Disadvantages of online education: (Research Paper Sample)

Student's Name Professor's Name Course Code Date Evaluating the Disadvantages of Online Education Introduction Online or distance learning is a form of education administered and delivered to learners over the internet. Unprecedented demands and technological advancement in the current information age have led to a seismic shift in education structure in countries worldwide. The shift is encouraged by various benefits, including flexibility, convenience, increased network interactions, and cost-effectiveness. However, the system faces numerous challenges compared to face-to-face learning, such as technical demands, distractions, isolation, mental stress and emotional disruptions, questionable qualifications and evaluations, and difficulties adapting to emerging technologies among learners and teachers. These disadvantages are exacerbated by inadequate literature and research to address various issues negatively impacting web-based learning and teaching. This research aims at evaluating the disadvantages associated with online education. Although digitization across different systems and processes has significant advantages, numerous disadvantages make digital learning less effective than the traditional physical classroom-based education system. Arguments against online education Contextual distractions and isolation Learning at home makes students vulnerable to distractions and isolation. Geographical separation from the course instructor can be distracting, especially when learners set up in informal locations, such as homes, public places, and coffee shops (Harper, Joann and Robinson, 36). These areas mean learners are prone to extraneous noises and conversations of others that, in turn, interfere with student concentration. Although everyone learns differently, some students find it better to have direct contact with their professors and peers via on-campus interactions. Research indicates that designing virtual classrooms to replicate physical classroom experiences incorporating active participation is not easy for developers (Thompson, 1). Most students in online classrooms end up feeling isolated and do not respond well to virtual classroom demands that make them work independently. The above challenge reduces the effectiveness and efficiency of online education. Relationship to mental stress and unregulated emotional disruption The online approach causes increased mental stress on the learner and teachers. The system demands high-level self-discipline, effort, and persistence, increasing student stress, anxiety, and depression. A study exploring student experiences in online education indicates a reduction of mindfulness, authenticity, and poor mental wellness of learners in online education than in physical classroom settings (Kay and Young, 261). Increased stress and emotional disruptions affect learning negatively. Adapting to new learning methods heightens students' anxiety, chronic stress, and unregulated emotional disruption negatively impacts brain neuroplasticity. Socioemotional wellness is vital in shaping peoples' readiness to learn, motivation, and ease of acquiring new skills and knowledge. The uncertainties linked to the global pandemic outbreak led to an unprecedented shift from physical classroom settings to virtual classrooms to contain the virus's spread. However, the virtual structure led to poor socioemotional factors that are significant in effective learning (Peras and Prudente, 147). Most students express the need to discuss issues and engage physically during learning. Struggles to adapt to a new system of education among key stakeholders A seismic shift towards online education and remote teaching demands adapting to new personal, social, and transversal skills related to new education structures, settings, and technology. Learners and teachers must know how to react flexibly to access resources, handling challenges, and using technology. The switch from face-to-face to virtual-based learning became an emergency for many learners and teachers during the pandemic (Posekany, Dolezal and Koppensteiner, 2). They didn’t have adequate time to learn how to use the new frameworks and understand their demands. Therefore, most students and teachers had awful experiences with the new system. According to research, the switch significantly impacts learner-centered and self-driven learning approaches across different learning stages. Questionable performance, poor outcomes, and low qualifications among learners Online learning is prone to questionable performance and qualifications. Remote evaluation of learners puts in question the results of learners' qualifications due to the complexity of ensuring that the students take tests independently. Research indicates that although the technology used in evaluation comes with a proctoring system, the authenticity of results in many institutions that have not used online systems for long cannot compare to traditional exams (Shaushenova, Zulpykhar and Zhumasseitova, 250). Therefore, the learning ability and qualification based on evaluation results in online education are inferior to the physical framework. Technical demands and impacts on active participation Online education is dependent on technology and linked with various challenges for learners and teachers. The system faces multiple technical challenges since it is still under development. According to research, not all stakeholders are familiar with the technical aspects and demands of the virtual-based system (Ulukol, 534). There is a need for technical skills to follow up with classes and troubleshoot any challenges that may occur to the computerized system. The system is also resource-demanding. A study found that some students find it difficult to participate in digital learning due to a lack of necessary resources such as internet connection and computers. Online-based learning demand additional training among teachers and learners. Instructors require a deep understanding of the underlying approaches in eLearning. In addition, they are also expected to help students handle the technical aspects of the system, Learning Management Software (LMS), deliver course content through video and audio formats, and evaluate the learners. A combination of the above demands is a thoughtful investment in additional training, which may be stressful for most people. Evaluating arguments that support eLearning programs Interactive nature of online programs Proponents of online learning argue that it fosters more interactions among learners through different social networks and digital platforms. However, more interactions demand more screen time for the learners. Research indicates that increased screen time has detrimental effects on users' sleeping patterns, concentration, headaches, and poor posture. Students might also be distracted by notifications from social media popping up on the screen during class time. There is still a need for better education software that reduces strain and improves learners' concentration across the digital space. Cost-effectiveness and affordability of online courses While some institutions have reduced expenses associated with online learning, there can be additional costs in other aspects. Proposers argue that the programs incur fewer school fees and lower overhead operation costs, travel expenses, and books. However, some costs are transferred to other areas, such as internet charges, buying computing devices, and support services. A study indicates that some schools have similar or higher charges for online programs than brick-and-motor school systems (Newton, 1). While conventional wisdom may hold that physical schools are more expensive than online programs, this is not always the case. For instance, Arizona State University and the University of Central Florida charge a higher fee per semester than the same program offered on campus. According to Newton (1), nearly three-quarters of institutions charge the same fee for on-campus and online programs, while a quarter has higher charges for internet-based programs. These costs are associated with support services, startup expenses, designing new courses and platforms, and online instructions. Online learning is associated with additional staff members or outsourcing experts in web design, instruction designers, data analysts, digital marketers, support staff, quality assurance experts, and multimedia personnel (Newton, 1). Marketing and obtaining substantive program enrollment is also as expensive as designing the programs. Flexibility and convenience Supporters of online learning argue that the system allows individuals to study any time they want, wearing whatever they want and in the space of their preference. It offers flexibility. Therefore, it allows students room for learning amidst busy work schedules, business trips, caring for children, and emergencies (Montgomery College, 1). However, this flexibility can be problematic. Theoretically, the instructors and learning materials are also accessible 24 hours daily and students do not need physical attendance. However, a study found out that physical attendance in learning improves students’ learning experience and outcomes (Moodley, van Wyk and Robberts, 146). Announcements, practice questions, discussions with other learners, review assignments, and access notes are conveniently available to learners. Most online lessons have a convenient time schedule rather than a fixed one. With internet access, the learner can access learning materials at any time. However, assignments and examinations may have due dates that are not flexible. Learners are also vulnerable to procrastination due to excess freedom (Montgomery College, 1). Procrastination may lead to a last-minute rush, compromising the quality of learning and tremendously increasing school-related stress levels. There is a need for good time management skills to navigate the ...