Instructional Method Applicability Online Learning Is Becoming

¶ … Instructional Method Applicability

Online learning is becoming increasingly common, given the rise of nontraditional learners who must fit their classes into a schedule with outside work and family obligations. However, grave concerns remain as to whether online learning is as effective as face-to-face learning. New technological methods of instruction have created ways in which synchronous or 'real time' education can take place, through chat rooms, versus asynchronous methods like message boards, which do not facilitate dialogue and debate. However, online learning is still often perceived as 'second best' versus face-to-face learning.

A 2010 report by the U.S. Department of Education contradicts this finding. It found that "on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes -- measured as the difference between treatment and control means, divided by the pooled standard deviation -- was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions" (Means et al. 2009: ix).

Including online learning options allowed greater time for students to review material, and gave more members of the class time to participate. However, it should be noted that the report found that blending online components with face-to-face interactions was the optimal strategy, in effect enabling students to have 'the best of both worlds.' Online education is not an 'also ran' but it has unique characteristics that enhance certain aspects of learning (such as reviewing material) versus others. "In many of the studies showing an advantage for blended learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which were likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages" (Means et al. 2009: xvii). Online education in isolation without a face-to-face component was found to be equally effective as face-to-face education without online support -- but not more so (Means et al. 2009: xvii).

Furthermore, there are certain aspects of face-to-face learning that cannot be replicated. Debate and engagement between students that requires students to speak in public and come out from behind the comfort zone of their computer screens demands face-to-face interactions. Public speaking is a valuable skill that cannot be learned online. The social investment encouraged by face-to-face education encourages student attendance and course completion. Students cannot simply passively 'drop out' and fail to participate as they can in an online class. Thus online classes often demand a greater degree of self-motivation by students.

Also, every student has a different learner profile, and a different degree of the multiple types of intelligences that may not be addressed in online learning experiences. Students who learn best in an interpersonal method through teamwork may not feel stimulated looking at a computer and typing in their responses. Kinesthetic learners who like a strong, hands-on component to the learning process may feel bored and disengaged.