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Online Learning Vs Classroom Learning

• Categories: E-Learning

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Words: 792 |

Published: Mar 19, 2024

Words: 792 | Pages: 2 | 4 min read

Table of contents

Introduction:, advantages of online learning:, disadvantages of online learning:, advantages of classroom learning:, disadvantages of classroom learning:, conclusion:.

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Advantages & Disadvantages of Classroom Learning

Pros & Cons of Getting an Online Teaching Degree

In addition to choosing a school program, many students now have to make a distinctly 21st-century choice: whether to take classes in person or online. The continual evolution of technology enables a growing number of students to use on the Internet to take classes instead of the attending class in a traditional classroom setting. While distance learning is an ideal solution for certain types of students, others are better off sticking with the old-fashioned academic format. For those debating whether classroom learning is a good fit or not, consider the various advantages and disadvantages before coming to a conclusion.

Advantage: More Interaction

A classroom environment offers students the opportunity to have face-to-face interactions with their peers and instructors. This is an added social benefit as well as an educational aid. Because students see the same peers in class every session, they get a chance to form friendships. In the case of higher learning, pupils can find potential lifelong professional connections. On the educational side, students get a chance to participate in a lecture or class discussion physically. If students don't understand something, they can always ask the instructor for clarification is always an option.

Disadvantage: No Flexibility

A campus-based learning experience means the class schedule is predetermined and not subject to change. Students must shape their personal schedules around school instead of the other way around. If plans unexpectedly change or an emergency comes up, the student cannot adjust the class schedule to turn in the work at a different time. If a scheduling conflict arises between work and school, students are forced to choose between getting an education and getting a paycheck.

Advantage: Traditional Experience

In some cases, the classroom environment is the only style of education the students know, and therefore the situation that they are most comfortable learning in. In the classroom, students get the opportunity for hands-on, structured learning instead of being presented with the course books, written lectures and self-directed activities distance learning provides. Many students rely on this structure to support their learning, and changing to an online learning experience might make it challenging for them to retain material.

Disadvantage: Travel Considerations

With classroom learning, students must physically attend the courses to get credit for attendance. Those who must travel long distances to get to school must allot enough time to arrive on time, particularly in instances in which inclement weather is involved. A long commute may also mean a spending more money on gas over a long period of time which, when combined with the cost of education, may present an issue to financially challenged students.

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Spencer Hendricks has written for various well-regarded blogs. His work has appeared in the "Kickapoo Prairie News" and online at sprayahen.com and Spencer Vs. The Food Industry. He is currently in the process of obtaining a degree in Web development.

• Teaching and Learning

The Importance of Teaching and Learning in the Classroom

• November 12, 2021
• Faculty Focus

“The teaching life is the life of the explorer, the creator, constructing the classroom for free exploration. It is about engagement. It takes courage. It is about ruthlessly excising what is flawed, what no longer fits, no matter how difficult it was to achieve. It is about recognizing teaching as a medium that can do some things exquisitely but cannot do everything.” – Christa L. Walck, “A Teaching Life,”  Journal of Management Education,  November, 1997, p. 481

Teaching and learning go hand-in-hand. Effective teachers continually improve their skills by learning about the latest trends in the field of education. But what exactly is teaching and learning, and how do you foster a relationship between the two that is synchronistic and fluent? The following guide offers teaching principles, learning examples, and the importance of a healthy relationship between student learning and teaching.

Teaching Principles

“Most teachers resist showing students the dirty part of real learning, and by the dirty part I don’t mean the hard work…I mean the part where we fail nine times in a row before we find a good approach. I mean the parts where we are confused about our project, defensive in the face of criticism, doubtful of our abilities…Whatever the venue…teachers like modeling their knowledge, not their ignorance, and they avoid referring to the muddy paths, fear-filled moments, and just plain failure that are the unavoidable parts of getting the knowledge we possess.” – Marshall Gregory, “From Shakespeare on the Page to Shakespeare on the Stage,”  Pedagogy,  2006, p. 324

Teaching and learning are multi-faceted phenomena—and that’s how we should be thinking about them, right from the start. Books written for beginning teachers, in fact lots of teaching books, focus on techniques. Yes, new (and old) teachers need techniques, but when that’s the main focus, it tends to narrow the thinking and trivialize the complexities.

The literature on teaching and learning is diverse—one of its finest features. It can do a good job of shaping this broader thinking if it’s sampled across disciplines, topics, and categories. The following articles and programs are reflective of how those learning to teach (doesn’t that include all of us?) ought to begin and proceed.

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“Good students are those who  learn . Whatever their preconceptions, barriers or deficits—whatever their story—they take new information and new experiences, and to the best of their ability, make them tools for transforming themselves and their world. And at last I’ve learned that a good teacher is someone who can recognize and connect with good students—in all their forms.” – Mark Cohan, “Bad Apple: The Social Production and Subsequent Reeducation of a Bad Teacher,”  Change,  November/December, 2009, p. 36

The learning-teaching synergy happens when teachers are thinking, observing, and focusing in all sorts of ways on learning—when we are constantly asking, “What’s going to help students learn this?” This focus on learning and attempts to understand how it’s happening for students drives decision-making about teaching. It is what determines whether students will work in groups, whether they need to write or speak answers, whether their understanding of a concept should be tested, and on and on. Teachers become learners of learning. We have always been learners of content, but now in every class we seek to better understand the relationship between the learning experiences of students and the instructional approaches we are using.

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Sean Finamore ’22 (left) and Xaviera Zime ’22 study during a lecture in the Science Center.

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Study shows students in ‘active learning’ classrooms learn more than they think

For decades, there has been evidence that classroom techniques designed to get students to participate in the learning process produces better educational outcomes at virtually all levels.

And a new Harvard study suggests it may be important to let students know it.

The study , published Sept. 4 in the Proceedings of the National Academy of Sciences, shows that, though students felt as if they learned more through traditional lectures, they actually learned more when taking part in classrooms that employed so-called active-learning strategies.

Lead author Louis Deslauriers , the director of science teaching and learning and senior physics preceptor, knew that students would learn more from active learning. He published a key study in Science in 2011 that showed just that. But many students and faculty remained hesitant to switch to it.

“Often, students seemed genuinely to prefer smooth-as-silk traditional lectures,” Deslauriers said. “We wanted to take them at their word. Perhaps they actually felt like they learned more from lectures than they did from active learning.”

In addition to Deslauriers, the study is authored by director of sciences education and physics lecturer Logan McCarty , senior preceptor in applied physics Kelly Miller, preceptor in physics Greg Kestin , and Kristina Callaghan, now a physics lecturer at the University of California, Merced.

The question of whether students’ perceptions of their learning matches with how well they’re actually learning is particularly important, Deslauriers said, because while students eventually see the value of active learning, initially it can feel frustrating.

“Deep learning is hard work. The effort involved in active learning can be misinterpreted as a sign of poor learning,” he said. “On the other hand, a superstar lecturer can explain things in such a way as to make students feel like they are learning more than they actually are.”

To understand that dichotomy, Deslauriers and his co-authors designed an experiment that would expose students in an introductory physics class to both traditional lectures and active learning.

For the first 11 weeks of the 15-week class, students were taught using standard methods by an experienced instructor. In the 12th week, half the class was randomly assigned to a classroom that used active learning, while the other half attended highly polished lectures. In a subsequent class, the two groups were reversed. Notably, both groups used identical class content and only active engagement with the material was toggled on and off.

Following each class, students were surveyed on how much they agreed or disagreed with statements such as “I feel like I learned a lot from this lecture” and “I wish all my physics courses were taught this way.” Students were also tested on how much they learned in the class with 12 multiple-choice questions.

When the results were tallied, the authors found that students felt as if they learned more from the lectures, but in fact scored higher on tests following the active learning sessions. “Actual learning and feeling of learning were strongly anticorrelated,” Deslauriers said, “as shown through the robust statistical analysis by co-author Kelly Miller, who is an expert in educational statistics and active learning.”

Those results, the study authors are quick to point out, shouldn’t be interpreted as suggesting students dislike active learning. In fact, many studies have shown students quickly warm to the idea, once they begin to see the results. “In all the courses at Harvard that we’ve transformed to active learning,” Deslauriers said, “the overall course evaluations went up.”

Co-author Kestin, who in addition to being a physicist is a video producer with PBS’ NOVA, said, “It can be tempting to engage the class simply by folding lectures into a compelling ‘story,’ especially when that’s what students seem to like. I show my students the data from this study on the first day of class to help them appreciate the importance of their own involvement in active learning.”

McCarty, who oversees curricular efforts across the sciences, hopes this study will encourage more of his colleagues to embrace active learning.

“We want to make sure that other instructors are thinking hard about the way they’re teaching,” he said. “In our classes, we start each topic by asking students to gather in small groups to solve some problems. While they work, we walk around the room to observe them and answer questions. Then we come together and give a short lecture targeted specifically at the misconceptions and struggles we saw during the problem-solving activity. So far we’ve transformed over a dozen classes to use this kind of active-learning approach. It’s extremely efficient — we can cover just as much material as we would using lectures.”

A pioneer in work on active learning, Balkanski Professor of Physics and Applied Physics Eric Mazur hailed the study as debunking long-held beliefs about how students learn.

“This work unambiguously debunks the illusion of learning from lectures,” he said. “It also explains why instructors and students cling to the belief that listening to lectures constitutes learning. I recommend every lecturer reads this article.”

Dean of Science Christopher Stubbs , Samuel C. Moncher Professor of Physics and of Astronomy, was an early convert. “When I first switched to teaching using active learning, some students resisted that change. This research confirms that faculty should persist and encourage active learning. Active engagement in every classroom, led by our incredible science faculty, should be the hallmark of residential undergraduate education at Harvard.”

Ultimately, Deslauriers said, the study shows that it’s important to ensure that neither instructors nor students are fooled into thinking that lectures are the best learning option. “Students might give fabulous evaluations to an amazing lecturer based on this feeling of learning, even though their actual learning isn’t optimal,” he said. “This could help to explain why study after study shows that student evaluations seem to be completely uncorrelated with actual learning.”

This research was supported with funding from the Harvard FAS Division of Science.

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How to Write Stanford’s “Excited About Learning” Essay

This article was written based on the information and opinions presented by Johnathan Patin-Sauls and Vinay Bhaskara in a CollegeVine livestream. You can watch the full livestream for more info.

What’s Covered:

Choosing an idea vs. an experience, learning for the sake of learning, learning as a means to other ends, be specific.

Stanford University’s first essay prompt asks you to respond to the following:

“ The Stanford community is deeply curious and driven to learn in and out of the classroom. Reflect on an idea or experience that makes you genuinely excited about learning. (100-250 words)”

For this short answer question, your response is limited to a maximum of 250 words. In this article, we will discuss considerations for choosing to write about an idea or experience, ways to demonstrate a love or enthusiasm for learning, and why you should be as specific. For more information and guidance on writing the application essays for Stanford University, check out our post on how to write the Stanford University essays .

Regardless of if you choose either an idea or experience that makes you genuinely excited about learning as a topic, there are a few considerations for each.  

Most people gravitate towards writing about an idea. One challenge that arises with an idea-focused essay is that applicants who are passionate about an idea often become hyper focused on explaining the idea but neglect to connect this idea to who they are as a person and why this idea excites them. 

When writing about an experience, it is important to strike a balance between describing the experience and analyzing the impact of the experience on you, your goals, and your commitment to learning.

This essay question allows you to expand on your joy for learning and your genuine curiosity. Stanford is searching for students who are naturally curious and enjoy the process of learning and educating themselves. For example, a compelling essay could begin with a riveting story of getting lost while hiking the Appalachian Trail and describing how this experience led to a lifelong passion for studying primitive forms of navigation. 

There is a strong tendency among applicants to write about formal academic coursework, however, the most compelling essays will subvert expectations by taking the concept of learning beyond the classroom and demonstrating how learning manifests itself in unique contexts in your life.

If you’re someone for whom learning is a means to other ends, it is important that you convey a sense of genuine enthusiasm and purpose beyond, “I want to go to X school because it will help me get Y job for Z purpose.” You may be motivated to attend college to obtain a certain position and make a comfortable income, however these answers are not necessarily what admissions officers are looking for. Instead, it can be helpful to relate an idea or experience to something more personal to you.

Academic & Professional Trajectory

Consider relating the idea or experience you choose to a major, degree program, research initiative, or professor that interests you at Stanford. Then go beyond the academic context to explain how the idea or experience ties into your future career. 

For instance, if you are interested in the concept of universal health care, then you might describe your interest in applying to public health programs with faculty that specialize in national health care systems. You might then describe your long term career aspirations to work in the United States Senate on crafting and passing health care policy.

Personal Values & Experiences

Another way to tie the ideas in this essay back to a more personal topic is to discuss how the idea or experience informs who you are, how you treat others, or how you experience the world around you. 

You could also focus on an idea or experience that has challenged, frustrated, or even offended you, thereby reinforcing and further justifying the values you hold and your worldview.

Community Building & Social Connectedness

You may also explore how this idea or experience connects you to a particular community by helping you understand, build, and support members of the community. Stanford is looking to find students who will be engaged members of the student body and carry out the community’s core mission, values, and projects, so this essay can be an opportunity to highlight how you would contribute to Stanford. 

Be specific in your choice of idea or the way in which you describe an experience. For example, a response that focuses on the joys of learning philosophy is too broad to be particularly memorable or impactful. However, the mind-body problem looking at the debate concerning the relationship between thought and consciousness is a specific philosophical idea that lends itself to a rich discussion. 

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Conventional vs. Online Learning: Pros and Cons Essay

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Education is crucial to growth as an individual, and choosing a learning approach that works for a person is important. Students often can choose between a traditional classroom setting and an online learning environment. The two approaches each have advantages and disadvantages in relation to student learning. In this article, the pros and cons of both conventional and online education will be examined from the perspectives of COVID-19, students’ mental health, and their professional and personal growth. Because of COVID-19, there has been a global trend toward providing education digitally. Students in a typical school setting get instruction from a teacher in a classroom setting. On the other hand, online learning is conducted, with students receiving and turning in their assignments in the same way. Schools and institutions have been shuttered due to the pandemic to contain the infection. However, nowadays, it is common practice for students to attend courses and take tests online.

Online distance education (ODE) has traditionally been provided favorably to students who reside in remote areas, allowing them to make the most efficient use of available educational resources. Universities in a growing number of nations have introduced ODE and made it available to their students in recent decades (He et al. 1). There are two types of ODE courses that may be provided: synchronous and asynchronous. Almost all online education tools, including Moodle, adhere to the asynchronous distance education model, which makes use of formats like recorded learning videos (He et al. 1). By synchronizing teaching and learning in real-time online settings like live web conferences and virtual classrooms, synchronous distance education attempts to mimic the communication patterns of conventional face-to-face classrooms (He et al. 1). These approaches to learning provide new experiences for students and develop self-paced comprehension.

The term traditional learning is used to describe the more common method of education in which students listen to a lecture given by an expert in the field. It has been around for centuries, and it is still extensively utilized as a kind of education in many places. In a classroom setting, a teacher would typically provide lessons to a class of pupils. Students are expected to learn from the instructor by paying attention, taking notes, and engaging in class discussions because of the teacher’s status as the subject matter expert. In most classroom settings, the instructor controls both the tempo and substance of the instruction.

The rise of online learning has significantly affected the psychological well-being of college students. Online learning has many advantages, but it may be difficult for students who need help maintaining self-discipline and drive (Al-Okaily et al. 846). The lack of face-to-face contact with professors and classmates might negatively impact students’ mental health. Traditional classrooms, on the other hand, encourage students to build relationships with their instructors and classmates, which may benefit their emotional well-being.

How students and teachers approach the online learning process is a major factor in the success of online education. As Halupa (cited in Akpınar) points out, there are many things that might divert students’ attention when they’re utilizing the internet as a learning resource. Student attitudes about online education have been generally unfavorable, despite the fact that it represents the most potential alternative to more conventional teaching methods (Akpınar). In this situation, the broad adoption of online learning has been linked to an increase in reports of psychological suffering, which may be attributable to these unfavorable preconceptions. Past research has revealed that the lack of a traditional classroom atmosphere has contributed to a negative attitude among tertiary students (Akpınar). Consequently, the benefits of online learning might not be as apparent as they might seem.

Education, in the conventional sense, offers many practical benefits. Employers tend to give more credence to degrees earned in a conventional setting than those earned online because of this reputation. In addition, students might benefit from networking with experts in their industry via conventional educational settings. Nevertheless, since it can be done in the student’s own time and pace, online learning makes it easier for students to juggle their academic and professional obligations. There are prospects for growth in both conventional and online learning environments. Regular schooling provides a regimented setting that fosters self-control, maturity, and accountability. It is the mode of education that is considered to be standardized for professional employees and highly valued on the market. On the other hand, online learning necessitates students to be self-directed and self-motivated, hence represents a valuable skillset. However, due to the novelty of such approach various companies tend to oversee online education certificates as a supplement rather than a separate qualification.

In conclusion, there are advantages and disadvantages to both conventional and online learning. With the COVID-19 epidemic, online courses have become the standard method of receiving an education. While deciding between conventional and online education, it is crucial to consider the effects on students’ mental health, career rewards, and personal growth. The choice should be made based on one’s unique requirements, learning style, and life circumstances.

Works Cited

Akpınar, Ezgin. “The Effect of Online Learning on Tertiary Level Students Mental Health during the Covid-19 Lockdown“2021: n. pag. Crossref. Web.

Al-Okaily, Manaf, et al. “ Impact of Covid-19 Pandemic on Acceptance of e-Learning System in Jordan: A Case of Transforming the Traditional Education Systems .” Humanities & Social Sciences Reviews , vol. 8, no. 4, 2020, pp. 840–851., Web.

He, Liyun, et al. “ Synchronous Distance Education vs Traditional Education for Health Science Students: A Systematic Review and Meta‐Analysis .” Medical Education , vol. 55, no. 3, 2020, pp. 293–308., Web.

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