack of face-to-face interaction can hinder effective learning. Students may even struggle with self-discipline and motivation, leading to a decline in academic performance. Moreover, the absence of physical facilities like libraries and laboratories can limit hands-on learning opportunities.

In conclusion, online classes have revolutionized education by providing accessibility and flexibility. Yet, they also pose challenges related to technical issues, motivation, and practical experiences. 

Related Articles

Every student has their own pace of study, and this is where distance learning’s benefits really shine. You can go at your own speed in online classes, go over the material as needed, and complete the work in a method that best suits your learning preferences.

Online courses can be successful provided they are well-designed and delivered, just like any other course or programme. However, this depends from person to person as not every student is meant for online classes. 

In online education, students get to study online using a computer/laptop and only need a proper internet connection. 

For more information on such interesting topics, visit our essay-writing page and follow Leverage Edu ! 

Malvika Chawla

Malvika is a content writer cum news freak who comes with a strong background in Journalism and has worked with renowned news websites such as News 9 and The Financial Express to name a few. When not writing, she can be found bringing life to the canvasses by painting on them.

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The Benefits of Online Learning for Students

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In recent years, online learning has become increasingly popular, and for good reason. It offers a convenient and flexible way for students to pursue their education without having to attend a traditional brick-and-mortar institution. In this blog post, we will explore some of the key benefits of online learning and how it can help you achieve your academic goals.

Flexibility and Convenience

One of the main advantages of online learning is the flexibility and convenience it provides. With online courses, you can study at your own pace and at a time that suits you. This is particularly beneficial for those who have work or family commitments, as it allows you to fit your studies around your busy schedule. Additionally, online learning eliminates the need to commute to and from campus, saving you time and money.

A Wide Range of Courses and Programmes

Another benefit of online learning is the wide range of courses and programmes available. Whether you're looking to pursue an undergraduate or postgraduate qualification, there are plenty of options to choose from. Many universities and colleges now offer online courses in a variety of subjects, from business and management to healthcare and education. This means that you can find a programme that suits your interests and career goals without having to relocate or compromise on your studies.

If you're struggling with your essays or assignments, our essay writing services can support you, regardless of your level and chosen programme.

Cost-Effective

Online learning can also be more cost-effective than traditional classroom-based courses. While tuition fees may be similar, you can save money on accommodation, transportation, and other living expenses. Additionally, online courses often have lower overhead costs, which can result in lower fees for students. This makes online learning a more affordable option for many people.

Access to a Global Community

One of the key benefits of online learning is the opportunity to connect with a global community of students and educators. With online courses, you can interact with people from all over the world, sharing ideas and experiences. This can provide a rich and diverse learning experience and can also help you build a global network of contacts that can be valuable in your future career.

Improved Time Management and Self-Discipline

Online learning requires a high level of self-discipline and time management skills. With the flexibility to study at your own pace, it's important to stay motivated and organised in order to keep up with your coursework. This can be challenging, but it also provides an opportunity to develop valuable skills that can be applied to other areas of your life and career

The Right Choice For You

If you're looking to further your education and achieve your academic goals, online learning could be the right option for you. Online learning offers a convenient and flexible way for students to pursue their education, with a wide range of courses and programmes available. It can be more cost-effective than traditional classroom-based courses and provides access to a global community of students and educators.

If you are currently pursuing an online degree and find yourself struggling with your coursework, we can help. We understand the challenges of online learning and can provide you with model essays based on your requirements. Place an order now and let us support you in your academic journey.

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Essay on Advantages and Disadvantages of Online Study

Online study has become a trend and more schools are opting for it with each passing day; more so, in the wake of COVID-19 lockdown. I am giving below three essays of varying lengths covering the advantages and disadvantages of online study.

Short and Long Essay on Advantages and Disadvantages of Online Study in English

You should go through these to know more about all the pros and cons of the online study:

Advantages and Disadvantages of Online Study Essay 10 Lines (100 – 150 Words)

1) Online study refers to the process of gaining knowledge via the internet.

2) It is really the convenient way of studying.

3) Online study saves your precious time and money.

4) You can study online from any corner of the world.

5) Variety of courses are available while studying online.

6) In an online study a good study environment is missing.

7) Subjects that involve practical knowledge cannot be easily understood in online studies.

8) Sitting in front of electronic gadgets for a long time causes health hazards.

9) Online study lacks physical interaction between students and teachers.

10) Online study is for those students who can generate self-discipline.

Essay 1 (250 Words) – Online Study: Good or Bad for Students

Introduction

Online study is becoming popular due to its convenience and easy operation. In the essay, I have given below some advantages and disadvantages of the online study method.

The online method of study has several advantages. It is very convenient as both you and your teacher can interact from the convenience of your respective homes. You can also ask questions and raise queries as you use to do in the classroom.

The online study method becomes more important in case of a natural calamity of emergency. The perfect example in this regard is the recent COVID 19 pandemic that the world is still recovering from. To date, many schools are running online classes, for the safety of students. Online study is indeed a safer alternative to school education.

Disadvantages

Apart from numerous advantages, the online method of the study also presents certain disadvantages. It lacks the filled with enthusiasm kind of environment presented by a classroom. The lively and joyful ambience of a classroom is usually lacking in an online session. Teachers and students interact with each other only on subject matters on one by one basis.

Moreover, overexposure to gadgets presents its own health hazards like headache, weak eyesight and lack of concentration, etc.

Despite the disadvantages, the online study method proved to be beneficial in certain specific conditions. When it is not advisable to leave your home, or it isn’t convenient for you, then in that case online study becomes a blessing in disguise.

Essay 2 (400 Words) – Disadvantages of Online Study

The online system of education has both advantages and disadvantages. We will discuss the advantages in the next essay, in this essay we will concentrate only on the disadvantages. I have given below some of the main disadvantages of online study.

How Online Study is not Good for Students

Despite being advantageous in many ways, the online system of the study also has several disadvantages. Please find below some of the important disadvantages of online study.

• Self-Controlled

The success of an online session depends only on your own conduct that on anything else. How keen you are on learning things will decide whether the session was beneficial or not. Your teacher might not be able to see you, so you are at your liberty. It depends on how well you control your deflections and concentrates on the session.

• Depends on Honesty

This is a significant shortcoming of online study. While in the classroom you have the continuous attention of your teacher; he/she doesn’t have that liberty in an online class. He/she relies completely on how honestly the students attend the class. It isn’t possible for them to watch everyone in an online session.

• Only Course Related Communication

Often an online classroom session is only to the point where the only subject matter is discussed. The usual classroom atmosphere where the teacher personally interacts and crack jokes is absent. In a classroom teacher can talk about several other things while in an online class he/she only teaches the subject.

• Over Exposure to Screen

Online study requires electronic screen gadgets to conduct the classes. Students have to stare into the screens for long hours, sometimes 2 to 3 hours continuously. Such a long exposure top screen has its own impacts on health depending on individual immunity levels. However, it may cause headaches, vision issues in some people.

• Limited Interaction

Though the interaction between teacher and student in an online session is uninterrupted; nevertheless, it is also limited. The teacher has to attend to the queries of other students as well, so he/she may not be in a condition to give more than a couple of minutes to each student.

Nothing is perfect; nor is the online study method. It sure has its own disadvantages; nevertheless, it can prove really advantageous in certain critical situations. For example, in the wake of the lockdown following the COVID-19 pandemic, it came as a blessing in disguise for many schools and their students.

Essay 3 (500 – 600 Words) – How Online Study is Good for Students

Online study is a digital mode of education wherein the teacher and students interact using digital devices like laptops, smartphones, tabs, etc. This method of study has become a trend today as it is the best option in case of pandemic spread wherein it is advisable to not leave home. In wake of the COVID-19 pandemic many schools have taken up the online mode of studies and are doing fairly well.

How Online Study is Good for Students

Online mode of study has its own advantages. It is convenient and also a very cheap method of study. Given below are some of the main advantages of online study.

Online mode of study is a convenient method both for the students as well as the teachers. Both can actively participate in a knowledgeable session without even stepping out of their houses. They just need to have access to a good internet network and device to connect. You can sit comfortably in your room with the required textbooks and attend a class with your classmates.

Online study is pretty cheap that convention school education, due to a couple of reasons. Firstly, you need not to spend even a penny on your transportation to school and back; secondly, all the other miscellaneous expenses at school get reduced. Sometimes even the textbooks are also available online and are priced much lower than the hard copies. You can download one at your convenience and they all have the same content as real books. In fact, you only need to spend on the internet connection, that’s all!

There is absolutely no doubt that the online study is a safe alternative in case of a threat. It could be a blessing in disguise if it is too dangerous to step out of your house. We all are well aware of the COVID 19 pandemic that has put the entire planet under lockdown. Also, students don’t come in physical proximity with each other, thereby, reducing the possibility of disease spread. Thankfully, students are attending regular online classes and don’t have to fall back on course.

• Flexibility

Online study has tremendous potential in terms of flexibility of curses and curriculums. There are some universities that provide online certificate courses in whichever subject you chose. Everything from registration to exam is carried out through online mode. Also, there is flexibility in time. If you joined a little late, you need not to worry, as the session gets recorded and you can review it anytime.

Another advantage of online education that it reduces the use of paper. The paper requirement for a digital mode of study is almost negligible as compared to a classroom system. You only need to take notes in your textbook while your teacher can do well without any paper. Moreover, online study tests are also conducted online; thereby, reducing the possibility of paper use.

• Overcome Hesitation

Online study has much better student-teacher interaction than in the case of a classroom environment. Distractions usually present in a classroom, are absent in an online session, letting the students concentrate on the lecture. Moreover, students become more responsive in an online class as they overcome their hesitation in only a one to one interaction with the teacher.

An online mode of study is a fusion of technology and education. It indicates how well an education system can take advantage of new technology and strive for growth and improvement. This mode of education could be a step towards revolutionizing the education system in a never seen before form.

FAQs: Frequently Asked Questions

Ans . The University of Toronto introduced the first online course in the world.

Ans . Jonathan Rochelle invented the Google classroom app meant for online teaching.

Ans . The term e-learning was coined by Elliott Masie.

Ans . E-Learning begins in India in 2006 and was initiated through a project E-Gyankosh by IGNOU.

Ans . It enables the students to study from any place with a proper internet connection.

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WHY STUDENTS PREFER FACE TO FACE LEARNING TO ONLINE LEARNING IN THE LONG-TERM FINAL ESSAY

INTRODUCTION The hypothesis above states that face to face learning is a preferred choice amongst students in the long run and this research aims to explore this theory. Online learning has recently become a thing in the previous years following the covid pandemic. Since then, various forms of learning such as hybrid learning, blended learning…

INTRODUCTION

The hypothesis above states that face to face learning is a preferred choice amongst students in the long run and this research aims to explore this theory. Online learning has recently become a thing in the previous years following the covid pandemic. Since then, various forms of learning such as hybrid learning, blended learning and much more have been created. Online learning usually includes students joining classes through the internet from wherever they are based. This method seems to be convenient overall for anyone who doesn’t want to take the trouble of travelling. Meanwhile, Face to face learning, is the traditional form of learning where instructors and students meet up physically in the same location for their training. It’s usually in a group setting although it could also be a one-on-one session. However, the aim of this research remains to find out which method of learning is not only preferred in the long-term but also, which learning process is more reliable when it comes to helping media students achieve academic success.

METHODOLOGY

During the course of this research, two methods were used namely, the observation method and the use of surveys. The observation method was carried out in various BCM classes both lectures and tutorials and while in some classes’ permissions were taken from the tutors to get more information, other classes were just monitored without notice. Furthermore, online surveys were given to media students on various discord servers and shared on different WhatsApp groups. To make sure that it was just media students answering the questions, there was a box in the survey that was necessary to answer which stated that the survey was limited to only people with a media major.

There were 17 participants overall that took part in the survey. Using compiled data that had already been automatically converted with google forms, it was confirmed that all participants were media students in the university of Wollongong. Furthermore, analyzing the statistics, over 70% of students had confirmed that they frequently attended lecture classes and all 17 respondents said they frequently attended tutorials. More than 60% of students agreed that they were generally very good listeners, and they frequently interacted with questions being asked in class. The statistics stated that 88.2% of people had attended an online class before and the common reason was the pandemic and the recent weather conditions. When asked to rate their experiences with online learning from excellent to poor, 41% rated it as good while 11% thought it was poor. Even though 88.2% of respondents agreed to have missed a face-to-face class before, 94.2% rated in-person classes engaging. When they were asked the reason for missing their face-to-face classes, laziness was found to be a common denominator. 52.9% of people had reported to have skipped an online class and sleepiness was found to be the common denominator. However, when people were asked to rate their level of sleepiness in class, 52.9% of people said they sometimes felt sleepy. 76.5% of people answered that learning online in the long-term could affect their academic performance negatively and most of them related this to lack of focus. When asked if learning face to face long term could affect them, 76.5% answered positively with most saying that they had better attention span in a face-to-face class.

As the analysis of the survey carried out shows, laziness, sleepiness and low attention span were common denominators when it came to the reasons why people didn’t show up in the first place but more than anything, these traits were more common amongst students who didn’t like the idea of studying online. On the flip side, the observation method took place in bcm111 class. When the teacher was asked, she confirmed that there were up to 126 students enrolled for the subject and it’s quite rare that they all showed up at the same time. Meanwhile, seated in the same tutorial of that subject, few things were observed. Firstly, with the structure of the classroom generally, all seats are pointed towards facing the teacher which usually helps to keep eye contact on both the ends and also helps to keep the focus of the students. Next, it seemed that students didn’t only get to interact with the teacher easily but also with their peers. When asked questions, students did things like; looking around and above their shoulders to watch other students who were answering the questions and sometimes they chipped in to either help or cut off whoever was answering at the moment. From the teachers end, a lot of body language reading was noticed. Sometimes students did things like, scrolling on their phones, nodding with no thoughts, yawn, stare into space or into the window, look at the door for whoever is coming in or going out and used bathroom breaks. A lot of the times, when the teacher noticed that these motions were getting frequent, she either changed her tone, or get students together into groups to interact more with themselves to lessen the rate of distractions.

In a recent case study, it was mentioned that the location flexibility of e-learning was seen by the students in a manner that was comparable to that of time flexibility. Because of the requirement to be present on a specific day at a specific time at a specific location, face-to-face classes demands a greater level of commitment in terms of sufficient preparation of the course material and a determination to finish the course. A second online survey provided support for this conclusion, as students indicated that they preferred in-person instruction, despite the fact that all respondents met the technological requirements to take part in online courses. Furthermore, it was believed that students in the in-person course felt more confident in their abilities than those in the online course who did not receive personalized evaluation because of the individual input they received. Research demonstrated that providing personalized comments helped pupils feel more capable, which validates this hypothesis. Even if self-reported assessments of ability are an imperfect measure of competency, instructors’ and students’ social and emotional support—particularly in the form of direct feedback—could help students feel more confident in their own abilities. (Keis et al., 2017)

In another study, according to a group that authored the book, practically all of the group’s communication was done by email, and they only met once during the project. Crucially, though, before the project began, almost every member of the team was connected in a rather extensive face-to-face social network. Regarding the initial detection of gravitational waves, the five months of investigation that preceded the discovery were carried out virtually over email. Here are the seven problems of communication that were encountered:

• Mismatched thought styles: Reber tends to focus on similarities, while Collins tends to highlight distinctions and categorizations. Reber prioritizes individuals, while Collins concentrates on groups. The apparent benefit of face-to-face communication was that it would have allowed for an early discussion of this kind of difference as part of a reflective “meta-discourse” on the primary points of dispute, which could have eased some of the tension.
• Mismatched Saliences: Negative mismatched saliences arise when there is a lack of an inventory of the other party’s thoughts, which is necessary to address an information deficit by identifying what is absent and attempting to fill in the blanks. However, such inventories do not exist. The interaction was impacted by positive mismatched saliences because one side kept going into great detail to reiterate what the other party already knew. For instance, Reber repeatedly discussed the psychological equivalent of Dreyfus’s five-stage theory of expertise because, in Collins’s opinion—Collins being well-versed in it, having known Dreyfus personally for many years—Collins’s ignorance of it rendered Reber’s explanations for Collins’s positions incomprehensible. (Collins et al., 2022)

Following the above information, when it comes to statistically finding out how students actually view online learning to affect them, there’s still more to learn. A different study involved 143 students—30 men and 113 women—as subjects. Two students reported having a high level of trouble with distant studies in their third year of studies, and one student in his second year of studies reported having a high level of difficulty with remote studies (2.1% of the research participants). Thirteen pupils in their third year of study and fourteen in their second year experienced a medium difficulty (16.1%). Specifically, 18.9% of all pupils experienced a medium level of difficulty. Furthermore, it was shown that 16 students in their second year and 14 students in their third year—or roughly 21.0% of the research participants—preferred remote studies to a medium degree. So far, it appears that remote teaching and learning will play a significant role in the educational system during emergencies, as well as during regular and ongoing periods, even though no clear trend favoring any particular teaching technique was observed. This is due to the fact that while remote learning has the potential to greatly enhance lecturers’ and teachers’ abilities, it can also present difficult challenges related to learning new subjects and developing new skills, as well as exposure to unfamiliar and sometimes frightening situations. (Davidoivitch & Dorot, 2022).

Because students have more time to process information and build knowledge, asynchronous communication has been shown to support critical thinking and in-depth learning. Nonetheless, one of the primary disadvantages of asynchronous learning environments is the delayed delivery of feedback to students. Furthermore, because there aren’t many social connections during the learning process, students may quickly feel alone. The drawbacks of asynchronous communication can be compensated for by the synchronous communication option. Teachers may easily and quickly deliver feedback to students through sophisticated and reasonably priced tools like web conferencing, live chat, and virtual office hours. These tools also promote real-time engagement and interaction between students and teachers as well as between peers. This feature facilitates the development of online relationships and a helpful learning community. (Ismaan,2021)

WORKS CITED

Keis, O. et al. (2017) ‘Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format’, BMC Medical Education , 17(1). doi:10.1186/s12909-017-1053-6.

Davidoivitch, N. and Dorot, R. (2022) ‘Through the “Camera lens”: How do students grasp the future of learning via online platforms?’, International Education Studies, 15(2), p. 161. doi:10.5539/ies.v15n2p161.

Collins, H. et al. (2022) The face-to-face principle: Science, trust, democracy and the internet [Preprint]. Available at: http://www.jstor.org/stable/10.2307/jj.14308229?refreqid=fastly-default (Accessed: 30 June 2024).

(No date) Tojdel-Volume11-I01-c02.pdf . Available at: https://www.tojned.net/journals/tojdel/volumes/tojdel-volume11-i01-c02.pdf (Accessed: 30 June 2024).

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Home — Essay Samples — Education — E-Learning — Online Learning Vs Classroom Learning

Online Learning Vs Classroom Learning

• Categories: E-Learning

About this sample

Words: 792 |

Published: Mar 19, 2024

Words: 792 | Pages: 2 | 4 min read

Table of contents

Introduction:, advantages of online learning:, disadvantages of online learning:, advantages of classroom learning:, disadvantages of classroom learning:, conclusion:.

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A year after affirmative action ban, how students are pitching themselves to colleges

• Deep Read ( 13 Min. )
• By Olivia Sanchez, Nirvi Shah, and Meredith Kolodner The Hechinger Report

June 28, 2024

In the year since the U.S. Supreme Court banned the consideration of race in college admissions, students have had to give more thought to how they present themselves in their application essays – to what they will disclose.

Data from the Common Application shows that in this admissions cycle, about 12% of students from underrepresented racial and ethnic groups used at least one of 38 identity-related phrases in their essays, a decrease of roughly 1% from the previous year. The data shows that about 20% of American Indian and Alaskan Native applicants used one of these phrases; meanwhile 15% of Asian students, 14% of Black students, 11% of Latinx students, and fewer than 3% of white students did so.

Why We Wrote This

A year ago, the U.S. Supreme Court barred affirmative action in college admissions. Students have since used their application essays as a place to explore identity.

To better understand how students were deciding what to include, The Hechinger Report asked newly accepted students from across the United States to share their application essays and to describe how they thought their writing choices ultimately influenced their admissions outcomes. Among them was Jaleel Gomes Cardoso from Boston, who wrote about being Black. 

“If you’re not going to see what my race is in my application, then I’m definitely putting it in my writing,” he says, “because you have to know that this is the person who I am.”   

In the year since the Supreme Court banned  the consideration of race in college admissions last June, students have had to give more thought to how they present themselves in their application essays .

Previously, they could write about their racial or ethnic identity if they wanted to, but colleges would usually know it either way and could use it as a factor in admissions. Now, it’s entirely up to students to disclose their identity or not.

Data from the Common Application shows that in this admissions cycle about 12% of students from underrepresented racial and ethnic groups used at least one of 38 identity-related phrases in their essays, a decrease of roughly 1% from the previous year. The data shows that about 20% of American Indian and Alaskan Native applicants used one of these phrases; meanwhile 15% of Asian students, 14% of Black students, 11% of Latinx students, and fewer than 3% of white students did so.

To better understand how students were making this decision and introducing themselves to colleges, The Hechinger Report asked newly accepted students from across the country to share their college application essays. The Hechinger staff read more than 50 essays and talked to many students about their writing process, who gave them advice, and how they think their choices ultimately influenced their admissions outcomes.

Here are thoughts from a sampling of those students, with excerpts from their essays. 

Jaleel Gomes Cardoso of Boston: A risky decision

As Jaleel Gomes Cardoso sat looking at the essay prompt for Yale University, he wasn’t sure how honest he should be. “Reflect on your membership in a community to which you feel connected,” it read. “Why is this community meaningful to you?” He wanted to write about being part of the Black community – it was the obvious choice – but the Supreme Court’s decision to ban the consideration of a student’s race in admissions gave him pause.

“Ever since the decision about affirmative action, it kind of worried me about talking about race,” says Mr. Cardoso, who grew up in Boston. “That entire topic felt like a risky decision.” 

In the past, he had always felt that taking a risk produced some of his best writing, but he thought that an entire essay about being Black might be going too far. 

“The risk was just so heavy on the topic of race when the Court’s decision was to not take race into account,” he says. “It was as if I was disregarding that decision. It felt very controversial, just to make it so out in the open.” 

In the end, he did write an essay that put his racial identity front and center. He wasn’t accepted to Yale, but he has no regrets about his choice.

“If you’re not going to see what my race is in my application, then I’m definitely putting it in my writing,” says Mr. Cardoso, who will attend Dartmouth College this fall, “because you have to know that this is the person who I am.”                       

 – Meredith Kolodner

Essay excerpt:

I was thrust into a narrative of indifference and insignificance from the moment I entered this world. I was labeled as black, which placed me in the margins of society. It seemed that my destiny had been predetermined; to be part of a minority group constantly oppressed under the weight of a social construct called race. Blackness became my life, an identity I initially battled against. I knew others viewed it as a flaw that tainted their perception of me. As I matured, I realized that being different was not easy, but it was what I loved most about myself.  

Klaryssa Cobian of Los Angeles: A seminomadic mattress life

Klaryssa Cobian is Latina – a first-generation Mexican American – and so was nearly everyone else in the Southeast Los Angeles community where she grew up. Because that world was so homogenous, she really didn’t notice her race until she was a teenager.

Then she earned a scholarship to a prestigious private high school in Pasadena. For the first time, she was meaningfully interacting with people of other races and ethnicities, but she felt the greatest gulf between her and her peers came from her socioeconomic status, not the color of her skin. 

Although Ms. Cobian has generally tried to keep her home life private, she felt that colleges needed to understand the way her family’s severe economic disadvantages had affected her. She wrote about how she’d long been “desperate to feel at home.”

She was 16 years old before she had a mattress of her own. Her essay cataloged all the places she lay her head before that. She wrote about her first bed, a queen-sized mattress shared with her parents and younger sister. She wrote about sleeping in the backseat of her mother’s red Mustang, before they lost the car. She wrote about moving into her grandparents’ home and sharing a mattress on the floor with her sister, in the same room as two uncles. She wrote about the great independence she felt when she “moved out” into the living room and onto the couch.  

“Which mattress I sleep on has defined my life, my independence, my dependence,” Ms. Cobian wrote. 

She’d initially considered writing about the ways she felt she’d had to sacrifice her Latino culture and identity to pursue her education, but said she hesitated after the Supreme Court ruled on the use of affirmative action in admissions. Ultimately, she decided that her experience of poverty was more pertinent. 

“If I’m in a room of people, it’s like, I can talk to other Latinos, and I can talk to other brown people, but that does not mean I’m going to connect with them. Because, I learned, brown people can be rich,” Ms. Cobian says.  She’s headed to the University of California, Berkeley, in the fall.

– Olivia Sanchez

Essay excerpt: 

With the only income, my mom automatically assumed custody of me and my younger sister, Alyssa. With no mattress and no home, the backseat of my mom’s red mustang became my new mattress. Bob Marley blasted from her red convertible as we sang out “could you be loved” every day on our ride back from elementary school. Eventually, we lost the mustang too and would take the bus home from Downtown Los Angeles, still singing “could you be loved” to each other.  

Oluwademilade Egunjobi of Providence, Rhode Island: The perfect introduction

Oluwademilade Egunjobi worked on her college essay from June until November. Not every single day, and not on only one version, but for five months she was writing and editing and asking anyone who would listen for advice.

She considered submitting essays about the value of sex education, or the philosophical theory of solipsism (in which the only thing that is guaranteed to exist is your own mind). 

But most of the advice she got was to write about her identity. So, to introduce herself to colleges, Oluwademilade Egunjobi wrote about her name.

Ms. Egunjobi is the daughter of Nigerian immigrants who, she wrote, chose her first name because it means she’s been crowned by God. In naming her, she said, her parents prioritized pride in their heritage over ease of pronunciation for people outside their culture. 

And although Ms. Egunjobi loves that she will always be connected to her culture, this choice has put her in a lifelong loop of exasperating introductions and questions from non-Nigerians about her name. 

The loop often ends when the person asks if they can call her by her nickname, Demi. “I smile through my irritation and say I prefer it anyways, and then the situation repeats time and time again,” Egunjobi wrote. 

She was nervous when she learned about the Supreme Court’s affirmative action decision, wondering what it might mean for where she would get into college. Her teachers and college advisors from a program called Matriculate told her she didn’t have to write a sob story, but that she should write about her identity, how it affects the way she moves through the world and the resilience it’s taught her. 

She heeded their advice, and it worked out. In the fall, she will enter the University of Pennsylvania to study philosophy, politics, and economics. 

I don’t think I’ve ever had to fight so hard to love something as hard as I’ve fought to love my name. I’m grateful for it because it’ll never allow me to reject my culture and my identity, but I get frustrated by this daily performance. I’ve learned that this performance is an inescapable fate, but the best way to deal with fate is to show up with joy. I am Nigerian, but specifically from the ethnic group, Yoruba. In Yoruba culture, most names are manifestations. Oluwademilade means God has crowned me, and my middle name is Favor, so my parents have manifested that I’ll be favored above others and have good success in life. No matter where I go, people familiar with the language will recognize my name and understand its meaning. I love that I’ll always carry a piece of my culture with me.  

Francisco Garcia of Fort Worth, Texas: Accepted to college and by his community

In the opening paragraph of his college application essay, Francisco Garcia quotes his mother, speaking to him in Spanish, expressing disappointment that her son was failing to live up to her Catholic ideals. It was her reaction to Mr. Garcia revealing his bisexuality. 

Mr. Garcia said those nine Spanish words were “the most intentional thing I did to share my background” with colleges. The rest of his essay delves into how his Catholic upbringing, at least for a time, squelched his ability to be honest with friends about his sexual identity, and how his relationship with the church changed. He said he had striven, however, to avoid coming across as pessimistic or sad, aiming instead to share “what I’ve been through [and] how I’ve become a better person because of it.” 

He worked on his essay throughout July, August, and September, with guidance from college officials he met during campus visits and from an adviser he was paired with by Matriculate, which works with students who are high achievers from low-income families. Be very personal, they told Mr. Garcia, but within limits. 

“I am fortunate to have support from all my friends, who encourage me to explore complexities within myself,” he wrote. “My friends give me what my mother denied me: acceptance.”

He was accepted by Dartmouth, one of the eight schools to which he applied, after graduating from Saginaw High School near Fort Worth, Texas, this spring.

– Nirvi Shah

Essay excerpt:  

By the time I got to high school, I had made new friends who I felt safe around. While I felt I was more authentic with them, I was still unsure whether they would judge me for who I liked. It became increasingly difficult for me to keep hiding this part of myself, so I vented to both my mom and my closest friend, Yoana ... When I confessed that I was bisexual to Yoana, they were shocked, and I almost lost hope. However, after the initial shock, they texted back, “I’m really chill with this. Nothing has changed Francisco:)”. The smiley face, even if it took 2 characters, was enough to bring me to tears. 

Hafsa Sheikh of Pearland, Texas: Family focus above all 

Hafsa Sheikh felt her applications would be incomplete without the important context of her home life: She became a primary financial contributor to her household when she was just 15, because her father, once the family’s sole breadwinner, could not work due to his major depressive disorder. Her work in a pizza parlor on the weekends and as a tutor after school helped pay the bills. 

She found it challenging to open up this way, but felt she needed to tell colleges that, although working two jobs throughout high school made her feel like crying from exhaustion every night, she would do anything for her family. 

“It’s definitely not easy sharing some of the things that you’ve been through with, like really a stranger,” she says, “because you don’t know who’s reading it.”

And especially after the Supreme Court ruled against affirmative action, Ms. Sheikh felt she needed to write about her cultural identity. It’s a core part of who she is, but it’s also a major part of why her father’s mental illness affected her life so profoundly. 

Ms. Sheikh, the daughter of Pakistani immigrants, said her family became isolated because of the negative stigma surrounding mental health in their South Asian culture. She said they became the point of gossip in the community and even among extended family members, and they were excluded from many social gatherings. This was happening as she was watching the typical high school experiences pass her by, she wrote. Because of the long hours she had to work, she had to forgo the opportunity to try out for the girls’ basketball team and debate club, and often couldn’t justify cutting back her hours to spend time with her friends.  

She wrote that reflecting on one of her favorite passages in the Holy Quran gave her hope:

“One of my favorite ayahs, ‘verily, with every hardship comes ease,’ serves as a timeless reminder that adversity is not the end; rather, there is always light on the other side,” Ms. Sheikh wrote.

Her perseverance paid off, with admission to Princeton University.

-- Olivia Sanchez

Besides the financial responsibility on my mother and I, we had to deal with the stigma surrounding mental health in South Asian culture and the importance of upholding traditional gender roles. My family became a point of great gossip within the local Pakistani community and even extended family. Slowly, the invitations to social gatherings diminished, and I bailed on plans with friends because I couldn’t afford to miss even a single hour of earnings.

David Arturo Munoz-Matta of McAllen, Texas: Weighing the risks of being honest

It was Nov. 30 and David Arturo Munoz-Matta had eight college essays due the next day. He had spent the prior weeks slammed with homework while also grieving the loss of his uncle who had just died. He knew the essays were going to require all the mental energy he could muster – not to mention whatever hours were left in the day. But he got home from school to discover he had no electricity. 

“I was like, ‘What am I gonna do?’” says Mr. Munoz-Matta, who graduated from Lamar Academy in McAllen, Texas. “I was panicking for a while, and my mom was like, ‘You know what? I’m just gonna drop you off at Starbucks and then just call me when you finish with all your essays.’ And so I was there at Starbucks from 4 until 12 in the morning.” 

The personal statement he agonized over most was the one he submitted to Georgetown University.  

“I don’t want to be mean or anything, but I feel like a lot of these institutions are very elitist, and that my story might not resonate with the admissions officers,” Mr. Munoz-Matta says. “It was a very big risk, especially when I said I was born in Mexico, when I said I grew up in an abusive environment. I believed at the time that would not be good for universities, that they might feel like, ‘I don’t want this kid, he won’t be a good fit with the student body.’”

He didn’t have an adult to help him with his essay, but another student encouraged him to be honest. It worked. He got into his dream school, Georgetown University, with a full ride. Many of his peers were not as fortunate. 

“I know because of the affirmative action decision, a lot of my friends did not even apply to these universities, like the Ivies, because they felt like they were not going to get in,” he says. “That was a very big sentiment in my school.”                       

– Meredith Kolodner  

While many others in my grade level had lawyers and doctors for parents and came from exemplary middle schools at the top of their classes, I was the opposite. I came into Lamar without middle school recognition, recalling my 8th-grade science teacher’s claim that I would never make it. At Lamar, freshman year was a significant challenge as I constantly struggled, feeling like I had reached my wit’s end. By the middle of Freshman year, I was the only kid left from my middle school, since everyone else had dropped out. Rather than following suit, I kept going. I felt like I had something to prove to myself because I knew I could make it.

Kendall Martin of Austin, Texas: From frustration to love

Kendall Martin wanted to be clear with college admissions officers about one thing: She is a young Black woman, and her race is central to who she is. Ms. Martin was ranked 15th in her graduating class from KIPP Austin Collegiate. She was a key figure on her high school basketball team. She wanted colleges to know she had overcome adversity. But most importantly, Ms. Martin says, she wanted to be sure, when her application was reviewed, “Y’all know who you are accepting.”

It wouldn’t be as simple as checking a box, though, which led Ms. Martin, of Kyle, Texas, to the topic she chose for her college admissions essay, the year after the Supreme Court said race could not be a factor in college admissions. Instead, she looked at the hair framing her face, hair still scarred from being straightened time and again. 

Ms. Martin wrote about the struggles she faced growing up with hair that she says required extensive time to tame so she could simply run her fingers through it. Now headed to Rice University in Houston – her first choice from a half-dozen options – she included a photo of her braids as part of her application. Her essay described her journey from hating her hair to embracing it, from heat damage to learning to braid, from frustration to love, a feeling she now hopes to inspire in her sister.  

“That’s what I wanted to get across: my growing up, my experiences, everything that made me who I am,” she says.

–  Nirvi Shah

I’m still recovering from the heat damage I caused by straightening my hair every day, because I was so determined to prove that I had length. When I was younger, a lot of my self worth was based on how long my hair was, so when kids made fun of my “short hair,” I despised my curls more and more. I begged my mom to let me get a relaxer, but she continued to deny my wish. This would make me so angry, because who was she to tell me what I could and couldn’t do with my hair? But looking back, I’m so glad she never let me. I see now that a relaxer wasn’t the key to making me prettier, and my love for my curls has reached an all-time high. 

This story about  college admission essays  was produced by  The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s  higher education newsletter . Listen to Hechinger’s  higher education podcast .

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More From Forbes

Harvard business school announces 3 new application essays.

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Harvard Business School.

Harvard Business School announced a surprising departure from its single, open-ended application essay to three short essays with specific prompts. The HBS website sums up the kind of applicant the school is seeking: “We are looking for future leaders who are passionate about business, leadership, and growth.”

The prompts for the class that will begin in fall 2025 instruct applicants to address each topic in turn.

• Business-Minded Essay : Please reflect on how your experiences have influenced your career choices and aspirations and the impact you will have on the businesses, organizations, and communities you plan to serve. (up to 300 words)
• Leadership-Focused Essay : What experiences have shaped who you are, how you invest in others, and what kind of leader you want to become? (up to 250 words)
• Growth-Oriented Essay : Curiosity can be seen in many ways. Please share an example of how you have demonstrated curiosity and how that has influenced your growth. (up to 250 words)

The prompts ask applicants to go beyond simply asserting their allegiance to the ideals of business, leadership and growth. Each of the three questions asks for evidence: “experiences,” “experiences” and “an example,” respectively.

The prompts do not expect a straightforward list of what happened in the past. Rather, they encourage reflection on how these experiences affected present realities and future goals.

Applicants are asked to reflect on past, present and future as an ongoing process of becoming who they are now and who they wish to become. Even the “Business-Minded Essay” is about past choices and future impact; it also assumes you “plan to serve.” The “Leadership-Focused Essay” does not ask applicants to recite a list of titles, but to discuss who they are and how they relate to others; not what title they aspire to, but “what kind of leader you wish to become.”

Perhaps the most surprising essay prompt is No. 3, which asks about curiosity. It opens the door for applicants to discuss a more personal aspect of their candidacies. The prompt asks not about end result, but about the process of change. Once again, the emphasis is on “growth.”

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In short, the prompts ask about person and process.

How The 3 New Prompts Differ From Last Year’s Single Question

This year’s prompts give applicants more direction than the previous open-ended instruction, which was: “As we review your application, what more would you like us to know as we consider your candidacy for the Harvard Business School MBA program?”

Applicants may find it easier to follow these more detailed instructions and to stay on topic. They no longer need to face an open question and a blank page.

Another aid is the shorter word limit. The essay on being business-minded has a limit of 300 words, and the essays on leadership and growth through curiosity are limited to 250 words each.

A third difference is the specific inquiry about business. Last year’s prompt allowed candidates to choose anything they thought would be important for HBS to consider. Some applicants struggled to decide whether to focus on business or something beyond work. While the “Business-Minded Essay” is still personal, it does ask applicants to reflect on their careers.

One might also speculate that the new, more directive prompts makes it easier for the admissions committee to compare essays across applications, while still leaving room for considerable variation in how applicants choose to address the essay prompts.

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Online Education: Pros and Cons Essay

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Introduction

Works cited.

Online education has recently taken its place in modern society and no one could deny that it is a rather important part of any educational system of today. Nevertheless, the use of online study still arises a lot of controversial points of view because some people support the method of online education and give their arguments, while other people oppose this method and give their own arguments that are not less trustworthy.

Our aim here is to consider both points of view in order to find out the answer to the following questions: “Can the online education provide the same level of knowledge that usual college education provides?” and “What are the main points that evidence for and against online education?” In order to answer these questions, we going to consider the arguments of both sides of the issue and make the essay more specific with the help of certain examples to support both points of view.

The supporters of online education, which is also widely known as distance learning, support their point of view by saying that online education allows a larger number of people to get a higher education degree. Besides, they say that a person does not always need a teacher to learn something, i. e. one can not be taught, he or she can only teach themselves. Concerning the first argument of the supporters of online education, it is quite trustful.

For example, this method of studying allows people who are employed or have families to study in higher educational establishments. They do not need to be physically present at all classes and study full-time. With the help of online education, they can plan their study themselves, taking into consideration their working schedule, family needs, and amount of spare time.

As for the second argument of this side, it is also good because people study themselves depending only upon their wish, and no teacher can make them study (Deane, 2005, pp. 34 – 54).

On the contrary, the opponents of distance learning, state that every student needs a teacher who would guide his or her studying process. They say that a person can learn the material her/himself but there is no guarantee that he or she learn it correctly. That is why a teacher is necessary to check the knowledge of a student and guide them in the right direction.

Another argument that the opponents of online education put forward is that it is accessible not to all people. They exemplify their point of view saying that poor people do not always have access to the Internet and that makes it difficult for them to take up distance education. What is more important is that people with physical or mental disabilities also not always can take up the online course because of the complexity of its application.

For example, a person with certain local losses of memory can not use very sophisticated systems of application the online study programs and due to this, the distance learning becomes inaccessible for him or her (Deane, 2005, pp. 56 — 75).

To express my personal opinion concerning the issue of online education, I should say that I support this method of education. I believe that it presents a wide range of options for people who do not have time for usual study due to work they have or families that they must feed. Besides, online education allows people from abroad to study in any educational establishment they wish without expenses on moving to that country and living costs there.

As for the drawbacks of online education for people with disabilities, I agree that such a problem exists and I am convinced that it can be solved. One of the ways to solve it is for the educational establishments to simplify the application of distance learning programs.

Deane, S. (2005). Online Education: Is It for You? Author House: New York.

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IvyPanda. (2021, October 30). Online Education: Pros and Cons. https://ivypanda.com/essays/online-education-pros-and-cons/

"Online Education: Pros and Cons." IvyPanda , 30 Oct. 2021, ivypanda.com/essays/online-education-pros-and-cons/.

IvyPanda . (2021) 'Online Education: Pros and Cons'. 30 October.

IvyPanda . 2021. "Online Education: Pros and Cons." October 30, 2021. https://ivypanda.com/essays/online-education-pros-and-cons/.

1. IvyPanda . "Online Education: Pros and Cons." October 30, 2021. https://ivypanda.com/essays/online-education-pros-and-cons/.

Bibliography

IvyPanda . "Online Education: Pros and Cons." October 30, 2021. https://ivypanda.com/essays/online-education-pros-and-cons/.