disadvantages of distance learning for students essay

The pros and cons of online learning

What to look for in an online course.

By: MIT xPRO

If you’re at a point in your life where you’re considering continuing your education, you may wonder if online learning is the right path for you.

Taking an online course requires a notable investment of time, effort, and money, so it’s important to feel confident about your decision before moving forward. While online learning works incredibly well for some people, it’s not for everyone.

We recently sat down with MIT xPRO Senior Instructional Designer and Program Manager Luke Hobson to explore the pros and cons of online learning and what to look for in an online course. If you’re waiting for a sign about whether or not to enroll in that course you’ve been eying, you just might find it here.

Pros of Online Learning

First, let’s take a look at the true value of online learning by examining some of the benefits:

1. Flexibility

Online learning’s most significant advantage is its flexibility. It’s the reason millions of adults have chosen to continue their education and pursue certificates and degrees.

Asynchronous courses allow learners to complete work at their own pace, empowering them to find the optimal time to consume the content and submit assignments.

Some people are more attentive, focused, and creative in the mornings compared to the evenings and vice versa. Whatever works best for the learners should be the priority of the learning experience.

2. Community

When Luke asks people about their main reason for enrolling in a course, a common answer is networking and community.

Learners crave finding like-minded individuals who are going through the same experiences and have the same questions. They want to find a place where they belong. Being in the company of others who understand what they’re going through can help online learners who are looking for support and motivation during challenging times and times that are worth celebrating.

Some learners have created study groups and book clubs that have carried on far beyond the end of the course-it’s amazing what can grow from a single post on a discussion board!

3. Latest information

“Speed is a massive benefit of online learning,” and according to Luke, it often doesn’t get the attention it deserves.

“When we say speed, we don’t mean being quick with learning. We mean actual speed to market. There are so many new ideas evolving within technical spaces that it’s impossible to keep courses the way they were originally designed for a long period of time.”

Luke notes that a program on Additive Manufacturing , Virtual Reality and Augmented Reality , or Nanotechnology must be checked and updated frequently. More formal learning modalities have difficulty changing content at this rapid pace. But within the online space, it’s expected that the course content will change as quickly as the world itself does.

Cons of Online Learning

Now that we’ve looked at some of the biggest pros of online learning, let’s examine a few of the drawbacks:

1. Learning environment

While many learners thrive in an asynchronous learning environment, others struggle. Some learners prefer live lessons and an instructor they can connect with multiple times a week. They need these interactions to feel supported and to persist.

Most learners within the online space identify themselves as self-directed learners, meaning they can learn on their own with the right environment, guidance, materials, and assignments. Learners should know themselves first and understand their preferences when it comes to what kind of environment will help them thrive.

2. Repetition

One drawback of online courses is that the structure can be repetitive: do a reading, respond to two discussion posts, submit an essay, repeat. After a while, some learners may feel disengaged from the learning experience.

There are online courses that break the mold and offer multiple kinds of learning activities, assessments, and content to make the learning experience come alive, but it may take some research to find them-more on what to look for in an online course later in this article! Luke and his colleagues at MIT xPRO are mindful of designing courses that genuinely engage learners from beginning to end.

3. Underestimation

Luke has noticed that some learners underestimate how much work is required in an online course. They may mistakenly believe that online learning is somehow “easier” compared to in-person learning.

For those learners who miscalculate how long they will need to spend online or how challenging the assignments can be, changing that mindset is a difficult process. It’s essential to set aside the right amount of time per week to contribute to the content, activities, and assignments. Creating personal deadlines and building a study routine are two best practices that successful online learners follow to hold themselves accountable.

Experience the Value of Online Learning: What to Look For in an Online Course

You’ve probably gathered by now that not all online courses are created equal. On one end of the spectrum, there are methods of online learning that leave learners stunned by what a great experience they had. On the other end of the spectrum, some online learning courses are so disappointing that learners regret their decision to enroll.

If you want to experience the value of online learning, it’s essential to pick the right course. Here’s a quick list of what to look for:

Feedback and connection to peers within the course platform. Interacting regularly with other learners makes a big difference. Luke and the MIT xPRO team use peer-reviewed feedback to give learners the opportunity to engage with each other’s work.
Proof of hard work. In the online learning space, proof of hard work often comes in the form of Continuing Education Units (CEUs) or specific certifications. MIT xPRO course participants who successfully complete one or more courses are eligible to receive CEUs , which many employers, licensing agencies, and professional associations accept as evidence of a participant’s serious commitment to their professional development.

Online learning isn’t for everyone, but with the right approach, it can be a valuable experience for many people. Now that you know what to look for in an online course, see what Luke and the MIT xPRO instructional design team have to offer by checking out the latest MIT xPRO courses and programs .

Originally published at http://curve.mit.edu on August 8th, 2022.

The pros and cons of online learning was originally published in MIT Open Learning on Medium, where people are continuing the conversation by highlighting and responding to this story.

Open Learning newsletter

Home — Essay Samples — Education — Distance Education — Analysing the Disadvantages of Distance Learning

Analysing The Disadvantages of Distance Learning

Categories: Distance Education

About this sample

Words: 728 |

Published: Sep 1, 2023

Words: 728 | Pages: 2 | 4 min read

Cite this Essay

Let us write you an essay from scratch

450+ experts on 30 subjects ready to help
Custom essay delivered in as few as 3 hours

Get high-quality help

Verified writer

Expert in: Education

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

2 pages / 966 words

1 pages / 597 words

1 pages / 602 words

1 pages / 553 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Distance Education

In recent years, with the rapid advancement of technology, the landscape of education has undergone a significant transformation. Traditional brick-and-mortar institutions are no longer the only option for those seeking higher [...]

Over the past few decades, the field of education has undergone significant changes due to the rapid evolution of technology. These changes have brought about innovative techniques, approaches, and tools that have revolutionized [...]

Online education has become an increasingly popular option for students seeking to further their education and obtain a degree. With the advancement of technology, the accessibility and convenience of online education have made [...]

In the past decade, online learning has become increasingly prevalent in higher education. The convenience and flexibility it offers have made it a popular choice among college students, leading to a significant shift in [...]

This chapter is intended to analyze the fundamentals required by a student in order to enhance their academic development by self-directed modular distance learning . Nowadays, a large population spends considerable time [...]

Online courses are the best way to learn currently. Is it flexible in terms of time and place almost anybody can do it? It is also seen that online courses help in getting good grades. If you want to ace your Online Courses, Ace [...]

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

Instructions Followed To The Letter
Deadlines Met At Every Stage
Unique And Plagiarism Free

How Fresno Unified is getting missing students back in class

How can we get more Black teachers in the classroom?

California college savings accounts aren’t getting to all the kids who need them

Patrick Acuña’s journey from prison to UC Irvine | Video

Family reunited after four years separated by Trump-era immigration policy

School choice advocate, CTA opponent Lance Christensen would be a very different state superintendent

Black teachers: How to recruit them and make them stay

Lessons in higher education: What California can learn

Keeping California public university options open

Superintendents: Well-paid and walking away

The debt to degree connection

College in prison: How earning a degree can lead to a new life

Is dual admission a solution to California’s broken transfer system?

April 24, 2024

March 21, 2024

Raising the curtain on Prop 28: Can arts education help transform California schools?

February 27, 2024

Keeping options open: Why most students aren’t eligible to apply to California’s public universities

Student voices

Student perspectives: the pros and cons of distance learning

West contra costa students reflect on their experiences with distance learning., karina mascorro, david sanchez, valeria echeverria & ronishlla maharaj, june 3, 2020, 39 comments.

Like students throughout California, students in the West Contra Costa Unified school district headquartered in Richmond have been grappling with distance learning instituted in response to the coronavirus pandemic. It is possible or even likely that distance learning will be a prominent part of the school landscape this fall as well. With that in mind, we we are bringing you these students’ reflections on their experiences with distance learning and being out of school generally — what worked and what didn’t. Friday is officially the last day of school in the district, but some of these interviews were conducted earlier this semester. Students’ remarks have been edited in some instances for clarity.

Nayeli Mercado, 15, sophomore, Richmond High

Before distance learning, my mental health was never great, but it was controllable. Although, once quarantine started, where we don’t go out, I feel way more mentally exhausted. Along with that, I’ve been really emotional. I get really sad over little things or angry at things I shouldn’t get angry about. I used to complain about school a lot but I kind of miss it now. I miss my friends, teachers, attending class. I miss school in general.

Alizei De Leon, 15, sophomore, Middle College High

I have about the same amount of homework, or maybe a little less since some teachers are trying to make this easier. I also don’t have to study as much for tests anymore since some teachers have canceled tests for the rest of the year…I spend about three to four hours on homework per day, unless I’ve already finished all my work that week. I’m getting through my classes, but I know that I will forget most of this information throughout the summer.

Veronica Contreras, 16, sophomore, De Anza High

What I miss is the support that school actually gives. The way distance learning is set up at De Anza is we have two Zoom classes every day in which they assign work that is due a week later. On Thursday, we have one class and on Fridays, the Zoom classes are just clubs or extracurriculars that want to have a meeting. I personally feel that I am not learning in these Zoom classes.

Irene Kou, 15, sophomore, De Anza High

It feels like there’s more pressure to want to stay silent and even if you do ask for help, most questions are not fully answered due to the lack of the in-person and hands-on experience.

Katherine Henriquez, 19, senior, Richmond High

I feel that I’m not getting as much work done and have fewer resources around me. It makes me feel more stressed because teachers aren’t there and you have to wait for their response which might take days because they have other students to respond to as well… I also miss seeing my friends and meeting new people at school.

Edwin Garcia, 17, senior, Richmond High

In the midst of all this chaos and struggle, it’s been very hard to stay motivated to do work and keep up with new assignments…Covid-19 also changed the process of enrolling in college as I’m not able to go to the campus for tours or if I need help I can’t ask my teachers. Additionally, financially college has also become more frightening because of the financial crisis that’s spreading across the world. For now, I’m staying calm but the effects of quarantine are beginning to take a toll on my mental health.

Ricardo Castillo Fierro, 17, senior, Richmond High

Every day, I feel less motivated to do my work. At first, when this distance learning started. I thought the work was going to be easier. Then, as time passed everything just fell apart. I’m behind in all of my classes and it’s nearly impossible to catch up. I can’t do the work on my own. I want to learn with my classmates. Distance learning changed a lot of things for me. I wasn’t able to spend time with my friends and my last year of high school wasn’t what I expected at all…It’s one of the reasons why I lost motivation in school because we aren’t going to be able to graduate on stage.

Yvette Garcia, 18, senior, Richmond High

I lost a part-time job due to the virus. I would work around 24-28 hours a week. I would contribute to my family’s expenses by giving $120 a month for the electricity bill in order to help my family. Not being able to help with the bills makes me feel useless because I know my family needs that extra help…I also just miss being out in public with friends and doing outside activities (and) how it could take my mind off of things and just let me relax a little and enjoy the way things used to be.

Yashika Joshi, 17, senior, Aspire College Prep Academy

Distance learning has been difficult. It’s been hard to manage, teaching yourself through assignments…I try to do my work when everybody is asleep at night. If I was at school, I would’ve learned much more due to a teacher paying more attention. Teachers are assigning work on a daily basis, with 45 minutes to hour-long assignments for each class, all due at the end of the week. The workload has increased a lot. Some teachers have reached out (checked in) but not often.

Dana Reyes, 18, senior, Middle College High

I am taking both college and high school classes. My classes are all being taught virtually, through email, or through Google Classroom. I have pushed my self determination to the max and I’m experiencing something very strange. I am still receiving the content but now I have to work twice as hard to understand the material. I sometimes get discouraged and unmotivated but I still try my best to finish early even though teachers and staff have been very flexible and understanding with due dates.

Mekayla Saechao, 16, junior, Richmond High

Distance learning for me so far has been difficult but manageable. Most of my classes consist of completing work that is posted on Google Classroom with a Zoom meeting every other week. I don’t believe I’m learning as much as I would have in school because I’m not getting a lesson from my teachers every day. My teachers have helped a lot by answering questions about assignments quickly…To tell you the truth it is a lot to manage since I’m not physically at school working with my classmates and teachers. But being at home in my comfort zone has helped me become more organized with my work.

Jennifer Diaz Lopez, 18, senior, Richmond High

I have been overwhelmed with the amount of work that I receive, which has changed ever since the pandemic began. Most of my classes are being taught through videos. The majority of my teachers upload videos in which they explain the week’s assignments, while other teachers upload files and text through Remind . My teachers have only reached out when I ask for extensions. I honestly have not learned anything since classes went virtual, because I’m a student that needs to interact and engage with physical activities.

Olinda Raquel Figueredo Orellana, 14, freshman, Kennedy High

It’s been really stressful because most people just want this whole thing to be over and I’m one of them but overall I just feel like it’s not going to happen since so many people still go out. Freshman year wasn’t what I expected because of the whole social distancing. I mean it kind of ruined the high school experience.

Monishlla Maharaj, 18, senior, Richmond High

Although I have assignments from almost all of my classes every day, almost back to back, I always feel like I can do the work whenever I want to… It’s like fighting with my brain daily to do the work or to not do the work. As much as I wouldn’t want to do online learning, I know it benefits everyone by preventing them from getting sick from the virus.

Sarahi Yupit, 16, sophomore, Richmond High

It is hard to concentrate at home during distance learning because I don’t feel motivated to do the work since there is nobody my age whereas at school I feel motivated..it seems like it’s easier to do the tasks and stay on task. There are teachers who teach the actual material. They also motivate you to do your best.

Niya Mason, 16, sophomore, Richmond High

At school, I feel like I was actually learning. But for distance learning, it feels like I am not learning to my full potential. The work definitely keeps me on my toes but I don’t feel like I’m learning. When I’m physically at school, it’s different since I can ask questions, learn more about the subject and be there in person. However, it just seems like, in online learning, teachers are constantly pushing work. I’m not learning because I am constantly struggling to turn the assignments in on time.”

Karina Mascorro , David Sanchez, Valeria Echeverria and Ronishlla Maharaj are students at Richmond High School in the West Contra Costa Unified School District. They’re staff writers of the West Contra Costa Student Reporting Project.

To get more reports like this one, click here to sign up for EdSource’s no-cost daily email on latest developments in education.

Comments (39)

Leave a comment, your email address will not be published. required fields are marked * *.

Click here to cancel reply.

XHTML: You can use these tags: <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <s> <strike> <strong>

Comments Policy

We welcome your comments. All comments are moderated for civility, relevance and other considerations. Click here for EdSource's Comments Policy .

Catter Lino 3 years ago 3 years ago

Thank you all so much for letting me know I’m not the only person feeling stressed about all this studying at home.

jonathan 3 years ago 3 years ago

Distance learning has been hard because it’s hard to concentrate and get distracted, and I feel like we don’t learn better than we did before.

trinity avalos 3 years ago 3 years ago

Dear Nayeli Mercado, I know how you feel about your mental health and problem. I also will get emotional and angry for the Smallest thing. I also used to hate school but now I miss it.

annamarie 3 years ago 3 years ago

I feel the same way.

Vivi 3 years ago 3 years ago

I do virtual learning but I am in 5th grade and I am struggling with stress and friends and life is just hard. I am doing an opinion writing and it is called, "Should Schools Always Have A Virtual Option" and I think not. I am personally someone that loves in person but I put pretty much told all of my feeling to my teacher so now I don't want to change teachers … Read More

I do virtual learning but I am in 5th grade and I am struggling with stress and friends and life is just hard. I am doing an opinion writing and it is called, “Should Schools Always Have A Virtual Option” and I think not. I am personally someone that loves in person but I put pretty much told all of my feeling to my teacher so now I don’t want to change teachers just to be in person. I feel like I wanna crawl in a hole and die. I have always had this tough girl image and now I feel like I let myself down. I just have 2 swim practices left. I have the mock meet and an award and fun day for the last two swim practices. Softball starts in the beginning of May and I forgot when running club starts.

That is not why I am stressed it is all of the stupid school work and how I feel like I am not learning as much as everybody else. My teacher says I am really smart and my knowledge will take me places and will impress people the whole way and I know that deep down but when I am thinking bad thoughts I always doubt it’s true. She says I am one of the most hard working students she has ever met and she also said that she does not say that to everyone so I do believe I just feel like my life is falling apart right and I am doing nothing to stop when really I am doing as much as I can.

It is nice to feel that I am not alone and if you are reading this comment and you are like me, just know, you are not alone in this battle.

Naymi 3 years ago 3 years ago

For my school, the work is extra hard than on online learning and when we chose the elective, I asked for normal classes and they gave me advanced. I didn’t believe they just switched my classes and they changed my actual classes and me and my mother complained to them to change it but they did not. I don’t know why but it is very infuriating how they did nothing after we complained multiple times to the school.

Suzette Cuseo 3 years ago 3 years ago

These comments from students are very relevant. I teach adult ESL students and they will be interested in reviewing the opinions of younger students. Thank you for your input.

Sophia 3 years ago 3 years ago

I hate distance learning. Ever since it started I havent been motivated to do my work or even pay attention because as teachers constantly remind us... "the class is recorded and the slides are on google classroom". Like why even pay attention much less study or take notes when you have all the resources you need. It was awful and stressful trying to get work done when I had access to the internet. I would … Read More

I hate distance learning. Ever since it started I havent been motivated to do my work or even pay attention because as teachers constantly remind us… “the class is recorded and the slides are on google classroom”. Like why even pay attention much less study or take notes when you have all the resources you need.

It was awful and stressful trying to get work done when I had access to the internet. I would always get distracted and then get behind. also it took a huge toll on my mental health. I stopped sleeping regularly, was diagnosed with Social Anxiety (seeing as I was a very outgoing person and wasn’t afraid of people), suffered depression from not being able to converse with friends or even see them, got into some really bad habits and am struggling to get over, got cyber bullied. And all that for me to forget everything I learned the whole year!! Point being Zoom/online learning is destroying metal health, social skills, actual learning, and our sense of normality.

Logan Clarkson 3 years ago 3 years ago

I feel the same as almost all of these. and is everyone else doing this for school?

Rosalyn Parks 3 years ago 3 years ago

Doing school online is tough. Not only is it hard for me to find motivation to even start my work, the zoom classes are tiring and I can’t see my friends. I’m getting restless and just want an excuse to get off my computer and do something else, even if I’m in the hospital. I’m sick of online school.

Annabelle Stornetta 3 years ago 3 years ago

I have seven - no scratch that - I have eight classes if I include my advisory class that are from 8:30 am-4:00 pm (Fridays are shorter and go from 10:00-1:00 thankfully). I attend MIT in Vallejo CA and I am a senior this year. I truly dislike having to attend my last year of high school from home on a computer. I have no internet or computer of my own because I can't afford … Read More

I have seven – no scratch that – I have eight classes if I include my advisory class that are from 8:30 am-4:00 pm (Fridays are shorter and go from 10:00-1:00 thankfully). I attend MIT in Vallejo CA and I am a senior this year. I truly dislike having to attend my last year of high school from home on a computer. I have no internet or computer of my own because I can’t afford it at the moment so the school over the last summer was kind enough to give everyone these tiny T-Mobile hot spots and some school computers.

Unfortunately they have many problems like for example the extremely slow connection and nearly all websites are blocked. I have the worst possible luck with technology. (You will likely never meet someone with worse off tech problems than me.) Even my teachers are having a hard time coping with it all. I have never felt more bad for my teachers than I have recently in my entire life. I feel bad for some of the teachers that I don’t even like!

I just hope everything will sort itself out in the near future. But we don’t have to use our cameras which is nice of the school but we did have to change our profile pics to our faces at first then they let it go and we changed them back lol.

It’s a bit difficult to learn while watching a tiny screen but at least we’re learning something. I wish everyone having a hard time good luck and hope you all stay safe. I know that it’s hard now but humankind has gone through worse right, what can’t we do? Just do your best and try to stay positive.

Justina Smith 3 years ago 3 years ago

I completely agree with a lot of the students on this website. Distance Learning is definitely a challenge when you have no motivation in your own home. I tend to find myself very distracted by every little thing in my bedroom, I also tend to procrastinate a lot. Distance learning has its downs but I have been learning at my own pace so it’s stressful in its own ways, just not as much.

Carlos Romero 3 years ago 3 years ago

Distance learning has been a struggle for me these past months since we started it. But if I am being honest it also has helped me understand way more things than I used to do before quarantine. But obviously it has its cons and pros like everything does. But I hope to keep on pushing forward with all the things that are happening right now.

Eloy Robledo 3 years ago 3 years ago

Distance Learning is a struggle for me at most times because I don't get to talk to friends about the assignments. My senior year of high school has not been the great year that I was expecting to go through. I thought I was going to finish my Senior year with happiness and Joy, but I didn't, I got it with boringness and a lot of struggle with assignments that are due the next day … Read More

Distance Learning is a struggle for me at most times because I don’t get to talk to friends about the assignments. My senior year of high school has not been the great year that I was expecting to go through. I thought I was going to finish my Senior year with happiness and Joy, but I didn’t, I got it with boringness and a lot of struggle with assignments that are due the next day or next week. My senior year might be the worst year but I could change that around by making myself motivated and get with friends after school every single day. I am struggling worse than being in regular school in a regular class.

justin santiago 3 years ago 3 years ago

To be honest i kind of like it. I can do things on my own time. One thing i can say is a struggle is just motivation to do the work but overall I’m doing okay. I feel like they should give out less homework considering the whole pandemic and everybody’s personal lives.

teairra 3 years ago 3 years ago

Distance learning, it’s been stressful with trying to get the work turned in on time and trying to actually learn what the teacher is teaching. We have so much work to do and it causes me to have a lot of missing work whereas in school we don’t have so much work to complete at one time.

Emran Parwani 3 years ago 3 years ago

It has been really hard to be in distant learning. Not only are students struggling to find motivation to do work, but teachers to teach their subject through screen. I lack motivation to do a lot of my work since I feel that I’m not learning anything.

Fatima Marentes 4 years ago 4 years ago

I feel that with Distance Learning, there are more cons than pros. I lack motivation to do a lot of my work since I feel that I’m not learning anything. It is also hard to communicate with teachers and students due to learning behind a screen.

Maryam Aljwabra 4 years ago 4 years ago

It has been really hard to be in distant learning. For me it is really hard to stay at home and do the same thing over and over. I like to try new things. When my teachers give me my homework I don’t feel like I am working from all of my heart even though I am doing the homework. Even though I have been in America for four year and since English is new for me it’s hard to keep up with assignments. I miss my friend and my teachers. If I was at school even if the teachers give you a lot of homework you don’t feel like you have too much pressure on yourself but in distancing learning i feel really pressured on all sides.

Genesis Feliciano 4 years ago 4 years ago

I agree with a lot of these student. Specially if you're a senior, distance learning is a big challenge. I feel less motivated everyday since I spend many hours on the computer and phone trying to do homework and attend meetings. It sucks because I spend more time on a screen than with my own family. There is never a break to sit down with them or anything due to the load of work I … Read More

I agree with a lot of these student. Specially if you’re a senior, distance learning is a big challenge. I feel less motivated everyday since I spend many hours on the computer and phone trying to do homework and attend meetings. It sucks because I spend more time on a screen than with my own family. There is never a break to sit down with them or anything due to the load of work I have to do. By the time I am done, I am tired and all I want to do is relax or sleep. This has been really stressful and I do wish teachers could give less homework and more classwork (work to do during class with teachers and classmates). Everything is going down hill for me.

Jada Cooper 4 years ago 4 years ago

I feel a little less motivated but it does give you more family time than you had as usual. The teachers are giving out homework after homework. It is really stressful to keep up with all of my classes – especially when you are a senior and it is the most important year so you have to pass all of your classes to graduate.

Victor Duran 4 years ago 4 years ago

Distance learning is hard for everyone. Not only are students struggling to find motivation to do work, but teachers to teach their subject to an empty screen. School gave us a learning environment – in a sense it forced us to learn what you don’t get while at home.

Ngan Doan 4 years ago 4 years ago

I think I am good at distance learning so far. Teachers try to make the class easier for students, so they do not give too much homework. They also add more attempts for students when they take the tests. However, it is inconvenient when I need help from the teacher. I had to wait so long to get the email back from the teacher or meet at their office hours. Classwork and homework are easy … Read More

I am concerned about college applications. As a senior student, I have many questions about colleges, financial aid, or scholarships. I think it will be better if I am in school. I could work the applications with my counselors. The coronavirus made me SAT cancel so many times. I am not sure I can get the score before the deadline for college application.

Giselle Gomez 4 years ago 4 years ago

Distance learning is something new to me just as it is to every student. We were all used to going to school in person and in just a matter of time, it went to us learning behind a screen. I feel we are so worried about being caught up and doing all the work that we do not get to actually learn something.

Chuong T. 4 years ago 4 years ago

Yes, I agree with all people in here. It is hard to communicate with teachers and friends. We can’t see each other. We cannot sit together and help each other like we are in school. Things that make me feel very frustrated are the lost connection, technology issues, and the district website. It is hard to study and understand a problem because something the screen or speaker is glitching or lagging. We don’t get help in an effective way. It also didn’t help my orals skill and social interaction. Because of the distance learning, we study at home and don’t go outside much so it didn’t improve much my communication and social skills. Also it gives us less motivation because it makes us very bored and does not give us an interest in every lesson.

Hiwa Fatanum 4 years ago 4 years ago

I agree with Niya's opinion. When I was at school, there were resources available to help when I was in need. There were tutors to help with homework and college counselors there to guide me. There are online appointments for help, however I feel as it is not as affective than it would be in person. Personally, I need to be shown physically and visually how to complete work. Through video call it is often … Read More

I agree with Niya’s opinion. When I was at school, there were resources available to help when I was in need. There were tutors to help with homework and college counselors there to guide me. There are online appointments for help, however I feel as it is not as affective than it would be in person. Personally, I need to be shown physically and visually how to complete work. Through video call it is often hard for me to comprehend the help provided to me.

sayed idris 4 years ago 4 years ago

I feel like distance learning is just bad because teachers give work but can’t help us because there are so many more students.

Komalpreet Mangat 4 years ago 4 years ago

I agree with Niya. I also don’t learn that much in the distance learning but I try to turn my all work on time.

Sayed Sadat 4 years ago 4 years ago

I can agree with Nyia Mason, she said “At school, I feel like I was actually learning. But for distance learning, it feels like I am not learning to my full potential.” I feel the same way.

Symonni Hampton 4 years ago 4 years ago

I agree with Niya. It is definitely a struggle to get the work turned in on time during Distance Learning, especially when you have other sibling to help out and get them in their class meetings and help out with their class or homework. I feel as if I am not learning because of all the distractions at home. Sometimes there are technical issues and the teacher can't hear or see us. I would say … Read More

Kalissa 4 years ago 4 years ago

I agree with almost all of the students. It is very hard to concentrate at my house so I find it difficult learning and less motivated.

Kevin G 4 years ago 4 years ago

Yashika Joshi and Ricardo Castillo Fierro both have very good points. It is hard to stay motivated in this type of environment and it is even harder with a heavier workload and more difficult assignments.

jade 4 years ago 4 years ago

I agree with Niya I don’t seem to learn anything but trying to keep but with my work and trying to turn it, in time is stressful.

Emily 4 years ago 4 years ago

I agree with Ricardo’s opinion on online learning making it harder to get work done. At home there are a lot of distractions and it’s hard to focus or get motivated to work.

I also agree with Monishla. The work feels optional because we won’t have to directly face our teachers in class with the work. It’s hard to get yourself to do the required work each day.

miracle 4 years ago 4 years ago

Being in distance learning is very head spinning because sometimes the zoom does not work and some of the teachers do not know how to properly use the zoom calls but over all zoom calls are all right.

Lamar Holloway 4 years ago 4 years ago

When I was at school, the only thing I had to worry about was school. Now that we have to do everything from home; everything becomes a factor – dogs barking, babies crying, chores, etc. This has just made everything harder to handle along with trying to fight against COVID-19.

Alexis Hawes 4 years ago 4 years ago

With the online school, I just don’t feel motivated to do it and there is also a lot of distractions. Whereas in school we were pushed more and there were only a couple of distractions. Online school can also be very confusing to me sometimes. But in the end I try and get my work done.

Shu Yin Huang (Canita) 4 years ago 4 years ago

Personally, distantce learning has been convenient but also difficult. I don’t have to go to school, that means I will learn less by using Zoom. I really miss my school life, my classmates and participating in activities. I feel like I am less motivated to study. It is hard to manage my time. I hope everything will be fine and we can go to school as soon as possible,

Brian 4 years ago 4 years ago

Inevitably, it is really hard to study online. But the fact cannot be denied that it is one of the good ways to bind students with their subjects.

EdSource Special Reports

Bill to mandate ‘science of reading’ in California classrooms dies

A bill to mandate use of the method will not advance in the Legislature this year in the face of teachers union opposition.

Interactive Map: Chronic absenteeism up in nearly a third of 930 California districts

Nearly a third of the 930 districts statewide that reported data had a higher rate of chronic absenteeism in 2022-23 than the year before.

Bill to mandate ‘science of reading’ in California schools faces teachers union opposition

The move puts the fate of AB 2222 in question, but supporters insist that there is room to negotiate changes that can help tackle the state’s literacy crisis.

California, districts try to recruit and retain Black teachers; advocates say more should be done

In the last five years, state lawmakers have made earning a credential easier and more affordable, and have offered incentives for school staff to become teachers.

EdSource in your inbox!

Stay ahead of the latest developments on education in California and nationally from early childhood to college and beyond. Sign up for EdSource’s no-cost daily email.

Stay informed with our daily newsletter

Distance Learning: Advantages and Limitations Essay

Introduction.

The theme of this study chose distance learning, which is relevant in connection with the recent coronavirus pandemic. After the searches, the three most relevant articles were selected. Namely: University Students Online Learning System During Covid-19 Pandemic: Advantages, Constraints and Solutions by Purwanto, which covers all the aspects of distance learning in terms of coronavirus (570). Indonesia Education Readiness Conducting Distance Learning in Covid-19 Pandemic Situation by Churiyah et al. represents the Indonesian government’s attitude to this phenomenon (491). Moreover, in A Shift from Classroom to Distance Learning: Advantages and Limitations by Sadeghi, the author discusses distance learning in all its terms (80). All three articles cover the topic of distance learning in the context of the coronavirus and everyday practice. However, Sadeghi’s article seems to be the most priority among all three articles, as it reveals this topic in a pros and cons format that is understandable to everyone.

A Shift from Classroom to Distance Learning: Advantages and Limitations

This article consists of distance learning theory, its history, and its advantages and disadvantages. The article’s primary purpose is to familiarize itself since it does not prove anything but explains the complex in simple language. The author states that students participating in distance education may not always be present at a school (Sadeghi 80). In other words, students learn and pass their chosen subjects online without visiting a testing facility, a college campus, or a university building. The question of whether the provided education is as effective as it could be is raised because of its popularization.

Theories of Distance Learning

The same is valid for online education, just as no single learning theory has been developed for instruction in general. Many theories have developed based on the significant learning theories we previously covered. The convergence of four overlapping lenses — community-centeredness, knowledge-centeredness, learner-centeredness, and assessment-centeredness — is one of the theories discussed in this section of the article (Sadeghi 82). These lenses served as the framework for the author’s strategy for researching an online education theory because they considered the qualities and resources the Internet offers about each of the four lenses. The author also pointed out how all types of media are now supported and readily available on the Internet, which formerly existed only as a text-based environment (Sadeghi 82). They also correctly noted that the linking function of the Internet is best suited to how human information is stored and accessed.

Advantages of Distance Learning

Speaking of the advantages of distance learning, the author suggests that remote learning may not be ideal for some students, and there will be a list of disadvantages. The best thing about remote learning is that one can take it anytime and anywhere. According to Sadeghi, a distance education degree earned online or through another method may be significantly less expensive for any given program than an on-campus degree (Sadeghi 83). Thus, one of the advantages is the lower cost of higher education in this format. The author also points out that forms of distance learning enable students to design their learning schedules at their leisure rather than adhering to a fixed course of study (Sadeghi 83). These three advantages can be called the most significant since they are most very distinguishable by remote education from traditional one.

Disadvantages of Distance Learning

While more people have the chance to pursue higher education due to distance learning, there are also some drawbacks. According to the author, the likelihood of being distracted and forgetting deadlines is considered when there is no teacher for face-to-face interaction and no classmates to assist with ongoing reminders about pending work (Sadeghi 84). Additionally, because training is done online, there is almost no physical interaction between students and instructors.

In conclusion, the author states that while distance learning programs and courses are here to stay and will grow in the future, many unclear concerns still need to be defined and looked at. The author believes that the other significant issue is that employers still favor traditional college or university degrees over those obtained through online or remote learning. Summing up, one can note the deep work carried out in the study of the concepts of distance learning.

Works Cited

Sadeghi, Manijeh. “ A shift from classroom to distance learning: Advantages and limitations .” International Journal of Research in English Education , vol. 4, no. 1, 2019, pp. 80–88., Web.

Churiyah, Madziatul, et al. “ Indonesia Education Readiness Conducting Distance Learning in Covid-19 Pandemic Situation .” International Journal of Multicultural and Multireligious Understanding, vol. 7, no. 6, 2020, p. 491., Web.

Purwanto, Agus. “ University Students Online Learning System during COVID-19 Pandemic: Advantages, Constraints, and Solutions .” Sys Rev Pharm, vol. 11, no. 7, pp. 570–576., Web.

Chicago (A-D)
Chicago (N-B)

IvyPanda. (2024, January 26). Distance Learning: Advantages and Limitations. https://ivypanda.com/essays/distance-learning-advantages-and-limitations/

"Distance Learning: Advantages and Limitations." IvyPanda , 26 Jan. 2024, ivypanda.com/essays/distance-learning-advantages-and-limitations/.

IvyPanda . (2024) 'Distance Learning: Advantages and Limitations'. 26 January.

IvyPanda . 2024. "Distance Learning: Advantages and Limitations." January 26, 2024. https://ivypanda.com/essays/distance-learning-advantages-and-limitations/.

1. IvyPanda . "Distance Learning: Advantages and Limitations." January 26, 2024. https://ivypanda.com/essays/distance-learning-advantages-and-limitations/.

Bibliography

IvyPanda . "Distance Learning: Advantages and Limitations." January 26, 2024. https://ivypanda.com/essays/distance-learning-advantages-and-limitations/.

Campus Life at Sussex County Community College
Marriage and Mothering Challenges
Foolishness: Psychological Perspective
Teaching and Learning in Further and Adult Education
Interdisciplinary Collaboration and Leadership Reflection
Humanity’s Collective Health Impacted by Globalization
President Reagan’s Thoughts on Abortion
TED Website's User Interface Experience Inspection
Design Thinking for Engagement in Online Studying
Quality Improvement in Medical-Surgical Nursing Practices
The Post-Industrial Approach in Higher Education
Inquiry-Based Learning and Student Engagement
The Cognitive Approach in Education
Why Online Discussion in Learning Is Important
Importance of Encouraging Critical Thinking

Distance Learning: Pros and Cons

Introduction, advantages of distance learning, disadvantages of distance learning, distance learning opportunities in higher education, works cited.

Distance learning represents a type of training defined by the apparent barriers of students from their teachers. Traditionally, distance education was done via the mail, but this is now possible because of technological advancements. There are various benefits to distance learning through the utilization of technology. Students use the internet to participate in online courses and employ various electronic educational tools to distribute classwork, enabling communication between pupils and teachers. Online chat or recorded tutorial courses with extended classes comprised of students and instructors worldwide make up the majority of distance learning; despite the contradicting claims that distance learning limits learners from physically interacting with others, such a technique may be effective in allowing learners to decide when and where to hold their classes. This paper will explore the question of the extent Distance Learning can be used as an effective tool for promoting equal educational opportunities instead of as a flawed system that deteriorates student performance. Distance classes open up opportunities for the growing pool of unconventional children pursuing a college degree or postgraduate ongoing professional development in a manner that standard campus-based programs simply cannot.

Personalized instruction, student services, and other options can be used in the school to provide students with flexible educational pathways; yet, even the more innovative classroom educator must struggle with the limitations of time and space. Distance and dispersed learning allow for additional flexibility in the path, speed, location, and time. Distance learning is cost-effective since the educational institution does not bear the overhead charges of running management offices, procuring instructional equipment, and sustaining classrooms and auditoriums (Utomo et al. 388). Students who take online classes do not require to go to class, spare rooms near campus, or purchase physical materials for class reference. All learners need is a good computer with enough hard drive capacity to save the training resources provided to them at their convenience. There is no need to acquire costly attires or stay with the fashion trends, as long as scholars pay attention, they may attend a course in their pajamas. One of the numerous advantages of distance schooling is that it is cost-effective for students and the institutions that provide it.

Distance learning offers accessibility, and schools can use technology for communication, which is commonly accessible. Learners can go into an electronic learning portal to attend classes and seminars online as much as the fees are paid. They can converse with their classmates and teachers as if they were sitting across the table from them, which allows anybody, everywhere, to benefit from information, the exhilaration of discussing opinions, and high-quality education. It helps learners save time they could spend getting ready, driving to school, and waiting for lessons to begin (Hernandez 85). Everything is available through the web, which is one of the significant advantages of internet education. Learners wake up, wash their hair, pour an excellent coffee, and turn on their laptops to start class. Users will not require to look for their lecturers to submit assignments either. Students automatically upload large amounts of information to their user site to send comprehensive feedback to academics.

Distance learning allows for more professional networking since the students enrolled in distance learning programs hail from different corners. The technique helps learners enroll in a program from anywhere with internet access. The numerous individuals to whom scholars will be introduced will provide them with a more extensive base of contacts with whom they can communicate and collaborate on various projects. Once learners retire, they will have several public capitals to build a long-term career network. Learners can study at their speed; in a regular classroom, all students follow their tutor’s speed as they go over course material, insensitive to both fast and slow learners and varied students’ living circumstances. Distance learning allows learners to schedule their classes at a comfortable pace (Xiao et al., 1218). Learners can study all day if they have most of the day free. If one has to work from 9 a.m. to 5 p.m., they can take lessons on weekends or at night.

Students can complete entire degree programs while working full-time or raising a family. There will be no more inexplicable holes on a resume because of this ability to multitask. However, the advantages of online college can only be achieved with a strong sense of self-discipline. People must fully commit to learning without someone monitoring their whereabouts and time. Learning schedule that is adaptable Students who study online can plan their schedules around other commitments (Xiao et al., 1218). Learners have complete control over the dates and times of their classes. They can watch recorded lectures at their leisure and discover a group of learners to interact with from the enormous pool of learners available worldwide. Learners may focus on their families and other important things because of the flexible schedule. For instance, a stay-at-home mother can enroll in an online course since many course options are preferred.

Various courses are available on online learning platforms specifically tailored to the objectives and the current market needs in one’s field of study. Individuals can learn how to incorporate a new management strategy or new technologies into their business practice. The courses are not only diverse but specialized, ensuring that one can receive the most bang for their buck. Almost everyone has a choice at some point in their profession or life. If a school does not offer a program, learners can transfer credit to another distance learning institution and continue from there. Distance learning’s advantages in higher education Part-time study while working can help students apply what they have learned in the classroom to their professional lives. Humans (scholars and teachers), design (technologies and content), and institutions (rubrics and policies) will all play a role in integrating mobile technology into learning activities effectively. There are other possible factors for why online education can deliver unique prospects in higher schooling.

Connected learning can guide students through an outline that leads to the anticipated goals while encouraging optimal practices. Digital literacies, teamwork, sophisticated communication, and systems-thinking abilities are all expected to be part of technological learning in the twenty-first century. Higher education organizations are likely to provide courses and channels that promote the utilization of multidimensional aptitudes and knowledge (Roache et al. 109). They offer the usage of mass media and expertise as helpful schemes in higher teaching to align with online learning. Seven sound practice principles can be cast to distance learning in higher schooling. These good rehearsal characteristics are as follows: stimulate student-faculty engagement; encourage student cooperation; support active learning; deliver quick feedback; prioritize time on duty; communicate high prospects; and respect varied skills and learning styles. These principles describe a philosophy of high-quality distant learning that may be applied to courses.

Universities can profit from distance erudition because it agrees to more elasticity in the education process through knowledge and multidisciplinary education and learning methods. Remoteness schooling in higher schooling relies intensely on know-how and interdisciplinary approaches. Distance learning benefits from technology since students can see lectures before the lesson and participate in more engaging actions in session (Al-Balas et al. 5). They can work together with other apprentices and trust the coach to facilitate rather than a lecture because online videotapes can be created and used mutually with other classes connected. It agrees to reliable material distribution. Learning processes, assistance, flexibility, the broadcasting of tutoring and exercise, and gratified and skill assessment in distance erudition can be reinforced by e-Learning. Distance learning helps eliminate the costs of face-to-face exercise and expansion, both financially and in terms of lost productivity, because learners must take time from their everyday activities and employment to attend face-to-face training sessions. Learners in physically distant places and crossways time zones can benefit from e-Learning courses since they are obtainable 24/7, are location self-governing and deliver actual and efficient teaching.

Combining educational competency with contextual awareness into a strategy for employing digital educational methods is a significant issue for the fruitful usage of blended and e-learning. In Finland, for example, open colleges were once primarily used by early enrolled pupils who had not secured a residence at a “proper” university; however, today’s learners are more repeatedly adults in specialized positions seeking to improve their qualifications, services, and competencies through e-learning by registering in web-based progressions. In Greece, for example, remote learning allows students to balance family lifespan and job while pursuing their education (Olson et al. 200). Distance education based on ICT is advantageous since it is adaptable. Despite its virtual aspect, e-Learning should not overlook the bodily (the outlook of learning possessions, workers, and communication resources) or time-based student stresses (a readiness to aid learners and give prompt service) if it is to be considered of high quality.

Various individuals find it hard to remember what they have learned without a physical class. Learners need to obtain all the encouragement appropriate to accomplish the tasks they are given on time. Without self-motivation, students can spend more money retaking their classes since they failed to adhere to or accomplish their assignments. Since there are no physical classrooms and hence no capacity to operate on group tasks or interact with other learners, it gets complex to enhance learner interactions. With distance learning, learners quickly feel isolated from their peers and other students since they work on tasks and activities alone without obtaining other learners’ aid (Priyadarshini and Rikisha 250). Even partaking in group debates can get less collaboration when students are taught over distance rather than in-person. A response can be nearly immediate when students are active in a class with a tutor because they go through learners’ work and tell them when they are right or wrong. When emailing projects, though, it can convert more problematic to obtain the feedback learners are observing and have to pause for the teacher to acquire an opportunity to get connected.

Students who reside in physically remote places with few educational options will benefit from distance learning. Instead of enduring a long daily commute or moving into a dorm, students can go on to the computer and take whichever classes they desire, which is a good option for students who will be traveling for long periods throughout the school year or who will be relocating in the middle of the year. Traditional schools may use distance education when students require a particular subject, but the school’s budget does not allow for the cost of a whole class (Bhamani et al. 20). A school can set up a video conference connection with an instructor in another place and split the costs with other schools doing the same thing, or students can enroll in a course independently. Another advantage is that one can get high-quality training no matter where they are. In geographically isolated areas, the challenge is sometimes not finding qualified educators who can come to a specific location but finding qualified educators who can come to a particular location.

Individuals can find the best candidate no matter where they are if they are not limited by geography. There is more to be said for distance education. It ensures that all children have identical admission to quality schooling irrespective of their origin. Without the constraints of geography, our students can take any course they want and even learn at their own pace if they so desire. E-learning may provide a solution by allowing distance-learning users to progress their education while smearing new understanding and services to their exercise. E-Learning uses digital media for various instructional reasons, from augmenting lecture method accommodation to replacing face-to-face assemblies with online communication. Some youngsters may need digital literacy abilities to participate effectively in a technologically mediated society. To give good educational experiences in distance learning, lecturers must acquire knowledge and skills about knowledge. They should rethink their teaching methods and stop using computers as a “fancy typewriter” and a presenting implement. It may be difficult for orators, and they could seek technological development. As a result, e-learning does not have a distinct distance component.

Suppose educators’ ICT areas of expertise are improved, and their attitudes toward online courses change to be extra positive. In that case, distance learning in higher schooling can be applied to broaden the groups of learners who can take part in online teaching. Some postgraduate undergraduates prefer online developments due to their distinct compensations, such as lesser tuition costs, flexible learning schedules, and more extensive cultural diversity. E-learning in postsecondary learning is regarded as just as successful as outdated face-to-face knowledge. Students enrolled in distance learning courses can care for their families while enrolling in online courses, working simultaneously to support their families and be fully employed. Distance-learning may help students since it allows them freedom regarding the time and location they can partake in their studies. ICTs can enable distance-learning organizations to offer distance-learning podiums, allowing countless scholars who live far from educational centers to educate themselves.

In recent years, e-learning has become increasingly essential since it allows distance-learning students to access e-learning options that were previously unavailable. Furthermore, the usage of e-learning systems can give excellent learning possibilities for individual students worldwide, such as assisting in the education and training of students on various topics ranging from specific educational agendas to general interests. Because there is no direct interaction with the instructor, it is often assumed that online learning was developed for focused and self-controlled students, which may enhance their desire to work independently. The teaching method in schooling can teach students self-study, organizing, planning, goal setting, problem-solving, accepting responsibility, performing tasks, and being imaginative and initiative, among other skills and competencies. Understanding that remote learning allows everyone to acquire these social traits unquestionably crucial for the present professionals, e-learning is critical to students’ distance learning success.

Adult education looks to be costly to the family budget, making it unaffordable for certain families. One of the most financially accessible and sustainable education is distance learning. Due to spells and other restraints in their individual lives, adult pupils typically have several duties associated with their responsibilities. These errands severely limit their ability to learn in a distant country or a different city. They can overcome these obstacles through distance education. Because the quest for knowledge is pursued in itself, rather than just a necessity, distant learners suffer from social, psychological, interpersonal, and economic obstacles regarding learning in a remote mode to a considerably smaller amount. Distance learning schools can leverage technology to promote human connections over the web and encourage inner learning.

Distance learning that uses technology can help close the gap between place and time for continuous learning. Despite constraints, online learning could provide flexible/customized modes of teaching for all learners. Asynchronous internet forums, text, audio or video conferencing, and phone calls are examples of exchanges that allow students to publish brief biographies and photos in a blended and online education scenario. E-Learning can provide unique chances for current learners in distant learning to establish a feeling of civic engagement (Sadeghi 86). The Internet world must be able to boost students’ access to education, increase customer retention, improve the learning content, and create good student performance. In distance learning, e-Learning can provide a diversity of support resources, engagement possibilities, a solution to the issues given by the global world, mobility, cost savings, and ecological effects. Those with good soft skills and technical expertise will always be favored when prospective employers seek people to hire. Soft skills can be taught and practiced using an e-learning tool. Adult learners can have the most control over the time and “speed” of their study thanks to the framework of Distance Knowledge.

Among the most cost-effective kinds of education is distance learning. Academic mobility is another benefit connected with online learning in higher education. Adult students may have a variety of commitments related to their jobs or families, which distance learning schools must be aware of. As a result, remote education must enable them to accomplish their tasks efficiently. Distance learning means that classmates represent a great mix of cultures from all around the world. ‘Virtual peers’ are divided into age groups as well. As a result, learners will be exposed to various unique ideas and lifestyles. This exposure broadens students’ horizons and improves their cross-cultural understanding. It provides enough content to force students to think creatively to address real-world challenges. If individuals have a company or a family that requires their attention, they can enroll in an online learning course to benefit from distance learning. People may take longer to graduate but will have that diploma or degree hanging on their walls at the end of the day.

Al-Balas, Mahmoud, et al. “Distance Learning in Clinical Medical Education Amid COVID-19 Pandemic in Jordan: Current Situation, Challenges, and Perspectives.” BMC medical education 20.1 (2020), 1-7. Web.

Bhamani, Shelina, et al. “Home Learning in Times of COVID: Experiences of Parents.” Journal of Education and Educational Development 7.1 (2020), 9-26. Web.

Hernandez, Laura. “Strengths and Challenges of Distance Learning Modalities in the New Normal: Basis for Intervention Program.” Journal of Humanities and Social Sciences 3.2 (2021), 80-87. Web.

Olson, David H., Laura Waldvogel, and Molly Schlieff. “Circumplex Model of Marital and Family Systems: An Update.” Journal of Family Theory & Review 11.2 (2019), 199-211. Web.

Priyadarshini, Anita, and Rikisha Bhaumik. “E-Readiness of Senior School Learners to Online Learning Transition Amid COVID-19 Lockdown.” Asian Journal of Distance Education 15.1 (2020), 244-256. Web.

Roache, Darcia, Dina Rowe-Holder, and Richard Muschette. “Transitioning to Online Distance Learning in the COVID-19 Era: A Call for Skilled Leadership in Higher Education Institutions (HEIs).” International Studies in Educational Administration 48.1 (2020), 103-110. Web.

Sadeghi, Manijeh. “A Shift from Classroom to Distance Learning: Advantages and Limitations.” International Journal of Research in English Education 4.1 (2019), 80-88.

Utomo, Muhammad Nur Yasir, Memet Sudayanto, and Kundharu Saddhono. “Tools and Strategy for Distance Learning to Respond COVID-19 Pandemic in Indonesia.” Ingénierie des Systèmes d’Information 25.3 (2020), 383-390. Web.

Xiao, Jun, et al. “What Makes Learners a Good Fit for Hybrid Learning? Learning Competences as Predictors of Experience and Satisfaction in Hybrid Learning Space.” British Journal of Educational Technology 51.4 (2020), 1203-1219. Web.

Cite this paper

Chicago (N-B)
Chicago (A-D)

StudyCorgi. (2023, July 11). Distance Learning: Pros and Cons. https://studycorgi.com/distance-learning-advantages-and-disadvantages-research-paper-examples/

"Distance Learning: Pros and Cons." StudyCorgi , 11 July 2023, studycorgi.com/distance-learning-advantages-and-disadvantages-research-paper-examples/.

StudyCorgi . (2023) 'Distance Learning: Pros and Cons'. 11 July.

1. StudyCorgi . "Distance Learning: Pros and Cons." July 11, 2023. https://studycorgi.com/distance-learning-advantages-and-disadvantages-research-paper-examples/.

Bibliography

StudyCorgi . "Distance Learning: Pros and Cons." July 11, 2023. https://studycorgi.com/distance-learning-advantages-and-disadvantages-research-paper-examples/.

StudyCorgi . 2023. "Distance Learning: Pros and Cons." July 11, 2023. https://studycorgi.com/distance-learning-advantages-and-disadvantages-research-paper-examples/.

This paper, “Distance Learning: Pros and Cons”, was written and voluntary submitted to our free essay database by a straight-A student. Please ensure you properly reference the paper if you're using it to write your assignment.

Before publication, the StudyCorgi editorial team proofread and checked the paper to make sure it meets the highest standards in terms of grammar, punctuation, style, fact accuracy, copyright issues, and inclusive language. Last updated: July 11, 2023 .

If you are the author of this paper and no longer wish to have it published on StudyCorgi, request the removal . Please use the “ Donate your paper ” form to submit an essay.

Reference Manager
Simple TEXT file

People also looked at

Mini review article, distance learning in higher education during covid-19.

1 Department of Pedagogy of Higher Education, Kazan (Volga Region) Federal University, Kazan, Russia
2 Department of Jurisprudence, Bauman Moscow State Technical University, Moscow, Russia
3 Department of English for Professional Communication, Financial University under the Government of the Russian Federation, Moscow, Russia
4 Department of Foreign Languages, RUDN University, Moscow, Russia
5 Department of Medical and Social Assessment, Emergency, and Ambulatory Therapy, I.M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia

COVID-19’s pandemic has hastened the expansion of online learning across all levels of education. Countries have pushed to expand their use of distant education and make it mandatory in view of the danger of being unable to resume face-to-face education. The most frequently reported disadvantages are technological challenges and the resulting inability to open the system. Prior to the pandemic, interest in distance learning was burgeoning, as it was a unique style of instruction. The mini-review aims to ascertain students’ attitudes about distant learning during COVID-19. To accomplish the objective, articles were retrieved from the ERIC database. We utilize the search phrases “Distance learning” AND “University” AND “COVID.” We compiled a list of 139 articles. We chose papers with “full text” and “peer reviewed only” sections. Following the exclusion, 58 articles persisted. Then, using content analysis, publications relating to students’ perspectives on distance learning were identified. There were 27 articles in the final list. Students’ perspectives on distant education are classified into four categories: perception and attitudes, advantages of distance learning, disadvantages of distance learning, and challenges for distance learning. In all studies, due of pandemic constraints, online data gathering methods were selected. Surveys and questionnaires were utilized as data collection tools. When students are asked to compare face-to-face and online learning techniques, they assert that online learning has the potential to compensate for any limitations caused by pandemic conditions. Students’ perspectives and degrees of satisfaction range widely, from good to negative. Distance learning is advantageous since it allows for learning at any time and from any location. Distance education benefits both accomplishment and learning. Staying at home is safer and less stressful for students during pandemics. Distance education contributes to a variety of physical and psychological health concerns, including fear, anxiety, stress, and attention problems. Many schools lack enough infrastructure as a result of the pandemic’s rapid transition to online schooling. Future researchers can study what kind of online education methods could be used to eliminate student concerns.

Introduction

The pandemic of COVID-19 has accelerated the spread of online learning at all stages of education, from kindergarten to higher education. Prior to the epidemic, several colleges offered online education. However, as a result of the epidemic, several governments discontinued face-to-face schooling in favor of compulsory distance education.

The COVID-19 problem had a detrimental effect on the world’s educational system. As a result, educational institutions around the world developed a new technique for delivering instructional programs ( Graham et al., 2020 ; Akhmadieva et al., 2021 ; Gaba et al., 2021 ; Insorio and Macandog, 2022 ; Tal et al., 2022 ). Distance education has been the sole choice in the majority of countries throughout this period, and these countries have sought to increase their use of distance education and make it mandatory in light of the risk of not being able to restart face-to-face schooling ( Falode et al., 2020 ; Gonçalves et al., 2020 ; Tugun et al., 2020 ; Altun et al., 2021 ; Valeeva and Kalimullin, 2021 ; Zagkos et al., 2022 ).

What Is Distance Learning

Britannica defines distance learning as “form of education in which the main elements include physical separation of teachers and students during instruction and the use of various technologies to facilitate student-teacher and student-student communication” ( Simonson and Berg, 2016 ). The subject of distant learning has been studied extensively in the fields of pedagogics and psychology for quite some time ( Palatovska et al., 2021 ).

The primary distinction is that early in the history of distant education, the majority of interactions between professors and students were asynchronous. With the advent of the Internet, synchronous work prospects expanded to include anything from chat rooms to videoconferencing services. Additionally, asynchronous material exchange was substantially relocated to digital settings and communication channels ( Virtič et al., 2021 ).

Distance learning is a fundamentally different way to communication as well as a different learning framework. An instructor may not meet with pupils in live broadcasts at all in distance learning, but merely follow them in a chat if required ( Bozkurt and Sharma, 2020 ). Audio podcasts, films, numerous simulators, and online quizzes are just a few of the technological tools available for distance learning. The major aspect of distance learning, on the other hand, is the detailed tracking of a student’s performance, which helps to develop his or her own trajectory. While online learning attempts to replicate classroom learning methods, distant learning employs a computer game format, with new levels available only after the previous ones have been completed ( Bakhov et al., 2021 ).

In recent years, increased attention has been placed on eLearning in educational institutions because to the numerous benefits that have been discovered via study. These advantages include the absence of physical and temporal limits, the ease of accessing material and scheduling flexibility, as well as the cost-effectiveness of the solution. A number of other studies have demonstrated that eLearning is beneficial to both student gains and student performance. However, in order to achieve the optimum results from eLearning, students must be actively participating in the learning process — a notion that is commonly referred to as active learning — throughout the whole process ( Aldossary, 2021 ; Altun et al., 2021 ).

The most commonly mentioned negatives include technological difficulties and the inability to open the system as a result, low teaching quality, inability to teach applicable disciplines, and a lack of courses, contact, communication, and internet ( Altun et al., 2021 ). Also, misuse of technology, adaptation of successful technology-based training to effective teaching methods, and bad practices in managing the assessment and evaluation process of learning are all downsides of distance learning ( Debeş, 2021 ).

Distance Learning in a Pandemic Context

The epidemic forced schools, colleges, and institutions throughout the world to close their doors so that students might practice social isolation ( Toquero, 2020 ). Prior to the pandemic, demand for distance learning was nascent, as it was a novel mode of education, the benefits and quality of which were difficult to judge due to a dearth of statistics. But, in 2020, humanity faced a coronavirus pandemic, which accelerated the shift to distant learning to the point that it became the only viable mode of education and communication ( Viktoria and Aida, 2020 ). Due to the advancements in digital technology, educators and lecturers have been obliged to use E-learning platforms ( Benadla and Hadji, 2021 ).

In remote education settings for higher education, activities are often divided into synchronous course sessions and asynchronous activities and tasks. In synchronous courses, learners participate in interactive and targeted experiences that help them develop a fundamental grasp of technology-enhanced education, course design, and successful online instruction. Asynchronous activities and tasks, on the other hand, include tests, group work assignments, group discussion, feedback, and projects. Additionally, asynchronous activities and tasks are carried out via interactive video-based activities, facilitator meetings, live webinars, and keynote speakers ( Debeş, 2021 ).

According to Lamanauskas and Makarskaitė-Petkevičienė (2021) , ICT should be attractive for learners. Additionally, student satisfaction with ODL has a statistically significant effect on their future choices for online learning ( Virtič et al., 2021 ). According to Avsheniuk et al. (2021) , the majority of research is undertaken to categorize students’ views and attitudes about online learning, and studies examining students’ perspectives of online learning during the COVID-19 epidemic are uncommon and few. There is presently a dearth of research on the impact on students when schools are forced to close abruptly and indefinitely and transition to online learning communities ( Unger and Meiran, 2020 ). So that, the mini-review is aimed to examining the students’ views on using distance learning during COVID-19.

In order to perform the aim, the articles were searched through ERIC database. We use “Distance learning” AND “University” AND “COVID” as search terms. We obtained 139 articles. We selected “full text” and “Peer reviewed only” articles. After the exclusion, 58 articles endured. Then content analyses were used to determine articles related to students’ voices about distance learning. In the final list, there were 27 articles ( Table 1 ).

Table 1. Countries and data collection tools.

In the study, a qualitative approach and content analyses were preferred. Firstly, the findings related to students’ attitudes and opinions on distance learning were determined. The research team read selected sections independently. Researchers have come to a consensus on the themes of perception and attitudes, advantages of distance learning, disadvantages of distance learning, and challenges for distance learning. It was decided which study would be included in which theme/s. Finally, the findings were synthesized under themes.

Only 3 studies ( Lassoued et al., 2020 ; Viktoria and Aida, 2020 ; Todri et al., 2021 ) were conducted to cover more than one country. Other studies include only one country. Surveys and questionnaires were mostly used as measurement tools in the study. Due to pandemic restrictions, online data collection approaches were preferred in the data collection process.

Students’ views on distance learning are grouped under four themes. These themes are perception and attitudes, advantages of distance learning, disadvantages of distance learning, and challenges for distance learning.

Perception and Attitudes Toward Distance Learning

Students’ attitudes toward distance learning differ according to the studies. In some studies ( Mathew and Chung, 2020 ; Avsheniuk et al., 2021 ), it is stated that especially the students’ attitudes are positive, while in some studies ( Bozavlı, 2021 ; Yurdal et al., 2021 ) it is clearly stated that their attitudes are negative. In addition, there are also studies ( Akcil and Bastas, 2021 ) that indicate that students’ attitudes are at a moderate level. The transition to distance learning has been a source of anxiety for some students ( Unger and Meiran, 2020 ).

When the students’ satisfaction levels are analyzed, it is obvious from the research ( Gonçalves et al., 2020 ; Avsheniuk et al., 2021 ; Bakhov et al., 2021 ; Glebov et al., 2021 ; Todri et al., 2021 ) that the students’ satisfaction levels are high. In some studies, it is pronounced that the general satisfaction level of the participants is moderate ( Viktoria and Aida, 2020 ; Aldossary, 2021 ; Didenko et al., 2021 ) and low ( Taşkaya, 2021 ).

When students compare face-to-face and online learning methods, they state that online learning has opportunities to compensate for their deficiencies due to the pandemic conditions ( Abrosimova, 2020 ) and but they prefer face-to-face learning ( Gonçalves et al., 2020 ; Kaisar and Chowdhury, 2020 ; Bakhov et al., 2021 ). Distance learning is not sufficiently motivating ( Altun et al., 2021 ; Bozavlı, 2021 ), effective ( Beltekin and Kuyulu, 2020 ; Bozavlı, 2021 ), and does not have a contribution to students’ knowledge ( Taşkaya, 2021 ). Distance education cannot be used in place of face-to-face instruction ( Aldossary, 2021 ; Altun et al., 2021 ).

Advantages of Distance Learning

It is mostly cited advantages that distance learning has a positive effect on achievement and learning ( Gonçalves et al., 2020 ; Lin and Gao, 2020 ; Aldossary, 2021 ; Altun et al., 2021 ; Şahin, 2021 ). In addition, in distance learning, students can have more resources and reuse resources such as re-watching video ( Önöral and Kurtulmus-Yilmaz, 2020 ; Lamanauskas and Makarskaitė-Petkevičienė, 2021 ; Martha et al., 2021 ).

Distance learning for the reason any time and everywhere learning ( Adnan and Anwar, 2020 ; Lamanauskas and Makarskaitė-Petkevičienė, 2021 ; Todri et al., 2021 ). There is no need to spend money on transportation to and from the institution ( Lamanauskas and Makarskaitė-Petkevičienė, 2021 ; Nenakhova, 2021 ). Also, staying at home is safe during pandemics and less stressful for students ( Lamanauskas and Makarskaitė-Petkevičienė, 2021 ).

Challenges and Disadvantages of Distance Learning

Distance learning cannot guarantee effective learning, the persistence of learning, or success ( Altun et al., 2021 ; Benadla and Hadji, 2021 ). Students state that they have more works, tasks, and study loads in the distance learning process ( Mathew and Chung, 2020 ; Bakhov et al., 2021 ; Didenko et al., 2021 ; Nenakhova, 2021 ). Group working and socialization difficulties are experienced in distance learning ( Adnan and Anwar, 2020 ; Bozavlı, 2021 ; Lamanauskas and Makarskaitė-Petkevičienė, 2021 ). The absence of communication and face-to-face interaction is seen a disadvantage ( Didenko et al., 2021 ; Nenakhova, 2021 ).

It is difficult to keep attention on the computer screen for a long time, so distance-learning negatively affects concentration ( Bakhov et al., 2021 ; Lamanauskas and Makarskaitė-Petkevičienė, 2021 ). In addition, distance education prompts some physical and psychological health problems ( Kaisar and Chowdhury, 2020 ; Taşkaya, 2021 ).

Devices and internet connection, technical problems are mainly stated as challenges for distance learning ( Abrosimova, 2020 ; Adnan and Anwar, 2020 ; Mathew and Chung, 2020 ; Bakhov et al., 2021 ; Benadla and Hadji, 2021 ; Didenko et al., 2021 ; Lamanauskas and Makarskaitė-Petkevičienė, 2021 ; Nenakhova, 2021 ; Taşkaya, 2021 ; Şahin, 2021 ). In addition, some students have difficulties in finding a quiet and suitable environment where they can follow distance education courses ( Taşkaya, 2021 ). It is a disadvantage that students have not the knowledge and skills to use the technological tools used in distance education ( Lassoued et al., 2020 ; Bakhov et al., 2021 ; Didenko et al., 2021 ).

The purpose of this study is to ascertain university students’ perceptions about distant education during COVID-19. The study’s findings are intended to give context for developers of distant curriculum and higher education institutions.

According to Toquero (2020) , academic institutions have an increased need to enhance their curricula, and the incorporation of innovative teaching methods and tactics should be a priority. COVID-19’s lockout has shown the reality of higher education’s current state: Progressive universities operating in the twenty-first century did not appear to be prepared to implement digital teaching and learning tools; existing online learning platforms were not universal solutions; teaching staff were not prepared to teach remotely; their understanding of online teaching was sometimes limited to sending handbooks, slides, sample tasks, and assignments to students via email and setting deadlines for submission of completed tasks ( Didenko et al., 2021 ).

It is a key factor that student satisfaction to identify the influencers that emerged in online higher education settings ( Parahoo et al., 2016 ). Also, there was a significant positive relationship between online learning, social presence and satisfaction with online courses ( Stankovska et al., 2021 ). According to the findings, the attitudes and satisfaction levels of the students differ according to the studies and vary in a wide range from positive to negative attitudes.

According to the study’s findings, students responded that while online learning is beneficial for compensating for deficiencies during the pandemic, they would prefer face-to-face education in the future. This is a significant outcome for institutions. It is not desirable for all students to take their courses entirely online. According to Samat et al. (2020) , the one-size-fits-all approach to ODL implementation is inapplicable since it not only impedes the flow of information delivery inside the virtual classroom, but it also has an impact on psychological well-being because users are prone to become disturbed.

In distance learning, students can have more resources and reuse resources such as re-watching videos. So, distance learning has a positive effect on achievement and learning. Alghamdi (2021) stated that over the last two decades, research on the influence of technology on students’ academic success has revealed a range of good and negative impacts and relationships, as well as zero effects and relationship.

The result also shows that distance education prompts some physical and psychological health problems. Due to the difficulty of maintaining focus on a computer screen for an extended period of time, remote education has a detrimental effect on concentration. There is some evidence that students are fearful of online learning in compared to more traditional, or in-person, in-class learning environments, as well as media representations of emergencies ( Müller-Seitz and Macpherson, 2014 ).

Unsatisfactory equipment and internet connection, technical difficulties, and a lack of expertise about remote learning technology are frequently cited as distance learning issues. Due to the pandemic’s quick move to online education, many schools have an insufficient infrastructure. Infrastructure deficiency is more evident in fields that require laboratory work such as engineering ( Andrzej, 2020 ) and medicine ( Yurdal et al., 2021 ).

Conclusion and Recommendation

To sum up, students’ opinions and levels of satisfaction vary significantly, ranging from positive to negative. Distance learning for the reason any time and everywhere learning. Distance learning has a positive effect on achievement and learning. Staying at home is safe during pandemics and less stressful for students. Distance education prompts some physical and psychological health problems such as fear, anxiety, stress, and losing concentration. Due to the pandemic’s quick move to online education, many schools have an insufficient infrastructure. Future researchers can investigate what distance education models can be that will eliminate the complaints of students. Students’ positive attitudes and levels of satisfaction with their distant education programs have an impact on their ability to profit from the program. Consequently, schools wishing to implement distant education should begin by developing a structure, content, and pedagogical approach that would improve the satisfaction of their students. According to the findings of the study, there is no universally applicable magic formula since student satisfaction differs depending on the country, course content, and external factors.

Author Contributions

All authors listed have made a substantial, direct, and intellectual contribution to the work, and approved it for publication.

This manuscript has been supported by the Kazan Federal University Strategic Academic Leadership Program.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Abrosimova, G. A. (2020). Digital literacy and digital skills in university study. Int. J. High. Educ. 9, 52–58. doi: 10.5430/ijhe.v9n8p52

CrossRef Full Text | Google Scholar

Adnan, M., and Anwar, K. (2020). Online learning amid the COVID-19 pandemic: students perspectives. J. Pedagog. Soc. Psychol. 1, 45–51. doi: 10.33902/JPSP.2020261309

Akhmadieva, R. S., Mikhaylovsky, M. N., Simonova, M. M., Nizamutdinova, S. M., Prokopyev, A. I., and Ostanina, S. S. (2021). Public relations in organizations in sportsman students view: development of management tools or healthy and friendly relations formation. J. Hum. Sport Exerc. 16, 1272–1279. doi: 10.14198/jhse.2021.16.Proc3.43

Akcil, U., and Bastas, M. (2021). Examination of university students’ attitudes towards e-learning during the COVID-19 pandemic process and the relationship of digital citizenship. Contemp. Educ. Technol. 13:e291. doi: 10.30935/CEDTECH/9341

Aldossary, K. (2021). Online distance learning for translation subjects: tertiary level instructors’ and students’ perceptions in Saudi Arabia. Turk. Online J. Distance Educ. 22:6.

Google Scholar

Alghamdi, A. (2021). COVID-19 mandated self-directed distance learning: experiences of Saudi female postgraduate students. J. Univ. Teach. Learn. Pract. 18:014. doi: 10.53761/1.18.3.14

Altun, T., Akyıldız, S., Gülay, A., and Özdemir, C. (2021). Investigating education faculty students’ views about asynchronous distance education practices during COVID-19. Psycho Educ. Res. Rev. 10, 34–45.

Andrzej, O. (2020). Modified blended learning in engineering higher education during the COVID-19 lockdown — building automation courses case study. Educ. Sci. 10:292.

Avsheniuk, N., Seminikhyna, N., Svyrydiuk, T., and Lutsenko, O. (2021). ESP students’ satisfaction with online learning during the COVID-19 pandemic in ukraine. Arab World Engl. J. 1, 222–234. doi: 10.24093/awej/covid.17

Bakhov, I., Opolska, N., Bogus, M., Anishchenko, V., and Biryukova, Y. (2021). Emergency distance education in the conditions of COVID-19 pandemic: experience of Ukrainian universities. Educ. Sci. 11:364. doi: 10.3390/educsci11070364

Beltekin, E., and Kuyulu, İ (2020). The effect of coronavirus (COVID19) outbreak on education systems: evaluation of distance learning system in Turkey. J. Educ. Learn. 9:1. doi: 10.5539/jel.v9n4p1

Benadla, D., and Hadji, M. (2021). EFL students affective attitudes towards distance e-learning based on moodle platform during the COVID-19 the pandemic: perspectives from Dr. Moulaytahar university of Saida, Algeria. Arab World Engl. J. 1, 55–67. doi: 10.24093/awej/covid.4

Bozavlı, E. (2021). Is foreign language teaching possible without school? Distance learning experiences of foreign language students at Ataturk university during the COVID-19 pandemic. Arab World Engl. J. 12, 3–18. doi: 10.24093/awej/vol12no1.1

Bozkurt, A., and Sharma, R. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian J. Distance Educ. 15:2020.

Debeş, G. (2021). Distance learning in higher education during the COVID-19 pandemic: advantages and disadvantages. Int. J. Curr. Instr. 13, 1109–1118.

Didenko, I., Filatova, O., and Anisimova, L. (2021). COVID-19 lockdown challenges or new era for higher education. Propós. Represent. 9:e914. doi: 10.20511/pyr2021.v9nspe1.914

Falode, O. C., Chukwuemeka, E. J., Bello, A., and Baderinwa, T. (2020). Relationship between flexibility of learning, support services and students’ attitude towards distance learning programme in Nigeria. Eur. J. Interact. Multimed. Educ. 1:e02003. doi: 10.30935/ejimed/8320

Gaba, A. K., Bhushan, B., and Kant Rao, D. (2021). Factors influencing the preference of distance learners to study through online during COVID-19 pandemic. Asian J. Distance Educ. 16:2021.

Glebov, V. A., Popov, S. I., Lagusev, Y. M., Krivova, A. L., and Sadekova, S. R. (2021). Distance learning in the humanitarian field amid the coronavirus pandemic: risks of creating barriers and innovative benefits. Propós. Represent. 9:e1258. doi: 10.20511/pyr2021.v9nspe3.1258

Gonçalves, S. P., Sousa, M. J., and Pereira, F. S. (2020). Distance learning perceptions from higher education students—the case of Portugal. Educ. Sci. 10:374. doi: 10.3390/educsci10120374

Graham, S. R., Tolar, A., and Hokayem, H. (2020). Teaching preservice teachers about COVID-19 through distance learning. Electron. J. Res. Sci. Math. Educ. 24, 29–37.

Insorio, A. O., and Macandog, D. M. (2022). Video lessons via youtube channel as mathematics interventions in modular distance learning. Contemp. Math. Sci. Educ. 3:e22001. doi: 10.30935/conmaths/11468

Kaisar, M. T., and Chowdhury, S. Y. (2020). Foreign language virtual class room: anxiety creator or healer? Engl. Lang. Teach. 13:130. doi: 10.5539/elt.v13n11p130

Lamanauskas, V., and Makarskaitė-Petkevičienė, R. (2021). Distance lectures in university studies: advantages, disadvantages, improvement. Contemp. Educ. Technol. 13:e309. doi: 10.30935/cedtech/10887

Lassoued, Z., Alhendawi, M., and Bashitialshaaer, R. (2020). An exploratory study of the obstacles for achieving quality in distance learning during the COVID-19 pandemic. Educ. Sci. 10:232. doi: 10.3390/educsci10090232

Lin, X., and Gao, L. (2020). Students’ sense of community and perspectives of taking synchronous and asynchronous online courses. Asian J. Distance Educ. 15, 169–179. doi: 10.5281/zenodo.3881614

Martha, A. S. D., Junus, K., Santoso, H. B., and Suhartanto, H. (2021). Assessing undergraduate students’ e-learning competencies: a case study of higher education context in Indonesia. Educ. Sci. 11:189. doi: 10.3390/educsci11040189

Mathew, V. N., and Chung, E. (2020). University students’ perspectives on open and distance learning (ODL) implementation amidst COVID-19. Asian J. Univ. Educ. 16, 152–160. doi: 10.24191/ajue.v16i4.11964

Müller-Seitz, G., and Macpherson, A. (2014). Learning during crisis as a ‘war for meaning’: the case of the German Escherichia coli outbreak in 2011. Manag. Learn. 45, 593–608.

Nenakhova, E. (2021). Distance learning practices on the example of second language learning during coronavirus epidemic in Russia. Int. J. Instr. 14, 807–826. doi: 10.29333/iji.2021.14347a

Önöral, Ö, and Kurtulmus-Yilmaz, S. (2020). Influence of COVID-19 pandemic on dental education in cyprus: preclinical and clinical implications with E-learning strategies. Adv. Educ. 7, 69–77.

Palatovska, O., Bondar, M., Syniavska, O., and Muntian, O. (2021). Virtual mini-lecture in distance learning space. Arab World Engl. J. 1, 199–208. doi: 10.24093/awej/covid.15

Parahoo, S. K., Santally, M. I., Rajabalee, Y., and Harvey, H. L. (2016). Designing a predictive model of student satisfaction in online learning. J. Market. High. Educ. 26, 1–19. doi: 10.1080/08841241.2015.1083511

Samat, M. F., Awang, N. A., Hussin, S. N. A., and Nawi, F. A. M. (2020). Online distance learning amidst COVID-19 pandemic among university students: a practicality of partial least squares structural equation modelling approach. Asian J. Univ. Educ. 16, 220–233.

Simonson, M., and Berg, G. A. (2016). Distance Learning. In Encyclopedia Britannica. Available online at: https://www.britannica.com/topic/distance-learning (accessed November 14, 2011).

Stankovska, G., Dimitrovski, D., and Ibraimi, Z. (2021). “Online learning, social presence and satisfaction among university students during the COVID-19 pandemic,” in Paper Presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) , (Sofia), 181–188.

Şahin, M. (2021). Opinions of university students on effects of distance learning in Turkey during the COVID-19 pandemic. Afr. Educ. Res. J. 9, 526–543. doi: 10.30918/aerj.92.21.082

Tal, C., Tish, S., and Tal, P. (2022). Parental perceptions of their preschool and elementary school children with respect to teacher-family relations and teaching methods during the first COVID-19 lockdown. Pedagog. Res. 7:em0114. doi: 10.29333/pr/11518

Taşkaya, S. M. (2021). Teacher candidates’ evaluation of the emergency remote teaching practices in turkey during COVID-19 pandemic. Int. J. Progress. Educ. 17, 63–78. doi: 10.29329/ijpe.2021.366.5

Todri, A., Papajorgji, P., Moskowitz, H., and Scalera, F. (2021). Perceptions regarding distance learning in higher education, smoothing the transition. Contemp. Educ. Technol. 13:e287. doi: 10.30935/cedtech/9274

Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: the Philippine context. Pedagog. Res. 5:em0063. doi: 10.29333/pr/7947

Tugun, V., Bayanova, A. R., Erdyneeva, K. G., Mashkin, N. A., Sakhipova, Z. M., and Zasova, L. V. (2020). The opinions of technology supported education of university students. Int. J. Emerg. Technol. Learn. 15, 4–14. doi: 10.3991/ijet.v15i23.18779

Unger, S., and Meiran, W. (2020). Student attitudes towards online education during the COVID-19 viral outbreak of 2020: distance learning in a time of social distance. Int. J. Technol. Educ. Sci. 4, 256–266. doi: 10.46328/ijtes.v4i4.107

Valeeva, R., and Kalimullin, A. (2021). Adapting or changing: the COVID-19 pandemic and teacher education in Russia. Educ. Sci. 11:408. doi: 10.3390/educsci11080408

Viktoria, V., and Aida, M. (2020). comparative analysis on the impact of distance learning between Russian and Japanese university students, during the pandemic of COVID-19. Educ. Q. Rev. 3:438–446. doi: 10.31014/aior.1993.03.04.151

Virtič, M. P., Dolenc, K., and Šorgo, A. (2021). Changes in online distance learning behaviour of university students during the coronavirus disease 2019 outbreak, and development of the model of forced distance online learning preferences. Eur. J. Educ. Res. 10, 393–411. doi: 10.12973/EU-JER.10.1.393

Yurdal, M. O., Sahin, E. M., Kosan, A. M. A., and Toraman, C. (2021). Development of medical school students’ attitudes towards online learning scale and its relationship with E-learning styles. Turk. Online J. Distance Educ. 22, 310–325. doi: 10.17718/tojde.961855

Zagkos, C., Kyridis, A., Kamarianos, I., Dragouni, K E., Katsanou, A., Kouroumichaki, E., et al. (2022). Emergency remote teaching and learning in greek universities during the COVID-19 pandemic: the attitudes of university students. Eur. J. Interact. Multimed. Educ. 3:e02207. doi: 10.30935/ejimed/11494

Keywords : ICT, distance learning, COVID-19, higher education, online learning

Citation: Masalimova AR, Khvatova MA, Chikileva LS, Zvyagintseva EP, Stepanova VV and Melnik MV (2022) Distance Learning in Higher Education During Covid-19. Front. Educ. 7:822958. doi: 10.3389/feduc.2022.822958

Received: 26 November 2021; Accepted: 14 February 2022; Published: 03 March 2022.

Reviewed by:

Copyright © 2022 Masalimova, Khvatova, Chikileva, Zvyagintseva, Stepanova and Melnik. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Alfiya R. Masalimova, [email protected]

† ORCID: Alfiya R. Masalimova, orcid.org/0000-0003-3711-2527 ; Maria A. Khvatova, orcid.org/0000-0002-2156-8805 ; Lyudmila S. Chikileva, orcid.org/0000-0002-4737-9041 ; Elena P. Zvyagintseva, orcid.org/0000-0001-7078-0805 ; Valentina V. Stepanova, orcid.org/0000-0003-0495-0962 ; Mariya V. Melnik, orcid.org/0000-0001-8800-4628

This article is part of the Research Topic

The State of E-Learning in Higher Education in the Era of the Pandemic: How do we move Forward?

school Campus Bookshelves
menu_book Bookshelves
perm_media Learning Objects
login Login
how_to_reg Request Instructor Account
hub Instructor Commons
Download Page (PDF)
Download Full Book (PDF)
Periodic Table
Physics Constants
Scientific Calculator
Reference & Cite
Tools expand_more
Readability

selected template will load here

This action is not available.

13.4: What are the advantages and disadvantages of online learning and virtual schools?

Last updated
Save as PDF
Page ID 86317

Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students

Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students
Old Dominion University

by Sherelle Coppedge

Learning Objectives

Reader will get a brief overview of virtual schools and online learning.
Reader will be able to identify the characteristics of virtual schools.
Reader will explore background of virtual schools.
Reader will be able to distinguish between a virtual school and online learning.

Introduction

In our current "Age of Information" we consistently see and experience technological advances everyday. It has been no surprise to see the onset of these advances in the education of our children. With so many questions swirling around regarding technology in the classroom, we must first uncover the types of learning experienced. Let us begin with online learning and virtual schools. What does it all mean? Is there even a difference among them?

Online Learning

Online Learning has become a commonly used means of instruction. Online learning, also referred to as Electronic Learning, “is a type of education where the medium of instruction is computer technology” (Electronic Learning, 2008). Electronic Learning, or E-learning for short, is naturally suited to distance learning and flexible learning (Eletronic Learning). "Learning and teaching in an online environment are, in many ways, much like teaching and learning in any other formal educational context: learners' needs are assessed; content is negotiated or prescribed; learning activities are orchestrated; and learning is assessed" (Anderson, 2004). Institutions can use online learning to shape the learning ‘space’ and influence learner use. Some of the earliest critics recognized the need to create an online culture which replaces the face to face and other cultures in which we feel confident about speaking and contributing (Thorpe, p 11). This fairly new style of instruction can be found in most classrooms, from elementary to institutions of higher learning. This phenomenon has been growing exponentially since its onset. "By 2006, nearly 3.5 million students were participating in on-line learning at institutions of higher education" (Electronic Learning). These statistics change everyday, but they illustrate the impact online learning has on education in society.

Electronic learning began to surface around 1993. Graziadi, W.D described an online computer-delivered lecture, tutorial and assessment project using electronic Mail (more commonly known as Email), two VAX Notes (server computer) conferences and Gopher/Lynx (programming languages) together with several software programs that allowed students and instructor to create a Virtual Instructional Classroom Environment in Science(VICES) in Research, Education, Service & Teaching, or REST (Electronic Learning).

There has been much improvement in the way of online learning, but as technology advances, so must the topic of online learning. Progress will continue to be made. As we add to our ever-increasing knowledge, online learning will also advance.

Virtual Schools

"A virtual school or cyberschool describes an institution that teaches courses entirely or primarily through online methods. Though there are tens of thousands of commercial and non-accredited courses available online, the term "virtual school" is generally reserved for accredited schools that teach a full-time (or nearly full-time) course of instruction designed to lead to a degree. At the primary and secondary level, accreditation means that virtual schools tend to receive public funding; some publicly funded and private universities also provide accredited online degrees" (Virtual School). "Private secondary schools are also participaing in the virtual schools program, although most are intended for home-schoolers" (Clark, p 7).

"Many of today's virtual schools are descendants of correspondence schools. Sometimes referred to as "distance learning," correspondence schools offered students an alternative to the traditional brick and mortar meetings within a schoolhouse. These schools utilized the postal service for student-teacher interaction, or used two-way radio transmissions, sometimes with pre-recorded television broadcasts. Modern virtual schools provide similar alternatives to students with a more ubiquitous and, often, interactive approach" (Virtual School). Although, virtual schools have become more mainstream over years, there are still obstacles that must be met. "Access to appropriate technology is needed for participation in virtual schooling. According to the United States Department of Education (2001a), about 98 percent of U.S. schools had Internet access in 2000, compared to 35 percent in 1994. This rapid rise can be attributed in part to the Education rate (E-rate) program, a federal program to develop Internet infrastructure in schools and libraries. Established in 1996, by 2001 it had provided $5.8 billion in support to E-rate applicants" (Clark, p 28).

"The virtual school differ/contrasts from the traditional school through the physical media that links administrators, teachers and students and is an alliance of public distance learning schools. Many states in the United States have their own virtual school, and many of them have students numbering in the thousands" (Virtual School). Virtual schools are not unlike any other public school. There are standards, requirements, and curriculum guides that must be met. Electronic avenues are used to meet these guidelines. "They includes delivery methods such as independent or correspondence study, as well as videoconferencing and other instructional technologies" (Clark, p 7).

Though in cyberspace, virtual schools have also a community of support and influence. "Parents play an important role in determining K-12 student participation in distance and virtual learning. A Phi Delta Kappa poll of 1108 adults (Rose and Gallup, 2001) showed that 30 percent of respondents approved of allowing students to earn high school credits over the Internet without attending a regular school, compared with 41 percent who approved of homes schooling. The authors felt that this showed that the public “is less willing to embrace cyberspace instruction” (p. 42) than home schooling. However, those surveyed were not asked about students earning credits over the Internet while attending a regular school, which appears to be at least as common an arrangement in practice" (Clark, p 27).

Furthermore, the author stated "Virtual Schools now exist all around the world. Some of these virtual schools have been integrated into public schools (particularly in the United States), where students sit in computer labs and do their work online. In other situations, students can be completely home schooled, or they can take any combination of public/private/home schooling and online classes" (Virtual School).

Online learning obviously goes hand in hand with virtual schools. Virtual schools are becoming more popular in today's society and in turn, online learning will also become a more common mode of learning. Virtual schools are a new phenomenon that not only promote an individually-driven education, but also allow students to practice and apply computer-based skills in today's electronically-based world. Regardless of personal views and beliefs of online learning and virtual schools, society should be prepared for various modes of education to begin popping up in the virtual and online world. Online learning and virtual schools are becoming an important part of the future. Eventually, education could become completely electronic, eliminating the need for classrooms, learning materials, and teachers.

Exercise $\PageIndex{1}$

1) In what year did Graziadi begin research for Online Learning?

2) What federal program supports virtual schools by encouraging Internet resources in schools?

a) Education Rate

b) Internet Plus

c) virtual Resources

d) Cyberspace Instruction

3) When Tommy goes to his school site, he views his teacher and lessons online. Is this online learning or virtual school?

a) Online Learning

b) Virtual School

c) Both a and b

4)Besides the student, who else is involved with virtual schools?

a) Educators

d) both a and b

Virtual School. Retrieved September 28, 2008, from http://en.Wikipedia.org/wiki/Virtual_school .

Curtis, D., David, & Lawson, J., Michael. (2001). Exploring Collaborative Online Learning. JALN. Volume 5, Issue 1. Retrieved September 28, 2008, from www.aln.org/publications/jaln/v5n1/pdf/v5n1_curtis.pdf.

Thorpe, Mary. (2002). Rethinking Learner Support: the challenge of collaborative online Learning. Open Learning. Volume 17, No. 2. Retrieved September 28, 2008, from http://www.uni-oldenburg.de/zef/cde/support/readings/thorpe02.pdf .

Electronic Learning. Retrieved September 28, 2008, from http://en.Wikipedia.org/wiki/E-learning .

Clark, Tom. (2001) Virtual Schools: Trends and Issues. Retrieved September 28, 2008, from jccdrc.jobcorps.gov/academics/grad/vhs.

Fast facts about Online Learning. Retrieved September 28, 2008, from http://www.nacol.org/media/nacol_fast_facts.pdf .

Anderson, Terry. (2004). Teaching in an Online Learning Context. Retrieved October 5, 2008, from http://epe.lac-bac.gc.ca/100/200/300/athabasca_univ/theory_and_practice/ch11.html .

You are using an outdated browser. Please upgrade your browser to improve your experience.

Health & Nursing

Courses and certificates.

Bachelor's Degrees
View all Business Bachelor's Degrees
Business Management – B.S. Business Administration
Healthcare Administration – B.S.
Human Resource Management – B.S. Business Administration
Information Technology Management – B.S. Business Administration
Marketing – B.S. Business Administration
Accounting – B.S. Business Administration
Finance – B.S.
Supply Chain and Operations Management – B.S.
Accelerated Information Technology Bachelor's and Master's Degree (from the School of Technology)
Health Information Management – B.S. (from the Leavitt School of Health)

Master's Degrees

View all Business Master's Degrees
Master of Business Administration (MBA)
MBA Information Technology Management
MBA Healthcare Management
Management and Leadership – M.S.
Accounting – M.S.
Marketing – M.S.
Human Resource Management – M.S.
Master of Healthcare Administration (from the Leavitt School of Health)
Data Analytics – M.S. (from the School of Technology)
Information Technology Management – M.S. (from the School of Technology)
Education Technology and Instructional Design – M.Ed. (from the School of Education)

Certificates

View all Business Degrees

Bachelor's Preparing For Licensure

View all Education Bachelor's Degrees
Elementary Education – B.A.
Special Education and Elementary Education (Dual Licensure) – B.A.
Special Education (Mild-to-Moderate) – B.A.
Mathematics Education (Middle Grades) – B.S.
Mathematics Education (Secondary)– B.S.
Science Education (Middle Grades) – B.S.
Science Education (Secondary Chemistry) – B.S.
Science Education (Secondary Physics) – B.S.
Science Education (Secondary Biological Sciences) – B.S.
Science Education (Secondary Earth Science)– B.S.
View all Education Degrees

Bachelor of Arts in Education Degrees

Educational Studies – B.A.

Master of Science in Education Degrees

View all Education Master's Degrees
Curriculum and Instruction – M.S.
Educational Leadership – M.S.
Education Technology and Instructional Design – M.Ed.

Master's Preparing for Licensure

Teaching, Elementary Education – M.A.
Teaching, English Education (Secondary) – M.A.
Teaching, Mathematics Education (Middle Grades) – M.A.
Teaching, Mathematics Education (Secondary) – M.A.
Teaching, Science Education (Secondary) – M.A.
Teaching, Special Education (K-12) – M.A.

Licensure Information

State Teaching Licensure Information

Master's Degrees for Teachers

Mathematics Education (K-6) – M.A.
Mathematics Education (Middle Grade) – M.A.
Mathematics Education (Secondary) – M.A.
English Language Learning (PreK-12) – M.A.
Endorsement Preparation Program, English Language Learning (PreK-12)
Science Education (Middle Grades) – M.A.
Science Education (Secondary Chemistry) – M.A.
Science Education (Secondary Physics) – M.A.
Science Education (Secondary Biological Sciences) – M.A.
Science Education (Secondary Earth Science)– M.A.
View all Technology Bachelor's Degrees
Cloud Computing – B.S.
Computer Science – B.S.
Cybersecurity and Information Assurance – B.S.
Data Analytics – B.S.
Information Technology – B.S.
Network Engineering and Security – B.S.
Software Engineering – B.S.
Accelerated Information Technology Bachelor's and Master's Degree
Information Technology Management – B.S. Business Administration (from the School of Business)
View all Technology Master's Degrees
Cybersecurity and Information Assurance – M.S.
Data Analytics – M.S.
Information Technology Management – M.S.
MBA Information Technology Management (from the School of Business)
Full Stack Engineering
Web Application Deployment and Support
Front End Web Development
Back End Web Development

3rd Party Certifications

IT Certifications Included in WGU Degrees
View all Technology Degrees
View all Health & Nursing Bachelor's Degrees
Nursing (RN-to-BSN online) – B.S.
Nursing (Prelicensure) – B.S. (Available in select states)
Health Information Management – B.S.
Health and Human Services – B.S.
Psychology – B.S.
Health Science – B.S.
Healthcare Administration – B.S. (from the School of Business)
View all Nursing Post-Master's Certificates
Nursing Education—Post-Master's Certificate
Nursing Leadership and Management—Post-Master's Certificate
Family Nurse Practitioner—Post-Master's Certificate
Psychiatric Mental Health Nurse Practitioner —Post-Master's Certificate
View all Health & Nursing Degrees
View all Nursing & Health Master's Degrees
Nursing – Education (BSN-to-MSN Program) – M.S.
Nursing – Leadership and Management (BSN-to-MSN Program) – M.S.
Nursing – Nursing Informatics (BSN-to-MSN Program) – M.S.
Nursing – Family Nurse Practitioner (BSN-to-MSN Program) – M.S. (Available in select states)
Nursing – Psychiatric Mental Health Nurse Practitioner (BSN-to-MSN Program) – M.S. (Available in select states)
Nursing – Education (RN-to-MSN Program) – M.S.
Nursing – Leadership and Management (RN-to-MSN Program) – M.S.
Nursing – Nursing Informatics (RN-to-MSN Program) – M.S.
Master of Healthcare Administration
MBA Healthcare Management (from the School of Business)
Business Leadership (with the School of Business)
Supply Chain (with the School of Business)
Back End Web Development (with the School of Technology)
Front End Web Development (with the School of Technology)
Web Application Deployment and Support (with the School of Technology)
Full Stack Engineering (with the School of Technology)
Single Courses
Course Bundles

Apply for Admission

Admission requirements.

New Students
WGU Returning Graduates
WGU Readmission
Enrollment Checklist
Accessibility
Accommodation Request
School of Education Admission Requirements
School of Business Admission Requirements
School of Technology Admission Requirements
Leavitt School of Health Admission Requirements

Additional Requirements

Computer Requirements
No Standardized Testing
Clinical and Student Teaching Information

Transferring

FAQs about Transferring
Transfer to WGU
Transferrable Certifications
Request WGU Transcripts
International Transfer Credit
Tuition and Fees
Financial Aid
Scholarships

Other Ways to Pay for School

Tuition—School of Business
Tuition—School of Education
Tuition—School of Technology
Tuition—Leavitt School of Health
Your Financial Obligations
Tuition Comparison
Applying for Financial Aid
State Grants
Consumer Information Guide
Responsible Borrowing Initiative
Higher Education Relief Fund

FAFSA Support

Net Price Calculator
FAFSA Simplification
See All Scholarships
Military Scholarships
State Scholarships
Scholarship FAQs

Payment Options

Payment Plans
Corporate Reimbursement
Current Student Hardship Assistance
Military Tuition Assistance

WGU Experience

How You'll Learn
Scheduling/Assessments
Accreditation
Student Support/Faculty
Military Students
Part-Time Options
Virtual Military Education Resource Center
Student Outcomes
Return on Investment
Students and Gradutes
Career Growth
Student Resources
Communities
Testimonials
Career Guides
Skills Guides
Online Degrees
All Degrees
Explore Your Options

Admissions & Transfers

Admissions Overview

Tuition & Financial Aid

Student Success
Prospective Students
Current Students
Military and Veterans
Commencement
Careers at WGU
Advancement & Giving
Partnering with WGU

Distance Learning Pros and Cons

See More Tags

Distance learning, often called distance education, is the process by which students utilize the internet to attend classes and complete courses, without having to physically attend a school. Prior to COVID-19, distance learning was experiencing steady growth. During the pandemic those numbers grew exponentially due to the global shut down of schools and the necessity for distance education. Many schools had to come up with online education plans and bring both teachers and students up to speed on distance learning technologies.

Recent research points out that, while overall enrollment declined through Fall 2020 because of COVID-19, colleges that offer primarily online instruction saw increases. In fact, Fall 2020 saw a 7% increase in enrollment at online institutions compared to a 5% increase in Spring 2020.

Beyond the pandemic-related shifts to online education, there are many reasons students may want to pursue distance education as opposed to traditional schooling. Similarly, there are many pros and cons to this kind of learning, and as it gains popularity, it’s important to research and learn if this kind of learning could be a good fit for you.

College Readiness Quiz

Take a brief survey to help you understand your college readiness level, and how WGU can help you prepare.

What are the Pros and Cons of Distance Learning?

Some students may encounter problems with distance learning or issues with online education. It may not be the best fit for everyone. But other students will find major value in online education. You simply need to weigh the pros and cons and decide if it’s a good fit for you.

Technical Elements

Online or distance learning often has technology involved to help you do your coursework.

Pros: There are many pros to the technology element of distance learning. Many students are able to learn new tech and excel in it. They can feel confident with their technological abilities and even list on their resume the kinds of programs they used as part of their coursework. Another huge pro with technology as part of learning is that you can pursue your education from anywhere that has internet access. Students don’t have to go to a campus to learn. Thanks to technology, anywhere can become their classroom. Furthermore, the rise of virtual tools like Zoom, Slack, Blackboard, and Google Classroom have made it even easier for students and teachers to share information and connect.

Cons: Sometimes students will find there are technical difficulties with online learning. There may be days when their internet doesn’t work, when programs and software are down, and they’re unable to access their courses. This can be frustrating for many students, though often these bugs are fixed quickly and students are able to continue with their work.

Credibility

Every student wants to know that their work will be valuable to a potential employer. Are online colleges credible? Is online learning effective? These may be questions students ask when considering distance learning.

Pros: More employers than ever before recognize that online learning is credible and legitimate.

What’s important to employers is that your school is accredited. Many schools work hard to make sure they’re accredited and reputable so students get a degree that is valuable to them and to employers. Additionally, employers may respect you more for having received an online education; they’ll recognize the time and discipline it takes to pursue distance learning and may be more impressed by it.

Research also supports the fact that online degrees are becoming more respected in the eyes of employers. According to a survey by Career Builder, 83% of executives say that an online degree is as credible as one earned through a traditional program. A similar study found 61% of HR leaders view online credentials as equal to those completed in person.

Cons: Some employers and companies may still have a hard time with online education. When employers don’t understand the rigor and quality of an online education, they may be hesitant to hire someone with an online degree. Additionally, for-profit or non-accredited online schools are often a huge issue for credibility. When it comes to pursuing an online degree, make sure the online program is accredited and offers marketable credentials. Communicating these factors typically validates a program to potential employers.

Flexibility

Flexibility is the main reason many people choose online education. But there are pros and cons involved with the flexibility of distance learning.

Pros: If you have a full-time job or family responsibilities, the flexibility of online education is the biggest pro for you. Distance learning means that you don’t have to worry about things like commuting to and from school, coordinating childcare, or leaving work to attend class. You can continue with your job and family needs and do your schooling when the timing is right for you. And at institutions like WGU, you can largely work at a pace that works for you. With competency-based education, you can move more quickly through material you understand well, and spend more time on material you need help with. This flexibility means that you are in charge of your schedule and your schooling.

Cons: Some distance learning doesn’t offer as much flexibility as you need, requiring you to log in to class time or view discussions as they happen. While it still may be more convenient than driving to a campus, this scheduled online learning may lack the flexibility you need. WGU, for instance, doesn’t require you to log in at a certain time to view lectures or have discussions. You truly have the flexibility you want and need. However, the flexibility of online learning can be difficult for those who are not self-motivated. Since you’re not expected to show up at a certain time, you need the discipline to make time for your education.

Social Interactions

Some students are concerned that distance learning means they’re entirely alone. But for many online students, that’s simply not the case.

Pros: Online learning often offers many opportunities for students to interact with others. For example, WGU students often work with their Program Mentor over the phone or email, giving them an important lifeline. Students can also interact with faculty for their courses if they have questions or concerns. Additionally, student networking allows WGU students to interact and socialize, compare thoughts on courses, and offer help. And a large alumni network means you can continue to make connections throughout your career. Many online universities offer similar social options for students to interact and connect.

Cons: For students who truly want face-to-face interactions, distance learning simply may not be the best option. While you can get interactions with online education, they’re frequently over the phone or internet.

Is Distance Learning Right for Me?

If you’re thinking about an online degree program, it’s important to ask yourself:

Do I have the self-discipline and motivation to do distance learning?
Do I have the time to commit to an online education?
Do I feel comfortable asking for help?

While online learning may not be for everyone, many of the questions students have about pursuing distance education can be answered. Some students will find that for them, the pros greatly outweigh the cons when it comes to considering distance learning. If you’re ready to pursue higher education in a way that truly works best for you, consider WGU.

Ready to Start Your Journey?

HEALTH & NURSING

Most Visited Links

Business Programs
Student Experience
Diversity, Equity, and Inclusion
Student Communities

Advantages & Disadvantages of Distance Learning

Advantages and Disadvantages of Distance Learning Online

Given the current unfavourable financial prerequisites and implications involved with traditional learning in the UK, it’s no wonder that distance learning – or ‘home learning’ or ‘e-learning’ – continues to soar as an alternative approach to higher education amongst individuals looking to gain a certified qualification. Around 21% of British people have completed an online learning course of some kind.

Anybody qualifies for distance learning courses but most distance learners tend to be people who are too busy with other responsibilities – be it work, family or both – to commit to a full-time, traditional course at a higher education institution.

Under these circumstances, to be able to study in the comfort of your own home and work at your own pace is generally far more appealing than the idea of travelling long distances and struggling to keep up with peers.

Here at Oxford Learning College, we appreciate that studying a course online might not be for everyone – which is why we’ve summarised a few of the main advantages and disadvantages of distance learning to help you decide for yourself if it’s going to be right for you.

Advantages of Distance Learning

There are many distance learning advantages for those who want a change from traditional classroom-based, in-person learning. Let’s take a look at some of the key advantages of online learning below.

Flexibility

Flexibility is of course the key benefit of e-learning. Unlike traditional courses, you don’t have to plan your entire day around your studies; your studies can be planned around other responsibilities.

At the beginning of a course, you’ll be given deadlines for various modules and coursework assignments, and it’s up to you to decide when, where, and for how long you are going to study. You can also study around other commitments like work or family time, giving you freedom to create a work-study balance.

A homely, quiet learning space with comfy sofas, cups of tea and an ample supply of biscuits at your fingertips versus a crowded, stuffy lecture theatre with a desk the size of a cookbook and no light refreshments in sight; there is no competition really, especially when you consider the added stress of actually getting to the latter.

A peaceful and agreeable learning environment brings out the best in any learner, and courses from home are more likely to help establish this. For those who find a busy classroom or lecture hall overwhelming, studying at home can provide a much more productive environment.

Instant Support & Updates

Another of the main advantages of online education is that everything is instantaneous. Tutors are able to quickly create and communicate updates to courses just as easily as students are able to receive and respond to such changes and messages.

Online support is nearly always available at the click of a mouse, either through instant or, probably in most cases, video messaging services, and lectures can be delivered to thousands of students at a time, with none of the squinting or fear of speaking up you get with university lectures.

Cost of Online Learning

As you might expect, the cost of implementing online learning courses is much lower than that of traditional courses, where hiring classrooms, printing necessary course materials, and the physical presence of staff at lectures are basic requirements.

Thus, the cost for students is significantly reduced too, and they can be assured that more of the money they do spend is being invested on actually improving/researching courses, rather than on imposed overheads. This is another of the benefits of distance learning that appeals to students.

Distance Learning is Eco-friendly

Needless to say, distance learning provides an alternative to paper-based learning and students don’t have to travel to and from lectures, meaning the CO2 emissions are reduced substantially.

Energy is also saved on lighting and heating large lecture halls and electronic equipment that might be used in classroom settings.

Disadvantages of Distance Learning

As we mentioned earlier, distance learning may not be the right choice for everyone. While there are plenty of benefits of e-learning, there are some things you should consider if you’re unsure if it will work for you.

Here are some of the possible disadvantages of online learning for some people.

You Need to be Disciplined

With greater learner autonomy comes greater responsibility, particularly where discipline and organisation are concerned. Distance learners can’t afford to take their eye off the ball even for just a couple of days, since there is nobody around to remind them of deadlines or incredibly important announcements.

It is essential that emails are checked and study timetables are stuck to, no matter what, or else students will quickly fall behind.

Isolation and Lack of Community

Although studying at home may create a more comfortable learning environment, students are of course left to tackle the course without the support and camaraderie of fellow peers, and as a result, can become frustrated or demotivated.

Furthermore, distance learning centres are often few and far between so face-to-face encounters are very rare. Social network groups offer an adequate alternative but naturally learners will feel more confident about discussing course content if they have previously met their peers.

Hands-off Learning Approach

Online learning doesn’t appeal to all learning styles so some people may find that they don’t enjoy the experience. Anyone suited to practical, hands-on learning, for example, will have to adapt to the new approach and might find they get easily frustrated.

Similarly, learners who feel they benefit strongly from going over learned material in small groups will find the process more challenging.

Technical Issues

Most can relate to the infuriation brought about by a computer randomly switching itself off when work hasn’t been saved, or a poor internet connection preventing you from reading and responding to emails. For distance learners, however, the repercussions of such disastrous moments are far greater.

No working device or no internet means you are completely locked out, so it’s crucial that all your devices are functioning properly and you have a reliable internet connection wherever you plan to work.

Diminished Social Life!

Unfortunately, there’s no way around this one; your social life will be impacted by your studies and you must have the discipline to both accept and endure this. However, all those Friday nights spent sitting in front of a computer screen researching or re-editing (for the fifth time) a 2500-word assignment will pay off in the long run, and you’ll have saved a good deal of pub money too. Just focus on tea and biscuits instead of lager and crisps, and you’ll be fine.

For more detail on our Distance Learning courses head over to our courses page, or, if you’re already signed up, check out our post on top time management tips for distance learners !

Privacy Overview

Press ESC to close

Advantages and Disadvantages of Online Learning: IELTS Writing Task 2 Topic

You must write at least 250 words for IELTS Writing Task 2. You will be given a topic and evaluated on your abilities to answer by expressing and defending your viewpoint, explaining the topic, summarising facts, describing challenges, identifying potential alternatives, and illustrating what you write with explanations, claims, and specific examples from your own expertise or experience.

Today we will read about a very popular topic “Advantages and disadvantages of online learning essay”.

So, let’s get started.

IELTS Writing Task 2 Topic: Advantages and Disadvantages of Online Classes

Let us help you in your IELTS writing preparation with an interesting and informative topic. Read all the 3 sample answers and learn how to approach a topic in different ways.

Advantages and Disadvantages of Online Classes Sample Answer One for IELTS Writing Task 2

Online teaching and learning have grown in popularity among students in recent times, and this is viewed differently by different learners. Many students see this as a helpful learning tool, although others believe it is not as successful as classroom instruction. This article would explore the benefits and drawbacks of digital education.

Also Read: Importance of Art in Society: IELTS Essay Sample for IELTS Writing Task 2 Explained for Band 8

Advantages of Online Classes Essay

Students who study online have more flexibility in their schedules and spend less money on their education. They will study their desired courses and subjects at their own pace. This is a fantastic opportunity for learners to learn new skills and expand their experience while remaining in the comfort of their own home. For example, a Nepali student seeking an Australian degree in business administration does not need to travel to Australia; he can train and complete the course while remaining at home. As a result, distance learning is both cost-effective and time-efficient.

Disadvantages of Studying Online

That being said, online classes offer more emphasis on the analytical aspect of learning and there is less instructor and student contact. It ignores realistic learning elements and encourages passive learning. It is clear that students perceive it to be less successful than classroom instruction. According to a new survey, a larger percentage of students considered classroom instruction to be much more successful than digital education.

Conclusion: Merits and Demerits of Online Teaching

In conclusion, the ever-increasing availability of digital education has gained traction among young adults for many years and is viewed as helpful by many and less successful by others. The focus should be placed on its efficacy in order to identify it as the most cost-effective learning method other than classroom instruction.

Advantages and Disadvantages of Online Classes Sample Answer Two for IELTS Writing Task 2

Recently, the course has grown in popularity, resulting in more excellent learning options for students. While this movement may have some benefits, it may also have some risks and challenges as a result. Both sides of learning will be addressed in more detail in the following chapters. On the one hand, distance education has certain benefits. For starters, the simplicity of distance learning is essential.

Also Read: IELTS Essay in Writing Task 2: Here’s How to Organize it Well

There is no time constraint and the online classroom and teacher are (theoretically) accessible 24 hours a day, 7 days a week. As a result, students will stick to their schedules without impacting their learning outcomes.

Second, the advantage of learning is that it saves resources. Tuition at online schools is often smaller than at conventional universities. Building repairs, grounds maintenance, food service, class accessories, and other expenses that impact the cost of credits are not needed.

Learners, on the other hand, may suffer from a number of disadvantages of simulated learning. To continue, students can encounter technical issues, which can have a variety of implications.

Furthermore, some students are not equipped with the good internet access that online courses necessitate, and therefore fall behind their simulated classmates: poor monitors find it difficult to obey the course Management.

The system, as well as their learning process, becomes troublesome. Another downside to digital education is the scarcity of accreditation and the poor standard of instruction. The growing demand for digital education has resulted in an uncontrollable proliferation of colleges, including some unregulated schools, and there is no way to check the content of all courses. As a consequence, illegal organisations can con several students out of money.

Finally, online education can be helpful in terms of scheduling flexibility and reduced tuition. However, immersive learning has some drawbacks, including poor student conditions and a lack of quality control over classes.

Advantages and Disadvantages of Online Classes Sample Answer Three for IELTS Writing Task 2

These days, online learning is becoming increasingly popular. Many conventional colleges began to make their classes available for free. It represents a simple and convenient way to gain expertise in almost any area, from law and accounting to social sciences such as sociology, anthropology, and history. Digital education is a fantastic alternative to conventional universities, particularly for people who do not have the time or resources to attend traditional universities. So what are the benefits and drawbacks of online learning?

Also Read: Opinion Essay for IELTS: How to Plan and Write a Perfect Opinion Essay?

While many people still believe that traditional colleges are the only way to gain expertise and obtain a diploma, digital education has proven to be an excellent option. Students should study on their own time, and particularly for free. It is an excellent way to learn a variety of subjects while still increasing self-motivation. Online learning is so successful because students can complete their assignments easily, leaving more time for hobbies or job search.

Access to all of the opportunities of a typical course allows learners to practise wherever they are, giving them the opportunity to prepare wherever they choose. An individual may attend various courses with only an Internet connection. Students’ accountability and self-discipline are among the benefits of digital learning.

Limitations of Online Learning

An individual can only learn properly in a small group. Learners learn at school how to make new friends, be polite, deal with failure, and, most importantly, compete. Competition among colleagues can be very exciting, and students can learn greatly from it. Human contact is not possible for digital learning.

Another drawback is that online classes cannot handle the thousands of students who attempt to participate in debates. Furthermore, if digital education is intended for disciplines that need preparation, it can be challenging.

Conclusion of Studying Online

Finally, digital education can be seen as a supplement to and expansion to traditional ways of learning. Even the best online course cannot completely substitute physical interaction with an instructor or the human connections formed in a group. As a result, standard classes can not be replaced by digital learning.

Any essay can be satisfactory if addressed correctly. It is critical to remember in IELTS writing that each type of essay necessitates a different approach. In the case of an ‘advantage and disadvantage’ essay, a mixture of solid structure and appropriate data is a game-changer. As a result, in order to achieve a 9 band in your exam, you must devote some time to planning and structuring your essay.

If you need more assistance on this, you can simply visit IELTS Ninja .

Also Read: How to Write Agree and Disagree Essays in IELTS? Tips to Write the Perfect Essay

One Comment

Thank you for providing the advantages and disadvantages of the online learning, but many prefer online learning over self study, what do you think about it?

About the Author

Madhurjya chowdhury.

Madhurjya Chowdhury, a web content writer in Ufaber EduTech has a very strong passion for writing and alluring the readers. You can find him writing articles for the betterment of exam aspirants and children. With immense interest in research-based content writing and copywriting, he likes to reach out to more and more people with his creative writing style. On the other side, he is an Electronics and Communication Engineer from LPU, Jalandhar. In his leisure time, he likes to play badminton or read about space discoveries. Apart from this, he is a pro gamer on PC, PS and Mobile gaming platforms.

Describe Something Important that has been Kept in Your Family: A Cue Card Sample Topic for IELTS Speaking

How to Use an IELTS Calculator? Calculate Your Overall IELTS Exam Score

What is a Good IELTS Score? Is 7.5 a Good IELTS Score? Here’s All You Need to Know

Other stories, describe a tall building in your city you like or dislike: a speaking test cue card, ielts advantage outweigh disadvantage essay questions: sample questions for ielts exam 2021.

Practice Test
Useful Tips – Tricks
Full Writing Review
General Writing Task
Writing Task 1
Writing Task 2
Writing Exercises
Writing Sample – Topics
Writing Vocabulary
Speaking Vocabulary
Intro Question
Speaking Part 1
Speaking Part 2
Speaking Part 2 – Audio
Speaking Part 3
IELTS Books
Recent Exams
IELTS Vocabulary
Essay from Examiners
IELTS Ideas

IELTS App - For Mobile

Ready for the IELTS exam with our IELTS app. Over 2 million downloads

Popular Last 24h

Describe something difﬁcult you would like to succeed in doing, in many countries，today there are many highly qualified graduates without employment., describe a person whom you met for the ﬁrst time and made you happy, describe a ﬁlm that made you laugh, ielts writing task 1: the table below shows the salaries of secondary/high school teachers in 2009., makkar ielts speaking jan to apr 2024 final version [pdf], [download] oxford collocations dictionary & oxford picture dictionary.

IELTS Test/Skills FAQs
IELTS Scoring in Detail
Forecast Speaking – 2023
List IELTS Speaking Part 3
List IELTS Speaking Part 1
IELTS Writing 2023 – Actual Test

Our Telegram

Join our community for IELTS preparation and share and download materials.

The information on this site is for informational purposes only. IELTS is a registered trademark of the University of Cambridge ESOL, the British Council, and IDP Education Australia. This site and its owners are not affiliated, approved or endorsed by University of Cambridge ESOL, the British Council, or IDP Education Australia.

Latest Articles

Ielts speaking part 3: topic relax, describe a place | where you go to relax, ielts speaking part 1: advertisements (audio), describe a place where you like to go shopping , describe an event you attended, most popular, topic: experience is the best teacher.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Publications
Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

Advanced Search
Journal List
Springer Nature - PMC COVID-19 Collection
PMC10007642

The research on the impact of distance learning on students’ mental health

Yinghua wang.

School of Basic Science, Zhengzhou University of Technology, Zhengzhou, China

Associated Data

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

The mental health of students learning online is a critical task for many countries around the globe. The research purpose was to analyse the factors affecting the quality of mental health of young individuals who learnt under conditions of not total lockdowns but adaptive quarantine restrictions. The research involved 186 volunteers from Zhengzhou University of Technology, 94 were first-year students, and 92 were fourth-year students. The experimental group involved first-year students, and the control group involved fourth-year students. An average age of the participants in the experimental group was 18.3 years, and in the control group, the average age was 22.4 years. The scholars conducted the research after four months of distance learning under the adaptive quarantine. The students could be involved in their usual entertainment activities and interpersonal communication outside the home. The Behavioural Health Measure, better known as BHM-20, was the core psychometric tool. The research finds that distance learning is less effective for first-year students than for fourth-year students because the former cannot effectively adapt and communicate in a new social environment, and develop trusting interpersonal relationships with fellow students and teachers. The research results coincide with other research on this issue and demonstrate a low degree of mental resilience during and after the pandemic. Previous research is not suitable for the analysis of the mental health of students under adaptive quarantine, including the freshmen, considered the most vulnerable group. The article will be useful for professionals interested in distance education in higher educational institutions, workers of socio-psychological services at universities or individuals involved in adapting curriculum materials for distance learning.

Introduction

The COVID-19 pandemic has had a great impact on the mental health and well-being of individuals around the world. While some citizens successfully adapted to the reality of the pandemic and societal lockdowns, others have suffered from mental health disorders caused by a new infection (Serdakova et al., 2023 ).

Moreover, access to mental health services has been severely impeded which had an impact on the mental health of individuals and significantly increased the risk of suicide (Gunnell et al., 2020 ). Most countries on different continents have introduced immediate and drastic protective measures in the fight against the spread of infection, such as closed borders, forced isolation, quarantine restrictions, and distance learning. On the one hand, the virtualization of the educational environment and distance education have reduced inequalities in poor rural regions and ensured equitable access to the education of the population. On the other hand, social isolation in the midst of the COVID-19 pandemic required a unique educational environment but it has caused an increased number of psychological disorders around the world and mental illnesses, including depression, obsessive-compulsive disorder, long-term episodes of counterproductive anxiety, and others (Clemente-Suárez et al., 2021 ). The unexpected shift from in-person to online learning has created a lot of problems for students, teachers, and administrators because many years distance learning has not been very popular in schools and universities (Brown & Carreno-Davidson, 2020 ). At the same time, protecting the mental health of students is vital for higher education because cognitive abilities directly depend on the psychological state of the student, which affects academic motivation, the level of aspirations, involvement in learning, and the emotional and volitional spheres.

As a stage of ontogenesis (human development), higher education may cause exacerbate mental health problems. Before the pandemic, research has primarily focused on student group relationships and campus living as the most common stress factors among students (Davis et al., 2021 ). The research finds that distance learning students report psychological problems more frequently than face-to-face learners, and it is important to analyse the factors that influence mental well-being in distance learning and help to focus on the problem identification related to the transformation of the face-to-face classroom to a virtual environment. The research is important for educators because the COVID-19 infection has not yet been completely defeated, and distance learning is already seen not only as a necessary measure but also as a way to simplify access to education around the world and in China in particular.

Literature review

Since the first cases of COVID-19 were detected, countries’ authorities have tried to find possible measures and ways to fight the pandemic around the world. Face-to-face and autonomous learning systems were replaced by distance learning platforms, and it became a significant factor of mental tension while adapting to new conditions in all areas of life and influenced by inadequate communication at the interpersonal level.

Distance or online learning is the method which helps to prevent the spread of COVID-19, but it has a negative impact on the mental health of higher education students. The main problems experienced by students include anxiety, mild and severe stress, social media fatigue, and depression. At the same time, the symptoms are not always caused by mental health problems (Grigorkevich et al., 2022 ).

The literature analysis revealed the impact of distance learning on the mental health of students and showed that the most sensitive aspects included inadequate time management, the lack of a full-fledged adaptation strategy, the development of digital technologies in a new way, the burden to ensure the quality of new material learning, as well as concerns about the impossibility of funding educational activities under the COVID-19 conditions (Aditya & Ulya, 2021 ).

Some scholars have focused on fear as an emotional response of teachers and students to the distance learning model. The research confirmed that COVID-19 as a global social phenomenon increased the feeling of fear in different areas of life. First of all, it is the fear of being isolated from the family, the fear of academic failure, and the fear of losing social relationships (Al-Maroof et al., 2020 ). At the same time, modern online learning differs significantly from emergency distance learning, influenced by the mental tension decrease, in which addiction as a form of adaptation plays an important role. Under the pandemic restrictions and conditions, universities will adopt mixed or blended formats, since the problems of distance education are turned into educational opportunities. Distance learning allows easy access to education, development of different forms and methods of control, and adaptation and revision of inadequate university programmes (Adedoyin & Soykan, 2020 ).

The mental health of teachers is a part of the discussion devoted to the ecological environment of distance education. A sample of Pakistani and Malaysian teachers was used to analyse the parameters such as teacher self-efficacy and the quality of distance education. The research found that the mental well-being of teachers was a significant factor in ensuring academic success (Guoyan et al., 2021 ).

In Germany, scholars discuss the importance of psychological assistance provided by educational institutions during the crisis at the initial and final stages of distance learning. The attention of the German sociological and psychological services is on the well-being of students and burnout caused by nervous breakdown or inability to continue effective training under the COVID-19 restrictions.

In Germany, mental illness prevention strategies are introduced for first-year students who find it difficult to move into a new social environment despite the distance format. The transition to a new environment causes a high-stress level due to psychological tension, anxiety and increased learning requirements compared to previous school years.

An academic overload and a low level of knowledge among first-year students lead to learning problems, especially in specialised disciplines. Moreover, social and psychological aspects are important, such as mental exhaustion at the stage of admission, the development of new interpersonal relationships, and getting used to the university system of education and assessment (Schindler et al., 2021 ).

The factors mentioned above suggest that education during the first year of study based on the distance learning system can be more difficult for students in a situation when one problem is replaced by another. Cross-sectional research on the mental well-being of European students during the first wave of COVID-19 in May 2020 found that all university students (regardless of the year of study) had poorer mental health than before the pandemic. However, the mental health variable correlated with the belief (irrational belief) that the national government ensured effective management of the epidemic at the municipal level and reduced the risks of infection and negative macroeconomic outcomes (Allen et al., 2022 ).

The spread of the virus, long-term preventive measures and changes in daily routine have led to psychological problems such as anxiety, confusion, social deprivation, and depression. The chronic stress caused by the ongoing pandemic has a profound impact on a sharp and sustained decline of the psychological support that helped individuals cope with failure, emotional problems, disappointment, frustration, and preventing negative emotional experiences, namely resilience, optimism, psychological flexibility, and social relationships (Moroń et al., 2021 ). In China, the effectiveness of psychosocial support and the impact of COVID-19-related stressors on mental health have been investigated.

In Chinese realities, the concept of Psychosocial Support means family and social support in construct to Europe where it involves socio-psychological services.

Moreover, the assessment of the mental health of the respondents was based on the symptoms of depression and loneliness.

The scholars considered that the authorities should focus on the stress that followed the pandemic, as a serious threat to life and well-being, and the risk of infection with new and poorly researched diseases. However, the fear of infection as an independent variable was not correlated with either loneliness or depression, leading to heated debates about the impact of the pandemic on human mental health and well-being (Wang et al., 2022 ).

The COVID-19 pandemic has led to higher rates of mental disorders among the Chinese population. Many individuals have experienced increased resilience during the pandemic as a post-crisis change which had a positive impact not only on the population but on the healthcare system in the country (Zhang, 2022 ).

Restrictive measures under the quarantine have no impact on the cognitive performance of the population on different continents. However, complaints about cognitive decline increased significantly during the pandemic. High quality of life before the period of social isolation is the main factor that influences psychological disability, such as depression, anxiety, low-stress tolerance, ineffective self-regulation, and cognitive complaints (Nogueira et al., 2022 ). Reducing the negative consequences is important for young people in higher education during distance learning.

Problem identification

Only a limited number of publications covered the mental health of students during distance learning and discussed the problems faced by the post-COVID societies. This issue is of particular importance if the governments do not consider distance learning as a vital point and the only possible preventive measure against the spread of a deadly disease. The research purpose is to assess the psychological health of students learning online and investigate the factors that affect the mental health of students. Many scholars analyse the behaviour and psychological problems of schoolchildren, their parents and schoolteachers, paying less attention to the university environment.

This article considers age as the main factor to assess the opportunities and effectiveness of distance education for promoting the mental health of Chinese students in higher education. New experimental data will strengthen the debates about the opportunities promised by online education. After the weakening of quarantine measures, distance learning was no longer mandatory. This fact allowed the scholars to consider distance learning as an alternative form of education for the adult Chinese population who have already mastered social skills at earlier stages of ontogenesis and have maintained working, friendly, and romantic relationships with other people.

The scholars will complete the following tasks, such as identify the most appropriate psychometric tools to assess the quality of the student’s mental health learning remotely under weak isolation conditions; identify a sample size of first-year and fourth-year students to compare the mental health of those who entered the university and those who had experience learning online in a higher educational institution. Moreover, the research will compare the statistical data of two groups and test the null hypothesis. In this article, mental health is evaluated under conditions of adaptive quarantine, during which students have access to mobility, interpersonal communication outside their home, and quality leisure activities, which become possible due to mass vaccination and economic feasibility.

Methods and materials

The BHM-20 methodology can help to assess mental health and the psychotherapy progress used as the main diagnostic tool (Kopta et al., 2015 ). This technique is a 20-item questionnaire that evaluates three components of healthy behaviour: well-being (stress, life satisfaction, and motivation); psychological symptoms (depression, anxiety, panic disorder, mood changes caused by bipolar disorder, eating disorder, substance abuse, suicide intentions, and risk of violence); life activities (work and study, intimate relationships, social relationships, and enjoyment of life).

The full technique name is Behavioural Health Measure often used in a short form BHM. This technique can be used remotely without the direct participation of a psychologist because the respondent can insert answers using a computer or gadget, and the average time to complete the questionnaire is about three minutes. This tool is used in behavioural health clinics of primary health care (Bryan et al., 2014 ). The test consists of 20 statements rated by respondents where 0 points mean Strongly Disagree and 4 points represent Strong Agree .

The maximum total score of psychological well-being, without the suicidal scale, is 80 points, and the minimum score is 0 points, which means deep mental exhaustion. The scales do not have a separate gradation, and it means that the scale showed the overall score of mental health. Moreover, BHM-20 allows additional screening of suicidal thoughts and impulses, and it is considered six times better to identify suicidal intentions in primary care than the standard interview method. However, the research does not make use of this method, because it is secondary in importance to clinical psychological care.

In many cases, BHM-20 is used for primary psychological counselling at a certain number of higher education institutions, including Harvard University, the University of Minnesota, Indiana University, the University of Florida, and others, making this psychometric tool effective for data analysis. The tool is appropriate for adults aged 18 + with normal or high intelligence (Bryan et al., 2014 ). Express methods with a high level of reliability exist in modern methodology including BHQ-20 (Behavioural Health Questionnaire) with similar scales. The technique’s reliability was evaluated using four samples of different age groups, showing high results during the initial testing. Moreover, the high correlation between the scales in the BHQ-20 method indicated the presence of 1 key parameter of mental health. The analysis finds that the BHQ-20 is a reliable and valid mental health questionnaire, even though the number of questions is small (Kopta & Lowry, 2002 ).

Participants

The experimental group of first-year students included 94 individuals (38 females and 56 males) aged 18 to 19 years interested in this research. The control group of fourth-year students consisted of 92 individuals (48 females and 44 males) aged 21 to 23 years. All respondents had prior distance learning experience because the experiment was conducted during the second half of the academic year when both groups learnt for four months under adaptive quarantine. The distance learning experience differed across groups because for first-year students it was similar to their school experience while the control group actually continued professionalization, first under conditions of total quarantine, and then under conditions of adaptive quarantine.

Study design

This research was easy to organise and manage because it was conducted remotely and involved first-year and fourth-year volunteers of Zhengzhou University of Technology. The respondents received instructions in real time and proceeded to complete the electronic questionnaires on the Google platform at the agreed time on their personal computers. The preliminary briefing was conducted in the format of an online conference on ZOOM. The results were sent directly to the experimenter’s computer, entered into a common table, processed, and also remained anonymous. Although the participants logged in via e-mail in a Google form. In fact, the Google form presented to the respondents repeated the questions from BHM-20, greatly simplified the collection and processing of data. The well-structured methodology supported the high motivation level among the participants, immersed in the psycho-diagnostic process. The students were not informed about the research objective, which was the impact of distance learning on the mental health of young individuals. It helped the scholars to ensure the experiment’s purity and avoid bias. Moreover, all respondents could review the methodology results. The primary data processing did not take much time and the experimenter move quickly to statistical analysis.

Data analysis

Data processing was carried out using the SPSS Statistics 22 programme. To test the research hypothesis, the popular nonparametric Mann-Whitney U-test for independent samples was used. It helped to assess the statistical homogeneity of the two samples and ensured the significant differences.

Research limitations

The research had several limitations. First, the BHM-20 is a fast test without subscales. Second, the single-item suicide risk scale was not used in this experiment because this factor is usually used for the pre-responses analysis only. Third, the mental development of first-year and fourth-year students differs due to age differences and life experience, which can affect the level of mental health. Fourth, the BHM-20 method, considered an individualised one, does not have any gradations of Mental Health Normality , which limits the possibility of using this psychometric tool for large-scale research. Fifth, both samples involved volunteers only. The research did not capture the required social section of the population. Sixth, the BHM-20 was originally developed to assess the progress of individual psychotherapeutic performance. It heats the debates about the lack of standardised tests to assess the overall mental health of an individual. Tests without subscales would simplify the assessment of the impact of distance education on the mental health of Chinese youth.

The unprecedented nature of this pandemic has caused several risk factors and events not explored in this research. The overall physical health, physical training, domestic abuse, violence, and mental health problems experienced by individuals caused by the pandemic were not examined. All indicators used in this research are self-reported, so the scholars consider that some respondents may be apt to provide truthful or false answers, which therefore could influence negatively the results.

Ethical issues

This experiment was based on high ethical standards because both samples involved volunteers and their identity was kept anonymous. Some students received feedback from the researcher on an individual basis. The experiment goals were not disclosed to the participants. The students were informed about some goals without going into detail including information about voluntary mental health monitoring. The experimenter did not benefit from the research and all the financial expenses were covered by Zhengzhou University of Technology.

The research usefulness function was realised in full because distance learning under adaptive quarantine was introduced not only in China but in Europe. This is an important factor because the pandemic has not yet been completely defeated despite the mass vaccination programmes. The use of distance learning in higher education institutions, considering mental health, has been still questioned. The research finds drawbacks in policy development especially when distance learning is proposed for first-year students who integrate into a new social environment and acquire new skills and master knowledge.

This scientific discussion is of exceptional social significance, allowing academic institutions to balance live communication in the classroom and the mental health of students who experienced an academic overload. There was no risk to the physical and mental health of freshmen. Moreover, monitoring was used as a self-report measure and forced respondents to pay attention to their mental health and analyse their overall mental conditions over the past two weeks.

The results processing started with the analysis of the mean values for groups, which made it possible to produce high-quality primary research. At this stage, significant differences between the groups were manifested. Significant differences were found in the median of grouped data, and minimum and maximum values. So, the average value in the experimental group of first-year students was 35.14 points out of 80 possible points, while in the control group of fourth-year students this indicator was higher and reached 52.66 points. The data is available in Table 1 .

Primary Data Analysis

If the minimum value of the BHM index in the group of first-year students is 10 points, then in the control group it is already 33 points. The difference illustrates the high vulnerability level of former school students and a need for adaptation and effective use of psychological resources during the transition period, from one social environment to another. At the same time, the maximum intragroup values are similar. In the experimental group, the BHM score did not exceed 61 points, while in the control group, the highest value was 74 points out of 80 points. The standard deviation is lower in the group of fourth-year students, which suggests a higher homogeneity in the assessment of psychological well-being.

It proves the significance of the socio-psychological services at the stage of adaptation of first-year students so that the students can receive professional support and focus on the educational process. These strategies should be introduced into practice under adaptive quarantine. For example, one of the possible interventions is support groups organised once a week and conducted by a professional psychologist online.

The second stage of data processing involved a comparison of samples to identify the statistical differences. The classical Mann-Whitney U-test for independent samples was used. The analysis revealed that there were statistically significant differences between the groups. The data are available in Table 2 .

Secondary Statistical Analysis

The results reveal that the integrated value of BHM in the groups of first-year and fourth-year students is significantly different because an extremely low level of statistical error was detected, namely - p = 0.000 with admissible p = 0.05. This result suggests that the psychological well-being of fourth-year students is more stable compared to first-year students. The research considers that distance learning is not the only factor affecting the mental health of the respondents from the experimental group. The scholars assumed that psychological problems experienced by students were caused by many factors including adaptation processes to distance learning, personality crises and academic overload. The results showed that distance learning for first-year students was less desirable than for the fourth-year respondents. It is difficult for the socio-psychological service workers to support students and provide psychological help online, detect emotional burnout, apathy, and depressive episodes in a distance learning format. This research showed that age and the year of study significantly affected the mental health of students learning online.

Empirical research in South Africa illustrated that university professors failed to deliver adequate psychological support to isolated students. Students relied heavily on the support of both the administrative and academic staff when it came to the learning process. As a result, the high work stress felt by teachers was added to the high academic stress of students, which increased the risk of emotional burnout and nervous exhaustion in both groups (Poalses & Bezuidenhout, 2018 ).

Distance learning sabotage denial to accept a new academic environment increases the likelihood of mental disorders and reduces the cognitive abilities of schoolchildren whose parents are against this form of teaching (Davis et al., 2021 ). Distance learning under total lockdowns can cause a sense of learned helplessness with online learning technology, and worsen the quality of mental health of students of different age groups. The factors that may eliminate the negative consequences are academic motivation, reduced fatigue and a loss of interaction that cannot be restored with any online conferences (Garcia et al., 2021 ).

The U.S.-based University conducted a multi-thousand online survey involving undergraduate and graduate students based on standardised scales for assessing physical health and anxiety, as well as additional multiple-choice questions and open-ended questions about stressors and coping mechanisms under the pandemic restrictions. The results showed that half of the respondents experienced an increased level of depression and anxiety. At the same time, less than half of the participants indicated that they coped effectively with the stress factors caused by online learning and the threat of infection (Wang et al., 2020 ).

In Malaysia, the mental health of students during distance learning was evaluated using the DASS-21 methodology, designed to assess the depressive-anxiety stress factors. The questionnaire analysis showed that 30% of students in vocational schools experienced severe or extremely severe depression, 41% had anxiety, and 20% had chronic stress. At the same time, the biological sex of the respondent had a significant impact on anxiety. The research suggests investigating and combining distance learning with face-to-face education and practical work experience within the curriculum (Ahmad et al., 2022 ).

The results comparison of the mental state of students in full-time and distance learning was performed in Eurasia. This research assessed satisfaction with academic performance and the severity of depression and anxiety symptoms. The results showed that the prevalence of depressive symptoms and anxiety among students was higher during distance learning, compared with similar results obtained during full-time education. Moreover, the research results showed that the sudden transition from one learning environment to another was a major cause of chronic stress, which led to a high prevalence of depressive symptoms and anxiety among students (Lyubetsky et al., 2021 ).

In Italy, the impact of long-term online learning on the mental health of students was also researched. The second (control) experiment used the same sample and conducted the research over six months. The results reveal significant differences on scales such as students’ connection with other students and teachers, workspace organisation, and boredom between lessons. Moreover, the results show significant correlations between student academic development and the quality of distance learning, course adaptation, workspace arrangements and communication with other students and teachers, and between students’ emotions and communication with other students and teachers (Baltà-Salvador et al., 2021 ). The research finds that the social relations in distance learning can be an additional psychological resource for students that should not be underestimated.

Cross-cultural research based on a sample of thousands of students showed higher rates of depression, suicidal intentions and post-traumatic stress disorder compared to pre-pandemic levels and current rates in individuals belonging to ethnic minorities, which could also be considered as one of the factors of influence. Though the most common pandemic outcome is PTSD (Post-traumatic stress disorder ) , recorded in 62% of the respondents. However, neither age, nor personal history of mental illness, nor perceived social support was a significant risk factor of mental health (Torres et al., 2022 ).

The UK has developed a large-scale online questionnaire designed to assess mental health under the pandemic restrictions. The authors of the questionnaire considered socio-demographic variables, previous physical or mental illness, personal experience with COVID-19, information in the media, pandemic concerns, degree of personal traumatic experiences, PTSD caused by a pandemic outbreak, generalised anxiety disorder, depressive disorder, sleep quality, emotional deregulation, loneliness, social support, and the meaning of life (Armour et al., 2021 ). This questionnaire has not yet been standardised and adapted in other countries. However, all of the above factors affect the quality of mental health during and after the pandemic. There were no publications devoted to mental health under adaptive quarantine, which proved the need to start a debate on the key theoretical and empirical questions.

This article investigated the main factors that affected the mental health of students. The theory of intelligence helps to illustrate that the pandemic and distance education increase the risk of clinical depression, generalised anxiety disorder, PTSD, apathy, learned helplessness, burnout, nervous breakdown, and so on. Furthermore, non-university students more often report mental health problems than those who learn academic disciplines in a traditional format. The results prove that therapeutic and individualistic approaches to mental health cannot be the only methods used to improve students’ mental well-being.

The scholars have to investigate inclusive curriculum design and assessment methods. Moreover, educational institutions should introduce and teach advanced telecommuting skills, implement educational systems and processes that do not cause stress, and design learning environments based on professional feedback to maintain a balance between quality education and the student’s mental health. The research proposed the holistic approach to introduce mental health practices during distance learning that can influence positively the mental well-being of students. At an empirical level, the present research investigates distance learning opportunities during adaptive quarantine and finds that it is less effective for first-year students who have just entered the university. The problems that may arise are caused by the complicated adaptation process which requires a significant amount of effort, the difficulties in developing new social relations with teachers and fellow students, and academic overload, especially in learning specialised disciplines.

The experiment shows that first-year students are a more vulnerable group than fourth-year students who have learnt online at the university and feel much more competent when it comes to university education. In addition, the research finds that first-year students need high-quality psychological support being at risk with a reduced tolerance for uncertainty. The empirical research finds that age and the year of study affect the mental well-being of students. The scholars suggest that under conditions of adaptive quarantine, it is necessary to pay attention to psychological screening and psychological interventions to prevent depressive episodes, apathy, low academic motivation, low-stress resistance, ineffective self-regulation, and so on. The scientific value of the research is that it causes a worldwide discussion about the safety of distance education and its impact on the mental health of university students.

Moreover, some risks for mental health may occur when young individuals learn remotely. However, the research proves that the psychological states of undergraduate students are more stable and the students are better prepared for distance learning. This is the main practical value of the article to the university administration and teachers. This research manifests that the quality of socio-psychological services in universities is a priority for the administration, and special strategies should be developed to prevent mental disorders among students and maintain an effective and advantageous learning environment for all parties involved in the education process.

No funding was received to assist with the preparation of this manuscript.

Data availability

Declarations.

There are no competing interests to declare that are relevant to the content of this article.

The study was conducted in accordance with the ethical principles approved by the Ethics Committee of Zhengzhou University of Technology.

All participants gave their written informed consent.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments , in press. 10.1080/10494820.2020.1813180
Aditya RR, Ulya Z. Impact and vulnerability of distance learning on the mental health conditions of students. Journal of Psychiatry Psychology and Behavioral Research. 2021; 2 (1):8–11. doi: 10.21776/ub.jppbr.2021.002.01.3. [ CrossRef ] [ Google Scholar ]
Ahmad WNW, Azman MNA, Kassymova GK. Correlates of mental health on online distance learning during COVID-19 among Malaysia vocational students. International Journal of Public Health. 2022; 11 (1):254–262. doi: 10.11591/ijphs.v11i1.21105. [ CrossRef ] [ Google Scholar ]
Al-Maroof, R. S., Salloum, S. A., Hassanien, A. E., & Shaalan, K. (2020). Fear from COVID-19 and technology adoption: the impact of Google Meet during Coronavirus pandemic. Interactive Learning Environments , in press. 10.1080/10494820.2020.1830121
Allen, R., Kannangara, C., Vyas, M., & Carson, J. (2022). European university students’ mental health during COVID-19: Exploring attitudes towards COVID-19 and governmental response. Current Psychology , in press. 10.1007/s12144-022-02854-0 [ PMC free article ] [ PubMed ]
Armour C, McGlinchey E, Butter S, McAloney-Kocaman K, McPherson KE. The COVID-19 psychological wellbeing study: Understanding the longitudinal psychosocial impact of the COVID-19 pandemic in the UK; a methodological overview paper. Journal of Psychopathology and Behavioral Assessment. 2021; 43 (1):174–190. doi: 10.1007/s10862-020-09841-4. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
Baltà-Salvador R, Olmedo-Torre N, Peña M, Renta-Davids AI. Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students. Education and Information Technologies. 2021; 26 (6):7407–7434. doi: 10.1007/s10639-021-10593-1. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
Brown, M. D., & Carreno-Davidson, J. T. (2020). Enabling behavioral health measurement-based care with technology. In Technology and Mental Health (pp. 1–18). Routledge. 10.4324/9780429020537-1
Bryan CJ, Blount T, Kanzler KA, Morrow CE, Corso KA, Corso MA, Ray-Sannerud B. Reliability and normative data for the behavioral health measure (BHM) in primary care behavioural health settings. Families Systems & Health. 2014; 32 (1):89–100. doi: 10.1037/fsh0000014. [ PubMed ] [ CrossRef ] [ Google Scholar ]
Clemente-Suárez VJ, Navarro-Jiménez E, Jimenez M, Hormeño-Holgado A, Martinez-Gonzalez MB, Benitez-Agudelo JC, Perez-Palencia N, Laborde-Cárdenas CC, Tornero-Aguilera JF. Impact of COVID-19 pandemic in public mental health: An extensive narrative review. Sustainability. 2021; 13 :3221. doi: 10.3390/su1306322. [ CrossRef ] [ Google Scholar ]
Davis CR, Grooms J, Ortega A, Rubalcaba JAA, Vargas E. Distance learning and parental mental health during COVID-19. Educational Researcher. 2021; 50 (1):61–64. doi: 10.3102/0013189X20978806. [ CrossRef ] [ Google Scholar ]
Garcia, A., Powell, G. B., Arnold, D., Ibarra, L., Pietrucha, M., Thorson, M. K., Verhelle, A., Wade, N. B., & Webb, S. (2021). Learned helplessness and mental health issues related to distance learning due to COVID-19. In Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems (pp. 1–6). ACM. 10.1145/3411763.3451526
Grigorkevich A, Savelyeva E, Gaifullina N, Kolomoets E. Rigid class scheduling and its value for online learning in higher education. Education and Information Technologies. 2022; 27 :12567–12584. doi: 10.1007/s10639-022-11131-3. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
Gunnell D, Appleby L, Arensman E, Hawton K, John A, Kapur N, Khan M, O’Connor RC, COVID-19 Suicide Prevention Research Collaboration Suicide risk and prevention during the COVID-19 pandemic. The Lancet Psychiatry. 2020; 7 (6):468–471. doi: 10.1016/s2215-0366(20)30171-1. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
Guoyan, S., Khaskheli, A., Raza, S. A., Khan, K. A., & Hakim, F. (2021). Teachers’ self-efficacy, mental well-being and continuance commitment of using learning management system during COVID-19 pandemic: a comparative study of Pakistan and Malaysia. Interactive Learning Environments , in press. 10.1080/10494820.2021.1978503
Kopta SM, Lowry JL. Psychometric evaluation of the behavioral health Questionnaire-20: A brief instrument for assessing global mental health and the three phases of psychotherapy outcome. Psychotherapy Research. 2002; 12 (4):413–426. doi: 10.1093/ptr/12.4.413. [ CrossRef ] [ Google Scholar ]
Kopta M, Owen J, Budge S. Measuring psychotherapy outcomes with the behavioral health Measure–20: Efficient and comprehensive. Psychotherapy. 2015; 52 (4):442–448. doi: 10.1037/pst0000035. [ PubMed ] [ CrossRef ] [ Google Scholar ]
Lyubetsky, N., Bendersky, N., Verina, T., Demyanova, L., & Arkhipova, D. (2021). IMPACT of distance learning on student mental health in the COVID-19 pandemic. In E3S Web of Conferences (Vol. 273, p. 10036). EDP Sciences. 10.1051/e3sconf/202127310036
Moroń, M., Yildirim, M., Jach, Ł., Nowakowska, J., & Atlas, K. (2021). Exhausted due to the pandemic: Validation of Coronavirus Stress Measure and COVID-19 Burnout Scale in a Polish sample. Current Psychology , in press. 10.1007/s12144-021-02543-4 [ PMC free article ] [ PubMed ]
Nogueira J, Gerardo B, Silva AR, Pinto P, Barbosa R, Soares S, Baptista B, Paquete C, Cabral-Pinto M, Vilar MM, Simões MR, Freitas S. Effects of restraining measures due to COVID-19: Pre-and post-lockdown cognitive status and mental health. Current Psychology. 2022; 41 :7393–7392. doi: 10.1007/s12144-021-01747-y. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
Poalses J, Bezuidenhout A. Mental health in higher education: A comparative stress risk assessment at an Open Distance Learning University in South Africa. The International Review of Research in Open and Distributed Learning. 2018; 19 (2):1–24. doi: 10.19173/irrodl.v19i2.3391. [ CrossRef ] [ Google Scholar ]
Schindler AK, Polujanski S, Rotthoff T. A longitudinal investigation of mental health, perceived learning environment and burdens in a cohort of first-year german medical students’ before and during the COVID-19 ‘new normal’ BMC Medical Education. 2021; 21 (1):413. doi: 10.1186/s12909-021-02798-2. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
Serdakova A, Shustikova N, Kishkin N, Asafaylo M, Kravtsov N. The study of personal factors of adolescents affecting their attitudes towards the success and failure of the other. International Journal of Evaluation and Research in Education. 2023; 12 (1):225–235. doi: 10.11591/ijere.v12i1.23867. [ CrossRef ] [ Google Scholar ]
Torres, A., Palomin, A., Morales, F., Sevilla-Matos, M., Colunga-Rodríguez, C., Ángel-González, M., Sarabia-López, L. E., Dávalos-Picazo, G., Delgado-García, D., Duclos-Bastías, D., Vazquez-Colunga, J. C., Vazquez-Juarez, C. L., Egea-Romero, M. P., & Mercado, A. (2022). A cross-sectional study of the mental health symptoms of Latin American, US Hispanic, and Spanish College Students amid the COVID-19 pandemic. International Journal of Mental Health and Addiction , in press. 10.1007/s11469-022-00827-9 [ PMC free article ] [ PubMed ]
Wang X, Hegde S, Son C, Keller B, Smith A, Sasangohar F. Investigating mental health of US college students during the COVID-19 pandemic: Cross-sectional survey study. Journal of Medical Internet Research. 2020; 22 (9):e22817. doi: 10.2196/22817. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
Wang Y, Ariyo T, Liu H, Ma C. Does psychosocial support buffer the effect of COVID-19 related stressors on mental health among chinese during quarantine? Current Psychology. 2022; 41 (10):7459–7469. doi: 10.1007/s12144-021-01663-1. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
Zhang, N. (2022). Risk perception, mental health distress, and flourishing during the COVID-19 pandemic in China: The role of positive and negative affect. Current Psychology , in press. 10.1007/s12144-021-02624-4 [ PMC free article ] [ PubMed ]

Free Samples
Premium Essays
Editing Services Editing Proofreading Rewriting
Extra Tools Essay Topic Generator Thesis Generator Citation Generator GPA Calculator Study Guides Donate Paper
Essay Writing Help
About Us About Us Testimonials FAQ
Studentshare
Advantages and Disadvantages of Distance Learning

Advantages and Disadvantages of Distance Learning - Essay Example

Subject: Education
Type: Essay
Level: Undergraduate
Pages: 2 (500 words)
Downloads: 85
Author: nikolasmcdermot

Extract of sample "Advantages and Disadvantages of Distance Learning"

Distance learning provides individuals with opportunities to pursue his/her education from a distance. Technology, especially computer and the internet has significantly contributed to popularizing it.

Distance learning has many advantages and disadvantages. The main benefit is that it enables learners to advance their knowledge without personally going to schools and other educational institutions. The internet has facilitated access to a huge plethora of learning material. At the same time, various aspects of technology vis-à-vis video conferencing, virtual classrooms, etc. have made it hugely interactive thereby, delineating the need for physical attendance. Most importantly, it provides the working population or the dropouts to continue their education or higher education, as the case may be, at their own pace and from any place across the globe. It has become a new approach or tool to widen one’s sphere of knowledge. It has also provided the academia to expand their interests across larger geographical areas and make it easy for people to acquire education and skills to enhance their personal and professional scope.

The key disadvantage is that learner is not able to interact personally with the teachers. For K-12 students, it might also have negative repercussions on their social skills and also adversely impact their health. Apart from that, it can also have large dropout rates as students would not be bound by any disciplinary actions to continue with their online lessons. Moreover, curriculum alignment, accreditation of teachers of course, and appropriate supervision or meeting the needs of students with special needs would also be difficult to apply.

Distant learning is good for those who are self-motivated and have access to online resources and powerful interactive tools. Hence, I would need to be prepared to follow a disciplined way of working online for enhancing my educational needs. I would opt for courses that offer high interaction and have an efficient feedback system. I would stay away from distance learning if I cannot give enough time to complete online assignments or if the online infrastructure like a computer, or internet is not available to me.

Distant learning has become hugely popular in the arena of higher education. Working people have been pursuing higher academic qualifications like MBAs from academic institutions, which offer online education, around the globe. Recently efforts are being made to provide online K-12 education to students of underprivileged segments who are not able to have classroom lectures. Most importantly, the government is trying to reach students with special needs through distance education. Opera is a web browser that is designed to respond to physical and sensory disabilities. It can be freely downloaded and can be used by everyone.

Characteristics Of Open Distance Learning Education
Cited: 8 times
Copy Citation Citation is copied Copy Citation Citation is copied Copy Citation Citation is copied

CHECK THESE SAMPLES OF Advantages and Disadvantages of Distance Learning

Trends in the education sector, development, advantages and disadvantages of distance learning, uncertainty and risks in entrepreneurship, advantages and disadvantages of different business structures, empowerment as an unrealistic concept, effects of emotions and learning on disadvantaged children, advantages and disadvantages of distance education, advantages and disadvantages of an old age.

TERMS & CONDITIONS
PRIVACY POLICY
COOKIES POLICY

IMAGES

advantages and disadvantages distance learning
Disadvantages of Distance Learning
Advantages And Benefits Of Distance Learning Infographic
Figure 2: Figure 02. The disadvantages of distance learning for
Sample 4
Advantages And Disadvantages Of E Learning Essay

VIDEO

Online Learning: Pros and Cons for Students
Distance Learning Virtual Meeting Expectations
Navigating the Learning Distance: Exploring Distance Education Courses
Online study advantages and disadvantages Punjabi Essay |ਆਨਲਾਈਨ ਪੜਾਈ ਦੇ ਲਾਭ ਅਤੇ ਹਾਨੀਆਂ ਪੰਜਾਬੀ ਲੇਖ
#the #class vs #homework vs #test #trendingshorts #viralshorts
advantages and disadvantages of social media essay 🌟 #shorts #essaywriting #essayonsocialmedia

COMMENTS

Distance Learning: Advantages and Disadvantages
The difference between classical distance learning and its more advanced form is small - the lack of personal communication between students and teachers (Bojović et al.). In this paper, the pros and cons of distance learning will be considered, but first it is required to understand the very essence of distance learning.
The pros and cons of online learning
First, let's take a look at the true value of online learning by examining some of the benefits: 1. Flexibility. Online learning's most significant advantage is its flexibility. It's the reason millions of adults have chosen to continue their education and pursue certificates and degrees. Asynchronous courses allow learners to complete ...
Advantages and disadvantages of distance learning
However, disadvantages of distance education including the easy distraction [6] [7] [8], high technical requirements [8], less interaction among classmates [9] [10], difficulty in maintaining ...
Analysing The Disadvantages of Distance Learning
An essay on the disadvantages of distance learning must also address the challenges faced by educators. Instructors transitioning to remote teaching must grapple with the need to adapt their instructional methods and design courses that engage students effectively in a virtual environment.
Student perspectives: the pros and cons of distance learning
Distance learning has been difficult. It's been hard to manage, teaching yourself through assignments…I try to do my work when everybody is asleep at night. If I was at school, I would've learned much more due to a teacher paying more attention. Teachers are assigning work on a daily basis, with 45 minutes to hour-long assignments for ...
Distance Education Learning Essay
Advantages and disadvantages of Distance Learning. Distance education, or distance learning, is a field of education that depends on the Information technology, and instructional systems that plan to provide learning to students who are physically not present in a class room setting. ... Disclaimer: This is an example of a student written essay ...
Distance Learning: Advantages and Limitations Essay
Advantages of Distance Learning. Speaking of the advantages of distance learning, the author suggests that remote learning may not be ideal for some students, and there will be a list of disadvantages. The best thing about remote learning is that one can take it anytime and anywhere. According to Sadeghi, a distance education degree earned ...
Distance Learning: Advantages and Disadvantages
One of the numerous advantages of distance schooling is that it is cost-effective for students and the institutions that provide it. Distance learning offers accessibility, and schools can use technology for communication, which is commonly accessible. Learners can go into an electronic learning portal to attend classes and seminars online as ...
Advantages And Disadvantages Of Online Learning
This allows students to access the learning material at a time of their comfort. Thus, online learning offers students the accessibility of time and place in education. 3. Affordability. Another advantage of online learning is reduced financial costs. Online education is far more affordable as compared to physical learning.
Capturing the benefits of remote learning
In a recent study, researchers found that 18% of parents pointed to greater flexibility in a child's schedule or way of learning as the biggest benefit or positive outcome related to remote learning ( School Psychology, Roy, A., et al., in press).
Distance Learning in Higher Education During Covid-19
There were 27 articles in the final list. Students' perspectives on distant education are classified into four categories: perception and attitudes, advantages of distance learning, disadvantages of distance learning, and challenges for distance learning. In all studies, due of pandemic constraints, online data gathering methods were selected.
Negative Impacts From the Shift to Online Learning During the COVID-19
The COVID-19 pandemic led to an abrupt shift from in-person to virtual instruction in the spring of 2020. We use two complementary difference-in-differences frameworks: one that leverages within-instructor-by-course variation on whether students started their spring 2020 courses in person or online and another that incorporates student fixed effects.
13.4: What are the advantages and disadvantages of online learning and
Electronic Learning, or E-learning for short, is naturally suited to distance learning and flexible learning (Eletronic Learning). "Learning and teaching in an online environment are, in many ways, much like teaching and learning in any other formal educational context: learners' needs are assessed; content is negotiated or prescribed; learning ...
Distance Learning Pros and Cons
Distance Learning Pros and Cons. Distance learning, often called distance education, is the process by which students utilize the internet to attend classes and complete courses, without having to physically attend a school. Prior to COVID-19, distance learning was experiencing steady growth. During the pandemic those numbers grew exponentially ...
Advantages & Disadvantages of Distance Learning
Needless to say, distance learning provides an alternative to paper-based learning and students don't have to travel to and from lectures, meaning the CO2 emissions are reduced substantially. Energy is also saved on lighting and heating large lecture halls and electronic equipment that might be used in classroom settings. Disadvantages of ...
Challenges of Distance Learning for Students
Distance learning enables students to access and engage with quality educational content, all from the comfort and convenience of home. Though COVID-related restrictions will likely begin to relax as the pandemic wanes and vaccination rates rise, it seems unlikely that the e-learning industry, which experienced explosive growth in 2020, will become obsolete in 2021.
Advantages and Disadvantages of Online Learning: IELTS ...
Advantages of Online Classes Essay. There is no time constraint and the online classroom and teacher are (theoretically) accessible 24 hours a day, 7 days a week. As a result, students will stick to their schedules without impacting their learning outcomes. Second, the advantage of learning is that it saves resources.
PDF Advantages and Disadvantages of Distance Learning in Universities ...
* provide distance learning opportunities to those who need it (Artamonova et al., 2012). One of the valuable advantages of multimedia technologies, which are also used in distance learning, is that they help the student not to fall out of the educational process due to certain valid reasons, such as illness or family circumstances.
IELTS Writing Task 2: Advantages and disadvantages of studying an
Original Essay: In recent years, distance teaching and learning has become increasingly popular among the students and this is perceived differently by learners. Many students perceive this as a beneficial aid in learning while others think that they are not as much effective as classroom teaching.
The research on the impact of distance learning on students' mental
The mental health of students learning online is a critical task for many countries around the globe. The research purpose was to analyse the factors affecting the quality of mental health of young individuals who learnt under conditions of not total lockdowns but adaptive quarantine restrictions. The research involved 186 volunteers from ...
Advantages and Disadvantages of Distance Learning
A major disadvantage of Distance Learning is the lack of interaction between teacher and student. Even when a lesson is taught live on the internet, the instructor misses cues, such as confused faces, that can only be seen live. The instructor cannot yell at a student for passing notes, or talking to their friend.
Combatting Disadvantages to Online Learning
Combatting Disadvantages to Online Learning. As the world is shifting its in-person education to online learning, the disadvantages are becoming a realization to parents, teachers, and students. Although it enables classes to be taught at home, providing comfort and lowering costs, there are new problems that schools are struggling to solve.
Advantages and Disadvantages of Distance Learning Essay Example
The author of the paper "Advantages and Disadvantages of Distance Learning" will begin with the statement that technology has redefined ... the government is trying to reach students with special needs through distance education. Opera is a web browser that is designed to respond to physical and sensory disabilities. ... ("Distance Learning ...

The pros and cons of online learning

Pros of Online Learning

1. Flexibility

2. Community

3. Latest information

Cons of Online Learning

1. Learning environment

2. Repetition

3. Underestimation

Experience the Value of Online Learning: What to Look For in an Online Course

Open Learning newsletter

Analysing The Disadvantages of Distance Learning

Cite this Essay

Related Essays

Still can’t find what you need?

Related Essays on Distance Education

Related Topics

Get Your Personalized Essay in 3 Hours or Less!

Student perspectives: the pros and cons of distance learning

Nayeli Mercado, 15, sophomore, Richmond High

Alizei De Leon, 15, sophomore, Middle College High

Veronica Contreras, 16, sophomore, De Anza High

Irene Kou, 15, sophomore, De Anza High

Katherine Henriquez, 19, senior, Richmond High

Edwin Garcia, 17, senior, Richmond High

Ricardo Castillo Fierro, 17, senior, Richmond High

Yvette Garcia, 18, senior, Richmond High

Yashika Joshi, 17, senior, Aspire College Prep Academy

Dana Reyes, 18, senior, Middle College High

Mekayla Saechao, 16, junior, Richmond High

Jennifer Diaz Lopez, 18, senior, Richmond High

Olinda Raquel Figueredo Orellana, 14, freshman, Kennedy High

Monishlla Maharaj, 18, senior, Richmond High

Sarahi Yupit, 16, sophomore, Richmond High

Niya Mason, 16, sophomore, Richmond High

Comments (39)

Comments Policy

Catter Lino 3 years ago 3 years ago

jonathan 3 years ago 3 years ago

trinity avalos 3 years ago 3 years ago

annamarie 3 years ago 3 years ago

Vivi 3 years ago 3 years ago

Naymi 3 years ago 3 years ago

Suzette Cuseo 3 years ago 3 years ago

Sophia 3 years ago 3 years ago

Logan Clarkson 3 years ago 3 years ago

Rosalyn Parks 3 years ago 3 years ago

Annabelle Stornetta 3 years ago 3 years ago

Justina Smith 3 years ago 3 years ago

Carlos Romero 3 years ago 3 years ago

Eloy Robledo 3 years ago 3 years ago

justin santiago 3 years ago 3 years ago

teairra 3 years ago 3 years ago

Emran Parwani 3 years ago 3 years ago

Fatima Marentes 4 years ago 4 years ago

Maryam Aljwabra 4 years ago 4 years ago

Genesis Feliciano 4 years ago 4 years ago

Jada Cooper 4 years ago 4 years ago

Victor Duran 4 years ago 4 years ago

Ngan Doan 4 years ago 4 years ago

Giselle Gomez 4 years ago 4 years ago

Chuong T. 4 years ago 4 years ago

Hiwa Fatanum 4 years ago 4 years ago

sayed idris 4 years ago 4 years ago

Komalpreet Mangat 4 years ago 4 years ago

Sayed Sadat 4 years ago 4 years ago

Symonni Hampton 4 years ago 4 years ago

Kalissa 4 years ago 4 years ago

Kevin G 4 years ago 4 years ago

jade 4 years ago 4 years ago

Emily 4 years ago 4 years ago

miracle 4 years ago 4 years ago

Lamar Holloway 4 years ago 4 years ago

Alexis Hawes 4 years ago 4 years ago

Shu Yin Huang (Canita) 4 years ago 4 years ago

Brian 4 years ago 4 years ago

EdSource Special Reports

Bill to mandate ‘science of reading’ in California classrooms dies

Interactive Map: Chronic absenteeism up in nearly a third of 930 California districts

Bill to mandate ‘science of reading’ in California schools faces teachers union opposition