E-Learning vs. Traditional Learning E-Learning

E-Learning vs. traditional learning e-Learning vs. Traditional Learning

Despite the amount of information that already exists on the topic of online education vs. traditional educational settings, there are still several areas in the research that are highly inconclusive, and with only a general knowledge of certain factors. One of the biggest differences between e-learning and traditional learning in a classroom is the fact that e-learners have the flexibility to attend classes at their own pace and time. While a classroom environment offers -- literally -- face-to-face interaction, e-learning may not have that, but that doesn't mean that other types of interaction aren't taking place. It can be argued that e-learning actually increases interaction as it shifts the learner from a passive learning role to an active learning role. E-learning provides the learner and the teacher with tools to measure real-time retention of information and allows for corrective measures to be made accordingly. E-learning can also include scheduled or randomized post-training assessments to measure the retention of information over a period of time (Walls 2000).

Looking at e-learning from a post-positivist perspective, a philosophical theory holding that human knowledge is based not on unchallengeable or cement foundations, but rather upon human conjectures (a proposition that is unproven but appears correct and has not been disproven), it can be argued that e-learning has the ability to be just as effective as traditional learning because knowledge can be obtained in so many different ways and there is no way to say which one is better. It can be argued, however, that traditional learning might work better for some people just as e-learning may be more effective to other people. The way in which people learn and what people learn and why is so different from individual to individual that, according to a post-positivist worldview, knowledge can be gained anywhere and anyhow since human knowledge is not something that can only be garnered in one traditional rock-solid way.

Constructivism is a theory holding that humans generate knowledge and meaning from their experiences. This means that learners construct knowledge for themselves -- each learner individually (and socially) constructs meaning -- as he or she learns. Constructing meaning equals learning -- there is no other kind. If we are to look at the constructivism theory in regards to e-learning and traditional learning, we can see that any person in either situation -- whether on a computer or in a classroom -- will get what they take from the experience. Potentially, an individual could learn much more than another person sitting in a classroom -- or another individual could learn more in an online setting as opposed to someone physically in a university lecture hall. It all has to do with how much the individual invest himself or herself in the learning process. We have all known people who go to university simply because his or her parents wanted them to; therefore there is no real investment on the part of the student, and this will most likely be illustrated in his or her grades. 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 most likely upset many teachers, the bottom line is that learning is learning -- and if the motivation is there on the student's behalf, than learning in any situation is possible.