Distance education and online learning have significantly grown over the last decades. Digital media online learning involves separation of learners from the instructors through computers and internet. This contradicts the traditional method of learning where students contact their instructors face-to-face. Communication takes place through virtual forums and emails. Most learning institutions consider online courses as options for students who have different needs, interests, and challenges of class attendance. The controversy, however, is on the effects of these courses in relation to performance and student’s abilities. The use of digitalized media on online courses works for distance learners, and those with challenges of class attendance but if not well monitored compromises on the levels of education.
Many educators consider traditional ways of teaching as the best alternatives to achieve quality education. However, the technological innovations marked in this century prove online learning as the best alternative. Online courses allow students to have flexibility on learning time; students can access the, materials through emails, and on the net, and contribute their opinions on discussion boards (Sigafoos, and Green 2007, PP.2). This is done in suitability of their convenience. Contrary, traditional method students have to attend classes when they are scheduled, and failure of attendance means that they have to try and catch up with the rest.
Online courses cut down the expense of travelling, paring, and other associated expenditures. They do not have to cope with traffic jam, weather adversities, and other factors that may hinder understanding. They are less likely to encounter absenteeism and closed classes. Additionally, they do not have to adjust to time wasted in answering questions raised by other classmates. For online learners, studies are self-spaced: This facilitates concentration, and spending enough time on materials not well understood rather than having to cope with their classmates asking questions.
However, the element of procrastination makes the issuance of online courses an issue. Unreliable web and internet connections and other computer problems cost both teachers and learners as they do not deliver or miss their assignments. The use of digital media also requires that students need to be computer knowledgeable. They need to be familiar in use of browsers, newsgroups, and emails. Additionally, it is not possible to conduct a pre-analysis of the returns of such an investment as it varies significantly, even with courses offered in the same institution.
Online students have the advantage of accessibility of materials on-net. This assists them to submit their assignments on time, and also provides a broad knowledge base. Similarly, class attendees have the advantage of using boos, and other materials in class including materials on-net. The limitation is on the scope of usage of such online materials. The students over-rely on the internet to provide materials for their assignments (Rogers, and Cardon 2004, pp.76), Phillip. Some of them even become lazy to paraphrase what they come into contact with, and submit plagiarized reports. This affects their levels of thinning, and originality that is required in learning.
A concern on behavior of students is also critical as some of them get easily caught up with other social aspects of technology when they are learning. Students lack self discipline while using the internet and deviate from their objective of learning to the use of social media (Edwards 1998, pp.28). The effects are failure to submit assignments, or hastily done work, plagiarism, and failure to understand. This affects both the learner and the instructor as the intended curriculum is not delivered as expected.
The most significant feature of online learning technology is the capacity to interact, dialogue, and enable communication between participants. Although educators criticize this form of learning for isolation and individualism of students, it has enabled the creation of interaction platforms that allow collaborative learning (Edwards 1998, pp.32). Initiatives like computer supportive collaborative learning (CSCL) enable students to learn at a distance while in collaboration or togetherness. Digitalized learning allows synchronization of students and teachers interaction through designing the communication channels. This enhances the learning experience.
The difference between online courses and traditional way of learning is the lack of physical presence that creates the gap between the teacher and the students. The materials that are shared remain relatively equivalent, and it’s the role of the students to use such materials optimally if they are to achieve their learning objectives. Whether in class or in distance courses, technology remains a sole contributor to learning, and in this time and age it may be difficult to separate the two disciplines (Sigafoos, and Green 2007, PP.2). However, it is the manner in which the whole idea of learning is perceived that brings about success whether in class or on online category. Students, as well as teachers, require disciplining and monitoring in the manner in which they acquire and use available materials and knowledge.
REFERENCE.
Edwards, Patricia. Education and Technology: Reflections on Computing in classrooms. American Secondary Education, Vol. 26(4). 1998.
Rogers, George, and Cardon, Phillip. Factors Influencing Participation in Technology Education Graduate Studies. Journal of Technology Studies, Vol. 30(1/2). 2004.
Sigafoos, Jeff, and Vanessa Green. Technology and Teaching. New York: Nova Science Publishers, 2007. Print.
