This paper examines the debate between online learning and traditional, in-person classroom instruction. It defines e-learning as a technology-dependent instructional system that combines audio, video, and networking components, then evaluates the practical limitations of this model, including unreliable technology and reduced student-instructor interaction. Drawing on studies conducted for the U.S. Department of Education, the paper argues that despite the accessibility advantages of online education, traditional learning has proven effective across generations and has not been demonstrably surpassed by digital alternatives. The paper concludes that face-to-face interaction and real-time classroom engagement remain essential components of effective education.
With the advent of technology, the way learning is conducted — both in and out of school — has changed dramatically. There are classes, and even entire school curricula, that students can complete fully online. Gone are the days when one had to go to a classroom in person to turn in an essay; most of this is now conducted online for convenience as well as for plagiarism-checking purposes. In other words, many universities have seen a boom in online learning. Yet few have conducted studies on whether online learning is superior to — or even as effective as — traditional, in-person classroom learning. This paper argues that online learning does not begin to compare with, and does not bring about the benefits rendered by, traditional learning, which remains a more effective form of instruction.
For the purposes of this paper, online learning, or e-learning, is defined as follows:
"[…] the creation and proliferation of the personal computer, the globalization of ideas and other human acts, and the use of technology in exchanging ideas and providing access to more people. Audio, video, computer, and networking technologies are often combined [in this type of learning] to create a multifaceted instructional delivery system. The fundamental method to unite the distance learning instructor with the distance learner is the network […]" [1]
As this definition makes clear, for online learning to function properly, all of its technological components — namely audio, video, and internet connectivity — must work reliably in order for the student to achieve the most beneficial outcome. This requires high-speed internet access, especially when a class involves real-time instruction or participation from either party. Yet it is precisely this dependence on everything working correctly that online learning can disappoint. In addition to lacking face-to-face interaction and the ability of students to ask questions in real time (as internet connections can be slow or unreliable), distance learning is often chosen by populations who may not be able to afford to attend college in person, and who may therefore also be unable to afford the fastest internet services. While this is not true of every online learner, it is a factor that must be considered when studying the phenomenon.
The reason traditional learning is considered superior to online learning is that it has worked for hundreds of years. Traditional learning is defined as instruction conducted in a classroom, in person — what is sometimes called "on the ground" education. This is the form of learning practiced throughout history. Although traditional learning does not depend on technology, it can utilize technology to supplement various learning techniques. Traditional learning is hypothesized to be more effective in this context because it eliminates many of the technological components that can fail in an online environment. A reliable educational setting — where a student and instructor are present in the same space — removes barriers that e-learning cannot always overcome.
The proponents of online learning argue that it is far more accessible: students can still submit assignments and ask questions, and those who live at a distance can fulfill their coursework obligations without needing to attend class in person. The opponents of online learning, however — and the advocates of traditional learning — maintain that interaction with a professor and with fellow students is itself a meaningful part of learning. Such interaction can prompt questions, spark new ideas, and encourage further research. In an online environment, this kind of spontaneous intellectual exchange is sorely missed. [2]
The opponents of online learning further note:
"Competing perspectives on e-learning effectiveness"
"Study data comparing online and traditional outcomes"
"Earn Online Distance Degrees. Accelerate Your Career." Compare Online Learning Versus Traditional Learning. Web. 09 Mar. 2012. [2]
[3] "ReadWriteWeb." ReadWriteWeb. Web. 09 Mar. 2012.
[4] "Online Versus Traditionally-Delivered Learning." Web. 09 Mar. 2012.
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