Critical Analysis: Online Education's Impact on Student Performance

This essay investigates the impact of the increasing prevalence of online education platforms on student performance. It explores the advantages such as flexibility, convenience, and individualized learning, while also addressing the challenges of self-regulation, lack of face-to-face interaction, and issues with accreditation. The essay examines various perspectives, including the benefits of online learning for students with disabilities or those in rural areas, the role of self-discipline in online learning, and the potential for increased individual attention from instructors. It also discusses the limitations of online education in certain fields, the affordability of online programs, and the importance of accreditation and quality assurance. Furthermore, the essay considers the impact of online learning on student engagement, community building, and the need for a comprehensive education that combines online and traditional learning methods. The conclusion summarizes the arguments, highlighting the complex and multifaceted relationship between online education and student success.

Prevalence of online
education platforms and its
impact on student’s
performance

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................3
MAIN BODY..................................................................................................................................3
CONCLUSION................................................................................................................................6
REFERENCES................................................................................................................................7

INTRODUCTION
In recent years there has been a rise in the usage of online methods of education along
with the rise in the level of technology and availability of affordable digital gadgets and low-cost
networking and internet. Online education refers to the form of education where learners can
perceive knowledge over the web and computers and has further extensions like computer-based
distance education, electronic learning or mobile based learning (Mayadas, Bourne & Bacsich,
2009). The increase in the penetration of internet across many regions globally is a significant
factor in driving this growth. There has also been an increase in cloud-based education platforms
which leads to high end users. Huge number of content and service providers has been bringing
in high volume of educational content. There has been a decline in the hosting costs and
increasing need to access online content, thereby augmentation market growth. As a result of the
Covid-19 pandemic, the online education market has globally received a further push and is
projected to witness a higher cumulative growth (Bansal, 2020). The education sector has
drastically shifted from physical learning to online learning and it has also increased the number
of online education platforms who started providing professional courses, classes and
certifications. There have been debatable perceptions regarding the preference of online
education over traditional learning. The research question proposed in this essay is How the
increasing prevalence of online education platforms are affecting the student's performance?
MAIN BODY
According to Watts, (2017) the modern place of life requires high convenience and
flexibility, and the rise in technology has made education convenient for many learners who
were previously bound by rigid traditional education systems. The sole dependence on physical
institutions poses many challenges in the performance and need a flexible time schedule which
fits their lives. Children who are from rural areas, physically disabled children or those who
possess travel restrictions, root for online learning and illustrate a positive impact on the
accessibility. The factors of flexibility and convenience to schedule as per needs are major
drivers for the growing inclination towards online education, as it gives other opportunities to
students and they can effectively and optimally utilise available resources of time and
educational material to learn and retain in the best way possible. However, Pardo, Han & Ellis,
(2016) state that online education, although highly appropriate alternative method, tends to be
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ineffective for leaners with more dependency and inability to assume responsibility associated
with online learning. but for students who are self-disciplined, self-motivated, highly organised
and have time management skills. To become self-regulated, the learners must be committed to
control their own learning process by using self-observation, self-judgement and self-reactions
(Pardo, Han & Ellis, 2016). Many students are not capable to become their own guide and lack
the feelings of self-responsibility, unable to keep in check. Therefore, it can be inferred that
although convenience is a major advantage, inability to self-regulate would undermine the
purpose of education.
Mu & et.al., (2019) elucidates that learners who opt for online education, register for
online classes or courses tend be get more individual attention than in traditional systems as a
direct pipeline is created by the online instructor or educator through emails, text messages,
online chat and interaction options. The internet eliminates the fear of asking doubts or queries
and is beneficial for many students who are reluctant in asking questions and doubts in the
premises of classrooms. Everything becomes documented over the internet, doubts can be
emailed and noted and opportunities to fill the gaps increases (Mu & et.al., 2019). This increases
the learning capacities of children. Online learning increases the scope and reach of the subject
areas that can be learnt and are not limited to school curriculum or textbook learning. In
contradiction to this, Qiu & et.al., (2017) state that this also gives the instructor to become less
severe or indifferent to the dire needs of the student and increases the responsibilities on the
learner’s side. There is no face-to-face interaction of the instructor and inhibits the feedback
from student, increase social isolation and can cause learners to feel lack of pressure, which is in
turn more harmful for certain students who can easily abandon their studies. The author further
states that the online education system is not ideal for many disciplines of studies like
engineering and medical science which require practical application (Qiu & et.al., 2017). The
scope of e-learning is limited to subjects that are descriptive such as social science and
humanities. Therefore, it can be refuted that online education is not at all fit for certain practical
field of study, at least not in the long-term (Ward-Jackson & Yu, 2019).
As per the view of Hogan, (2019) online learning programs are an affordable pathway to
learn and grow as comparison to the traditional costs involved in traditional education. This has
also given a rise to online degrees with many established institutions like Harvard offering online
courses. They can be especially beneficial for students who face challenges in balancing work,
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education and family. There has been a substantial increase in online course enrolments and rise
in number of students pursuing distance education. A decrease in other associated expenses such
as living expenses, travelling expenses, decrease in pressure to pay student loans etc. can be
associated with online degrees (Hogan, 2019). The major reasons for increase in online
enrolments are factors like flexible course formats, degree programs, certifications, upgradation
in professional career, transition to other disciplines etc. However, Eakins (2019) illustrates that
e-learning comes with a lack of accreditation, validity and reliability along with assurance of
quality as the author assumes that traditional learning is more authentic and effective. There are
gradations of institutions and respective curriculum but there are no established quality check
framework or standards in case of online courses who highly lack legitimacy. This can result in
poor knowledge sources and platforms which would not be beneficial in long-term to gain
relevant knowledge, impacting the performance of students negatively (Hiranrithikorn, 2019).
As per Xia & et.al., (2020) as students start progressing to higher classes, they seek for
more autonomy and intellectual freedom, which is supported by online learning through
individualised learning programs. If coupled with high self-motivation, periodical assessments,
more revisions and tests can be a boon to the learning process. Many schools have started a
combination of traditional and online learning so that students can reap benefits. Students enter a
global village as soon as they learn online, as the competition is not limited to the institution.
However, Houlden & Veletsianos, (2019) critique this on the basis of limitations of online
learning and conclude that long term benefits of online education are limited as the real-world
learning is not comprehensive in nature through mere use of web-based materials. More
interactive and communicative approaches are necessary for the overall development and
comprehensive productivity of a student. Building relationships, communicating, team work,
practical applications of the study are important factors in improving the performance of a
student and even help is better retention of learnt information (Houlden & Veletsianos, 2019).
As elucidated by Tsai & et.al., (2018) online education increases the engagement of
students and can offer multiple ways to learn. This can be observed specifically for kindergarten
and children studying in lower grades who benefit from visually interactive ways of learning that
online programs offer. Lecturers have choices to experiment learning using various tools and
activities and find innovative ways to demonstrate the subjects. They use techniques like games,
PowerPoint presentations guided by voice, designed projects, web conferences or pre-recorded
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lectures which help in eliminating the need for internet at all times. Contrary to this Paulsen &
McCormick, (2020) state that virtual classrooms lead to lower synergy levels among students
and learning continuum becomes more independent eventually as the straight increases. Dialog
becomes limited among participants and instructor.
Yilmaz, (2016) argues that community culture is nourished through online learnings with
applications like google handouts, good docs where students connect amongst each other and
share documents, learn together, discuss assignments etc. This is a major reason why e-leaning
continues to thrive despite many limitations. There is continuous development on making the
online lectures more interactive, allow deeper conversations and connect more strongly with the
faculty. However, as per LaRock & et.al., (2020) the community culture thrives well when there
are more direct interactions as online discussions have its limitations. The feedback of students
also becomes quite limited. Even the examinations conducted online can lead to high cheating
sin assignments and increase in irresponsible behaviour by students. Refuting the argument,
wholistic learning can be acquired by an overlap of traditional and online modes of educations,
especially for high school students who need a comprehensive education which involves,
learning, engagement, communication, networking, practical application and team work (Bailey,
2016).
CONCLUSION
From the above essay, it can be summarised that online educations helps in increasing the
performance of students in context to more scope, use of attractive methods of learning which
increase retention power and through more individualised learning. Convenience and flexibility
tend to improve productivity of the matter that student learns according to best suited time and
eliminates the fear of asking questions. Online education leads to more autonomy, financial
benefits and multiple ways to learn. However, it was illustrated that all the benefits are limited in
many ways. Autonomy and flexibility lead to increased need for self-regulation and increased
procrastination. It was also observed from certain arguments that online education system is not
ideal for many disciplines of studies and the accreditation and reliability of courses and degrees
conferred online is lower than traditional ones. Moreover, online learning limits the development
of other skills of students and creates a dire need for comprehensive education which involves,
learning, engagement, communication, networking, practical application and team work.
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REFERENCES
Books and Journals
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Learning Process & Effects on Health of Kids. Rise of Online Teaching Learning Process
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Eakins, A., (2019). Doctoral Student Socialization and Acceptability of Online Degrees for
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Hogan, R. P. (Ed.). (2019). Global Demand for Borderless Online Degrees. IGI Global.
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