Putting someone in a classroom is only half of the feat; getting the person to want to learn and be open to knowledge and learning is another thing. An advocacy or participatory worldview holds that "our world is co-created both by the given cosmos and by how we comprehend it and make choices within it" (Heron 2001). This type of worldview in regards to learning -- e-learning or traditional learning -- is not completely unlike the constructivism theory. Though our world is created by something outside of ourselves, how we live in that world and what we choose to do is completely up to us. This means that no matter whether we are sitting on a computer learning in our living rooms or whether we are in a classroom, what we are being offered and what we are comprehending is all up to the learner and choices are made by the learner in relation to the situation. This is most likely the reason that no significant difference in performance (between e-learners and classroom learners) has been found -- because each situation is so subjective.

The existence of motivational factors and learning styles as well as the increased engagement of students in online environments suggests that a performance enhancement is available in online educational settings (Daymont & Blau 2008; Liu 2007; Wighting et al. 2008). While one might find that statement difficult to believe, and it would...

The meaning of an ideology can be found in the practical consequences of accepting it, and any impractical ideas should be rejected. If we are to look at the issue of whether or not traditional learning is better than e-learning, we will see that since e-learning does work satisfactorily, then we can accept is as good and practical. If studies showed over and over again that e-learning was ineffective, then we might be able to reject it as a way of learning, but studies do not say that. As mentioned, there isn't any studies that suggest empirically than one type of learning is better than the other.