E-Learning vs. Traditional Learning Facilities, Essay Example

Introduction

While several authors argue that e-learning provides better outcomes for students and increases collaboration effectiveness in the virtual classroom, the author of the current study argues that e-learning lacks structure that is similar to traditional methods, therefore, it cannot create better learning outcomes than campus-based or class-based courses. Further, the author will compare the collaboration options offered by both methods.

The Role of E-Learning in the 21^st Century

Garrison (2011, p. 1) states that e-learning’s explosion in the global education system was brought forward by the demand for cost-effective services. While the author states that many courses delivered through online platforms and learning networks are offered at a much lower price than campus-based ones, he also confirms that there is currently an active debate about how effective the methods are. Indeed, the book argues that e-learning should be viewed as an “open, but cohesive system” (Garrison, 2011, p. 4). This indicates that assessments, criterion for grades, and checking the understanding of course materials are indeed problematic in e-learning platforms.

Benefits Associated with E-Learning

Some of the benefits associated with e-learning are related to cost and flexibility. Indeed, most courses can be delivered remotely, and students can benefit from lower prices. Still, assessments are not based on the same criteria as campus based programs’. In MBA programs, for example, one of the grading criteria is to actively participate in class discussion. Without facilitating an online Web 2.0 based platform for classes, answering questions, and supporting each student, this criterion cannot be fulfilled.

Some e-learning courses feature Web 2.0 collaboration methods and platforms, and they are good for community-based learning. Creating work groups online can increase collaboration skills and enhance learning experience of students.

What E-Learning Lacks

Holt & Seagrave (2003, p. 229) states that most of the e-learning platforms lack some essential features that make traditional courses effective and structured. One of these features is the strong role of the teacher. The author states that the role of the teacher as an agency should be preserved when designing courses. Indeed, provided that today there are more international students in higher education than ever before, needing support, this is an important requirement to make the course effective. The author (Hall, 2003. p. 229) states that “in the recent flurry to gain a competitive edge, universities appear to be diminishing teacher agency”. This means that students are left without support, and often lack an understanding of connections between different areas of study. Similarly, the study of Paechter, Maier & Macher (2010) found that “the instructor does not become less important in e-learning”. Still, the lack of the facilitator’s presence and their availability to provide real time support is worrying.

Mason and Rennie (2007) found that student centered learning platforms can lack relevant structure. Indeed, without a Learning Design and structure, correct assessment, and collaboration options, students would simply read through materials without the knowledge really sinking in. Students’ changing roles mean that they can facilitate their own learning. Still, it is possible that without feedback from instructors and peers, they would completely misunderstand the topic the course covers. Indeed, some subjects cannot be taught simply through e-courses. Nurses who learn patient-centered care will need to experience the life of a busy unit in order to become qualified health care professionals. Lawyers who simply learn the legal definitions and methods, regulations would not necessarily be able to express themselves and argue at court. This is one of the main reasons why e-learning – most of the time – should be combined with face-to-face learning, support, and group work.

Unfortunately, according to Mason and Rennie (2007), e-learning courses often lack advanced, Web 2.0 technologies that allow discussion of topics, live classes, and interaction with instructors. Courses that are delivered in the form of class recording will not provide students with the option to ask questions and get answers immediately. This increases the chance of some of the enrolled people falling behind and not understanding the concepts.

Youn (2001) found that the dropout rates among distance learning students were extremely high. Given that most authors argue that the main benefits of e-learning and distance learning are flexibility and creating one’s own learning experience, the statistics do not make sense. Indeed, it is possible that as there is a lack of structure, assessment schedule, and strict commitment requirement associated with online courses, students are less connected with the course, topic, and learning experience. It makes a difference when a learner needs to attend classes every day and participate in discussions in order to get evaluated, and e-learning platforms that make their content available 24 hours a day, 7 days a week. While this flexibility has positive aspects, it also allows students to put off learning, the completion of assessments, and they eventually become left behind, drop out, and will not gain a qualification.

Students who do not have a structure would struggle. Just like people who start working from home struggle with distractions and the lack of structure, they will face several challenges. They do not only need cognitive skills, but also have to learn time management and collaboration.

Paechter, Maier & Macher (2009) found that testing and identifying dishonest student practices is extremely problematic. Indeed, students can get through an online course without interacting with the teacher or classmates. They would be less connected with the course material, and therefore, they would either drop out, become left behind, or cheat. Tests facilitated outside of the campus would potentially not have the same security measures as those in traditional courses.

Youn (2001) also found that many students miss interaction with tutors and peers when taking part in online courses. Some of them feel like the structure of the course does not match their personal goals. Finally, the author also concludes that the satisfaction level of online students is lower than those who attend the campus based program. Some of the courses have a lower criteria for entry-level assessments, and this means that many students lack essential background knowledge that is needed to understand the course material. This increases dropout rates and negatively affects learning outcomes.

Conclusion

As a conclusion, e-learning courses have the ability to provide personalized and flexible student experiences, however, in order to increase the effectiveness of these platforms, development is needed. The implementation of Web 2.0 platforms, online real time discussions and classes is recommended. While this seems like a step back from virtual learning, it is essential in order to allow teachers and facilitators assess the progress of each individual student, support them accordingly, and identify problems with the course material, understanding of the topics, and tests. The effectiveness of online education can be increased, however, e-courses aim at one specific type of student: one who is self-disciplined, has advanced time management skills, and can work on his own. Those who lack any of the above skills would struggle learning using current platforms lacking real time support and interaction.

References

Garrison, R. (2011)  E-Learning in the 21st century: A framework for research and practice. Taylor & Francis.

Holt, D. & Segrave, S. (2003) Creating and sustaining quality e-learning environments of enduring value for teachers and learners. Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education

Paechter, M., Maier, B. & Macher, M. (2010) Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers & Education. 54 (2010) 222–229

Rennie, F. & Mason, R. (2007) e-Learning and Social Networking Handbook: Resources for Higher Education. Routeledge.

Youn, S. (2001) Conducting learner analysis to adjust online instruction for your faceless learners. 17^Th Annual Conference of Distance Learning. http://www.uwex.edu/disted/conference/Resource_library/proceedings/01_6.pdf