Minerva Online vs Regular Learning: A Philosophical Examination

This essay provides a comparative analysis of Minerva online studies and regular face-to-face learning methods. It delves into aspects such as modes of teaching, instructor control, group dynamics, and feedback mechanisms. The author argues that while both systems have their merits, the regular system offers a more significant and beneficial learning experience due to its emphasis on face-to-face interaction, instructor guidance, and dynamic group engagement. The essay supports this claim by highlighting the advantages of in-person discussions, immediate feedback, and the development of stronger group dynamics, ultimately concluding that regular learning surpasses Minerva online studies in fostering a comprehensive educational environment.

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Minerva versus regular studies
Introduction
Minerva online studies deals with combination of online supported studies which involve
collection of support systems for students’ research and discovery (Simonson, Michael, Drake,
Stonier and Joel, 12-13). It is a new technological study method used by many universities to
replace class work studies or in other words regular teaching. Through Minerva, search engines
are developed in such a way that university stuff and students in study are able to use Google +
and Google search to get some basic information depending on online subject (Simonson,
Michael, Drake, Stonier and Joel). Minerva is another alternative for verbal class work studies
(Babbo, Gerianne, James, and Brooke, 85). In this paper comparisons of two methods of studies
will be discussed through which main argument will be importance of class work teaching
method to than of online studies. Compared online teaching and studying, regular system is more
significant mode of teaching. The comparison will be discussed in this paper through which
more weight will be given to regular method of learning.
Mode of teaching (The Conservative Argument)

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Following mode of teaching, face to face mode of teaching in regular system is more
common and gives visual impression to students and teachers. Through face to face class work,
there are more attachment between teacher student as compared to Minerva system in which
there is no face interaction between the lecturer and student (Babbo, Gerianne, James, and
Brooke, 86). In online studies, texts under discussion are basically structured rather than direct
explained to students. Level of understanding in Minerva depends on capability of the same
students but in regular studies there is a room allowed for sharing of views in between the
student and lecturer. More elaborates are given in face to face method teaching through which
areas which need some clarification will be discussed between the lecturer and student for easy
understanding. In class work studies suggestions are given from different students based on topic
of study which is not case in Minerva format of learning.
Instructor control (The Liberal Argument)
In Minerva learning method there is no instructor control since there is no personal
interaction between students and their instructors. Student’s reactions and their understanding are
based on their reactions and their points of view. In regular way of learning there is more of
instructor control through which students participation is based on instructor’s point of view
(Babbo, Gerianne, James, and Brooke, 87). Students do have room for ignoring the instructor
and therefore they have to keep in toes their views based on what the instructor is arguing. In
online process of learning, students ignore instructors and there many chances of being misled
are more as compared to regular way of learning. In regular teaching, instructor leads the
students on how to focus and approach some specific topics of study.

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Discussions
It is worth noting that regular schools motivate group contact during the class meetings.
This is a greatly advantage to college students as it increases their experiences. Though this is
depended on the available time and that there must be a way that the meetings are organized face
to face meetings are very much important. Reflection times in the meetings are often a
significant as students are able to interact. Students’ benefit from shaping of conversations that is
possible during the regular class sessions (Babbo, Gerianne, James, and Brooke, 88). Comparing
this with the online schools which continually maintains group contact, depth analysis often
increases. However, these discussions are prone to stop times and again. Continuation of the
discussions starts over from a pick up from where a discussion was left or even restarted. This is
a main challenge to continuity of conversations. This means that face to face interactions are
more significant than online platforms. The levels of reflection on online platforms can seem
high and one might think that they are able to reshape conversations. This can only work on the
basis of ongoing understandings and reflections which makes the digital schools hectic.
Generally face to face discussions work best in face to face class settings than in then online
schools.
Group dynamics Inductive Argument
Group dynamics is literally poor in the online school platforms compares to the regular
schools (DuFour, Richard, and Robert, Marzano, 23-24). This is because online class programs
have little sense of anxiety and more equal participation. On the online study programs, there are
fewer hierarchies with the dynamics being hidden but at times traceable. A disadvantage with the
online study is that group dynamics lack breaks and students are needed to be in the meetings

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constantly. Online group dynamics can encourage student laziness. This is because the online
platform often contributes to listening without any participation. One needs to be online and
connected to the group but can fail to participate despite being online.
The group’s dynamics are often affected by time delays during interactions and
discussions as this depends on the internet. This brings out a poor participation expectation. This
can be best addressed by the regular class platforms where there are increased anxieties during
the meetings and more importantly at the beginning of the meetings. Under the regular systems,
hierarchy must be followed as order exists and guides on every activity that is undertaken. Group
dynamics are evident on the face to face platforms as there is some bit of direct interaction.
Students benefit from taking breaks between meetings. More expounds are given in up close and
personal technique instructing through which territories which require some illumination will be
talked about between the teacher and understudy for simple comprehension. In class work thinks
about recommendations are given from various understudies in view of point of study which isn't
case in Minerva configuration of learning. However, in this type of an interaction participation is
encouraged as mere listening without participation can readily be frowned. During the face to
face interactions, a quick immediacy of interaction is often encouraged and the whole process
requires a small room. This makes group dynamics more applicable in the regular schools than in
the online interactions.
Feedback
Feedbacks on the online study is often very detailed and focused since each individual
can read the other persons feedback. The idea that every participant can easily access the other
person’s feedback leads to delayed feedbacks reaction. What follows is very minimal discussion

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of the feedback. The regular platforms where feedbacks are given face to face benefit from
receiving visual and verbal feedbacks. A major advantage is that there is an immediate reaction
to feedback that is often followed by some feedback. In online procedure of learning,
understudies overlook educators and there numerous odds of being misdirected are more when
contrasted with normal method for learning. In consistent educating, teacher drives the
understudies on the most proficient method to center and approach some particular subjects of
study. Rejoining in the online platforms is often stressful than in the regular face to face situation
where rejoining stress is minimized.
Conclusion
Even though both systems have varied advantages, it is worth noting that the
disadvantages of the Minerva online studies have outweighed it compared to the regular systems.
This is depicted in all the learning sections that include teaching methods, interactions, group
dynamics and instructor control of learning. Student contributions and learning from other and
class interactions works best in the regular systems as compared to the Minerva online systems
where interaction is minimal. This means that the regular system offers students a better learning
experience in college that studying the Minerva online schools.

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Works cited
Babbo, Gerianne, James, and Brooke. "RN-to-BSN programs in the community college setting:
challenges and successes." Journal of study Education 52.2 (2013): 85-90.
DuFour, Richard, and Robert J. Marzano. Leaders of learning: How district, school, and
classroom leaders improve student achievement. Solution Tree Press,: 2015. 1-56
Simonson, Michael, Drake, Stonier and Joel. Teaching and learning at a distance Minerva
studies. Information Age Pub, 2014. : 11-23