Online education has been met with both excitement and concern. Online education, once a highly controversial alternative to traditional on-campus education, has become a frequently offered format for college student of all ages. This paper makes the case that the advantages of modern E-learning options far outweigh the disadvantages.
Originally, online distance education options were created to meet the needs of non-traditional students, meaning those who were older than most college students and were already in the workforce. These students often were people who were looking for second careers or seeking to expand their employment options by returning to college for another or a new degree (Jahng, Krug, & Zhang, 2007; Phipps & Merisotis, 1999; Sitzmann, Kraiger, Stewart, & Wisher, 2006).
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"Electronic Learning: Are The Concerns Still Justified?".
On the positive side, research finds that online education is as effective a method and sometimes a more effective method for educating college students than traditional face-to-face strategies. Online education meets the unique needs of adult learners and produces an interactive environment that allows the maximum participation from each student (Phipps & Merisotis, 1999).
As mentioned, online education makes it possible for students to start their careers while going to school, change a career direction while still working, or prepare themselves for jobs in the midst of a stagnant economic atmosphere. Students living in poor rural areas are frequently at a disadvantage when considering college. Online education is primarily delivered via the internet so students need only a computer and an internet connection to participate. Courses are often offered asynchronously meaning that there is not set class meeting time. Students may participate in classes at any time during the day (Allen & Seaman, 2008).
Some other factors that have made online education popular over the last decade involve the diversity-friendly aspects of the online medium. Students participate in classes with students from all over the world. Immigration problems are avoided when students can interact via internet. Because, students are not necessarily seen during class times, discrimination is avoided. Race, sex, age, and nationality do not need to be known to other students unless the student himself prefers to make these demographics known (Sitzmann, Kraiger, Stewart & Wisher, 2006).
Online courses tend to be a good fit for students who are introverted. Every student can offer ideas and thoughts without experiencing anxiety or embarrassment. Coursework offered online is good for individuals who would be classified as visual learners. While some have voiced concerns about the lack of face-to-face interaction, skilled online instructors know how to utilize creative and innovative methods to generate excitement and enthusiasm in the class room. Since all students must participate in the dialogue, there can be a high level of interaction between students and instructors as well as students themselves (Sitzmann, Kraiger, Stewart, Wisher, 2006).
Last, The Department of Education completed a meta-analysis of a number of online programs of different types. This study concluded that online education is more effective in producing favorable academic outcomes than traditional classroom formats (U.S. Department of Education, 2009).
In spite of these findings, there are some drawbacks to E-Learning. First, some students do better in traditional classrooms because of the face-to-face interactions. Some fields are highly interactive and would require that students practice their skills in an interactive environment. E-learning does not allow for this kind of practice. Studies have also shown that the instructional style in e-learning environments must be tailored for the medium. Instructors cannot simply place the materials they use in the classroom online. Online instruction requires a different set of skills for instructors who must become acclimated to doing all preparation for the course on the front end. Finally, instructors report that students frequently evaluate them by the effectiveness of the technology rather than by the course content. Effective electronic classrooms require a strong technical platform. Not all universities or programs have experience with e- learning and may not have modified their policies and/or technical foundations to fit the new techniques and technologies (Sitzmann, Kraiger, Stewart, & Wisher, 2006.)
In conclusion, online education has been around for nearly twenty years with the greatest growth and acceptance occurring in the last eight to ten years. The technical aspects of E-Learning have continued to improve. The familiarity of most students with the electronic environment has made online education not only a possibility but a preferred methodology for many. Earlier worries about the effectiveness of this form of education have been proven to be warnings rather than prophecies. It is clear that earlier concerns that online education is not equal to traditionally taught courses are no longer warranted. Carefully designed and executed electronic courses and programs have come of age.
- Allen, I. E., & Seaman, J. (2008). Staying the course: Online education in the United States, 2008. Babson Park, MA: Babson Survey Research Group.
- Jahng, N., Krug, D., & Zhang, Z. (2007). Student achievement in the online distance education compared to face-to-face education. European Journal of Open, Distance and E-
Learning. Retrieved from http://www.eurodl.org/materials/contrib/2007/Jahng_Krug_Zhang.htm - Phipps, R., & Merisotis, J. (1999). What’s the difference? A review of contemporary research on the effectiveness of distance learning in higher education. Washington, DC: Institute for Higher Education Policy.
- Smith Jaggars, S. & Bailey, T (2010). Effectiveness of Fully Online Courses for College
Students: Response to a Department of Education Meta-Analysis - Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2006). The comparative effectiveness of web-based and classroom instruction: A meta-analysis. Personnel Psychology, 59(3), 623-664.
- U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: Author.
