Online Learning - Advantage or Disadvantage?

LAS VEGAS - June 10, 2014 - PRLog -- The benefits of online learning is a pre-conceived personal thought that only can be argued and defended by oneself. Traditionally, one would obtain recognized education through a typical path of a traditional lecture format through a collegiate institution. Such an institution would deliver modules to students in which students would be required to physically attend. However, due to the evolution and demand for online (OL) format modules, collegiate institutions are beginning to identify alternative methods to facilitate not just their programs but also expand their brand to remain competitive. Benefits of online learning have been studied with interesting results. This discussion will compare two conflicting studies regarding online format and the traditional format.

Society continually argues that online learning has no benefits, and in order to obtain a quality education, one would need to pursue the traditional route. Such a theory is a belief with no justification, therefore, can be disputed. Malley & McCraw (1999) examined student’s perceptions on distant learning and online learning and the traditional methods. Mally & McCraw administered a survey, in which was based upon particular indicators established by Rogers’ (1985) research along with pieces by Moor and Benbasat (1991). The results of the survey suggested that ‘students perceive that OL has a significant relative advantage to traditional methodologies. These advantages include saving them time, fitting in better with their schedules, and enabling students to take more courses’. Interestingly enough, the study also found that students believe that the traditional method facilitation has more learning value than does the online format (Malley & McCraw, 1999).

On the contrary, Neuhauser (2002) examined the effectiveness of one class module between the traditional format and the online format based upon test scores. According to the study, the two modules were facilitated by the same instructor while utilizing the same education materials (Neuhauser, 2002). Neuhauser noted that ‘the results revealed no significant differences in test scores, assignments, participation grades and final grades, although the online group’s averages were slightly higher. Ninety-six percent of the online students found the course to be either as effective or more effective to their learning than their typical face –to-face course’ (Neuhauser, 2002).

Richardson and Swan (2003) examined the social presence in online courses in relationship to students’ perceived learning and satisfaction and found that ‘students with high overall perceptions of social presence also scored high in terms of perceived learning and perceived satisfaction with the instructor. Students’ perceptions of social presence overall, moreover, contributed significantly to the predictor equation for students’ perceived learning overall’.

Although research conducted by Mally and McCraw, suggest that the perceived value by students towards online learning is questionable, Neuhauser and Richardson and Swan argue that with successful collaboration and effort, students will notice the same effect and quality online as to the traditional format.

References

Moore, Gary C. and Izak Benbasat 1991. "Development of an Instrument to Measure the Perceptions of Adopting an Information Technology Innovation," Information Systems Research, 2 (3) pp. 192-222.

Neuhauser, C. (2002). Learning style and effectiveness of online and face-to-face instruction. American Journal of Distance Education, 16(2).

O'Malley, J., & McCraw, H. (1999). Students perceptions of distance learning, online learning and the traditional classroom. Online journal of distance learning administration, 2(4).

Richardson, J. C., & Swan, K. (2003). Examing social presence in online courses in relation to students' perceived learning and satisfaction.

Rogers, Everett M. 1995. Diffusion of Innovations, The Free Press, New York, 4^th Edition.

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