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Introduction
Online education, often referred to as e-learning, web-based learning, virtual learning or online learning has been around for over a decade. Since the covid-19 pandemic hit a couple of years ago, there has been a rapid increase in the use and acceptance of online education. Furthermore, online education has always been associated with higher institutions until recently when we see online education taking shape in primary and secondary schools across the globe due to the pandemic. There are several definitions of online learning out there today but at its core, it refers to education received via the internet using a combination of different web-based components and advanced technology (Ivanytska et al., 2021). (AEHE, 2014) explains that the definition is further complicated by nature and the extent to which online learning is being applied whether it is a full degree delivered through a series of online courses or a hybrid blend of face-to-face and online teaching techniques. While online learning has proven to be just as effective as classroom-based learning, and to a large extent can be used to complement classroom-based teaching it cannot fully replace classroom-based teaching. This is simply because the realities of the communities that often subscribe to online education are very different from those that go for classroom-based education.
This essay will focus on online education in higher institutions. It will refer to a fully online course designed to be delivered solely via the internet using various digital components and activities (discussions and grading) and delivered through one or more course management systems. While both online education and traditional classroom teaching have their unique characteristics, online education eliminates most of the barriers associated with students’ lives and traditional classroom teaching â including work, family demands, and geographical restrictions.
Most people who subscribe to online education are considered non-traditional students or adult learners. To understand a non-traditional student, it is imperative to understand a traditional student. A traditional student is one whose primary focus is their education and they devote most of their time to their classes and on-campus activities. They are typically aged between 18 and 25, they maybe have a part-time job but have not yet started a career and most likely went from secondary school to a higher institution. On the other hand, non-traditional students are those who do not follow the traditional route. They usually have established jobs including stay home parenting, are above 25, and have more responsibilities and other life commitments.
Online education provides a more flexible alternative to classroom-based learning for students to acquire an education. Virtual learning has enabled people who have work or family commitments to gain an education without neglecting these responsibilities. The flexibility it provides allows students to be able to work at their own pace, accelerating or slowing down their studies as they see fit. Students also have the opportunity to study anywhere be it at home, at a friend’s place, or even during their commute making use of valuable time. It also eliminates the need to travel to and from school daily, having to attend classes as well as spending valuable time waiting or moving between classes. Online education is also budget-friendly.
Student engagement in an online setting is more difficult than in a classroom-based setting. (Kuh, 2009, p5) defines engagement as: ‘The engagement premise is straightforward and easily understood: the more students study a subject, the more they know about it, and the more students practice and get feedback from faculty and staff members on their writing and collaborative problem solving, the deeper they come to understand what they are learning. The effectiveness of course delivery depends on using the appropriate tools in the course design. This involves engaging the learners and modifying the course design to cater to various learning styles. The classroom-based setup makes it easy for the teacher to engage and involve the students such an environment cannot be replicated easily in an online scenario. While students enrolled in online education are required to be self-motivated, able to meet deadlines and manage their day-to-day activities efficiently to make time for their education. According to (Darius, Gundabattini, and Solomon, 2021) Online education provides unlimited scope for introducing teaching innovations and engaging students. Although this is largely dependent on the student’s willingness to participate and available technology such as discussion boards.
Online education is not without its issues. (Simmons, 2021) explains that various issues exist for both teachers and students alike, ranging from awareness of and access to technology, funding, openness to online environs, skill, and course readiness among others. There is also the time restraint usually associated with adult learners given their busy schedules.
Technical issues and computer literacy is other stumbling block when it comes to online education. Many students face issues when it comes to navigating and making full use of online education management software. Access to good quality networks and computer systems is a must to benefit fully from online education but this is not the case for several students. They end up relying on public libraries and learning resource centers to meet these requirements.
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