online learning is the future of education essay

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• Published: 25 January 2021

Online education in the post-COVID era

• Barbara B. Lockee 1  

Nature Electronics volume  4 ,  pages 5–6 ( 2021 ) Cite this article

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The coronavirus pandemic has forced students and educators across all levels of education to rapidly adapt to online learning. The impact of this — and the developments required to make it work — could permanently change how education is delivered.

The COVID-19 pandemic has forced the world to engage in the ubiquitous use of virtual learning. And while online and distance learning has been used before to maintain continuity in education, such as in the aftermath of earthquakes 1 , the scale of the current crisis is unprecedented. Speculation has now also begun about what the lasting effects of this will be and what education may look like in the post-COVID era. For some, an immediate retreat to the traditions of the physical classroom is required. But for others, the forced shift to online education is a moment of change and a time to reimagine how education could be delivered 2 .

Looking back

Online education has traditionally been viewed as an alternative pathway, one that is particularly well suited to adult learners seeking higher education opportunities. However, the emergence of the COVID-19 pandemic has required educators and students across all levels of education to adapt quickly to virtual courses. (The term ‘emergency remote teaching’ was coined in the early stages of the pandemic to describe the temporary nature of this transition 3 .) In some cases, instruction shifted online, then returned to the physical classroom, and then shifted back online due to further surges in the rate of infection. In other cases, instruction was offered using a combination of remote delivery and face-to-face: that is, students can attend online or in person (referred to as the HyFlex model 4 ). In either case, instructors just had to figure out how to make it work, considering the affordances and constraints of the specific learning environment to create learning experiences that were feasible and effective.

The use of varied delivery modes does, in fact, have a long history in education. Mechanical (and then later electronic) teaching machines have provided individualized learning programmes since the 1950s and the work of B. F. Skinner 5 , who proposed using technology to walk individual learners through carefully designed sequences of instruction with immediate feedback indicating the accuracy of their response. Skinner’s notions formed the first formalized representations of programmed learning, or ‘designed’ learning experiences. Then, in the 1960s, Fred Keller developed a personalized system of instruction 6 , in which students first read assigned course materials on their own, followed by one-on-one assessment sessions with a tutor, gaining permission to move ahead only after demonstrating mastery of the instructional material. Occasional class meetings were held to discuss concepts, answer questions and provide opportunities for social interaction. A personalized system of instruction was designed on the premise that initial engagement with content could be done independently, then discussed and applied in the social context of a classroom.

These predecessors to contemporary online education leveraged key principles of instructional design — the systematic process of applying psychological principles of human learning to the creation of effective instructional solutions — to consider which methods (and their corresponding learning environments) would effectively engage students to attain the targeted learning outcomes. In other words, they considered what choices about the planning and implementation of the learning experience can lead to student success. Such early educational innovations laid the groundwork for contemporary virtual learning, which itself incorporates a variety of instructional approaches and combinations of delivery modes.

Online learning and the pandemic

Fast forward to 2020, and various further educational innovations have occurred to make the universal adoption of remote learning a possibility. One key challenge is access. Here, extensive problems remain, including the lack of Internet connectivity in some locations, especially rural ones, and the competing needs among family members for the use of home technology. However, creative solutions have emerged to provide students and families with the facilities and resources needed to engage in and successfully complete coursework 7 . For example, school buses have been used to provide mobile hotspots, and class packets have been sent by mail and instructional presentations aired on local public broadcasting stations. The year 2020 has also seen increased availability and adoption of electronic resources and activities that can now be integrated into online learning experiences. Synchronous online conferencing systems, such as Zoom and Google Meet, have allowed experts from anywhere in the world to join online classrooms 8 and have allowed presentations to be recorded for individual learners to watch at a time most convenient for them. Furthermore, the importance of hands-on, experiential learning has led to innovations such as virtual field trips and virtual labs 9 . A capacity to serve learners of all ages has thus now been effectively established, and the next generation of online education can move from an enterprise that largely serves adult learners and higher education to one that increasingly serves younger learners, in primary and secondary education and from ages 5 to 18.

The COVID-19 pandemic is also likely to have a lasting effect on lesson design. The constraints of the pandemic provided an opportunity for educators to consider new strategies to teach targeted concepts. Though rethinking of instructional approaches was forced and hurried, the experience has served as a rare chance to reconsider strategies that best facilitate learning within the affordances and constraints of the online context. In particular, greater variance in teaching and learning activities will continue to question the importance of ‘seat time’ as the standard on which educational credits are based 10 — lengthy Zoom sessions are seldom instructionally necessary and are not aligned with the psychological principles of how humans learn. Interaction is important for learning but forced interactions among students for the sake of interaction is neither motivating nor beneficial.

While the blurring of the lines between traditional and distance education has been noted for several decades 11 , the pandemic has quickly advanced the erasure of these boundaries. Less single mode, more multi-mode (and thus more educator choices) is becoming the norm due to enhanced infrastructure and developed skill sets that allow people to move across different delivery systems 12 . The well-established best practices of hybrid or blended teaching and learning 13 have served as a guide for new combinations of instructional delivery that have developed in response to the shift to virtual learning. The use of multiple delivery modes is likely to remain, and will be a feature employed with learners of all ages 14 , 15 . Future iterations of online education will no longer be bound to the traditions of single teaching modes, as educators can support pedagogical approaches from a menu of instructional delivery options, a mix that has been supported by previous generations of online educators 16 .

Also significant are the changes to how learning outcomes are determined in online settings. Many educators have altered the ways in which student achievement is measured, eliminating assignments and changing assessment strategies altogether 17 . Such alterations include determining learning through strategies that leverage the online delivery mode, such as interactive discussions, student-led teaching and the use of games to increase motivation and attention. Specific changes that are likely to continue include flexible or extended deadlines for assignment completion 18 , more student choice regarding measures of learning, and more authentic experiences that involve the meaningful application of newly learned skills and knowledge 19 , for example, team-based projects that involve multiple creative and social media tools in support of collaborative problem solving.

In response to the COVID-19 pandemic, technological and administrative systems for implementing online learning, and the infrastructure that supports its access and delivery, had to adapt quickly. While access remains a significant issue for many, extensive resources have been allocated and processes developed to connect learners with course activities and materials, to facilitate communication between instructors and students, and to manage the administration of online learning. Paths for greater access and opportunities to online education have now been forged, and there is a clear route for the next generation of adopters of online education.

Before the pandemic, the primary purpose of distance and online education was providing access to instruction for those otherwise unable to participate in a traditional, place-based academic programme. As its purpose has shifted to supporting continuity of instruction, its audience, as well as the wider learning ecosystem, has changed. It will be interesting to see which aspects of emergency remote teaching remain in the next generation of education, when the threat of COVID-19 is no longer a factor. But online education will undoubtedly find new audiences. And the flexibility and learning possibilities that have emerged from necessity are likely to shift the expectations of students and educators, diminishing further the line between classroom-based instruction and virtual learning.

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Lockee, B.B. Online education in the post-COVID era. Nat Electron 4 , 5–6 (2021). https://doi.org/10.1038/s41928-020-00534-0

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Educationise

The Future of Education: 8 Predictions for the Next Decade

The world of education is changing rapidly, and it can be difficult to keep up with all the latest trends and developments. In this article, we will explore eight key predictions for the future of education. We will examine the rise of online learning, personalized learning, and other trends that are likely to shape the education landscape in the years to come.

With rapid advancements in technology and shifts in societal needs, many are asking, “How do you think the education system will change in the future?” as we anticipate a move towards more personalized, flexible, and technology-driven learning environments.

By staying informed about these future trends in education, educators and policymakers can better anticipate changes and adapt their strategies to ensure that they meet the evolving needs of students and prepare them for success in an increasingly dynamic world.

AI and the Future of Education – Teaching in the Age of Artificial Intelligence

Prediction 1: Online Learning Will Continue to Grow

Online learning has been around for years, but it really took off during the COVID-19 pandemic. Many schools and universities were forced to transition to online learning, and this trend is likely to continue in the future. In fact, a recent report by Research and Markets predicts that the global online education market will grow by over 10% annually between 2021 and 2026.

There are many benefits to online learning, including increased accessibility and flexibility. Students can learn at their own pace, and from anywhere in the world. Online learning is also often more affordable than traditional in-person learning, making education more accessible to a wider range of students.

As we look ahead, the future of learning will likely see a continued expansion of online education, driven by its accessibility, flexibility, and cost-effectiveness, which will reshape how and where students engage with their studies.

Prediction 2: Personalized Learning Will be the Norm

Using AI Chatbots to Enhance Planning and Instruction

Personalized learning is a method that involves tailoring learning experiences to suit the needs and preferences of individual students. This approach is becoming increasingly popular, and it’s predicted that it will become the norm in the future of education.

In traditional classroom settings, teachers often deliver lessons to a large group of students, with little opportunity for individual attention or customization. However, with the rise of technology and data analytics, personalized learning has become much more feasible.

The benefits of personalized learning are significant. Students can learn at their own pace, and in a way that is most comfortable and effective for them. This leads to greater engagement and retention, as well as higher levels of academic achievement.

According to a report by the Gates Foundation, schools that have implemented personalized learning have seen significant improvements in student outcomes. For example, students in a personalized learning program in Chicago’s public schools showed a 50% increase in math proficiency, compared to their peers in traditional classrooms.

As personalized learning becomes more prevalent, the future of schooling will increasingly focus on tailoring educational experiences to meet individual needs, leading to more effective and engaging learning environments that drive academic success and better prepare students for the future.

Prediction 3: Artificial Intelligence Will Revolutionize Education

Artificial Intelligence (AI) is already changing the face of education, and this trend is set to continue. AI can be used to automate administrative tasks, such as grading, which frees up teachers’ time to focus on more meaningful work. It can also be used to create personalized learning experiences, by analyzing data on student performance and providing targeted feedback and recommendations.

AI is also being used to develop intelligent tutoring systems, which provide students with personalized support and guidance. These systems can help identify knowledge gaps, provide additional resources, and even adjust the pace and difficulty of learning to suit individual students’ needs.

Another area where AI is set to revolutionize education is in the development of adaptive assessments. These assessments use machine learning algorithms to adapt to each student’s level of understanding, providing a more accurate and comprehensive evaluation of their knowledge.

As AI continues to evolve, the question of “how will education change in the future?” will increasingly focus on the integration of these technologies to enhance teaching and learning, ultimately shaping the education in future to be more efficient, personalized, and effective.

Are you looking for some of the top AI courses and learning platforms? Read our article Best AI Courses and Learning Platforms for more details.

Prediction 4: Virtual and Augmented Reality Will Transform Education

Virtual and augmented reality (VR/AR) technology has already been used in many industries, including entertainment, sports, and healthcare. However, it is now making its way into the world of education. VR/AR technology allows students to interact with digital objects and environments in a way that was previously impossible. It can create a completely immersive learning experience that engages multiple senses, making it easier for students to remember what they’ve learned.

According to a report by Technavio, the global market for VR in education is expected to grow at a compound annual growth rate of over 58% from 2019 to 2023. This growth is due to the increasing demand for immersive learning experiences and the declining cost of VR/AR hardware. As more schools and universities adopt VR/AR technology, it is likely to become an integral part of the education system.

One of the most exciting applications of VR/AR technology in education is the ability to take students on virtual field trips. This allows students to visit places that would be difficult or impossible to access in real life, such as the surface of Mars or the depths of the ocean. It can also help to bridge cultural and geographical gaps, allowing students to experience different cultures and ways of life.

Another benefit of VR/AR technology is the ability to provide hands-on learning experiences without the need for expensive equipment or resources. For example, medical students can practice surgical procedures in a virtual environment, without the need for cadavers or expensive equipment. This can also be applied to other fields such as engineering, where students can build and test virtual prototypes.

However, the adoption of VR/AR technology in education is not without its challenges. One of the biggest barriers to adoption is the cost of hardware and software. While the cost of VR/AR technology has been declining, it still remains out of reach for many schools and universities. Another challenge is the lack of content available for VR/AR learning experiences. As more educational content is developed, it is likely that the adoption of VR/AR technology in education will accelerate.

Looking for the best virtual reality headsets for education? Read our article 5 Best Virtual Reality Headsets and Their Transformative Use in Classrooms for more details.

Prediction 5: Learning Will Be Lifelong

In the past, education was typically something that was completed in the first two decades of life, with a few exceptions for continuing education programs. However, in the future, learning will be a lifelong pursuit.

This is partly due to the rapid pace of technological change, which means that workers will need to constantly update their skills to remain relevant in the job market. Additionally, as people live longer and retire later, they will have more time and opportunity to continue learning throughout their lives.

According to a report by the Pew Research Center, the majority of Americans believe that lifelong learning will become more important in the future. This means that schools and educational institutions will need to adapt their programs to cater to learners of all ages and backgrounds.

Moreover, as the future of work evolves, the emphasis on lifelong learning will become crucial, prompting educational institutions to develop flexible and accessible learning opportunities that support skill development and career growth throughout an individual’s entire life.

In order to achieve lifelong learning, you can make it an ultimate goal and gradually break it down into smaller goals with several milestones. As you accomplish each milestone, you can reward yourself with customized Me dals thus better motivating yourself to keep learning.

Prediction 6: The Role of Teachers Will Change

As technology becomes more prevalent in the classroom, the role of teachers will inevitably change. While teachers will always be essential to the learning process, their roles will shift from being the primary source of information to being facilitators of learning.

With online resources and personalized learning becoming more common, students will be able to access information and learn at their own pace. Teachers will be there to guide students, answer questions, and provide feedback.

Additionally, as classrooms become more diverse, teachers will need to become more culturally responsive. They will need to understand the unique needs and backgrounds of their students and create inclusive learning environments.

A survey by the Education Week Research Center found that 80% of teachers believe that technology is changing the role of teachers in the classroom. However, 49% also reported feeling unprepared to integrate technology into their teaching.

Hence, the future of teaching and learning will increasingly emphasize mentorship and support, with educators focusing on nurturing critical thinking, creativity, and emotional intelligence to complement the technology-driven aspects of education.

Prediction 7: Competency-Based Education Will Gain Traction

Competency-based education is an approach to learning that focuses on mastering specific skills and knowledge rather than completing a certain amount of time in a class. This approach allows students to move at their own pace and focus on areas where they need more support.

In a competency-based education system, students are assessed on their ability to demonstrate mastery of a particular skill or concept. Once they have demonstrated mastery, they can move on to the next skill or concept.

This approach to education is gaining traction, particularly in higher education. According to the Competency-Based Education Network, there are currently more than 600 colleges and universities in the United States offering competency-based programs.

The benefits of competency-based education are numerous. It allows students to learn at their own pace, focus on areas where they need more support, and demonstrate mastery of specific skills and knowledge. However, there are also challenges to implementing a competency-based education system, including the need for new assessment methods and teacher training.

As we explore the potential of a competency-based education system, it’s clear that adapting to these challenges will be crucial in shaping a future education system that is both flexible and effective in meeting diverse student needs.

Prediction 8: Education Will Become More Global

Thanks to advancements in technology and transportation, the world is becoming increasingly connected. This means that in the education in the future will become more global in nature.

Already, there are many opportunities for students to study abroad, participate in international exchange programs, and engage in online learning with students from around the world. However, in the future, these opportunities will become even more widespread and accessible. Global education will be important for preparing students to work in a globalized economy, as well as for promoting cross-cultural understanding and cooperation.

In conclusion, the future of education is exciting and full of potential. With the advancements in technology and changing needs of the workforce, it is important that the education system adapts to prepare students for the future. The predictions discussed in this article are just a glimpse of what’s to come, and it is up to educators and policymakers to ensure that our education system evolves to meet the needs of future generations.

Embracing the future of technology in education will be key to creating innovative learning environments that not only keep pace with technological advancements but also equip students with the skills and knowledge necessary for success in a rapidly evolving world. Read our article the future of educational technology for more insights on how technology will reshape education.

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Shaping the Future of Online Learning

Published may 22, 2024.

If you’ve been enrolled in any educational course or postsecondary educational program since 2020, chances are you’ve witnessed the rise in online learning firsthand .

The COVID-19 global pandemic shuttered storefronts, theaters, and classrooms alike, causing major disruptions in how goods and services were delivered. As consumers adopted Instacart for their grocery needs and streamed new blockbuster movies from the comfort of their living rooms, students needed an innovative way to bring their classes home. A year into the pandemic over 60% of all undergraduate students were enrolled in at least one online course , with 28% exclusively enrolled in online courses, according to the National Center for Education Statistics.

There are other reasons for the widespread adoption, including accessibility. Rural and international students who may be far removed from traditional educational institutions can now attend Harvard classes anywhere there’s an internet connection. Or, consider working adults seeking to progress or switch careers. Life doesn’t stop for a class, and attending one in-person can be prohibitive. While still challenging, logging into a virtual classroom is far more manageable. Online education is for everyone.

Technological and pedagogical developments have helped online learning progress beyond the days of discussion boards and essay uploads. Now, students can enjoy a multimedia educational experience that is rooted in the latest research, all while participating in the community of their “virtual campus”.

If you’re one of the millions of learners who have experienced online education, you might be interested to learn where it’s going next. At Harvard Online, the question, “what is the future of online learning?” guides an ongoing conversation that drives us everyday.

In this blog, we sat down with Catherine Breen , Managing Director of Harvard Online. With more than two decades of senior executive leadership at Harvard University and oversight of Harvard Online, Breen has an invaluable perspective on the future of online learning, and the exciting role Harvard Online is playing in bringing the future into the present. 

Catherine Breen, Managing Director of Harvard Online, in a team meeting.

Harvard Online (HO): How has the online learning landscape evolved in recent years? 

Catherine Breen (CB): At the beginning of the COVID-19 lockdown, there was a massive escalation in demand for online learning. Demand began to recede slowly as the months wore on and by late 2022, it started to level out. But we observed two big changes: Internally, the demand for Harvard Online content was still almost three times higher than pre-pandemic. Externally, in reaction to the demand surge, there was significant and rapid growth of new online course offerings and companies that purveyed varying types of digital products.    

HO: What is shaping the future of online learning today? 

CB: Because of the rapid and massive shift to online that occurred around the globe in the spring of 2020, the landscape changed permanently. There are many things shaping the future but here are just a few that I can see from my perspective:

• Increased adoption of online learning across all ages and levels of education: Everyone expanded their online course catalogs; new companies and offerings sprung up everywhere.
• Greater tech investment across organizations and industries: Organizations are investing more time, money, and effort into technology infrastructure, tools, and platforms to support online learning and participants in these courses.
• New pedagogical methods to bridge the gap between traditional and novel learning methods: Instructors have adapted their teaching methods for online, hybrid, and blended environments.
• Enhanced accessibility to quality education and learning experiences: Efforts have been made to improve access for students of all types, abilities, geographies, and backgrounds so that everyone can participate effectively.    

HO: What are the remaining challenges that online learning faces? 

CB: While these changes have improved the online learning experience, challenges remain, including addressing the digital divide, maximizing student engagement, and refining the quality of online courses.

The pandemic accelerated the adoption of online learning and its impact will likely continue to shape higher education for many years to come.  

HO: How does online learning contribute to Harvard's mission of promoting accessibility and inclusion in education, especially for learners who may not have traditional access to higher education?

CB: Online learning levels the playing field for learners in many ways.

Most students think that a Harvard-quality education is out of reach, for a variety of reasons. With online courses, however, learners from around the country and the world can take courses with Harvard instructors at their own pace at a more affordable price point.

Our online courses also typically incorporate a range of multimedia elements, allowing students with different learning styles to flourish. We also ensure that our online learning experiences are accessible to all learners, including those with disabilities. This commitment to inclusivity aligns with the broader goals of promoting equitable access to education.

Lastly, our online courses often include discussion forums and virtual communities where learners can connect and collaborate. This allows for interactions among students from diverse backgrounds and experiences, fostering a sense of belonging and inclusion.  

It’s clear that online learning has a lot to offer everyone, and it’s only getting better. In our next blog in this series, we’ll hear more from Cathy on how institutions can implement online learning modalities effectively. 

If you missed the first blog in this series detailing the future of online learning, you can check out the first blog here . To learn more about Harvard Online, explore our fully online course catalog here .

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ESSAY: 'IS ONLINE LEARNING THE FUTURE OF EDUCATION?'

Yes, online learning is the future of education! World over, the educational institutions have adopted a form of learning different from the traditional face-to-face learning, called Online Learning. Today, online learning is the newest and most popular form of distance education. Within the past decade it has had a major impact on Tertiary education and the trend is tremendously increasing. Online learning often referred to as "e-learning" is a form of education where students may not always be physically present at a school but will receive learning through the internet. According to the Sloan Consortium, online enrollments continue to grow at rates faster than for the broader student population, and institutes of higher education expect the rate of growth to continue increasing. Some of the key findings were: Over 1.9 million students were studying online in the fall of 2003; The majority of all schools (53.6%) agreed that online education is critical to their long-term strategy; A majority of academic leaders believed that online learning quality is already equal to or superior to face-to-face instruction. (The "no significant difference" phenomenon.) Some of the major benefits of online learning include: Convenience-The basic requirement for students to participate in an online learning is access to a computer, the Internet, and the motivation to succeed in a non-traditional classroom. Online learning provide an excellent

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This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control. This record was migrated from the OpenDepot repository service in June, 2017 before shutting down.

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Navigating the new normal: adapting online and distance learning in the post-pandemic era.

1. Introduction

1.1. background, 1.2. purpose of the review.

• Highlighting the multifaceted impact of the pandemic on education, including the disruptions caused by school closures and the subsequent shift to remote learning [ 1 ].
• Exploring innovative approaches and strategies employed by educators to ensure effective online teaching and learning experiences [ 2 , 4 ].
• Examining the role of technological solutions and platforms in facilitating remote education and their effectiveness in supporting teaching and learning processes [ 4 ].
• Investigating strategies for promoting student engagement and participation in virtual classrooms, considering the unique challenges and opportunities presented by online and distance learning [ 2 , 3 ].
• Evaluating the various assessment and evaluation methods employed in online education, considering their validity, reliability, and alignment with learning outcomes [ 4 ].
• Discussing the importance of supporting student well-being and academic success in the digital environment, addressing the social and emotional aspects of remote learning [ 3 ].
• Examining the professional development opportunities and resources available for educators to enhance their skills in online teaching and adapt to the changing educational landscape [ 4 ].
• Addressing equity and accessibility considerations in online and distance learning, developing strategies to ensure equitable opportunities for all learners and mitigate the digital divide [ 1 , 2 ].
• Identifying key lessons learned and best practices from the experiences of educators and students during the pandemic, providing insights for future educational practices [ 1 , 4 ].
• Discussing the potential for educational innovation and transformations in teaching and learning practices in the post-pandemic era, considering the lessons learned from the rapid transition to online and distance learning [ 4 ].

1.3. Significance of the Study

• To provide a comprehensive understanding of the impact of the pandemic on education. UNESCO (2020) reported that the widespread school closures caused by the pandemic disrupted traditional education practices and posed significant challenges for students, educators, and families [ 1 ]. As such, understanding the multifaceted impact of the pandemic is crucial for effective decision making and policy development.
• To highlight innovative approaches to online teaching and learning. Hodges et al. [ 4 ] emphasized the importance of instructional design principles and the use of educational technology tools in facilitating effective online education [ 4 ] by examining strategies employed by educators during the pandemic. This review paper aims to identify successful practices that can be applied in future online and blended learning environments.
• To explore the role of technology in supporting remote education. The rapid transition to online and distance learning has required the use of various technological solutions and platforms. With reference to this subject, Hodges et al. (2020) discussed the difference between emergency remote teaching and online learning, highlighting the importance of leveraging technology to create engaging and interactive virtual classrooms [ 4 ].
• To address equity and accessibility considerations. The pandemic has exacerbated existing inequities in access to education and technology. On this line, UNESCO (2020) emphasized the need to address equity issues and bridge the digital divide to ensure equitable opportunities for all learners. This review paper examines strategies and interventions aimed at promoting equitable access to online and distance learning.
• To provide insights for future educational practices by analyzing experiences, challenges, and successes encountered during the transition to online and distance learning. This review paper aims to provide valuable insights for educators, policymakers, and researchers. So, lessons learned from the pandemic can inform the development of effective educational policies, teacher training programs, and support systems for students.

1.4. Methodology of Search

2. impact of the covid-19 pandemic on education, 3. transitioning from traditional classrooms to online and distance learning, 4. challenges faced by educators during the lockdown period, 5. strategies for effective online teaching and learning, 6. technological solutions and platforms for remote education, 7. promoting student engagement and participation in the virtual classroom, 8. assessments and evaluation methods in online education, 9. supporting student well-being and academic success in the digital environment, 10. professional development for educators in online teaching, 11. addressing equity and accessibility in online and distance learning, 12. lessons learned and best practices for future educational practices, 13. innovations and transformations in education post-pandemic, 14. policy implications and recommendations for effective online education, 15. ethical considerations in online and distance learning, 16. innovations and practical applications in post-pandemic educational strategies.

• Impact Analysis Tools: Develop analytical tools to quantify the educational disruptions caused by the pandemic, focusing on metrics like attendance, engagement, and performance shifts due to remote learning.
• Online Pedagogy Workshops: Create workshops for educators to share and learn innovative online teaching strategies, focusing on interactivity, student-centered learning, and curriculum adaptation for virtual environments.
• Tech-Integration Frameworks: Develop frameworks for integrating and evaluating the effectiveness of various technological solutions in remote education, including LMS, interactive tools, and AI-based learning supports.
• Engagement-Boosting Platforms: Create platforms or tools that specifically target student engagement in virtual classrooms, incorporating gamification, interactive content, and real-time feedback mechanisms.
• Assessment Methodology Guides: Develop guidelines or toolkits for educators to design and implement valid and reliable online assessments aligned with learning outcomes.
• Well-being Monitoring Systems: Implement systems to monitor and support student well-being in digital learning environments, incorporating mental health resources and social-emotional learning components.
• Professional Development Portals: Develop online portals offering continuous professional development opportunities for educators, focusing on upskilling in digital pedagogy, content creation, and adaptive learning technologies.
• Equity and Accessibility Strategies: Formulate and implement strategies to ensure equitable access to online and distance learning, addressing the digital divide through resource distribution, adaptive technologies, and inclusive curriculum design.
• Best Practices Repository: Create a repository of best practices and lessons learned from the pandemic’s educational challenges, serving as a resource for future educational planning and crisis management.
• Post-Pandemic Educational Innovation Labs: Establish innovation labs to explore and pilot new teaching and learning practices in the post-pandemic era, emphasizing the integration of traditional and digital pedagogies.

17. Conclusions: Navigating the Path Forward in Online Education

Author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Share and Cite

Sato, S.N.; Condes Moreno, E.; Rubio-Zarapuz, A.; Dalamitros, A.A.; Yañez-Sepulveda, R.; Tornero-Aguilera, J.F.; Clemente-Suárez, V.J. Navigating the New Normal: Adapting Online and Distance Learning in the Post-Pandemic Era. Educ. Sci. 2024 , 14 , 19. https://doi.org/10.3390/educsci14010019

Sato SN, Condes Moreno E, Rubio-Zarapuz A, Dalamitros AA, Yañez-Sepulveda R, Tornero-Aguilera JF, Clemente-Suárez VJ. Navigating the New Normal: Adapting Online and Distance Learning in the Post-Pandemic Era. Education Sciences . 2024; 14(1):19. https://doi.org/10.3390/educsci14010019

Sato, Simone Nomie, Emilia Condes Moreno, Alejandro Rubio-Zarapuz, Athanasios A. Dalamitros, Rodrigo Yañez-Sepulveda, Jose Francisco Tornero-Aguilera, and Vicente Javier Clemente-Suárez. 2024. "Navigating the New Normal: Adapting Online and Distance Learning in the Post-Pandemic Era" Education Sciences 14, no. 1: 19. https://doi.org/10.3390/educsci14010019

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Home — Essay Samples — Education — E-Learning — The Evolution of Education: Embracing Online Learning for the Future

The Evolution of Education: Embracing Online Learning for The Future

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Essay On Online Education: In 100 Words, 150 Words, and 200 Words

• Updated on  
• Apr 26, 2024

Online education has emerged as a significant transformation in the global education landscape, particularly in the wake of the COVID-19 pandemic . This essay explores the various facets of online education, from its inception to its advantages and disadvantages and its impact on learners and educators alike. The evolution of online education presents a new horizon for accessible and flexible learning .

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• 1 Essay on Online Education in 100 words
• 2 Essay on Online Education in 150 words
• 3 Essay on Online Education in 200 words
• 4 Short Essay on Online Education

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Essay on Online Education in 100 words

Online education is a modern educational paradigm where students access instructional content through the internet. This innovative approach has gained immense popularity, especially after the pandemic, owing to its convenience and adaptability. It has enabled students of all ages to acquire knowledge from the comfort of their homes, transcending geographical barriers. Online education offers a diverse range of courses and resources, fostering continuous learning. However, it also presents challenges, such as dependency on technology and potential disengagement from the physical world.

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Essay on Online Education in 150 words

Online education marks a revolutionary shift in how we acquire knowledge. It harnesses the power of the internet to deliver educational content to students, making learning more flexible and accessible. Technology advancements have accelerated the development of online education, enabling educational institutions to provide a wide range of courses and programmes through digital platforms.

One of the primary advantages of online education is its ability to cater to a diverse audience, regardless of geographical location or physical limitations. It eliminates the need for commuting and offers a cost-effective alternative to traditional classroom learning. However, online education also comes with its challenges. It requires self-discipline and motivation as students often learn independently. Additionally, prolonged screen time can have adverse effects on students’ physical and mental well-being, potentially leading to social disconnection.

Essay on Online Education in 200 words

Online education has witnessed remarkable growth in recent years, with the internet serving as the conduit for delivering educational content. This transformation has been accelerated, particularly in response to the global pandemic. Online education transcends the boundaries of traditional learning, offering students the opportunity to acquire knowledge and skills from anywhere in the world.

One of the most compelling aspects of online education is its flexibility. Learners can access course materials and engage with instructors at their convenience, breaking free from rigid schedules. Moreover, this mode of education has expanded access to a vast array of courses, allowing individuals to pursue their interests and career goals without geographical constraints.

However, it’s important to acknowledge the challenges associated with online education. It demands a high degree of self-discipline, as students must navigate the coursework independently. Prolonged screen time can have adverse effects on health and may lead to a sense of disconnection from society.

In conclusion, online education represents a significant shift in how we approach learning. It offers unprecedented access and flexibility but also requires learners to adapt to a more self-directed approach to education. Striking a balance between the benefits and challenges of online education is key to harnessing its full potential.

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Short Essay on Online Education

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

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

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

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

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1 Introduction

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

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

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

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

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

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

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

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

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

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

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

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

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

2.1 Selecting and coding the data (studies)

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

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

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

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

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

2.2 Study group

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

2.3 Publication bias

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

2.4 Selecting the model

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

2.5 Heterogeneity

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

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

2.6 Interpreting the effect sizes

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

3 Findings and results

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

4 Conclusions and discussion

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

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

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

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

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

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

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

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

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

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

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

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

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5 Reasons Why Online Learning is the Future of Education in 2024

Traditional education has changed radically within the last couple of years. Find out why online learning is a great choice for getting a quality education whenever and wherever you want.

• Online Learning
• Deciding Where to Study

The concept of traditional education has changed radically within the last couple of years. Being physically present in a classroom isn’t the only learning option anymore — not with the rise of the internet and new technologies, at least. Nowadays, you have access to a quality education whenever and wherever you want, as long as you can get online. We are now entering a new era — the revolution of online education.

There’s no need to discount the skepticism surrounding education through the internet. It’s hard to understand the notion of leaving behind the conventional classroom, especially if it's to face this vast space called The Internet. 

However, that’s not reason enough to shy away from this alternative, which has proven to be valid and useful for many students. According to the most recent survey from Babson Survey Research Group, over 30 percent of higher education students in the United States are taking at least one distance course. Online education is a sensible choice whether you’re a teenager or an adult. As a student, this can be a useful learning method for sharpening your skills in a difficult subject, or learning a new skill. 

Keep on reading to learn five more reasons why you should get involved in online education!

Interested in learning online?

Find and compare 5,000+ online programs!

1. It's flexible.

Online education enables the teacher and the student to set their own learning pace, and there’s the added flexibility of setting a schedule that fits everyone’s agenda. As a result, using an online educational platform allows for a better balance of work and studies, so there’s no need to give anything up. Studying online teaches you vital  time management skills , which makes finding a good work-study balance easier. Having a common agenda between the student and teacher can also prompt both parties to accept new responsibilities and have more autonomy. 

2. It offers a wide selection of programs.

In a space as vast and wide as the internet, there are infinite skills and subjects to teach and learn. A growing number of universities and higher education schools are offering online versions of their programs for various levels and disciplines. From music composition to quantum physics, there are options for every type of student. Studying your program online is also a great option for getting an official certificate, diploma, or degree without physically setting foot on a university campus. Nowadays, people get certificates that help them succeed in their professional careers; the excellent ones are especially the financial certifications with the best ROI ."

3. It’s accessible.

Online education enables you to study or teach from anywhere in the world. This means there’s no need to commute from one place to another, or follow a rigid schedule. On top of that, not only do you save time, but you also save money , which can be spent on other priorities. The virtual classroom is also available anywhere there’s an internet connection, and a good way to take advantage of this is to travel. For example, if you’re studying abroad and want to get a job, online education is a great choice. There’s no reason to give up on working or studying while exploring new and exotic places. 

4. It allows for a customized learning experience.

We’ve mentioned before how flexibility can help you to set your own study pace. But online education is also flexible for each student’s individual requirements and level of ability.

Online classes tend to be smaller than conventional class size. Most of the time, online learning platforms only allow one student at a time, and in almost all cases, this allows for greater interaction and more feedback between you and your tutor.

There’s often access to very diverse material such as videos, photos, and eBooks online as well, and tutors can also integrate other formats like forums or discussions to improve their lessons. And this extra content is available at any moment from anywhere, which will offer you a more dynamic and tailor-made education.

5. It’s more cost-effective than traditional education.

Unlike in-person education methods, online education tends to be more affordable. There’s also often a wide range of payment options that let you pay in installments or per class. This allows for better budget management. Many of you may also be subject to discounts or scholarships, so the price is rarely high. You can also save money from the commute and class materials, which are often available for free.

Not only that, but there are also plenty of scholarships available for online studies these days. In other words, the monetary investment is less, but the results can be better than other options.  

Final thoughts

These are only a few reasons to choose an online education, and why 90 percent of students today think that online learning is the same or better than the traditional classroom experience. Every student must assess their unique situation and decide according to their needs and goals, and while this alternative to traditional education is not for everyone, it's still a convenient option with virtually endless options for international students all over the world.

About the Author

Gemma Josep is the Content Manager for Classgap , an online platform whose purpose is to facilitate communication between teachers and students. She writes about the importance of online learning, education, and technology, and also works with Classgap to bring education closer and to create a perfect online environment to learn.

Keystone Team Author

The Keystone Team is comprised of experienced educators and advisors dedicated to providing valuable resources and advice to students all over the world.

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Online Learning & the Transformation of Global Higher Education

This essay examines the global impact of online education in the decade following the widely publicized introduction of MOOCs (Massive Open Online Courses) in 2012—exploring the demographics and preferences of learners, the effectiveness of online learning, the surprising and substantial impact on the labor market, and the implications of scalability for reducing the cost of education. The essay concludes that online education has broadened the range of activities undertaken by leading universities and will continue to dramatically expand the population of learners with access to low-cost, high-quality education.

Richard C. Levin , a Fellow of the American Academy since 1998, is the former President of Yale University (1993–2013) and the former CEO of Coursera (2014–2017). He is the author of The Work of the University (2003) and The Worth of the University (2013). 

In 2012, online education burst into public view with the publication of a New York Times  article entitled, “The Year of the MOOC .” 1 The article described the sudden growth in popularity of Massive Open Online Courses and the startup platforms that provided them (Coursera, ed X , and Udacity). A balanced and judicious account, it nonetheless precipitated an avalanche of fears and hopes. Faculty questioned the effectiveness of online learning, but nonetheless feared that the MOOC would replace classroom teaching, reduce the demand for professors, and transform them into teaching assistants. By contrast, trustees hoped that online instruction might reverse, or at least arrest, the relentless increase of tuition, and they urged presidents to invest for fear of missing out. The trustees of the University of Virginia even attempted to fire their president over her reluctance to embrace technology with the alacrity that they expected. 2 Universities around the country rushed to sign up with ed X , a nonprofit joint venture of MIT and Harvard, or Coursera, a for-profit startup founded by two Stanford professors. European, Latin American, and Asian universities soon followed. By mid-2014, Coursera and ed X had more than one hundred fifty unique university partners between them, most of which ranked in the global top 200.

A decade later, some early goals have been met and others have not; some fears remain while many have been laid to rest. As is typical of overhyped innovations, imagined revolution has given way to evolution. Slowly and steadily, online learning is transforming postsecondary education around the world, both inside and outside the academy, in ways that were not fully anticipated in 2012.

Online education predates the Year of the MOOC by four decades. In 1971, the Open University began to televise courses throughout the United Kingdom. Two years later, Jim Gibbons at Stanford conducted fascinating experiments combining videotaped lectures with live, onsite tutoring, anticipating lessons relearned in the MOOC era. 3 Education scholar Linda Harasim is often credited with offering the first fully online, for-credit university course in 1986 (accessed primitively by dial-up modems over landline telephone infrastructure), although Harasim herself identifies numerous precursors elsewhere between 1981 and 1986. 4 The University of Phoenix began offering fully online bachelor’s and master’s degrees just three years later, and other for-profit organizations, as well as nonprofits, followed shortly after. A decade later, at the turn of the millennium, top-tier universities entered the arena, offering single courses via streaming video, but Fathom (Columbia), E -Cornell, and AllLearn (a joint venture of Oxford, Stanford, and Yale) failed to achieve scale or commercial viability. In 2008, a new venture, 2tor (later renamed 2 U ), developed a platform for hosting online degrees offered by established universities such as the University of North Carolina at Chapel Hill and the University of Southern California, and received a share of tuition revenue for supplying the technology, assisting with course production, and recruiting students—chiefly through paid advertising. 

By the Year of the MOOC , there were 7 million students enrolled in at least one online course through a U.S. university, and 1.5 million enrolled in fully online degree programs. 5 Most online degree programs charged tuition fees comparable to those paid by students on campus, and enrollment was typically less than enrollment in counterpart programs on campus. The MOOC promised something radically new and different—famous professors from top universities, massive scale, and low cost. For the first time, institutions of higher education could imagine achieving high quality, wide access, and affordability in the same offering. 

Such imagining was possible only because MOOC s, unlike most online degree programs then and now, did not require the presence of a live instructor. Students watched videos, took quizzes and tests, and worked on collaborative projects with each other asynchronously, which meant that the same course could reach large numbers in different time zones at low cost per student. Asynchronous courses and degree programs built upon them had the potential to increase the number of students reached by a single faculty member from tens or hundreds to tens or hundreds of thousands, or more.

In this essay, I hope to shed light on the current and future impact of online learning on global higher education. To do this, I will begin by asking two questions about the demand for online postsecondary education: 1) who are the learners? and 2) what do they want to learn? The answers are surprising, especially to faculty and administrators in traditional higher education. I will also discuss who is supplying educational content online, how it is delivered, and whether it is effective. Finally, I will offer a perspective on two further questions: 1) can online education serve the learning needs of the global workforce in an era of rapid technological progress? and 2) can online education help universities around the world in their quest for the holy grail of high quality, accessibility, and affordability?

In 2012, the conversation among U.S. academics assumed that the audience for MOOC s would be pre-college or college-age students, principally residing in the United States. But, contrary to expectations, a 2015 Coursera survey revealed that only 11 percent of surveyed learners were under age 22, just under half were 22–45 years old, and the balance were over 45 years old. 6 And the learner population was, and remains, overwhelmingly international. By the end of 2022, only 21 percent of Coursera’s learners resided in North America. The rest were distributed around the world: 32 percent in Asia, 18 percent in Latin America, 17 percent in Europe, and 10 percent in the Middle East and Africa. Apart from the United States (19 percent) and India (16 percent), no single country has more than 10 percent of the learners on the platform. 7 These demographics have profound implications for the future of higher education. They demonstrate that the principal consequence of putting courses online has not been to transform teaching and learning on campus, but rather to extend the reach of universities beyond customary geographic and demographic boundaries to millions of learners around the world beyond the normal age of university students.

It is worth dwelling on this point. There are 19 million students enrolled in institutions of higher education in the United States and approximately 250 million enrolled worldwide. Enrollment in online courses will come to dwarf these numbers. By the end of 2022, Coursera alone had 118 million registered learners, growing at an annual rate of 22 percent. Putting university courses on Zoom during the early years of the COVID -19 pandemic to meet the needs of on-campus students was a transient accommodation. Reaching hundreds of millions who are not currently enrolled in higher education is a revolution. 

In the early days at Coursera, the entire staff assembled weekly for updates from the leadership team. At the close of each meeting, one of the employees would relate a “learner story.” More than any quantitative evidence, these stories drove home the extraordinary impact of online courses on learners outside the traditional reach of higher education. One moving example was the story of an unemployed taxi driver in Tennessee who—after losing his home, being abandoned by his family, and suffering from depression—took an online writing course that gave him the confidence to enroll in a nearby state university, complete a degree, and get a job as a writer. Another was the story of a woman in Bangladesh who, after escaping from an abusive husband and fleeing to another city, took online business courses that prepared her to open what became a successful bakery. These are only two students among many whose lives were transformed by access to online education.

In the Year of the MOOC , as universities rushed to sign on with Coursera and ed X , their faculty and administrators assumed that a large audience would be available for courses across a wide range of subject matters in the liberal arts and sciences. Enrollments were widely distributed and remain so. But in 2013, once Coursera began to charge learners for certificates of successful completion, courses imparting job-relevant skills in business, technology, and data science produced over 80 percent of its revenue. A year later, when Coursera and ed X began offering sequences of courses from university partners, these skewed heavily toward practical subjects in business, technology, and data science. At the same time, Udacity abandoned its efforts in general education and concentrated its courses and “nanodegrees” entirely on computer science and data science. Reflecting these developments, Coursera’s survey of fifty-two thousand course completers in 2015 found that “educational benefit” was the principal motivation for 28 percent of those surveyed while “career benefit” motivated 52 percent. 8  

The early MOOC platforms’ experience with vocationally oriented learners was paralleled by the emergence of scores, if not hundreds, of start-ups offering “microcredentials” through live “coding bootcamps” as well as online instruction in computer skills. None has achieved the scale of the MOOC platforms, but some have partnered successfully with universities to offer instruction on campuses. Microcredentials—a category that includes certificates of completion of MOOC s and multicourse sequences—have become a labor-market currency, especially in the technology sector. Jobseekers list these credentials on their resumes and LinkedIn profiles, and recruiters pay attention to them. 

In 2016, a study of three thousand candidates for software engineering jobs found that completing Coursera and Udacity courses was the single best indicator of success in technical interviews. 9 In a more recent survey, 86 percent of employers agreed that microcredentials strengthened a candidate’s job application, and 74 percent believed that earning such credentials improved a candidate’s ability to perform well in an entry-level position. 10

Career-oriented courses and programs—especially those focused on the acquisition of business, computing, and data science skills—remain the principal source of enrollment and revenue for online providers. In 2022, they accounted for three-quarters of Coursera’s 39 million enrollments. Nonetheless, liberal arts subjects continue to flourish online. Of the sixteen Coursera courses with over one million cumulative enrollments, seven are liberal arts courses spanning the disciplines of psychology, neuroscience, economics, English, and Asian languages.

Universities hoping to reach off-campus audiences can post courses on their own websites or YouTube channels, and can also partner with a third-party platform to gain the advantages of potentially larger enrollments, likely lower costs of attracting those enrollments, and technology that supports a more interactive and personalized learning experience. After the Year of the MOOC , dozens of platforms emerged to work with universities to offer single courses and/or collections of courses (specializations, nanodegrees, micromaster’s, and other certificate programs). Among these were Future Learn in the United Kingdom, FUN in France, Swayyam and Simplilearn in India, and Chinese University MOOC (previously known as I -Course), Xuetang X , and CNMOOC in China. 11 Universities seeking to offer accredited degree programs, certificates, or executive education programs online can provide them on their own websites or use a third-party platform such as 2 U , Noodle, and Coursera (each based in the United States), or a number of strong competitors in India such as UpGrad, Eruditus, or Great Learning. In all these cases, the courses, programs, and degrees carry the university’s brand name. Some faculty have operated independently of their institutions by authoring their own courses on platforms such as Udemy or Teachable.

Online postsecondary instruction is not limited to the offerings of universities or freelance university faculty. Well before the Year of the MOOC , Skillsoft, Lynda.com, and others offered video libraries of short courses on business topics over the internet, taught chiefly by instructors with industry expertise but no academic affiliation. When the MOOC s revealed the enormous latent demand for job-related skills acquisition in business, technology, and data science, the field exploded. Hundreds of start-ups in the United States, Europe, India, and China began to offer courses and certificate programs in computing and data science taught by industry experts, wholly online or in hybrid format. Udacity was a pioneer in this movement. It pivoted from Stanford professors to industry experts as instructors as early as 2013. By 2016, even Coursera had begun to offer specializations and certificate programs under the sponsorship of leading companies such as Google in technology and PricewaterhouseCoopers in business. By the end of 2022, it had over 110 industry partners offering job-relevant courses alongside more than 185 universities providing education in both academic and professional subject matter. When a professor at the University of Michigan offers his #1-rated course on introductory programming in Python through Coursera, he is competing not only with courses offered by other professors on ed X or Coursera, as well as industry experts on Udacity, Udemy, Skillshare, Great Courses, Codeacademy, and Data Camp, but also with courses offered by Google, IBM , and Meta experts on the Coursera platform. 

The ecosystem has continued to expand. By the end of 2022, there were at least 256 companies offering online or hybrid instruction in either postsecondary academic subjects or workforce skill development. One-third of these companies are based in North America, 23 percent in Europe, 16 percent in Latin America, and 10 percent in South Asia, with the balance divided evenly among Southeast Asia, Australia, the Middle East and North Africa, and Sub-Saharan Africa. 12

No one claims that an asynchronous, large-scale class can replicate the learning experience of the live, on-campus seminar involving a professor and ten to fifteen students. In such a setting, an excellent teacher can help a student master far more than the subject matter. Students learn how to form and defend an argument, and how to find flaws in the arguments of others. In short, students develop, through regular practice, the ability to think critically and independently. To date, this experience has not been replicated online at scale . Holding a synchronous online discussion with twelve people can produce all or most of the educational benefits of a physical classroom, but without realizing the access and affordability benefits associated with large-scale MOOC s.

The small seminar focused on developing the capacity for critical thinking is not, however, the norm in on-campus higher education worldwide. Lecture courses focused on content mastery account for a much larger share of enrollment. And there is evidence that asynchronous, scalable online courses produce better mastery of content than live lecture courses. Perhaps the most careful study of the subject was undertaken by physicist David E. Pritchard at MIT , who found through pre- and posttesting using ed X technology that learning gains in his introductory physics MOOC exceeded those in the traditional, live introductory physics lecture courses studied earlier by physicist Richard R. Hake, although they fell short of the learning gains realized in courses using interactive pedagogy. 13 Moreover, the learning gains experienced by the 1,080 study participants in Pritchard’s MOOC did not differ significantly across cohorts defined by educational background. 14  

Why might learning be more effective in asynchronous online courses than in traditional live lecture courses? First, many studies have shown that retention improves dramatically by breaking lectures into short segments and interjecting quizzes at regular intervals of six to ten minutes, a standard feature of Coursera and ed X courses. Such practices have long been recommended for live teaching, but they remain far from universal. Second, several online platforms offer learners the opportunity to vary the instructor’s speed of delivery from one half to double the number of words per minute—helping learners who are having difficulty and preventing those who find the material easy from becoming bored. Third, online platforms typically have a replay button, so learners who fail an in-video quiz, or who otherwise have difficulty understanding the first time through, can watch a video segment again and again until the material is understood. Fourth, some platforms—Coursera among them—employ algorithms to detect learners having difficulty and guide them to review relevant earlier segments of the course. Fifth, some courses, especially those in the computer science and data science domains, weave interactive exercises throughout the lectures, enabling students to master concepts through practical application.

These observations about the effectiveness of online learning help to explain some of the reactions of teachers and students who were forced to go online during the COVID -19 pandemic. In general, teachers found interactive seminar classes worked better online than they expected, while lectures fared worse. The first of these impressions is understandable: conversation tended to work reasonably well in classes small enough to fit everyone on a single Zoom screen, even if the experience did not fully replicate the chemistry of live classroom interaction. The second impression is also understandable: given the overnight switch from the classroom to Zoom, most instructors were unaware of what had been learned about teaching lecture classes effectively online, and they simply replicated what they did in the classroom. Uninterrupted lectures of fifty or seventy-five minutes did not hold the attention of online learners who might otherwise have been mesmerized by the live presence of a charismatic lecturer. Moreover, in synchronous online lectures, students lacked the advantages of slowing the instructor down, or hitting the replay button, or receiving algorithmically driven guidance when they were confused. Some of the deficit of synchronous online lectures can be mitigated by recording them and making them available for replay. 15  

For many students, particularly those in residential universities, moving classes online was unpopular, because they were deprived of live interaction with fellow classmates as well as the instructor. Overall, however, student reaction was positive. A survey published in April 2021 found that 73 percent of students would like to take some fully online courses in the future. 16 Many working adults attending late afternoon or evening classes at community colleges or state universities embraced online learning because it brought the benefit of eliminating a commute after the workday. 

Recent advances in artificial intelligence, and especially radical breakthroughs in natural language–processing algorithms, promise quantum improvement in the effectiveness of online learning, but the inaccuracy of forecasts in the Year of the MOOC cautions against offering predictions with any confidence in the Year of Chat GPT .

A major surprise of the last decade is that online education has had a more profound impact on the labor market than on university campuses. Technological and demographic factors have created unprecedented demand for job-relevant training, and online instruction has provided a low-cost solution that has already reached significant scale, with the potential to grow ten- or one hundredfold in the years ahead.

Since the advent of distributed computing in the 1980s, digital technologies have spread across virtually every job and profession. Technology has created entirely new categories of jobs (for example, data scientists), changed the mix of skills required for most jobs (such as auto mechanics), and rendered many jobs obsolete (including telephone switchboard operators). Numerous studies document the shifts in demand for labor across job categories and skill requirements, and most project substantial further change in the years ahead. 17 These technology-induced changes in the demand for labor have been exacerbated in the United States and other developed countries by declining working-age populations—a joint consequence of long-term decline in birth rates, decreased legal immigration, and retirement of the large “baby boomer” generation. Among the consequences of these trends are substantial shortages of labor in job categories where demand is growing and technical skills are required, and a pool of unemployed or underemployed workers whose jobs have been replaced or substantially altered by technology. The solution to this problem is accessible, affordable skills training to prepare workers, from entry-level to midcareer, to fill vacancies in new or substantially altered job categories, or to retrain them for employment in established job categories.

At the entry level, this need for job-relevant skills acquisitions is well-met in countries with strong vocational education or apprenticeship programs, such as Germany, Sweden, Switzerland, and Singapore, but much less well-met by U.S. community colleges that are underresourced and torn between providing students with technical training and a pathway to four-year colleges. Online instruction is beginning to fulfill this need with microcredentials, in some instances integrated into community college curricula. Such credentials vary widely in quality and likely will not flourish without some mechanism for accreditation and accountability. But some offerings seem promising. Google, for example, offers five entry-level certificate programs that run six to eight months and train entry-level IT support staff, data analysts, project managers, user experience designers, and digital marketing specialists. These and more than twenty-five other entry-level certificate programs designed by leading companies (Meta, IBM , Intuit, Salesforce, and others) are available for just $39 or $49 per month on the Coursera platform. By the end of 2022, nearly 6 million learners had enrolled in entry-level certificate programs. 

Providing low-cost, effective, and at-scale training and retraining for midcareer workers has been an elusive goal of many governments for decades, while most companies have focused their training resources on “onboarding” new employees rather than “upskilling” to help employees move up the ladder, or “reskilling” to assist workers in switching jobs, or adapting to changing skill requirements in their current jobs. Increasingly, however, companies are incorporating online resources into their training programs to upskill and reskill their employees, and governments are relying upon them for use in retraining the unemployed or underemployed in need of new skills. Leading online platforms such as Udemy, Coursera, Pluralsight, InStride, Degreed, and Guild Education have emerged to meet these needs in recent years, alongside earlier suppliers of shortform videos such as Skillsoft and LinkedIn Learning (formerly Lynda.com). Pluralsight, which is focused on digital skills training, claims to serve 70 percent of Fortune 500 companies, and over 18,000 business customers in all. Coursera serves nearly 4,000 business customers, and it also supports over 430 workforce training programs for governments in over 100 countries. Workforce training provides a substantial opportunity for higher education to expand its reach and social impact. Although one might expect Coursera’s industry partners to dominate its skills training activities, universities account for 44 percent of course enrollments by learners subscribed through companies or government agencies. 

Because companies value online offerings for ease of use, low cost, and a curricular breadth impossible to replicate in-house, their use is likely to continue to grow rapidly, especially in imparting digital and technical skills. 18 Live training will not disappear. It is still the medium of choice for developing company culture, teamwork, and other “soft skills,” as well as for satisfying the desire of senior executives for “high-touch” contact with professors from leading business schools.

The experience of early and midcareer learners of relatively low educational attainment has somewhat modified the optimistic conclusion of early studies finding learning gains at all educational levels. Government agencies and nonprofits offering workforce development programs have found that unemployed and underemployed learners do not flourish in a purely independent, asynchronous learning environment. Some degree of regular interaction with live teachers or mentors improves their performance. In response, a host of new start-ups have emerged to provide the “hands-on” contact with users of high-quality asynchronous online courses and certificate programs. 19 Perhaps the new AI technologies will enable realization of the benefits of this kind of personalized support at greater scale and lower cost.

It is well known that the cost of higher education rises faster than inflation. But why? Two distinguished Princeton economists, William Baumol and William Bowen, provided the explanation of this persistent phenomenon more than a half-century ago. 20 They did so with reference to the performing arts, but the same logic applies to education. 

The idea is simple. Productivity (the amount of output per worker) tends to increase over time in many sectors of the economy. The production of a gigabyte of computer memory requires only a miniscule fraction of the labor that was required forty years ago. Consequently, the price of computer memory has declined. By contrast, there is no productivity growth at all in chamber music. Labor input (a quartet, for example) stays constant over time, and, unless the size of the concert hall grows, output (in the form of tickets sold) also remains constant over time. Since inflation is just an average of all price changes in the economy, prices in sectors with high-productivity growth will rise more slowly than inflation, while prices in sectors with low-productivity growth (such as the performing arts) will rise faster than inflation.

The dynamics are no different in higher education. If the average number of students in a seminar remains fifteen, average enrollment in lecture courses remains 100 students, and a faculty member’s teaching load does not increase, the cost of educational services and the resulting prices (tuition and fees) will rise faster than inflation. There is only one way to reverse this tendency: the productivity of the university’s scarcest resource—its faculty—must increase.

Herein lies the promise of online education: it can provide at least a partial cure for the Baumol-Bowen “cost disease.” 21 By increasing the number of students a faculty member teaches, the incremental revenue from online instruction can help moderate the rise of on-campus tuition, while also supporting financial aid and other university investments.

Further, online education can be priced well below the potentially unsustainable level of on-campus tuition. In 2014, Georgia Tech priced its pioneering OMSCS (Online Master’s of Science in Computer Science) degree at $6,800, an 83 percent discount from its on-campus program. Coursera quickly followed this example, pricing its degrees well below comparable on-campus programs. Although many universities still price at on-campus levels, 2 U , the largest of the online degree platforms, began to discount the degrees of some of its partners after it acquired ed X in 2021. The benefits of low-cost online degree programs are beginning to accrue globally. By the end of 2022, eleven of the twenty universities offering degrees on Coursera were located outside the United States—in the United Kingdom, France, Italy, India, Australia, Mexico, Colombia, Chile, and Peru. 

A decade ago, faculties in the United States and Western Europe feared that MOOC s created by top-tier universities might become widely used as a substitute for the professorate in the rest of academia, and the prospects facing graduate students seeking academic employment, already grim in many disciplines, would become even grimmer. It still seems unlikely that this will happen any time soon on U.S. and European campuses. But consider the question from the perspective of a country like India, with 37 million university students in 2020 and a declared policy objective of doubling the gross enrollment ratio by 2035. Given the growth rate of the population, this objective of the government’s National Educational Policy would require an enormous investment in faculty, staff, and brick-and-mortar facilities. The goal is almost certainly unattainable without the use of scalable online resources.

Coursera began licensing courses created by its university partners to a few universities in India, Central Asia, and the Middle East as a pilot project in 2016. After the formal launch of Coursera for Campus in 2019, when the start of the COVID -19 pandemic disrupted teaching and learning around the globe, Coursera responded by offering its entire catalog, free of charge, to any accredited universities that desired access. After the emergency protocols of the pandemic were dropped, Coursera resumed charging universities very modest licensing fees. At the end of 2022, 437 universities were subscribers, and 88 universities (nearly all in developing countries) were offering credit for Coursera courses created by leading universities. Some institutions supplemented the imported credit-bearing courses with resident faculty facilitation. Others offered them stand-alone. 

In the Year of the MOOC , the educational activities of nearly all the world’s leading universities were no different than they had been fifty years before. Institutions offered high-quality undergraduate and graduate degree programs to full-time students on campus. Over the next fifty years, their educational mission will expand. Universities will offer online bachelor’s and master’s degree programs, online courses for credit on campus and off, courses and degrees for enterprises and government workforce-development programs, and courses for universities in developing countries enabling expanded accessibility and improved quality. A university’s “students” will no longer be concentrated among those between eighteen and thirty years of age. Entry-level and midcareer workers and professionals seeking career advancement, or wishing to change careers, will turn to universities to enhance their skills, and lifelong learners will enjoy access to liberal arts courses well into retirement. The social impact of universities will be greater than ever before, as hundreds of millions of learners around the world will have lifelong engagement with high-quality education, and access to opportunities that they never imagined possible.

• 1 Laura Pappano, “The Year of the MOOC ,” The New York Times,  November 2, 2012.
• 2 Eric Kolenich, “10 Years Ago, UVA Fired and Rehired Its President, Fearing a Crisis that Never Materialized,” Richmond Times-Dispatch , June 27, 2022.
• 3 J. F. Gibbons, W. R. Kincheloe, and K. S. Down, “Tutored Videotape Instruction: A New Use of Electronics Media in Education,” Science 195 (4283) (1977): 1139–1146; and Andrew Myers, “ Lessons in Remote Learning from the 1970s: A Q&A with James Gibbons ,” Stanford University, August 14, 2020.
• 4 Linda Harasim, “Shift Happens: Online Education as a New Paradigm in Learning,” The Internet and Higher Education 3 (2000): 41–61.
• 5 See Tables 311.20 and 311.22 in Digest of Education Statistics 2020  (Washington, D.C.: National Center for Education Statistics, 2020).
• 6 “ Impact Revealed: Learner Outcomes in Open Online Courses ,” Coursera, September 2015.
• 7 Data and examples in this essay are drawn disproportionately from Coursera, because of the author’s personal experience as its Chief Executive Office from 2014 to 2017 and the company’s willingness to provide data. From the beginning, Coursera has been by far the largest platform for online university courses.
• 8 Chen Zhenghao, Brandon Alcorn, Gayle Christensen, et al., “Who’s Benefiting from MOOC s, and Why,” Harvard Business Review , September 22, 2015.
• 9 Aline Lerner, “Lessons from 3,000 Technical Interviews . . . or, How What You Do after Graduation Matters Way More Than Where You Went To School,” Business Insider , December 30, 2016. Only three characteristics had a significant correlation with performance on technical interviews: whether applicants had worked for an elite company, whether they had graduated from a “top computer science school,” and whether they had posted a Coursera or Udacity certificate on their LinkedIn profiles. The effect of completing a MOOC was the most strongly correlated, with an effect size more than double that of attending a top school. Moreover, the effect of completing a MOOC was far greater for those who had not attended a top school.
• 10 See Scott Shireman, “ New Coursera Survey Shows High Demand for Industry Micro-Credentials from Students and Employers in Tight Labor Market ,” Coursera, February 2, 2023.
• 11 The Report by Class Central ,  an online publication covering the MOOC industry, published a description of twenty-four Chinese MOOC platforms in early 2022: Rui Ma, “ Massive List of Chinese Online Course Platforms in 2022 ,” The Report , January 19, 2022. In early 2023, the same publication identified 29 additional active MOOC platforms in the rest of the world. See Laurie Pickard, Rui Ma, and Manoel Cortes Mendez, “ Massive List of MOOC Platforms Around the World in 2024 ,” The Report , April 10, 2023.
• 12 These data were provided by GSV Ventures, the cosponsor of the annual ASU - GSV Summit, the world’s largest gathering of edtech companies, investors, and university and industry partners.
• 13 David E. Pritchard, Kimberly F. Colvin, John Champaign, et al., “Learning in an Introductory Physics MOOC : All Cohorts Learn Equally Including in an On-Campus Class,” International Review of Research in Open and Distance Learning 15 (4) (2014); and Richard R. Hake, “Interactive-Engagement vs Traditional Methods: A Six-Thousand Student Survey of Mechanics Test Data for Introductory Physics Courses,” American Journal of Physics  66 (1) (1998): 4–74.
• 14 Pritchard measured learning by the percentage decline in the proportion of test questions answered incorrectly. By this metric, high school graduates, college graduates, physics teachers, and PhDs were statistically indistinguishable.
• 15 Over the summer of 2020, well-resourced universities were able to provide support to faculty to help them modify their course designs to work more effectively online, but such resources were readily available only in a small fraction of developed-country institutions, and not at all in most of the developing world’s colleges and universities.
• 16 Lindsay McKenzie, “Students Want Online Learning Options Post-Pandemic,” Inside Higher Education , April 27, 2021.
• 17 The McKinsey Global Institute has published several comprehensive reviews of the effect of automation or digitalization on jobs and the skills required for them. As a point of entry, see McKinsey Global Institute, “Jobs Lost, Jobs Gained: What the Future of Work Will Mean for Jobs, Skills, and Wages,”   November 28, 2017.
• 18 Fahim Ul Haq, “Five Reasons Why Online Learning Is the Future of Professional Development,” Forbes , March 26, 2021.
• 19 A notable example is Merit America, a nonprofit that provides classroom mentoring and job placement services for students as they complete Google certificates in IT support and data analytics. In their first five years of operation, three thousand program completers were placed in new jobs at average annual salary gains of $24,000. See Merit America, “ Merit America Alumni Experience a $24,000 Wage Increase 3+ Months Post-Program, According to University of Virginia Analysis .”
• 20 William J. Baumol and William G. Bowen, “On the Performing Arts: The Anatomy of Their Economic Problems,” The American Economic Review 55 (1/2) (1965): 495–502.

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Digital Education: Learning amid the Pandemic

• 22 Jan 2021
• GS Paper - 2
• Government Policies & Interventions

This article is based upon “Digital Education cannot Substitute for Real Learning” which was published in The Times of India on 21/01/2021. It talks about how the pandemic has completely shifted the present education system into a digital mode of learning and if it is actually substituting real learning or not.

The Covid-19 outbreak has disrupted children’s lives, pushed out many, and stalled classes and examinations across the country. To ensure students do not miss out on studies, schools shifted the classes to online mode.

With the pandemic forcing the teaching and learning process to migrate to the online mode, the education system has faced an upheaval like never before. Many of the students have been left clinging to their phones and computer screens.

However, the 2017-18 National Sample Survey suggested that less than 15% of rural Indian households have Internet as opposed to 42% of their urban counterparts.

Therefore, this shift to the e-learning system has sparked a debate on whether it helped the students to learn or has impeded their progress, social and emotional well-being, and more importantly if this is indeed education.

Digital Education

• Exploring the use of digital technologies gives educators the opportunity to design engaging learning opportunities in the courses they teach, and these can take the form of blended or fully online courses and programs.

Government Initiatives for Smooth Conduct of E-Learning

• E-PG Pathshala: An initiative of the Ministry of Human Resource Development to provide e-content for studies.
• SWAYAM : it provides for an integrated platform for online courses.
• NEAT : It aims to use Artificial Intelligence to make learning more personalized and customized as per the requirements of the learner
• Other initiatives include: National Project on Technology Enhanced Learning (NPTEL) , National Knowledge Network, (NKN) , and National Academic Depository (NAD), among others.
• Under the PRAGYATA guidelines, only 30 minutes of screen time per day for interacting with parents is recommended for kindergarten, nursery and pre-school.
• Schools can hold live online classes for a maximum of 1.5 hours per day for Classes 1-8, and 3 hours per day for Classes 9-12.

National Programme on Technology Enhanced Learning

• The NPTEL is a project of MHRD initiated by seven Indian Institutes of Technology (IIT), along with the Indian Institute of Science Bangalore.
• It was created in 2003 to provide online education.
• The aim was to have web and video courses in engineering, sciences, and management.

Technology as a Saviour

• Flexibility: Online education enables both the teacher as well as the students to set their own learning pace plus provides the flexibility of setting a schedule that fits everyone’s agenda. Consequently, providing a better work-study balance.
• A growing number of universities and higher education schools are coming forward to offer online versions of their programs for various levels and disciplines.
• With the online mode of learning, the money spent on study materials along with commute charges is considerably less.
• A Comfortable Learning Environment: Online learning allows students to work in the environment that best suits them.

The Other Side of the Coin

• Students learn more from each other while engaging in challenging collective tasks and thinking together.
• There is substantial learning that is lost when education goes online. Staring at a screen prevents them from using their mind and acting as remote receptors of what is beamed.
• Due to this, the mental stress that students have to undergo is very high.
• Moreover, the National Education Policy that talks about the digitization of education is also in contradiction with the right to education.
• Other health issues like neck and back pain etc. due to bad posture and lack of movement have been noticed in older students.

Way Forward

• Staggering teacher-student interactions in physical mode with not more than 50% of the total strength attending schools on alternate days.
• Giving priority to the less advantaged students who do not have access to e-learning.
• Genuine efforts must be invested to ensure every child gets good quality equitable education as a fundamental right.
• The teacher’s role has to go beyond just being in control of the class to being a facilitator for the transfer of knowledge.
• The system should not just heartlessly push the students and teachers in only finishing the course regardless of any gain of knowledge, stress should be upon quality learning and not quantity cramming.

‘Equality of Opportunity’ is one of the basic principles of the Indian Constitution. Shifting to a system that benefits only a section of people and leaves behind the neediest ruins the very notion of this statement.

Moreover, digital education is something where India is not successful yet. There is still a lot to do in terms of checking if students’ entitlements are not being compromised or in providing meaningful academic curriculum alternatives.

This editorial is based on “President Biden: Hope And Responsibility” published in The Economic Times on January 21 th , 2020. Now watch this on our Youtube channel.

Essay On Is Online Learning The Future Of Education

Table of Contents

Short Essay On Is Online Learning The Future Of Education

The increasing popularity and advancement of technology have changed the way we learn and access information. Online learning, in particular, has become a prevalent form of education and is poised to play a significant role in shaping the future of education.

Online learning offers several advantages over traditional classroom-based education. It provides flexibility and convenience, allowing students to learn at their own pace and from anywhere with an internet connection. Online learning also provides access to a vast array of resources and a wider range of course offerings, enabling students to tailor their education to their specific needs and interests.

Additionally, online learning is cost-effective compared to traditional classroom-based education. With the elimination of physical classrooms, textbooks, and transportation costs, students are able to save money while receiving a quality education.

However, online learning also has its limitations. One of the biggest challenges is the lack of interaction and collaboration with peers and instructors. This can make it difficult for students to receive adequate support and feedback, which is crucial for their learning and development. Additionally, online learning can also lead to feelings of isolation and decreased motivation.

In conclusion, online learning is poised to play a significant role in shaping the future of education. While it offers several advantages, including flexibility, convenience, and cost-effectiveness, it also has its limitations, such as the lack of interaction and collaboration. To fully realize its potential, online learning will need to find ways to address these limitations while maintaining its strengths. Nevertheless, the future of education is likely to be shaped by the integration of online learning and traditional classroom-based education, creating a blended learning environment that combines the best of both worlds.

Long Essay On Is Online Learning The Future Of Education

In today’s world, the way we learn and educate ourselves is ever-changing. With the development of technology, online learning has become a popular choice for those wanting to explore their educational options. In this essay, we will look at how online learning could be the future of education and whether it can truly provide an effective alternative to traditional classroom-based learning.

Introduction: What is online learning?

In recent years, online learning has become increasingly popular as a way to earn a degree or take individual courses. There are many advantages to online learning, including the ability to learn at your own pace, the convenience of being able to attend class from anywhere with an internet connection, and the variety of courses and programs available.

With online learning, you can choose when and where you want to study. You can also tailor your learning experience to fit your schedule and lifestyle. Whether you’re a stay-at-home parent looking to further your education or a working professional who wants to earn a degree without having to give up your job, online learning can make it possible.

There are also a number of disadvantages to online learning, such as the potential for distractions at home, the lack of in-person interaction with instructors and classmates, and the possibility of technical problems. However, these disadvantages can be mitigated by choosing a reputable and accredited online school, setting up a dedicated study space at home, and staying organized and motivated throughout the duration of your course.

Overall, online learning is a flexible and convenient way to earn a degree or take individual courses. With proper planning and discipline, it can be an enjoyable and successful experience.

Advantages of Online Learning

There are many advantages of online learning that make it an attractive option for students and educators alike. One of the biggest advantages is the flexibility that it offers. Students can study at their own pace and in their own time, without having to worry about attending class at a set time. This means that they can study around their work or other commitments, making it much easier to fit learning into their lives.

Another advantage of online learning is the variety of courses that are available. Students can choose from a wide range of subjects, which means that they can find a course that suits their interests and needs. There is also a huge range of online learning platforms, so students can pick one that works best for them.

Perhaps the biggest advantage of all is the cost-savings associated with online learning. Because there are no physical classrooms or materials to purchase, online learning can be much cheaper than traditional education models. This makes it an ideal option for students on a budget.

Disadvantages of Online Learning

There are several potential disadvantages of online learning that could deter students from pursuing this type of education. First, online learning can be quite isolating. Since students are not physically present in a classroom, they may miss out on important social interaction and opportunities to network with their peers. Additionally, online learning can be quite challenging since it requires a high degree of self-motivation and discipline. Without the structure of a traditional classroom setting, it can be easy for students to get behind or become overwhelmed by the material. Finally, online learning is often less personal than traditional instruction, which means that students may not receive the same level of individualized attention from their professors.

What are the Benefits of Online Learning?

There are many benefits to online learning. Perhaps the most obvious is the convenience and flexibility it offers. With online learning, students can attend classes and complete assignments on their own schedule. This can be a great option for working adults who want to further their education but can’t commit to traditional classroom instruction.

Another benefit of online learning is that it can be tailored to fit the individual learner’s needs. Students can choose courses that match their interests and goals, and they can learn at their own pace. Some online programs even offer personalized attention from instructors, which can be beneficial for students who struggle in a traditional classroom setting.

Finally, online learning provides access to education for people who live in remote areas or who otherwise might not have the opportunity to pursue higher education. By taking advantage of technology, online learning makes it possible for anyone with an internet connection to receive a quality education.

Traditional Education vs. Online Education

There are many differences between traditional education and online education. One of the most significant differences is the delivery of content. In a traditional educational setting, content is delivered in person by a teacher. Online, content is often delivered through videos, lectures, and readings. This difference can affect the quality of the education received.

Traditional education typically requires students to be in a physical classroom for most or all of their instruction. This can be beneficial because it allows for face-to-face interaction with teachers and classmates. It can also be disadvantageous because it limits flexibility and can be expensive. Online education does not have these same constraints. Students can access their courses from anywhere with an internet connection and they can usually do so at any time of day or night. This increased flexibility can be beneficial for students who have busy schedules or who live far from campus.

Another key difference between traditional education and online education is the assessment methods used. In a traditional educational setting, assessments are typically done through exams that are taken in person. Online, assessments can take many different forms including quizzes, essays, projects, and presentations. This variety can make online assessment more effective than traditional assessment methods because it allows students to demonstrate their knowledge in a way that best suits their strengths.

So which type of education is better? Traditional or online? The answer may depend on the individual student’s needs and preferences. Some students may thrive in a traditional educational setting while others may prefer the flexibility and convenience of online education. Ultimately, the decision of which type of education is best should be based on each student’s individual goals and learning style.

Challenges Of Online Learning

Though there are many advantages to online learning, there are also some challenges that come along with it. One challenge is that it can be difficult to stay motivated when you’re not in a traditional classroom setting. It’s easy to get distracted by your surroundings or other things going on in your life when you’re trying to study. Additionally, online learning can be isolating. You might not have the opportunity to interact with other students or your professor as much as you would in a traditional classroom setting. And, if you’re struggling with the material, it can be hard to get the help you need since you’re not in a face-to-face environment. Finally, online learning requires a lot of self-discipline. You need to be able to keep yourself on track and make sure you’re completing all of your work. If you’re someone who struggles with self-motivation or discipline, online learning might not be the right fit for you.

Online learning has revolutionized the field of education, providing students with more flexibility and opportunities. Although it is not a perfect solution and there are still some challenges to overcome in terms of delivering quality education online, there is no doubt that it has great potential. As technology continues to advance, online learning will become an even greater part of our educational system and may eventually be the main form of instruction worldwide.

Manisha Dubey Jha is a skilled educational content writer with 5 years of experience. Specializing in essays and paragraphs, she’s dedicated to crafting engaging and informative content that enriches learning experiences.

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Impact of Online Classes on Students Essay

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• Introduction
• Thesis Statement

Background study

• Impacts of online education

Introduction to Online Education

Online learning is one of the new innovative study methods that have been introduced in the pedagogy field. In the last few years, there has been a great shift in the training methods. Students can now learn remotely using the internet and computers.

Online learning comes in many forms and has been developing with the introduction of new technologies. Most universities, high schools, and other institutions in the world have all instituted this form of learning, and the student population in the online class is increasing fast. There has been a lot of research on the impacts of online education as compared to ordinary classroom education.

If the goal is to draw a conclusion of online education, considerable differences between the online learning environment and classroom environment should be acknowledged. In the former, teachers and students don’t meet physically as opposed to the latter, where they interact face to face. In this essay, the challenges and impact of online classes on students, teachers, and institutions involved were examined.

Thesis Statement about Online Classes

Thus, the thesis statement about online classes will be as follows:

Online learning has a positive impact on the learners, teachers, and the institution offering these courses.

Online learning or E learning is a term used to describe various learning environments that are conducted and supported by the use of computers and the internet. There are a number of definitions and terminologies that are used to describe online learning.

These include E learning, distance learning, and computer learning, among others (Anon, 2001). Distant learning is one of the terminologies used in E learning and encompasses all learning methods that are used to train students that are geographically away from the training school. Online learning, on the other hand, is used to describe all the learning methods that are supported by the Internet (Moore et al., 2011).

Another terminology that is used is E learning which most authors have described as a learning method that is supported by the use of computers, web-enabled communication, and the use of new technological tools that enhance communication (Spector, 2008). Other terminologies that are used to describe this form of online learning are virtual learning, collaborative learning, web-based learning, and computer-supported collaborative learning (Conrad, 2006).

Impacts of Online Classes on Students

Various studies and articles document the merits, demerits, and challenges of online studies. These studies show that online study is far beneficial to the students, teachers, and the institution in general and that the current challenges can be overcome through technological advancement and increasing efficiency of the learning process.

One of the key advantages of online learning is the ability of students to study in their own comfort. For a long time, students had to leave their comfort areas and attend lectures. This change in environment causes a lack of concentration in students. In contrast, E-learning enables the students to choose the best environment for study, and this promotes their ability to understand. As a result, students enjoy the learning process as compared to conventional classroom learning.

Another benefit is time and cost savings. Online students are able to study at home, and this saves them travel and accommodation costs. This is in contrast with the classroom environment, where learners have to pay for transport and accommodation costs as well as any other costs associated with the learning process.

Online study has been found to reduce the workload on the tutors. Most of the online notes and books are availed to the students, and this reduces the teacher’s workload. Due to the availability of teaching materials online, tutors are not required to search for materials. Teachers usually prepare lessons, and this reduces the task of training students over and over again.

Accessibility to learning materials is another benefit of online learning. Students participating in online study have unlimited access to learning materials, which gives them the ability to study effectively and efficiently. On the other hand, students in the classroom environment have to take notes as the lecture progress, and these notes may not be accurate as compared to the materials uploaded on the websites.

Unlimited resources are another advantage of online study. Traditionally, learning institutions were limited in the number of students that could study in the classroom environment. The limitations of facilities such as lecture theaters and teachers limited student enrollment in schools (Burgess & Russell, 2003).

However, with the advent of online studies, physical limitations imposed by classrooms, tutors, and other resources have been eliminated. A vast number of students can now study in the same institution and be able to access the learning materials online. The use of online media for training enables a vast number of students to access materials online, and this promotes the learning process.

Promoting online study has been found by most researchers to open the students to vast resources that are found on the internet. Most of the students in the classroom environment rely on the tutors’ notes and explanations for them to understand a given concept.

However, students using the web to study most of the time are likely to be exposed to the vast online educational resources that are available. This results in the students gaining a better understanding of the concept as opposed to those in the classroom environment (Berge & Giles, 2008).

An online study environment allows tutors to update their notes and other materials much faster as compared to the classroom environment. This ensures that the students receive up-to-date information on a given study area.

One of the main benefits of E-learning to institutions is the ability to provide training to a large number of students located in any corner of the world. These students are charged training fees, and this increases the money available to the institution. This extra income can be used to develop new educational facilities, and these will promote education further (Gilli et al., 2002).

Despite the many advantages that online study has in transforming the learning process, there are some challenges imposed by the method. One of the challenges is the technological limitations of the current computers, which affect the quality of the learning materials and the learning process in general.

Low download speed and slow internet connectivity affect the availability of learning materials. This problem is, however, been reduced through the application of new software and hardware elements that have high access speeds. This makes it easier to download learning materials and applications. As computing power increases, better and faster computers are being unveiled, and these will enable better access to online study facilities.

Another disadvantage of online learning as compared to the classroom environment is the lack of feedback from the students. In the classroom environment, students listen to the lecture and ask the tutors questions and clarifications any issues they didn’t understand. In the online environment, the response by the teacher may not be immediate, and students who don’t understand a given concept may find it hard to liaise with the teachers.

The problem is, however, been circumvented by the use of simple explanation methods, slideshows, and encouraging discussion forums between the teachers and students. In the discussion forums, students who don’t understand a concept can leave a comment or question, which will be answered by the tutor later.

Like any other form of learning, online studies have a number of benefits and challenges. It is, therefore, not logical to discredit online learning due to the negative impacts of this training method. Furthermore, the benefits of e-learning far outweigh the challenges.

Conclusion about Online Education

In culmination, a comparative study between classroom study and online study was carried out. The study was done by examining the findings recorded in books and journals on the applicability of online learning to students. The study revealed that online learning has many benefits as compared to conventional learning in the classroom environment.

Though online learning has several challenges, such as a lack of feedback from students and a lack of the proper technology to effectively conduct online learning, these limitations can be overcome by upgrading the E-Leaning systems and the use of online discussion forums and new web-based software.

In conclusion, online learning is beneficial to the students, tutors, and the institution offering these courses. I would therefore recommend that online learning be implemented in all learning institutions, and research on how to improve this learning process should be carried out.

Anon, C. (2001). E-learning is taking off in Europe. Industrial and Commercial Training , 33 (7), 280-282.

Berge, Z., & Giles, L. (2008). Implementing and sustaining e-learning in the workplace. International Journal of Web-Based Learning and Teaching Technologies , 3(3), 44-53.

Burgess, J. & Russell, J. (2003).The effectiveness of distance learning initiatives in organizations. Journal of Vocational Behaviour , 63 (2),289-303.

Conrad, D. (2006). E-Learning and social change, Perspectives on higher education in the digital age . New York: Nova Science Publishers.

Gilli, R., Pulcini, M., Tonchia, S. & Zavagno, M. (2002), E-learning: A strategic Instrument. International Journal of Business Performance Management , 4 (1), 2-4.

Moore, J. L., Camille, D. & Galyen, K. (2011). E-Learning, online learning and distance learning environments: Are they the same? Internet and Higher Education, 14(1), 129-135.

Spector, J., Merrill, M., Merrienboer, J. & Driscoll, M. P. (2008). Handbook of research on educational communications and technology (3rd ed.), New York: Lawrence Erlbaum Associates.

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The Future of College Is Online, and It’s Cheaper

The coronavirus forced a shift to virtual classes, but their continuation could be beneficial even after the pandemic ends.

By Hans Taparia

Mr. Taparia is a clinical associate professor at the New York University Stern School of Business.

Forty years ago, going to college in America was a reliable pathway for upward mobility. Today, it has become yet another 21st-century symbol of privilege for the wealthy. Through this period, tuition rates soared 260 percent, double the rate of inflation. In 2019, the average cost of attending a four-year private college was over $200,000. For a four-year public college, it was over $100,000. To sustain these prices, more students are now admitted from the top 1 percent of the income scale than the entire bottom 40 percent at the top 80 colleges. Universities have also opened the floodgates to wealthy international students, willing to pay full tuition for the American brand.

Covid-19 is about to ravage that business model. Mass unemployment is looming large and is likely to put college out of reach for many. With America now the epicenter of the pandemic and bungling its response, many students are looking to defer enrollment. Foreign students are questioning whether to register at all, with greater uncertainty around visas and work prospects. The “Trump Effect” had already begun to cause declining foreign student enrollment over the past three years.

The mightiest of institutions are bracing for the worst. Harvard, home to the country’s largest endowment, recently announced drastic steps to manage the fallout, including salary cuts for its leadership, hiring freezes and cuts in discretionary spending. Most other universities have been forced to make similar decisions, and are nervous that if they continue with online teaching this fall, students will demand at least a partial remission of tuition.

Up until now, online education has been relegated to the equivalent of a hobby at most universities. With the pandemic, it has become a backup plan. But if universities embrace this moment strategically, online education could expand access exponentially and drop its cost by magnitudes — all while shoring up revenues for universities in a way that is more recession-proof, policy-proof and pandemic-proof.

To be clear, the scramble to move online over just a few days this March did not go well. Faculty members were forced to revamp lesson plans overnight. “Zoom-bombers” took advantage of lax privacy protocols. Students fled home, with many in faraway time zones prolonging jet lag just to continue synchronous learning. Not surprisingly, the experience for both students and faculty has left much to be desired. According to one survey , more than 75 percent of students do not feel they received a quality learning experience after classrooms closed.

But what surveys miss are the numerous spirited efforts to break new ground, as only a crisis can be the impetus for.

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Analysis of Student Learning Outcomes on Online Platforms Through Self-Efficacy, Learning Motivation & Learning Independence

14 Pages Posted: 26 Aug 2024

State Institute of Islamic Studies Bone

Maulana Abdul Rahman

Gajayana University

Rizki Nur Iman

Fachrudin pakaja.

System Information

Date Written: July 15, 2024

Online learning methods are currently effective and closer to the younger generation because of the use of technological products that continue to develop, this study aims to analyze the influence of self-efficacy, learning motivation, learning independence on student learning outcomes online. This study uses a field survey model with a quantitative approach technique. On a sample of students with a multiple linear analysis approach, the results of the study show the importance of self-efficacy, learning motivation and learning independence in supporting student learning outcomes. This study is expected to help Higher Education stakeholders in determining strategic steps to support the implementation of online learning. Practical implications and future research frameworks are also presented in this study.

Keywords: Self-Efficacy, Learning Motivation, Learning Independence, Learning Outcomes, Online Learning

Suggested Citation: Suggested Citation

State Institute of Islamic Studies Bone ( email )

Gajayana university ( email ), fachrudin pakaja (contact author), system information ( email ).

Malang, East Java Indonesia +6282132520852 (Phone)

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Online Learning Is Not the Future

By  Peter C. Herman

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istock.com/TommL

A crisis, as the saying goes, is a terrible thing to waste, and the tech utopians have wasted little time in promoting the move to online teaching as a permanent solution to higher ed’s problems.

Tal Frankfurt, a technology consultant and contributor to Forbes magazine, proposed that the emergency replacement of traditional classrooms with virtual ones should “be viewed as a sort of ‘bypass’ button’” for the usual snail’s pace of educational change. We’re all online now, Frankfurt says -- let’s stay there. After all, virtual learning is better because it enables “students to reach greater heights and not be limited by a predetermined set of circumstances.”

Nor is Frankfurt alone. In a recent op ed in The New York Times , Hans Taparia writes that online education, previously considered a “hobby,” could be the silver bullet that rescues higher ed from the financial ravages of the coronavirus pandemic.

Politicians have also climbed on board the train. Jeb Bush announced that online is “the future of learning,” and Governor Andrew Cuomo, with Bill Gates (of course) standing next to him, wondered why we need all these buildings when we have technology? “ The old model ” of a classroom, the governor opined, is over and done with. It’s time to “reimagine” education with computers and laptops “at the forefront.” While both deal with K-12, the proposal to replace “all these buildings, all these physical classrooms” with virtual spaces applies equally well to higher ed.

But what do students have to say about the differences between online and traditional teaching? Do they look forward to online education as “the future”?

The argument over the relative merits of online versus face-to-face education always runs into this crucial roadblock: students (presuming they pass) do not take the same course twice. Once you take Shakespeare 302, or Chem 101, or Econ 102, you move on.

But thanks to the sudden switch to online teaching in the middle of the semester, students can compare the digital with the analog versions of their classes. What’s more, since each student takes three to five (sometimes more) courses, they experienced multiple modalities of online education, from Zoom meetings to fully asynchronous courses taught via videos and podcasts. For the first time, a student can say, “I took the course both ways, and here’s what I think.” While it’s true that for many, the transition was rushed, don’t underestimate how many profs put together viable online classes that ranged from Zoom to fully synchronous (more on that term below) classes with all the bells and whistles.

To find out their responses, I asked my students to write an evaluation of their experiences with online education. While almost all are English majors, they are the definition of diverse: traditional, nontraditional, male, female, LGBTQ, first-generation college student, not first generation, single parent, person of color, different religions, foreign (one student hailed from Germany), some with a learning disability, and veterans. No doubt I’ve missed a few categories. All, however, are “digital natives,” the generation who are addicted to their phones and screens. So there is no assumed bias against or unfamiliarity with the digital world.

But for all their differences in age, gender, ethnicity, sexual orientation, citizenship and intellectual preparedness, they universally agreed on their evaluation of online learning: they hated it. There is no comparison, they said over and over again, between the two. One student said that she felt like she wasn’t getting 10 percent of the regular class. Another wrote, “I haven’t learned anything since we went online.” (For the record, I asked for and received permission to quote their responses.) “It seemed too easy,” wrote a third. “I did not feel challenged like I had been in the first half of the semester, and I felt the quality of learning had gone way down.” “I watched the lectures posted, but I wasn’t learning the material,” wrote another. All told, moving online caused “a profound sense of loss.”

Part of the problem originated in the enforced idleness caused by the pandemic. With in-person classes canceled, jobs evaporating and shelter-in-place orders, the structure by which many organized their day had disappeared, leaving many students feeling lost and adrift. As one student put, “[I] now lived in a world of uncertainty, with no clear end in sight.” Pre-pandemic, the necessity of showing up at a particular time at a particular place shaped their days and “established an environment in which my focus was tailored completely to my education.” Without the “consistency” of having to show up on, say, Tuesday and Thursday, 11 o’clock, many reported that it was easy to let classes slide and not take them as seriously as before. Plus, for some, there are the distractions of having to live at home, sharing space and computer time with parents and siblings, not to forget pets.

Taking online classes also means that the distractions of the web are right before their eyes. “The major benefit of in-class learning is that the classroom leaves out distractions,” writes one student, but now, “I have the biggest source of gaming, shopping and socializing right in my face.”

However, there is a more profound reason for their dislike of online learning, and ironically, it is online education’s chief selling point.

The major advantage of online learning is asynchronicity, or, “ anytime, anywhere learning .”

Lectures do not take place at a specified time, but are recorded as videos or podcasts. Assignments are done on a computer, often graded by a computer. Not being tied to a classroom also means no limitations on enrollment. Class size is no longer limited by room size but can grow to accommodate any number of students.

What this means in practice is that the student takes the class alone. There is no immediate interaction between the professor and the students, no immediate interaction among the students. It’s just a student sitting in front of a screen, and that’s what my students disliked the most: “we basically have to teach ourselves. It’s like paying tuition to watch YouTube videos.”

More than one complained they were not getting their money’s worth: “I do not pay the hefty tuition for online classes”; “I feel for all the students paying thousands and thousands of dollars to attend SDSU when in reality they are stuck behind a computer screen.” A third was more specific: a prerecorded video “is by far the least efficient and beneficial [mode of learning]. Prerecorded videos give students no room to ask questions or engage in class discussion.”

Ironically, students reaffirmed Plato’s criticism of writing over face-to-face discussion. If you ask an inanimate object, in this case, a piece of writing or a painting, a question, Socrates says, you don’t get an answer. Instead, it goes on “telling you just the same thing forever.” Ask a video a question, or a podcast, and you will not get a response. You can’t engage it in dialogue, and as Socrates says, it’s in dialogue -- teasing out of ideas, challenging them, argument and counterargument -- that genuine education happens.

That key point gets reiterated in every response: students missed human interaction. The central difference is that during a regular semester, “the lessons are in person, and not on a screen. This is important because it helps me and other people pay attention when the teacher is in the same room as us. You get more out of what they are saying when you can see their body language, and it’s more a personal experience.”

The transition from face-to-face to online removed the opportunity to learn “from other students,” and breaking into smaller groups or commenting on each other’s writing was no substitute for the real thing. In a traditional classroom, “there is this level of intimacy that just cannot develop in an online setting. The college experience is truly about making human connections. Schools, one student insightfully noted, “are like small towns. There is so much more than just classrooms, and to have classes go online, that takes away so much from the student experience.”

The farther a class got from face-to-face, the less students liked it, and the less they got out of it. Conversely, the closer a class got to approximating the traditional classroom, the better. Students preferred Zoom classes (for all their drawbacks) for two reasons.

First, turning classes into Zoom meetings that started and ended at the same time as the regular class helped “restore some type of balance and structure” to their lives. One student said that she “was grateful for the normalcy that the recurring class meetings” gave her.

But more profoundly, Zoom restored, if in a lesser form, the conversations, the back-and-forth, the human interactions of the traditional classroom. Because students can talk to each other and the professor in real time, “it feels more personal. I found myself more willing to answer and participate.” This student summed it up best:

Some of the best courses I have taken during my time in college have been the ones that are small, and where the professor and students develop a sense of trust with one another. This trust can only be attained by person-to-person contact. There is this level of intimacy that just cannot develop in an online setting. The college experience is truly about making human connections.

God knows, Zoom is not perfect. The sound can be terrible, and there are serious privacy issues. But for all its problems, Zoom helps restore the “human connections” missing from virtual classes, which is why several students said that everyone’s camera should be on during the session. The point is not just to hear, but to see, each other.

Many teachers fear that when the pandemic recedes and normality returns, administrators will try to keep as many classes online as they can. After all, as Bush and Cuomo say, online is supposed to be the future.

But the opposite will likely happen, because most students don’t like online classes. Having gone virtual once, and experienced different modalities, there is no desire, no groundswell, to make the change permanent. If anything, both students and faculty want to get back to the traditional classroom as quickly as possible, now that they have experienced both. To be sure, online teaching has its place, especially for students who could not otherwise attend college , and given the health risks, it’s how we need to teach until there’s either a cure or a vaccine for COVID-19.

But online learning is not the future. Never was. Never will be. It’s just not what students want.

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