Analyzation of the Efficiency of Online Courses: a Comparison between the Traditional and Online Classrooms - Literature review Example

Analysis of the Efficiency of Online s: A comparison between the traditional and online rooms Abstract The present study evaluates the effectiveness of online classes by evaluating a students’ performance when compared to the traditional classroom in higher-level education. A sample of two groups of eighty students that are randomly selected by a computer generator is used to compare the performance on the assessments between the traditional classrooms and online courses. The quantitative data obtained in this study will be analyzed in charts and the results will show whether students perform better in online courses or traditional classroom lectures; these findings can be given to university institutions that wish to better understand how to use online classes within their curriculum. Study Description Since this study will tackle the issue of whether students learn more/less from online classes when compared to the traditional classroom setting, a comparative experimental study will be carried out. In this study, two groups of forty randomly selected students will participate, one in undergraduate studies and the other in graduate studies. The groups of forty will be randomly divided into two subgroups of twenty students each; in every group, students in one subgroup will attend and participate in a scripted lecture while the other subgroup will sit independently in a room and review the same scripted lecture on a computer. Both subgroups will be tested to see how well they understood the lectured material and their performance will be compared; the quantitative data and results of this experiment will show whether students perform better in online courses or traditional classroom lectures. Literature Review Introduction This literature review examines the effectiveness of the new and innovative online mode of instruction through web-based technologies in relation to the traditional face-to-face instructional approach. Firstly, this paper will explore the effectiveness of online instruction by comparing it to the traditional face-to-face instructional approach in terms of gains for students; consequently, this paper will proceed to highlight some of the limitations of online instruction. This paper will conclude by offering a highlight of the implications for educational practitioners as well as a summary of the main themes highlighted in the literature reviewed. Online Verses Face-to-Face instruction Technological advancements have greatly revolutionized instruction and learning in the traditional classroom setting, with the increasing use of web-based instruction and online class-related discussions to deliver lectures to students across diverse locations (Koo, 2002). Liu & Schwen (2006) offer that computer mediated communication (CMC) make the online learning environment highly flexible and accessible, which implies that the online learning environment, unlike the traditional classroom setting greatly enhances the instruction outcomes. Investigations in the use of online class-based discussions at the Harvard Law School reveal that with proper planning, preparation as well as clearly specified instructional goals, online discussions can yield great benefits thereby complementing the physical classroom learning in law schools. Many studies have arrived at a conclusion that the online learning platform offers greater learning outcomes than the traditional face-to-face learning instructional approach due to its highly enriched learning experiences (Frimming, Bower & Choi, 2013). Online technologies provide multiple advantages when it comes to higher education evaluation of learning outcomes (Maryam, Alireza, Reza & Azizollah, 2012); using the new and innovative online evaluation approach, learners are assessed over the internet by accessing questions online through their provided passwords. The online evaluation approach is advantageous compared to the traditional classroom evaluation of learning outcomes because it is cheap and less susceptible to faculty influence and biases, as is often the case in many institutions of higher education. In that respect, online evaluation offers a stable assessment criterion while considerably reducing both the financial and personnel costs that might accrue from the traditional brick and mortar classroom evaluation of learning outcomes. The e-learning educational platform, which has been made possible through internet, has been established in many learning institutions due to its capacity to offer inflexible learning opportunities to students irrespective of their physical locations (Ming-Lang, Ru-Jen & Hui-Ping, 2011). Time constrains due to family obligations and busy work schedules deny students in the conventional classroom adequate time to interact with faculty members and course materials thereby greatly limiting their learning outcomes, unlike in the e-learning environment. More so, Students gain more through online instruction since higher education institutions have dedicated adequate resources to the primary goal of establishing effective e-learning environments to meet the higher demand for the same. Besides that, e-learning environments have more gains than the traditional classroom environments since they offer easy access to course materials while their multimedia features enhance learning experiences by attracting and sustaining learners’ interest. Easy accessibility of course materials as well as high learner attention greatly contributes to the effectiveness of the online learning experiences as compared to the conventional learning environment that requires students to physically access libraries and classes for learning materials. Students in the online learning environment have access to a huge amount of information unlike their peers in the traditional brick and mortar classroom setting (Fortune, Shifflett & Sibley, 2006). Furthermore, the online learning environment discourages reliance on the faculty members for information, a phenomenon that is typical of the traditional teacher-centric classroom instruction approach. The online learning environment completely shifts the focus of the instructional process from the teachers to the learners themselves thereby encouraging gainful collaborations between the learners, consequently leading to more learning outcomes. The online learning environment further allows faculty members to provide real time feedback to students’ comments thereby enhancing the discussions taking place; the faculty also makes the online learning experiences more interactive and engaging using nonverbal communication techniques such as humor. Hauck (2006) establishes that online instruction is just as effective as the traditional classroom instruction, which implies that students’ gains in online classes are equal to their gains in the conventional face-to-face instruction. Many students particularly find the convenience of time and place as well as the independence of study offered by the online instructional approach most welcome and ideal for effective performance. The self-directed and independent student that does not require being present in the classroom to learn is able to take advantage of the independent mode of learning offered through online instruction to achieve just as much as they would in face-to-face instruction under the guidance of the professor. The increasing numbers of student enrolment in online classes signals a higher rating of the effectiveness of online learning environments (O’Dwyer, Care & Kleiman, 2007); students are flocking to online classes since they are confident in their abilities to gain just as much as they would in face-to-face instruction through online instruction. The Louisiana Algebra 1 Online Model has proved to be an effective alternative to the traditional classroom instruction of the course since students were gainfully engaged thereby outperforming their peers in the traditional face-to-face instruction. Online course yield better student performance due to the high levels of collaborations and social presence offered by the online learning experience; Frimming, Bower & Choi (2013) establish that there is no significant difference between the gains of students in online instruction and traditional classroom instruction. The online learning environment offers learners active learning environments because they are able to engage with learning materials and to gain greater control over their own instruction as opposed to the conventional face-to-face type of instruction (Tsai, 2009). Business schools have been very aggressive in the establishment of online classes, particularly for MBA programmes, since the online learning environment facilitates case-based activities and learning (Lee, Lee, Liu, Bonk et al, 2009). For instance, online-based instruction enables students to access the most current issues of diverse cases over the internet, irrespective of their physical locations, thereby gaining more than they would in the traditional face-to-face classroom instruction. Furthermore, case-based learning in online instruction is much enriched by the quick feedback responses provided by teachers thereby enabling students to gain more insights into the discussions at hand. The instructional media components such as video, animation and narration, among others promote greater comprehension of concepts and principles relating to the different cases in case-based online instruction. The case-based instruction in online learning environment is just as effective as it is in conventional face-to-face learning environments, which signals students’ positive perceptions of the effectiveness of the case-based learning practice in e learning. Limitations of Online instruction Despite the many gains offered by online classes, numerous limitations undermine its effective use as an alternative mode of instruction to the traditional face-to-face learning. For instance, Koo (2002) acknowledges that online discussions may not necessarily provide an automatic fix for all the challenges perceived in the traditional law school and may in fact compound these difficulties if implemented hastily without due regard to proper planning. The Socratic method of instruction prevalent in the traditional law classes that entails repetitive questioning of students on issues has been faulted for failing to accommodate the different ways of learning while ignoring the needs of minorities inherent in the classroom context. Similarly, Liu & Schwen (2006) argue that systematic organizational training support for faculty development is essential for effective implementation of e-learning since besides understanding their changing roles, the faculty needs to adopt transformative teaching practices. In that respect, long-term strategic planning that caters for fundamental aspects such as management support, training, retraining, peer mentoring, continuous performance improvement as well as reward systems is crucial for the success of the online classes. Evidently, the dynamic learning interface that is characteristic of the online learning environment greatly influences the motivation, attitudes as well as achievement of students in the online class (Tsai, 2009). In that respect, the design and system function of the online instructional approach may also compound the anxiety and frustration of the online learning environment if it is not stable enough. Students must be aware of the tools and technologies used in the online instruction to gain the most out of the online class since technical challenges such as inability to use the internet to complete assignments and to interact in discussions limits participation and therefore the gains from the learning experience. Furthermore, the internet based instruction favors the students with mature computer skills as well as metacognitive skills, which are crucial in online learning strategies. Liu & Schwen (2006) argue that online discussions limit in-depth critical thinking as well as rich interactions between the students and faculty members that are characteristic of the traditional classroom setting. For instance, the absence of face-to-face interactions between teachers and students as well as the intimacy of social interactions between the learners in the physical classroom undermines the gains of the online learning environments. This social exclusion is further heightened by the fact that online participants are only keen to meet the deadlines for submission of messages to the online discussion boards and are hardly interested in engaging in meaningful discussions with their peers. Nonetheless, some students express dissatisfaction regarding the perceived gains from online instruction, particularly in introductory courses in the undergraduate programmes (Hauck 2006). This suggests that the use of online instruction may not be ideal for offering introductory classes to undergraduates that are highly dependent on the faculty. For instance, students in the online instruction reported feeling less confident in their Algebra skills as compared to those in the traditional face-to-face instructional environment, which points to the differences in the learning experiences of students in the two varied environments (O’Dwyer, Care & Kleiman, 2007). Furthermore, Frimming, Bower & Choi (2013) establish that students may prefer the traditional face-to-face instruction because it enables them to interact with their professors directly thereby yielding rigorous discussions that enrich their learning experiences and outcomes respectively. Implications for educational practitioners Online classes portend great possibilities in modern instruction, particularly as an alternative to the traditional and outdated face-to-face instruction that is rigid and highly inaccessible by many potential learners due to their busy work schedules and family obligations. Granted that students in online classes are more likely to outperform their colleagues in the traditional brick and mortar classrooms, educational institutions should consider establishing e-learning platforms to offer greater access and enhanced learning experiences to students. Online classes offer students greater independence and autonomy in their instruction while enabling more interactions with course materials thereby promoting greater outcomes in terms of higher student scores; for that matter, educational institutions should seek to promote student outcomes through transformative instructional approaches that are feasible through online instruction. Nevertheless, proper planning and implementation of the online classes should be at the core of educational planning for e-learning programs to facilitate learning outcomes; faculty members should be thoroughly informed regarding their new roles in the online learning environment. Summary Evidently, a vast amount of research has been conducted with respect to the effectiveness of online instruction in comparison to the traditional face-to-face instructional approach that is evidently under threat of extinction with the increasing emphasis on transformative teaching methods and approaches to instruction. A huge volume of the research explored in this literature review suggests that students gain more from online learning experiences from the traditional face-to-face classroom instructional approach due to its rich multi-media features that offer a highly enriched learning experience (Frimming, Bower & Choi, 2013). As Liu & Schwen (2006) suggest, many students favor online education since they regard it to be more accessible and flexible as opposed to the traditional face-to-face instruction; in that respect, students in online classes gain more due to its inflexibility and easy accessibility. Ming-Lang, Ru-Jen & Hui-Ping (2011) concur with Liu & Schwen (2006) that indeed online classes yield more gains for the students unlike the traditional face-to face instructional setting since they offer inflexible learning opportunities to students irrespective of their physical locations. Furthermore, the online learning environment enables students to access a vast proportion of crucial learning materials as opposed to the physical brick and mortar classrooms (Fortune, Shifflett & Sibley 2006). As Hauck 2006 observes, the convenience of time and place offered through online instruction enables students in online classes to gain the most out of the instructional process since they are able to access course material and content at their convenience. Family obligations and busy work schedules often undermine students’ gains from face-to-face instruction since they cannot participate fully as they would in online classes that allow for easy accessibility as well as flexible participation of students. O’Dwyer, Care & Kleiman (2007) point out to the higher rating of online classes by students due to the increasing positive student perceptions of gains from e-learning, which explains the growing numbers of online class enrolments. Nevertheless, the online environment may not necessarily guarantee an automatic solution to the myriad challenges plaguing the traditional brick and mortar classroom, particularly if implemented hastily without proper planning (Koo, 2002). In the same manner, Liu & Schwen (2006) emphasize the need for systematic organizational training support for faculty development for the successful implementation of online classes to promote learning outcomes for students. Tsai (2009) lends voice to this claim by offering that instability in the design and system function of the online instructional approach may compound the anxiety and frustration of the online learning environment altogether thereby undermining gains. Method (Context and Procedures): Two groups of forty randomly selected students will participate in this experimental study. One group of students must be participating in undergraduate studies the other group in graduate studies. The groups of forty will be randomly divided into two, meaning two groups each containing two subgroups, meaning four subgroups in total, with twenty students totaling eighty students. Both groups, graduate and undergraduate, will have one subgroup have all the students attend and participate a scripted lecture and the other subgroup will have its students sit independently in a room and review the same scripted lecture on a computer. Both subgroups will then take an assessment, a “test”, to see how well they understood the lectured material. We then compare the performance on the assessments between the traditional classrooms and online courses to see which method taught the material better. Methods (Design and Procedures): We will randomly select our students by a computer generator to prevent any bias within the study. Before the study begins state to the participants that this is a study to see how well they understand the lecture material. All participants will be informed in advanced that there will be a “test” at the end of the lecture. At the end of the classroom lecture the group will then partake in the assessment, or “test”, to see how well they perform. The computerized test will have a similar time length to the classroom lecture and the student will promptly begin the assessment without the ability to review the written lecture material. No notes will be valid within both groups to prevent any discrepancies. Both groups will have three minutes to ask any questions, whether electronically or in person after the lecture is over. The study will use quantitative data to analyze the performance of both groups in this study. The participant’s confidentiality will be addressed at the end of the experiment with a researcher coming out to explain what the study is about. We will then offer the results of our research to the participants if they are interested by creating a mailing list. Methods (Measures): We will be using the same assessment for the examinations for both the online lecture and the classroom lecture. The test will come from a reputable company that will prove no bias. The lecture material will be common knowledge and no prerequisite knowledge is needed to understand the lecture. There exist no ethical considerations within this study. Interview questions created will be the same for the enrollment of participants. Results (Description of Proposed Statistical Analysis): The data analysis of the results will be written and it will be shown in charts. This experimental study will have quantitative data and the results will show whether students perform better in online courses or traditional classroom lectures. Discussion (Application/Extensions of findings): The findings from this experiment can be given to university institutions that wish to better understand how to use online classes within their curriculum. Due to the short nature of the experiment for a follow up experiment, we may conduct an experiment that has the students participate in a mock class lasting a few weeks to see whether the findings are similar to the findings in this experiment. Interview questions I. Does the traditional face-to-face instruction offer greater learning experiences than online instruction? II. Are the learning experiences in online instruction similar to the learning experiences in the traditional face-to-face instruction? III. Does online instruction offer superior learning experiences to the traditional face-to-face instruction? References Koo, G. (2002).The Pedagogy of Online Dialogues: An empirical study of asynchronous discussions at Harvard Law School. Retrieved from: http://blogs.law.harvard.edu/vvvv/files/2006/08/Pedagogy_of_Online_Discussions-HLS.pdf Lee, S.-H., Lee, J., Liu, X., Bonk, C. J., & Magjuka, R. J. (2009). A review of case-based learning practices in an online MBA program: A program-level case study. Educational Technology & Society, 12 (3), 178–190. Tsai, M.-J. (2009). The Model of Strategic e-Learning: Understanding and Evaluating Student e-Learning from Metacognitive Perspectives. Educational Technology & Society, 12 (1), 34–48. Liu, X., & Schwen, T. M. (2006). Sociocultural factors affecting the success of an online MBA course: A case study viewed from activity theory perspective. Performance Improvement Quarterly, 19(2), 69-92. Maryam, A., Alireza, S., Reza, N. A., & Azizollah, A. (2012). The examination of strength and weakness of online evaluation of faculty members teaching by students in the university of isfahan. Higher Education Studies, 2(1), 38-44. Ming-Lang, T., Ru-Jen Lin, & Hui-Ping, C. (2011). Evaluating the effectiveness of e-learning system in uncertainty. Industrial Management + Data Systems, 111(6), 869-889. Fortune, M. F., Shifflett, B., & Sibley, R. E. (2006). A comparison of online (high tech) and traditional (high touch) learning in business communication courses in silicon valley. Journal of Education for Business, 81(4), 210-214.  Hauck, W. E. (2006). Online versus traditional face-to-face learning in A large introductory course. Journal of Family and Consumer Sciences, 98(4), 27-29. ODwyer, L.,M., Carey, R., & Kleiman, G. (2007). A study of the effectiveness of the louisiana algebra I online course. Journal of Research on Technology in Education, 39(3), 289-306.  Frimming, R. E., Bower, G. G., & Choi, C. (2013). Examination of a physical education personal health science course: Face-to-face classroom compared to online hybrid instruction. Physical Educator, 70(4), 359-373. Read More