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Online Classes or Traditional Classroom: An Argumentative Examination of Learning Formats

Table of contents, advantages of online classes, benefits of traditional classroom settings, drawbacks of online classes, challenges of traditional classroom settings, 1. flexibility and convenience, 2. accessibility, 3. personalized learning, 1. in-person interaction, 2. structured learning, 3. social and emotional development, 1. lack of in-person interaction, 2. self-discipline challenges, 3. technical issues, 1. rigidity and accessibility, 2. limited personalization, 3. reduced flexibility.

• Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Survey Group.
• Cavanaugh, J. (2001). The effectiveness of interactive distance education technologies in K-12 learning: A meta-analysis. International Journal of Educational Telecommunications, 7(1), 73-88.
• Diaz, D. P., & Cartnal, R. B. (1999). Students’ learning styles in two classes: Online distance learning and equivalent on-campus. College Teaching, 47(4), 130-135.
• Hurst, D. (2021). The Benefits of Traditional Classroom Learning. Bright Hub Education. https://www.brighthubeducation.com/teaching-methods-tips/40754-benefits-of-traditional-classroom-learning/
• Rice, K. L. (2006). A comprehensive look at distance education in the K-12 context. Journal of Research on Technology in Education, 38(4), 425-448.

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The Observer

• Student clubs protest specific companies at Career Fair in solidarity with Palestine October 4, 2024 • Darcy Chew , Shivangi Nanda , and Zachary Treseler
• CWRU buildings, student spaces are renovated and reopened September 26, 2024 • Zachary Treseler , News Editor

In-person vs. online classes: which are better?

Courtesy of News 5

We weigh the pros and cons of in-person vs. online classes so you don’t have to.

Christie Lanfear , Life Editor February 4, 2022

The week of Jan. 24, Case Western Reserve University students saw the return of in-person classes. Many students welcomed this step in the direction of normalcy. But for some, the allure of attending online Zoom classes in pajamas from the warmth of their dorm rooms put a damper on the excitement. There are clear mixed feelings among CWRU students between learning online versus in-person.

Now to the real question: is either form of learning superior to the other? Or is it merely a personal preference? I hope to provide an honest and unbiased “review” of the two types of learning, with the goal of encouraging students to see both the positive and negative aspects of both mediums.

Seeing as we began the semester with online learning, it seems logical to discuss this novel and controversial form of learning first.

Pros – Online classes

Increased flexibility

The increased workability of our jam-packed student schedules is arguably the most appealing attribute of online classes. With lectures recorded and no time wasted walking to Case Quad, students have a much easier time fitting in their hobbies and sports practices or even just hanging out with friends.

Increased class engagement

A rather shocking advantage to online classes that we all discovered during the shift to Zoom was the greater number of questions that came from students. This was, at least in part, due to the removal of the intimidation of raising your hand in front of your peers, with the Zoom chat now a compelling option. Instead of having 350 students all staring up at you, expecting a profound statement, one can ask any question they want without fear of judgement. Being behind a screen brought forward a plethora of students who just needed that little extra push. 

Focused environment 

For lots of students, sitting amongst hundreds of peers for over an hour is akin to a nightmare when it comes to focusing and being productive. Concentrating on organic chemistry is quite challenging when the people behind you are trying to resolve a long debate about which shoes they should buy or are discussing what the best Saturday night plans are. Online learning provides an escape from these annoyances, and many students welcome it with open arms. 

Cons – Online classes

Procrastination 

An insurmountable beast for most students, procrastination rears its ugly head especially when the classroom is replaced with the dorm room. Indirect or direct motivation from being around fellow students is taken for granted until online classes take it away. How can we be expected to motivate ourselves when we don’t have that support? 

Demand for independence and self-motivation

The need to actually manage oneself is the most devastating aspect of online school. In the absence of face-to-face interactions with professors and peers, students are cast off to fend for themselves in the treacherous sea of Canvas, with the dreaded “To Do” list as their only company. It is up to us to make schedules and eliminate distractions such as the glorious and seductive Netflix.

Some would consider this a pro of online learning when it comes to the current public health situation of COVID-19, but socially, isolation is a major con. Unless one works hard to actively make plans with friends, attend club meetings and go to sports practices, social interaction is hard to come by. Even if you manage to make it to a previously populated study spot, no one seems to be there to keep you company. 

As you can see, there are clear positives and negatives to online learning that make both sides of the argument strong ones. But what about in-person classes? Are they as amazing as students make them out to be when complaining about learning through Zoom?

Pros – In-person classes 

Social interaction 

This seems like an obvious point. However, spending time with others genuinely is one of the most appealing aspects of in-person learning. Going to class and seeing people outside of your close-knit group is essential to your mental health and well-being. Learning amongst your peers makes the college experience exponentially more fulfilling than sitting alone in your dorm room. 

Higher-quality education 

Based on my observations around campus, an extensive amount of students feel very strongly about this one. For some classes, there is not much of a difference in the delivery or type of information delivered, whether it be over Zoom or in a lecture hall. But for classes such as labs, discussion-based seminars and other hands-on courses, being in person is essential. Students will simply not get the same quality of learning when, for example, attending a virtual lab. 

Fewer distractions 

Categorizing increased focus with more social interaction might sound silly. Surely, being around more people would be more distracting? This is simply not true. Being surrounded by other people who are studying and paying attention can have a facilitating and motivating effect, making you more likely to join in those activities. 

Cons – In-person classes 

COVID is a big one, obviously. Daily gatherings of hundreds of students who frequently remove their masks to eat or sip some water is risky business during these times. Wouldn’t it just be safer for all of us to remain online? Are the pros of in-person learning worth the risk? Well CWRU made its decision to bring us back in-person anyways, but whether they were justified is up to you to decide.

Getting to class

Living in Cleveland makes all of us bitterly aware of the term “lake-effect snow.” The wind and slippery sidewalks make walking to class a liability. To make matters worse, every single member of the first-year class seems to be trying to get on the shuttle the moment that you decide to try your luck. In the current situation, we have to strategically plan our choice of shuttle stop if we are to have any chance of getting to class without braving the harsh conditions.

After all of that, what is the answer? Which is better? In short, neither. The purpose of this article is to encourage students to adopt logical and rational thinking in terms of their feelings towards the two types of learning. Keeping an open mind during these times is the most fruitful way to be as conditions keep changing. Use this article to remind yourself that despite any strong feelings you have towards online or in-person learning, neither is perfect—both are good and bad in their own ways. Think rationally, and no matter the form of learning, you will succeed. Remember what this time has taught us. As Max McKeown said, “all failure is failure to adapt, all success is successful adaptation.”

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Argumentative Essay: Online Learning and Educational Access

Conventional learning is evolving with the help of computers and online technology. New ways of learning are now available, and improved access is one of the most important benefits available. People all around the world are experiencing improved mobility as a result of the freedom and potential that online learning provides, and as academic institutions and learning organisations adopt online learning technologies and remote-access learning, formal academic education is becoming increasingly legitimate. This essay argues the contemporary benefits of online learning, and that these benefits significantly outweigh the issues, challenges and disadvantages of online learning.

Online learning is giving people new choices and newfound flexibility with their personal learning and development. Whereas before, formal academic qualifications could only be gained by participating in a full time course on site, the internet has allowed institutions to expand their reach and offer recognized courses on a contact-partial, or totally virtual, basis. Institutions can do so with relatively few extra resources, and for paid courses this constitutes excellent value, and the student benefits with greater educational access and greater flexibility to learn and get qualified even when there lots of other personal commitments to deal with.

Flexibility is certainly one of the most important benefits, but just as important is educational access. On top of the internet’s widespread presence in developed countries, the internet is becoming increasingly available in newly developed and developing countries. Even without considering the general informational exposure that the internet delivers, online academic courses and learning initiatives are becoming more aware of the needs of people from disadvantaged backgrounds, and this means that people from such backgrounds are in a much better position to learn and progress than they used to be.

The biggest argument that raises doubt over online learning is the quality of online courses in comparison to conventional courses. Are such online courses good enough for employers to take notice? The second biggest argument is the current reality that faces many people from disadvantaged backgrounds, despite the improvements made in this area in recent years – they do not have the level of basic access needed to benefit from online learning. In fact, there are numerous sources of evidence that claim disadvantaged students are not receiving anywhere near the sort of benefits that online learning institutions and promoters are trying to instigate. Currently there are many organisations, campaigns and initiatives that are working to expand access to higher education. With such high participation, it can be argued that it is only a matter of time before the benefits are truly realised, but what about the global online infrastructure?

There is another argument that is very difficult to dispel, and that is the response of different types of students to the online learning paradigm. Evidence shows that there are certain groups of students that benefit from college distance learning much more than other groups. In essence, students must be highly motivated and highly disciplined if they are to learn effectively in their own private environment.

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Argumentative Essay about Online Learning

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How Effective Is Online Learning? What the Research Does and Doesn’t Tell Us

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Editor’s Note: This is part of a series on the practical takeaways from research.

The times have dictated school closings and the rapid expansion of online education. Can online lessons replace in-school time?

Clearly online time cannot provide many of the informal social interactions students have at school, but how will online courses do in terms of moving student learning forward? Research to date gives us some clues and also points us to what we could be doing to support students who are most likely to struggle in the online setting.

The use of virtual courses among K-12 students has grown rapidly in recent years. Florida, for example, requires all high school students to take at least one online course. Online learning can take a number of different forms. Often people think of Massive Open Online Courses, or MOOCs, where thousands of students watch a video online and fill out questionnaires or take exams based on those lectures.

In the online setting, students may have more distractions and less oversight, which can reduce their motivation.

Most online courses, however, particularly those serving K-12 students, have a format much more similar to in-person courses. The teacher helps to run virtual discussion among the students, assigns homework, and follows up with individual students. Sometimes these courses are synchronous (teachers and students all meet at the same time) and sometimes they are asynchronous (non-concurrent). In both cases, the teacher is supposed to provide opportunities for students to engage thoughtfully with subject matter, and students, in most cases, are required to interact with each other virtually.

Coronavirus and Schools

Online courses provide opportunities for students. Students in a school that doesn’t offer statistics classes may be able to learn statistics with virtual lessons. If students fail algebra, they may be able to catch up during evenings or summer using online classes, and not disrupt their math trajectory at school. So, almost certainly, online classes sometimes benefit students.

In comparisons of online and in-person classes, however, online classes aren’t as effective as in-person classes for most students. Only a little research has assessed the effects of online lessons for elementary and high school students, and even less has used the “gold standard” method of comparing the results for students assigned randomly to online or in-person courses. Jessica Heppen and colleagues at the American Institutes for Research and the University of Chicago Consortium on School Research randomly assigned students who had failed second semester Algebra I to either face-to-face or online credit recovery courses over the summer. Students’ credit-recovery success rates and algebra test scores were lower in the online setting. Students assigned to the online option also rated their class as more difficult than did their peers assigned to the face-to-face option.

Most of the research on online courses for K-12 students has used large-scale administrative data, looking at otherwise similar students in the two settings. One of these studies, by June Ahn of New York University and Andrew McEachin of the RAND Corp., examined Ohio charter schools; I did another with colleagues looking at Florida public school coursework. Both studies found evidence that online coursetaking was less effective.

About this series

This essay is the fifth in a series that aims to put the pieces of research together so that education decisionmakers can evaluate which policies and practices to implement.

The conveners of this project—Susanna Loeb, the director of Brown University’s Annenberg Institute for School Reform, and Harvard education professor Heather Hill—have received grant support from the Annenberg Institute for this series.

To suggest other topics for this series or join in the conversation, use #EdResearchtoPractice on Twitter.

Read the full series here .

It is not surprising that in-person courses are, on average, more effective. Being in person with teachers and other students creates social pressures and benefits that can help motivate students to engage. Some students do as well in online courses as in in-person courses, some may actually do better, but, on average, students do worse in the online setting, and this is particularly true for students with weaker academic backgrounds.

Students who struggle in in-person classes are likely to struggle even more online. While the research on virtual schools in K-12 education doesn’t address these differences directly, a study of college students that I worked on with Stanford colleagues found very little difference in learning for high-performing students in the online and in-person settings. On the other hand, lower performing students performed meaningfully worse in online courses than in in-person courses.

But just because students who struggle in in-person classes are even more likely to struggle online doesn’t mean that’s inevitable. Online teachers will need to consider the needs of less-engaged students and work to engage them. Online courses might be made to work for these students on average, even if they have not in the past.

Just like in brick-and-mortar classrooms, online courses need a strong curriculum and strong pedagogical practices. Teachers need to understand what students know and what they don’t know, as well as how to help them learn new material. What is different in the online setting is that students may have more distractions and less oversight, which can reduce their motivation. The teacher will need to set norms for engagement—such as requiring students to regularly ask questions and respond to their peers—that are different than the norms in the in-person setting.

Online courses are generally not as effective as in-person classes, but they are certainly better than no classes. A substantial research base developed by Karl Alexander at Johns Hopkins University and many others shows that students, especially students with fewer resources at home, learn less when they are not in school. Right now, virtual courses are allowing students to access lessons and exercises and interact with teachers in ways that would have been impossible if an epidemic had closed schools even a decade or two earlier. So we may be skeptical of online learning, but it is also time to embrace and improve it.

A version of this article appeared in the April 01, 2020 edition of Education Week as How Effective Is Online Learning?

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Remote vs In-person Classes: Positive and Negative Aspects Essay

Introduction, positive aspects of remote classes, negative aspects of remote classes, a mix of remote and in-person classes.

Educators and learners approach the new normal of remote learning with concern or enthusiasm, optimistically or skeptically. While each of them might have genuine concerns, it is essential to open-mindedly understand the advantages and disadvantages online learning creates for both learners and teachers. There are always pros and cons for every good or bad idea, and remote classes are no different. Students, instructors, and all stakeholders in the American education sector must weigh the pros against the cons of developing a resilient model for today’s learning environment.

Remote classes allow students to access learning materials at any time, from wherever they are, and at their speed. Such access creates high levels of convenience and efficiency in place and time, enabling learners to study at the best pace and style. Online class discussion forums support high-quality conversations and are student-centered (Criollo-C et al., 2018). The asynchronous nature of discussion forums gives learners time to understand and reflect on posts from their instructor or fellow students before offering their comments or feedback. Traditional in-person classes require learners to respond on the spot, which gives them limited time for the articulation of ideas and forethought.

Educators reap the benefits of remote classes through higher creativity in content delivery and learners’ engagement. Instructors have to match their lesson delivery to the self-directed and self-autonomous nature of online classes, which include interactive environments (Mukhtar et al., 2020). Unlike in-person classes, remote classrooms require educators to upgrade their instruction styles, and course objectives, and create new content suitable for the online learning environment (Mukhtar et al., 2020). For example, while in-person classes do not require video lessons, some concepts must be demonstrated in videos for online learners. Traditionally, in-person presentations could not be repeated in front of learners but now students can watch the uploaded video as many times as necessary to understand a concept.

Limitations around technology, accessibility, and equity are the major drawbacks of remote classes. Both learners and educators should have access to an internet connection to participate in classes. Logistic, technical, and economic reasons can hinder access to the learning environment (Criollo-C et al., 2018). Successful remote learning should establish mechanisms to restore access as quickly as possible to ensure equal learning opportunities for all students. Computer literacy levels might also limit the use of the classroom features and functionalities for both educators and learners, lest they drag down the program. Technology failures pose a threat to accessibility as such systems are bound to experience downtimes, only when such failures will occur is unpredictable (Mukhtar et al., 2020). Such failures can occur at the individual or school level, ranging from personal computer (PC) problems, server crashes, network downtimes, and software malfunctions.

While online learning creates convenience and independence, individual educators and students might lack the qualities necessary to succeed in the environment. The autonomous and asynchronous nature of remote learning requires highly responsible and disciplined students, who have excellent organizational and time management skills (Mukhtar et al., 2020). Dependent and young learners may not succeed in such an environment. Educators must receive adequate training to ensure a successful transition from physical to online teaching. The instructors should be good at written communication and create a supportive environment to compensate for the lack of physical closeness (Mukhtar et al., 2020). Nevertheless, a supportive environment cannot replace physical classrooms and some students might feel left out.

School should not be 100% remote or in-person but a hybrid of the two environments. Instructional and learning models cannot be translated from physical to remote classes without adjustments. Additionally, hands-on and practical subjects that require practice and movement to achieve learning cannot be successfully conducted online (Hapke et al., 2020). Young and dependent learners require physically present instructors to support their learning. My school design would incorporate both remote and in-person classes for all the students. I would want dependent and young learners to take partial online classes to gain experience with digital education tools but most of their learning would be in physical classrooms. Hands-on and practical classes would be 80% in-person and 20% online. For all other classes, I would require students to have physical mid and end of term exams and project presentations while everything else is completed virtually. Therefore, every learner would have an experience with both in-person and remote classes.

Hybrid classes will reduce school dropout and absenteeism, which are typical in purely remote and in-person learning, respectively. The hybrid style will also enhance the usage of resources as most of the students learn remotely and relieve resources to utilize for the practical subjects (Hapke et al., 2020). For example, staff will not be overworking and teachers will have time to create quality content for online learners. Physical classrooms will also be free for the learners in practical subjects, which is a vital resource for maintaining safe social distance during this pandemic period (Hapke et al., 2020). In comparison to pure in-person learning, hybrid learning expands access beyond geographical boundaries. Therefore, a hybrid model of virtual and in-person classes is the best school design for the current generation.

Teachers and students might have concerns about online learning vs. in-person classes. Virtual classes have their benefits and drawbacks, as well as physical classrooms. It is essential to open-mindedly understand the advantages and disadvantages online learning creates for both stakeholders. All the parties involved in the American education sector must weigh the pros against the cons of developing a resilient model for today’s learning environment. Additionally, school administrators must consider the value of hybrid environments.

Criollo-C, S., Luján-Mora, S., & Jaramillo-Alcázar, A. (2018). Advantages and disadvantages of M-learning in current education . In 2018 IEEE World Engineering Education Conference (EDUNINE), 1-6. IEEE.

Hapke, H., Lee-Post, A., & Dean, T. (2020). 3-in-1 hybrid learning environment. Marketing Education Review , 1-8.

Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, limitations and recommendations for online learning during COVID-19 pandemic era . Pakistan Journal of Medical Sciences , 36 (COVID19-S4), 27.

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Home — Essay Samples — Education — Online Vs. Traditional Classes — Online School Vs Traditional School

Online School Vs Traditional School

• Categories: Online Vs. Traditional Classes

About this sample

Words: 570 |

Updated: 7 December, 2023

Words: 570 | Page: 1 | 3 min read

Video Version

Good Hook Examples for “Online vs. Traditional Schools” Essay

• At the Education Crossroads: As students today stand at a critical juncture in their educational journey, they must decide between online schools and traditional brick-and-mortar institutions. These two paths offer distinct learning experiences.
• Face-to-Face vs. Digital Learning: In the realm of education, an ongoing debate centers on the choice between face-to-face and digital learning. Do students thrive more with direct teacher interaction, or can the online landscape provide an equally enriching experience?
• The Diversity Dilemma: Traditional schools function as microcosms of our diverse society, where students learn not just from textbooks but also from one another. What happens when this crucial element is missing in the online school environment?
• Learning at Your Own Pace: Online schools boast the flexibility of self-paced learning, but does this convenience outweigh the social dynamics and cultural diversity found in traditional schools?
• The Self-Motivation Challenge: Studying online may offer freedom and convenience, but it necessitates a unique set of skills: self-motivation and time management. Are these skills the keys to a successful educational journey?

Works Cited

• Alleyne, E. (2013). Face-to-face vs. online learning: Why can’t we have both? Education Dive. Retrieved from https://www.educationdive.com/news/face-to-face-vs-online-learning-why-cant-we-have-both/156820/
• Ryan, R. (2019). Face-to-face vs. online learning — which class is best for your student? The Denver Post. Retrieved from https://www.denverpost.com/2019/01/20/face-to-face-vs-online-learning-which-class-is-best-for-your-student/
• Lawrence, J. (2013, July 5). Traditional school vs. online school: Which is right for you? ECPI University. Retrieved from https://www.ecpi.edu/blog/traditional-school-vs-online-school-which-is-right-for-you
• U.S. Department of Education. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Retrieved from https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
• National Education Association. (n.d.). Online Learning. Retrieved from https://www.nea.org/advocating-for-change/new-from-nea/online-learning
• Florida Virtual School. (n.d.). Benefits of Online Learning. Retrieved from https://www.flvs.net/about/benefits-of-online-learning
• Johnson, C. (2019). Online Learning vs. Traditional Learning: Which Is Better? Learning Liftoff. Retrieved from https://www.learningliftoff.com/online-learning-vs-traditional-learning-which-is-better/
• Jaggars, S. S., & Xu, D. (2010). Online Learning in Community Colleges. Teachers College Press.
• Allen, I. E., & Seaman, J. (2017). Digital Learning Compass: Distance Education Enrollment Report 2017. Babson Survey Group.
• Clark, R. E. (2012). The Problem of Learning: What Should Professional Development Look Like? Journal of Staff Development, 33(4), 46-49.

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Technology is rapidly taking over today’s society and how we accomplish things. We are very lucky to be living in a society that is centered upon multiple types of technology and advancements. There are major benefits to [...]

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