Higher Education: Online and Face-to-Face Learning, Benefits & Issues

This report provides a comprehensive analysis of online and face-to-face learning approaches in higher education. It explores the benefits, such as increased flexibility and accessibility of online learning, and the issues, including the need for effective engagement strategies and the challenges of replicating in-person interactions. The report also examines the integration of technology, the importance of community building, and the need for institutions to adapt to evolving learning environments. It highlights the importance of considering learning objectives and the affordances of each modality to create effective learning experiences. Furthermore, it provides recommendations for integrating both approaches, including establishing clear operational goals, making deliberate modality decisions, and fostering opportunities for interaction and communication to improve student outcomes and engagement. The report emphasizes the need for instructors to continuously enhance their teaching practices to meet the evolving needs of students in higher education.

Running Head: BENEFITS ALONG WITH ISSUES LINKED TO ONLINE TOGETHER
WITH FACE-TO-FACE APPROACHES OF LEARNING IN HIGER EDUCATION 1
Benefits Along with Issues Linked To Online Together With Face-To‐Face Approaches of
Learning in Higher Education
Name:
Institution Affiliation:

BENEFITS ALONG WITH ISSUES LINKED TO ONLINE TOGETHER WITH FACE-TO-
FACE APPROACHES OF LEARNING IN HIGER EDUCATION 2
Tables of Contents
Executive Summary.........................................................................................................................3
Introduction......................................................................................................................................3
Benefits linked to online as well as face-to‐face method of learning in higher level of education.4
Issues linked to online along with face-to‐face models of learning in higher level of education. . .6
Conclusion.......................................................................................................................................8
Recommendations............................................................................................................................9
References......................................................................................................................................11

BENEFITS ALONG WITH ISSUES LINKED TO ONLINE TOGETHER WITH FACE-TO-
FACE APPROACHES OF LEARNING IN HIGER EDUCATION 3
Executive Summary
This research paperwork presents some of the critical benefits along with issues linked to
different learning approaches in higher education especially on online learning along with face-
to-face learning. The illustrations aim at showing the type of knowledge that is effective in
higher education. Besides, there is the dilemma at the heart of modern higher education making
education stakeholders need to be kept up to speed on advancement in technology, standards
along with regulations. Both approaches of learning pose threats and success to well being of
students. Therefore, presentation of ideas on the article illustrates how higher education has
increasingly focused on best ways of embracing online education. The idea has been the essential
factor that has made the number of learners enrolling in distance university programs to rapidly
perform well among higher learning centers. The article presents the overview of current benefits
and issues that relate to the use of online as well as face-to-face approaches of learning in higher
level of education.
Introduction
The present members of different faculties in higher institutions for education always find
themselves under increasing pressures to offer online learning system. It seems prudent to
consider the similarities and differences in the provided sources in the traditional face-to-face
learning along with one provided entirely or almost entirely online (Davis, 2017). There has been
pressure on different higher learning institutions to integrate the use of technology into courses in
university that arises from several directions. The pressure results due to differences in these two
learning approaches. In the learning sector, higher education sectors operate on the purpose of

BENEFITS ALONG WITH ISSUES LINKED TO ONLINE TOGETHER WITH FACE-TO-
FACE APPROACHES OF LEARNING IN HIGER EDUCATION 4
not only to concentrate on transferring knowledge but to develop ideal environments as well as
experiences that bring the learner to discover and build knowledge for their operations that make
students be members of communities to identify and solve operational concerns (Zhan & Mei,
2013). Additionally, the issues of space allocation do not occur for online studies, thereby
freeing valuable classrooms for different courses. It is evident that the use of online learning
comes with various advantages over face-to-face education or instruction when it comes to
process of teaching as well as learning in superior institutions. Technology usage in modern
society has become the contributory factor to the new globe of education (Stowell, 2015). The
most common mistake that instructors make during online learning process remains to be their
assumptions that what works best in the face-to-face learning procedure can also work effective
on model of learning within online setting. These two different learning settings each have
various benefits and issues that affect the operations of people involved in learning. Therefore,
the principal focus of this research paperwork is to explore interests together with problems
linked to online together with face-to‐face approaches of learning in higher levels of education.
Benefits linked to online as well as face-to‐face method of learning in higher level of
education
There is a need for every higher education stakeholder to figure out amid online along
with face-to-face means of learning that suits their operations well. Higher institutions use
different learning approaches to offer each room instruction and online learning attempt.
Universities and colleges have been able to provide associate orientation or demo of the web
programs associate adjustment or demo of the web plan to convey learners the concept of what to

BENEFITS ALONG WITH ISSUES LINKED TO ONLINE TOGETHER WITH FACE-TO-
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expect (Alebaikan, 2016). The connection between online along with in presence models of
learning allows learners to remain capable of selecting the model that suits their purpose.
Different learning approaches are ideal for the development of learners as there is no trend that is
appropriate for one and all the learners around the global community. The learning approaches
are beneficial as it helps in persistence on adapting desires of students (Helms, 2014).
Furthermore, demands on the current employment are very different to those of the past decades.
It is estimated that approximately thirty percent of learners presently operate at multiple sites,
sometimes in remote locations.
Learning process is always believed to be standard section of working along with
individual life. The ideas of education for attaining the job along with for attaining information
should not be abandoned. Online learning continues to shift continuously, and it represents the
high chance for learning (Wuellner, 2013). Therefore, online learning makes it essential for
higher education sectors to discover how people learn by the use of all accessible channels of
communication along with selecting the ones that match the individual’s method of sieving the
data. Some benefits include the idea that online education stay to be more experienced activity.
The use of online learning has allowed various traditional universities to commence to share their
courses on websites at zero costs (Artino, 2010). It also presents the relaxed and comfortable
approach to attain understanding in almost every field of law and accounting to departments of
human resources like psychology and sociology or history. Therefore, online learning remains to
be the greatest alternative to traditional universities that use face-to-face leaning especially for
individuals who cannot afford the time and money to take real courses.

BENEFITS ALONG WITH ISSUES LINKED TO ONLINE TOGETHER WITH FACE-TO-
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Issues linked to online along with face-to‐face models of learning in higher level of
education
Replacing class time with online courses or supplementing the online programs with
face-to-face are issues that are within blended learning. For higher learning to be successful, the
online together with in presence models of learning need to be integrated by taking into account
the objectives of learning and the affordances of every mode and deliberately connecting what
happens in every manner (Qui & McDougall, 2013). Besides, the issue of infusing of
communication technologies of data into the process of learning as well as teaching has
happened in every section that deals learning around higher institutions of learning globally. The
idea has shifted character of in person knowledge, and it has allowed fast development of mixed
along with online programs among students in higher education. Moreover, the use of
information communication technologies provides excellent chances but also fresh challenges for
both instructors along with learners (Glogowska et al., 2011). As the number of online programs
advances, it is vital that people around the education setting of higher education understand the
roles as well as practices of the active online learning tutor. In most cases, face-to-face
approaches of learning have various disadvantages such as students might get late to class due to
poor management of time and poor systems of public transport making them to get late for
classes. On the other hand online approach of learning have disadvantage that include the lack of
engagement of lecturers as it is not compulsory for learners and lecturers to be present, it
encourages laziness, and commitments of work make most learners to skip classes.
Some of the issues that connect to online long with in presence models of learning in
higher education aim at bridging the gap that can occur or do occur between what the people in

BENEFITS ALONG WITH ISSUES LINKED TO ONLINE TOGETHER WITH FACE-TO-
FACE APPROACHES OF LEARNING IN HIGER EDUCATION 7
the society understand about student learning and what people must do as tutors. The common
characteristics of these active learning strategies for learning process include the idea of learning
to learn, openness in the process of education, a sense of community, developing problem-based
learning techniques, and improvements of prior knowledge and experiences on the use of online
along with in presence models of learning among higher levels of education (Butts, Heidom, &
Mosier, 2013). The need to concentrate on the sense of community during the establishment of
the ideal approach to use during learning help in offering perfect learning activities that help in
encouraging cooperation (Wainwright, 2011). It boosts the cases of collaboration among
different group members in higher education as a means of developing the sense of community
together with the promotion of learning as the social process. Most university students that prefer
to undertake online studies have indicated the preference for online assessments as they often
their learning experiences to be improved through the use of online media platforms. However,
the issues of favorites on the use of online learning over face-to-face learning around higher
education by learners may vary for individuals with limited choice in delivery mode (Gray,
2014). The variation results since there is the presence of additional work or the commitment on
family issues that might result to the restriction of the ability of education stakeholders to engage
in alternative and perhaps preferred face-to-face learning modes.

BENEFITS ALONG WITH ISSUES LINKED TO ONLINE TOGETHER WITH FACE-TO-
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Figure 1: Illustration of variation of online teaching to more than a period of ten years
The figure examines experiences of people with online model of learning that varies from none
to at least ten years. Even though not each individual that responds to the investigation had
experience on online learning, at least ninety-five percent had experience in integration of
computing or technology of web into their face-to-face model of learning in higher level s of
education.
Conclusion
It is evident from the above illustration that online learning has the essential advantage
since it can expand the time as well as resources present for the objective of training. The
applications of online learning in superior levels of education remain increasingly popular as

BENEFITS ALONG WITH ISSUES LINKED TO ONLINE TOGETHER WITH FACE-TO-
FACE APPROACHES OF LEARNING IN HIGER EDUCATION 9
well as pervasive in the higher sector of education. The faculty in universities must be ready to
ensure that every learner continues to learn as much as in face-to-face courses. Therefore,
faculties in higher education have the mandate of developing instructional skills that work
efficiently in the online setting so that learners become satisfied, engaged, and linked with their
instructors together with their peers. The development can help in elimination of cases of lack of
engagement of lecturers as it is not compulsory for learners and lecturers to be present, it
encourages laziness, and commitments of work make most learners to skip classes.
Recommendations
To successfully integrate the online along with face-to-face approaches of learning there
is need for every higher learning institution to start establishing strong operational goals. The
start with such goals of learning help in looking at the outcomes of learning of the course
carefully prior making any modality decisions. There is a need to make careful modality
decisions that comprise of various factors needed to be placed in consideration when making
modality decisions. These decisions include affordances of every modality that has its strengths.
For instance, with the presence of online learning, an individual is capable of having the capacity
to hear from every learner while limited duration in the class setting makes this unlikely. The
issue of logistics in connecting online along with in person models of learning comprise of goal
with modality decisions that is to maximize the effectiveness of the learning experiences but as
with any design in attaining instructional arrangement. Besides, the higher education sector
needs to be deliberate in the provision of ideal opportunities for interaction. Such ideas can assist
learning institutions to improve on their activities of delivering services to learners. Therefore,

BENEFITS ALONG WITH ISSUES LINKED TO ONLINE TOGETHER WITH FACE-TO-
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process of perfect communication can remain to be the key factor in boosting learning processes
by allowing the students to communicate in meaningful ways both in online along with in person
models of learning. The other recommendation that can help in boosting operations of online
together with face-to-face models of learning by being explicit in making the linkages amid the
two modalities by acknowledging as well as extending the interaction in each approach.
Therefore, instructors in higher learning centers that have responsibilities of delivering online
courses must continuously work to enhance their teaching by practicing professional progress.
These instructors might benefit from different workshops on online instruction or collaborating
with some of their colleagues in higher education.

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References
Alebaikan, R. (2016). Online and face-to-face guest lectures: graduate students' perceptions.
Learning and Teaching in Higher Education: Gulf Perspectives, 13(2).
Artino, A. (2010). Online or face-to-face learning? Exploring the personal factors that predict
students' choice of instructional format. The Internet and Higher Education, 13(4),
pp.272-276.
Butts, F., Heidorn, B. and Mosier, B. (2013). Comparing Student Engagement in Online and
Face-to-Face Instruction in Health and Physical Education Teacher Preparation. Journal
of Education and Learning, 2(2).
Davis, S. (2017). Drama and arts-based professional learning: exploring face-to-face, online and
transmedia models. Teaching Education, 28(4), pp.333-348.
Glogowska, M., Young, P., Lockyer, L. and Moule, P. (2011). How ‘blended’ is blended
learning?: Students' perceptions of issues around the integration of online and face-to-
face learning in a continuing professional development (CPD) health care context. Nurse
Education Today, 31(8), pp.887-891.
Gray, D. (2014). Barriers To Online Postsecondary Education Crumble: Enrollment In
Traditional Face-To-Face Courses Declines As Enrollment In Online Courses Increases.
Contemporary Issues in Education Research (CIER), 6(3), p.345.

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Helms, J. (2014). Comparing Student Performance in Online and Face-to-face Delivery
Modalities. Online Learning, 18(1).
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.
Stowell, J. (2015). Online open-book testing in face-to-face classes. Scholarship of Teaching and
Learning in Psychology, 1(1), pp.7-13.
Wainwright, S. (2011). Hybrid Learning: The Perils and Promise of Blending Online and Face-
to-Face Instruction in Higher Education. Journal of Physical Therapy Education, 25(1),
p.73.
Wuellner, M. (2013). Student Learning and Instructor Investment in Online and Face-to-Face
Natural Resources Courses. Natural Sciences Education, 42(1), p.14.
Zhan, Z. and Mei, H. (2013). Academic self-concept and social presence in face-to-face and
online learning: Perceptions and effects on students' learning achievement and
satisfaction across environments. Computers & Education, 69, pp.131-138.