Comparison of Online and Traditional Education - Essay Example

Online Versus Traditional Education Tony Browning Online Versus Traditional Education The quest for knowledge has evolved from accessing simple instructional approach offered by traditional classroom setting to the complex and diversely innovative methods of online or distance education in contemporary times. Technological growth and breakthroughs spurred by the discovery of the Internet provided the impetus for the proliferation of online distance education. The benefits that could be derived from this instructional method continue to be evaluated in terms of paralleling or even surpassing the traditional learning approach of face-to-face education. The controversial nature of online versus traditional education has led various professionals, researchers, and educators in their pursuit of determining which method is most effective in advancing the achievement of students after incorporating various factors deemed influential in the academic learning environment. In this regard, the aim of the essay is to proffer pertinent issues that provide a balanced discourse comparing online versus traditional education. The main points of comparison will focus on instructional approach, learning environment, and students’ academic performance. The instructional approach has similarities and differences in online versus traditional education. There are similarities in terms of following and adhering to a concise curriculum and course module for specific educational programs to be pursued. They both use similar time frames (semester or trimester) and employ professional educators to provide diverse instructional methods or approaches as deemed necessary. The disparities are for online education; instructions were reported to take more time in planning and preparation of implementing course modules. As disclosed, faculty prepares online curriculum before the launch of the class, which ensures that a common thread runs through the lectures. These tasks are an extra burden for online faculty, as they require advanced preparation and planning as compared to the standards of the traditional classroom faculty. Faculty must adjust to peculiarities and different requirements of online classes (Turner & Crews, 2005, para. 8). On the other hand, in traditional classroom setting, Turner & Crews (2005) likewise noted that the students apparently wait for the professor before classes would commence; syllabi were thereby distributed and students were expected to abide by the instructor’s directions. Likewise, the authors cited the article written by Smith, Ferguson and Caris (2002) to have noted that with the online or distance education, the students were identified initiators of the action where they post a message or review the course module even prior to the identified time frame (Turner & Crews, 2005). Therefore, it is eminent that in online learning, the instructional approach could be regarded as more of reactive, depending on what students post, while in traditional setting, the instructional method is proactive, as educators need to plan ahead to discuss course modules to the students in a general classroom environment setting. Another point of comparison between online and traditional education is the learning environment. The similarities in learning environment include fostering positive values, goals, and objectives that aim to improve the knowledge, abilities, and skills of the students given their chosen course modules or degrees. On the other hand, the differences are in an online setting; there have been various researches that validate its convenience and retention of some level of anonymity (Online Education, 2012). This was corroborated by the study written by Turner & Crews (2005), which speak of other advantages such as accessibility of content resources, the frequency and timeliness of faculty feedback, and the use of innovative learning environments (par. 13). In the traditional classroom setting, students need to go to the universities and attend classes in defined classrooms and time frames. Likewise, for online education, aside from access to technology and knowledge for its various applications, there were options given, depending on the students’ available time. As indicated, learning modules could be provided using synchronous (simultaneous participation of students and teachers in a virtual classroom or chat session via the web (Carron, 2006, para. 13)) or asynchronous (self-paced) programs. These options are not provided for students in traditional classroom settings. Finally, in terms of students academic performance, the study conducted by Jhang, Krug, & Zhang (2007) and by Wilson & Allen (n.d.) indicated that there are no significant differences between online and traditional education in terms of success rates of students or academic achievement. Accordingly, many reviews of the literature on the distance education have concluded that it equals face-to-face courses in effectiveness (Jhang, Krug, & Zhang, 2007, para. 5). This was supported by Wilson & Allen (n.d.), who indicated that, regardless of education mode chosen, academic advising or more personal contact with the instructor – face-to-face or through online chat, texting, or discussion boards – may be crucial to the success of students with marginal cumulative GPAs (p. 5). Therefore, these findings indicate that academic performance of students do not depend on the instructional learning (either online or traditional approach), but on other factors that have been noted to include personal contact with the instructors in terms of commitment to the achievement of learning objectives and goals. Also, as noted in Online Education (2012), the effectiveness of online or distance education depends on the maturity of the students, their motivational drives, their need to comply with various activities and roles, and their ability to organize their use of time. As online programs allow students to control where and when they study, they are best-suited to those individuals who possess strong time management skills and can learn independently (Online Education, 2012, para. 9). Traditional classroom settings could be deemed most applicable to young students who are highly dependable on their parents for holistic support. As emphasized, students of elementary or secondary school age and those who are dependent learners may find it difficult to assume the responsibilities online programs require (Online Education, 2012, para. 9). Therefore, students’ academic performance is not significantly influenced by either online or traditional education in a more generalized perspective. The objectives of the essay to present pertinent issues that compare online versus traditional education were successfully achieved. The main points of comparison focused on instructional approach, learning environment, and students’ academic performance. As revealed and supported by the reviews of related literature, there were disparities in terms of preparation time for instructional approach, options for online programs (asynchronous versus synchronous), and the need for educators to respond to the academic inquiries of students who post comments and feedbacks using the electronic medium. However, the most significant finding is that there are similarities in online and traditional education in terms of providing a conducive learning environment that hones and maximizes the potentials of students through the best possible instructional techniques and resources. The age factor, maturity level, increased responsibilities and roles, and the need to comply with diverse and multi-level tasks provide access to increased benefits that online learning offers. In the end, it is really the mind set and commitment of students to optimize the potentials for the generation of knowledge, abilities, and skills from the learning environment – whether it be online or traditional – that matters most. References Carron, J. (2006, December 15). Online Learning vs. The Traditional College. Retrieved May 23, 2012, from http://www.nyu.edu/classes/keefer/waoe/cjack.htm Jhang, N., Krug, D., & Zhang, Z. (2007). Student Achievement in Online Distance Education Compared to Face-to-Face Education. Retrieved May 23, 2012, from http://www.eurodl.org/materials/contrib/2007/Jahng_Krug_Zhang.htm Online Education. (2012). Online vs. Traditional. Retrieved May 22, 2012, from http://www.onlineeducation.com/resources/Online-VS-Traditional.php Smith, G. G., Ferguson, D., & Caris, M. (2002). Teaching over the web versus in the classroom: Difference in the instructor experience. International Journal of Instructional Media, 29(1), 61-67. Turner, F., & Crews, J. (2005, April). A Comparative Analysis of Online and Traditional Education Settings. Retrieved May 22, 2012, from International Journal of Instructional Technology and Distance Learning : http://www.itdl.org/Journal/Apr_05/article01.htm Wilson, D., & Allen, D. (n.d.). Success rates of online versus traditional college students. Retrieved May 23, 2012, from Research in Higher Education Journal: http://www.aabri.com/manuscripts/11761.pdf Read More