Essay Sample on Online Learning: Gaining Popularity and Evaluated Advantages

Introduction

With the current change in technology and student lifestyles, online learning is fast gaining popularity. Higher learning institutions are increasingly offering flexible learning styles to meet the specific needs of their students. Nowadays, online learning is part of the student learning experience and it is part of student lifestyles (Kemp & Grieve 1). Nevertheless, many institutions continue offering face to face learning since it offers unique advantages. Importantly, students evaluate available learning styles and choose the best program that meets their schedules. Although the points are contrasting, face to face learning is preferred because it promotes more engagement, immediate feedback, and enhances commitment from the learners.

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Face to Face Learning Versus Online Learning

Face to face learning is preferred in many instances because it supports more engagement. Many students feel that classroom learning is preferred compared with online learning because they interact and get more engaged than online learning. Social activities, such as team working improve their engagement experience, leading to more meaningful discussions. It helps to bounce back ideas of other people (Kemp & Grieve 5). On the contrary, many learners feel that online learning is more formal and it is more individualistic; thus, hinders socialization skills. In the learning environment, students should strive to develop multiple skills and experiences. Therefore, face to face learning does not only enhance engagement but also develops socialization skills.

Face to face learning enhances immediate feedback. Learning in social environments, such as classroom elicit immediate feedback from peers. For example, there is a prompt response from classmates for every point made. Additionally, students discuss with their tutors and ask for immediate clarification. Therefore, there is a response in real time. In most cases, face to face learning is appropriate when learning technical courses that require demonstration (Kemp & Grieve 5). In this way, it is easier for learners to understand points well. Contrarily, online learning hinders response from peers and tutors in real-time. For example, they wait for long hours before getting a response online. Lack of immediate feedback affects the effectiveness of leaning and it may take long learning hours (Keis et al., 4). Therefore, many learners prefer face to face learning to online learning when the exercise demands for immediate feedback.

Commitment

Additionally, face to face learning enhances commitment and hard work from learners, unlike online learning. Students improve their commitment and hard work because there is less destruction from different sources, such as noise at home. In many cases, students prefer learning from libraries and classes because of less distraction (Kemp & Grieve 5). In the process, they complete their assignments in real-time and meet deadlines for various activities. Online learning is associated with procrastination because of the social distraction from social networks, such as Facebook. The internet has enhanced social connections and this affects the ability of students to concentrate on online studies. Furthermore, home destruction affects concentration ability. For example, home responsibilities, such as taking care of kids affect online learning. Therefore, face to face learning is preferred to online learning because it motivates students to work hard and meet deadlines.

Conclusion

Although the points are contrasting, face to face learning is preferred because it promotes more engagement, immediate feedback and enhances commitment from the learners. Advances in technology, and changes in students’ lifestyles have contributed to the introduction of online learning. However, face to face learning is preferred because it enhances immediate feedback, improves the engagement of learners, and supports hard work. Therefore, students evaluate their schedules and choose the best mode of learning that cannot compromise other activities.

Works Cited

Keis, Oliver. Grab, Claudia. Schneider, Achim & Öchsner, Wolgang. Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format. BMC Medical Education, vol. 17, no. 1, 2017, pp.1-8.

Kemp, Nenagh & Grieve, Rachel. Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning. Frontiers in Psychology, vol. 12, 2014, pp. 1-11.