Online vs. Face-to-Face Learning: A Comparison

This assignment delves into the advantages and disadvantages of both online and face-to-face learning environments. It examines factors like classroom management challenges, financial burdens, and the effectiveness of different learning approaches. Students are encouraged to analyze the provided research and ultimately determine the most suitable learning method based on individual circumstances and preferences.

Running head: LEARNING
LEARNING
Name of the student:
Name of the university:
Author note:

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Recent generation is witnessing that students are adapting to online study procedures
besides the traditional styles of learning. Both of the procedures have advantages and
disadvantages. Literature search will be done from various databases like Pubmed, Google
scholar, and others with the use of proper search terms. The selected articles have been reviewed
to gather information which had been listed below.
Researchers like Kulkarni et al. (2015) have praised the medium of online learning by
stating that it is the most convenient means of learning. It does not require any important
components except computer or a Smartphone with an internet connection. An individual
possessing them can access information and learn them from anywhere in the world and at any
time. Distance has no longer been the barrier in this kind of learning, both in professional and
personal fields. Researchers like Van Noorden (2014) are supporter of this fact and are of the
opinion that corporate trainings have largely been benefitted in resource saving. This method of
learning has the ability to reach unlimited number of individuals quickly and regardless of their
location. Another advantage is that it is flexible and allows students to learn at their own pace.
Students get the freedom to build their own learning schedule and can choose themselves what to
learn and when to learn. This creates less pressure and keeps the students stable and tension free.
Moreover, this kind of learning is also cost effective (Wang et al. 2013). It saves travel and
accommodation expenses and cuts the budgets used on training materials. Saving money on
academic expenditures can help learners who have low socio-economic backgrounds. Moreover,
it is also helping organizations to cut their budgets for booking auditoriums, assigning resources
for each of the trainees, hire trainers and others. Another benefit is that it can be tailored
according to meet the needs of the people as various materials are prepared by different
professionals on the internet which address all the learning behaviors and can accommodate all

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the learning preferences. Wide variety of learning tools and methods can be used to support
learning of all needs. Moreover, they are immediate, meaning learners can take assistance with
immediate access to additional online information to venture the topic where they have got stuck
or can develop ideas on them. Online study material is constantly being updated according to
recent discoveries and works and so they give current information.
Some of the researchers are of the opinion that online studies have limitations as well. It
is called “a solo act”. It does not become easy for many learners to participate in online
discussion forums or engaging effectively with instructors or virtual classmates. Many students
need personal contact to clear out many queries from their educators and trainers to learn
successfully. However these are not possible to solve them. Some type of learning process
becomes difficult to be addressed online and some queries even get lost among many inquiries.
This makes them feel lack of support and reassurance (Arkorful and Abaidoo 2015). Secondly,
another issue also stated by researchers is that too much time spent in front of the computer or
on mobile screens becomes harmful for many students. They may suffer from poor vision, strain
injuries and many other similar physical issues. Sitting postures, desk height and many others if
not maintained correctly, may harm the students’ physical health. Unlike traditional learning, this
method of learning lacks the tracking of progress and falling behind of students. Many students
may not be matured enough for maintaining self discipline and may not be enough motivated to
maintain a proper scheduled online studying course. Hence, this may act as a barrier where
students lack self discipline (Glance, Foresay and Riley 2013). Moreover the online tutors
cannot control their students where the students may get the materials but may not pay attention
while going through the materials. So a lack of control may be felt by online tutors as well.

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The traditional method of face to face learning is effective according to many researchers.
Face to face learning is very effective because it helps the tutors to gauge their student’s level
of engagement. They can also gauge about their attentiveness as well as comprehension.
Student’s questions help the professors with immediate feedback helping them to understand the
level of understanding of the students and to maintain a proper difficulty level. Secondly, it also
helps in building of the collaborative environment. Here synchronous peer to peer as well as
student to faculty conversations helps students in receiving immediate individual feedback as
well as mentorship (Quio and McDougall 2013). This helps in developing speaking and
argumentation skills of the students and also forms lasting interpersonal relationships. Some
students find face to face classes more suitable for learning as they can engage with their
professors and get immediate response to their questions and concerns helping them to develop
their motivation. It makes them more disciplined due to following classes according to
schedules, preparing work and presenting them in classes (Agosto, Copeland and Zach 2013).
Class time becomes a routine part of their schedule. Moreover, seminar style courses help in
providing an upper-level and graduate pupils a unique learning experiences which cannot be
fully replicated by online learning procedures (Kyndt et al. 2013).
There are many disadvantages which are also mentioned by the researchers over time. In
face to face study classrooms, faculty members cannot provide individualized and customized
learning experiences. Therefore, students who need extra time to understand certain concepts
may not find their procedure beneficial. Moreover, this type of classes, mainly require students
to be present in person which may be difficult for persons attending part time jobs or full time
jobs as they have to arrange their schedules accordingly. Al Qahtani and Higgins (2013) are of
the fact that large classroom challenges have management issues as students arrive and leave

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throughout the classes, engage in extensive multitasking and may even distract other members of
the class affecting the latter’s learning concentration (Kemp and Grieve 2014). More charges of
accommodation, conveyance, meal facilities and others for attending face to face study sessions
may affect financially to students.
Therefore from the above discussions, it becomes clear that both the systems have their
own advantages and disadvantages and therefore students should try to choose the options which
seem suitable for them from all aspects.

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References:
Agosto, D.E., Copeland, A.J. and Zach, L., 2013. Testing the benefits of blended education:
Using social technology to foster collaboration and knowledge sharing in face-to-face LIS
courses. Journal of education for library and information science, pp.94-107.
Al‐Qahtani, A.A. and Higgins, S.E., 2013. Effects of traditional, blended and e‐learning on
students' achievement in higher education. Journal of computer assisted learning, 29(3), pp.220-
234.
Arkorful, V. and Abaidoo, N., 2015. The role of e-learning, advantages and disadvantages of its
adoption in higher education. International Journal of Instructional Technology and Distance
Learning, 12(1), pp.29-42.
Glance, D.G., Forsey, M. and Riley, M., 2013. The pedagogical foundations of massive open
online courses. First Monday, 18(5).
Kemp, N. and Grieve, R., 2014. Face-to-face or face-to-screen? Undergraduates' opinions and
test performance in classroom vs. online learning. Frontiers in psychology, 5.
Kulkarni, C., Wei, K.P., Le, H., Chia, D., Papadopoulos, K., Cheng, J., Koller, D. and Klemmer,
S.R., 2015. Peer and self assessment in massive online classes. In Design thinking research (pp.
131-168). Springer International Publishing.
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E. and Dochy, F., 2013. A meta-
analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify
earlier findings?. Educational Research Review, 10, pp.133-149.

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Qiu, M. and McDougall, D., 2013. Foster strengths and circumvent weaknesses: Advantages and
disadvantages of online versus face-to-face subgroup discourse. Computers & Education, 67,
pp.1-11.
Van Noorden, R., 2014. Online collaboration: Scientists and the social
network. Nature, 512(7513), pp.126-129.
Wang, C.H., Shannon, D.M. and Ross, M.E., 2013. Students’ characteristics, self-regulated
learning, technology self-efficacy, and course outcomes in online learning. Distance
Education, 34(3), pp.302-323.