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The Value of Face-to-Face Classes: An Argumentative Exploration of In-Person Learning

Table of contents, effective communication and engagement, social interaction and collaboration, personalized learning and motivation, holistic development, 1. real-time interaction, 2. non-verbal communication, 1. peer learning, 2. networking opportunities, 1. tailored instruction, 2. motivation and accountability, 1. soft skills enhancement, 2. emotional connection.

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• Friedman, T. L. (2013). Revolution hits the universities. The New York Times, A25.
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• Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). Jossey-Bass.

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Home — Essay Samples — Education — Online Vs. Traditional Classes — Online Learning vs Face-to-Face

Online Learning Vs Face-to-face

• Categories: Online Vs. Traditional Classes Technology in Education

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Published: Aug 24, 2023

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Advantages of online learning, disadvantages of online learning, advantages of face-to-face education, disadvantages of face-to-face education.

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Face-to-face interaction enhances learning, innovation

By james dean.

Whether virtual or in-person learning is better may be the wrong question.

New Cornell psychology research finds that sitting face-to-face, rather than shoulder-to-shoulder, enhances learning and innovation – even when we’re learning complex physical skills that should be harder from that perspective.

In experiments, children and adults solved a complex visual and spatial problem – opening a puzzle box – more quickly after they watched a model demonstrate a solution face-to-face, compared with others who observed from next to or perpendicular to the model.

Across ages, test subjects performed better when they could observe not only an instructor’s hands but also their eyes, gaze and facial movements. The researchers propose that face-to-face interaction transmits valuable social information about goals and motivations in addition to visual information about the task.

“This shared mental perspective might be more important for some types of learning than sharing a common visual perspective,” said Ashley Ransom , M.A. ’18, a doctoral student in the field of developmental psychology. “Face-to-face interaction might facilitate creativity and innovation rather than strict mimicry of the teacher.”

Ransom is the lead author with Dr. Brian LaGrant ’17, M.D. ’21, of “ Face-to-Face Learning Enhances the Social Transmission of Information ,” published Feb. 25 in PLOS ONE. Adam K. Anderson , professor in the Department of Psychology and in the College of Human Ecology (CHE), and Eve De Rosa , associate professor of psychology and a Rebecca Q. and James C. Morgan Sesquicentennial Fellow in CHE, and the dean of faculty, are senior authors. Anthony Spiteri, a former postdoctoral fellow in Anderson and De Rosa’s Affect and Cognition Lab , and Tamar Kushnir, now a professor at Duke University, are co-authors.

Learning a new visuospatial task, such as how to tie a knot or play an instrument, is thought to require us to adopt the teachers’ perspectives, to try to see the world through their eyes. However, the new research suggests it might also be important to actually see their eyes.

Past studies have shown that imitating specific steps is easier when learners see what an instructor sees – for example, watching a video of hands building a circuit board. As we move from that 0-degree viewpoint to an opposite angle at 180 degrees, our brains must employ “mental rotation” to understand a model’s movements as meaning left or right, forward or backward.

As a result, the researchers said, learning to open a puzzle box should be more difficult when observing someone face-to-face. But the study found otherwise.

“Remarkably, the simple act of sitting across from someone can help overcome limitations in shared visual perspective,” the authors wrote. “Face-to-face learning overrode the inherent difficulty of taking another’s visual perspective.”

The colorful puzzle box – also called an artificial fruit box when first developed for studies with chimpanzees – contained four layers requiring 12 steps to open, including removing bolts and panels, moving sliders and turning screws. There were multiple possible solutions, and the model incorporated superfluous movements in their demonstration to help measure imitation.

The researchers randomly assigned 36 children ages 4 to 6, and 57 university students ages 18 to 27, to watch demonstrations from 0-, 90- or 180-degree orientations relative to the model. The subjects then got three tries to open the box from whatever position they preferred.

By one standard, face-to-face learners were less successful: They imitated less faithfully than participants who couldn’t directly see faces. But in accomplishing the real goal of opening the puzzle box, they were faster and more likely to come up with new solutions rather than relying on the model’s solution.

“They weren’t as good at mimicking, but there’s a benefit to that because it facilitated discovery,” Anderson said. “A social perspective – looking at people and where they look – allowed children and adults to become better learners at the condition that should have been the most challenging.”

Adults overall were more likely to copy the model’s solution and to choose to solve the puzzle box from the teacher’s vantage point. Children, in contrast, came up with new solutions and often remained in their original position.

Those results suggested adults had become better rote learners but less innovative with time and more formal education.

“Adults focused on recreating the model’s actions rather than the end result,” the authors wrote. “Children are more flexible learners than adults and engage in more exploration during learning.”

The research was supported by a grant awarded to De Rosa from the State University of New York’s Empire Innovation Program.

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• Research article
• Open access
• Published: 18 August 2023

Exploring student perceptions and use of face-to-face classes, technology-enhanced active learning, and online resources

• Joanne M. Lewohl   ORCID: orcid.org/0000-0002-7577-0734 1  

International Journal of Educational Technology in Higher Education volume  20 , Article number:  48 ( 2023 ) Cite this article

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The current cohort of undergraduate students is often said to value technology and is assumed to prefer immersive, interactive, and personalized learning experiences. In contrast, many educators recognise the value of face-to-face classes and believe that attending class positively impacts student performance. A novel teaching strategy, including traditional lectures and interactive workshops using an educational technology platform were implemented in an undergraduate neurobiology course. Attendance in class and use of lecture capture recording were associated with improved student performance. Further, student attitudes toward the teaching strategy were evaluated via a survey. The survey respondents included those that regularly attended class and those that did not. Overall, irrespective of attendance, students thought that face-to-face classes were beneficial to their learning and the use of active learning activities helped them to understand the course content. The most common reasons for non-attendance in class were attributed to factors such as the class schedule, work and family commitments and were not related to the availability of class recordings and other online resources. In contrast, the most common reasons for attendance in class included the perceived benefit, the standard of teaching and the level of interest in the course. The novel teaching strategy had a positive impact on student learning, and can be used for in-person, online and asynchronous learning, providing a mechanism for educators to cater for students who wish to attend in-person classes as well as providing options for flexible delivery.

Graphical Abstract

Introduction

Each new generation of students has characteristics, interests and learning preferences that set them apart from the previous generation, and understanding these differences is necessary for educators to create learning environments that are engaging, inspiring and productive (Poláková & Klímová, 2019 ). The current cohort of undergraduate students are often described as individuals who have grown up with technology as an integral part of their daily lives (Seemiller & Grace, 2016 ). They are thought to be highly adaptable to new technology and expect their learning experiences to be immersive, interactive, and personalized (Reviewed in (Shorey et al., 2021 )). This cohort of students are also considered to be more independent learners, often relying on online resources to support their education, with a preference for and the ability to learn at their own pace (Chicca & Shellenbarger, 2018 ; Seemiller & Grace, 2016 ).

In 2020, the global coronavirus pandemic necessitated a rapid pivot to online and blended learning at universities in Australia and around the world, accelerating the trends that were already in process (Watermeyer et al., 2021 ). As a result, there has been a rapid expansion into the online learning space and an increasing reliance on the use of educational technology and virtual learning environments to deliver content and to facilitate online learning (Reviewed in (Arday, 2022 )). As educators, we are entering an unprecedented era, one in which we are tasked with providing high quality instruction to engage students in their own learning despite the potential for ongoing educational disruption. There are many challenges in this changing landscape including how to cater to students who want the flexibility of studying online or asynchronously with those that want to return to face-to-face delivery.

Prior to the pandemic, a common mode of instruction at university was the traditional didactic lecture, although technology-enhanced active learning, problem-based learning and flipped classroom strategies have also become popular (Kirkwood & Price, 2014 ). Educators often placed value on in-class attendance which was viewed as an important indicator of student success (Crede et al., 2010 ; Guleker & Keci, 2014 ). Indeed, a systematic review of the relationship between lecture attendance and academic achievement revealed that 75% of studies showed a significant positive association between class attendance and academic performance for undergraduate students in the biosciences (Doggrell, 2020b ). However, there is an increasing trend at our Institution and others to provide lecture capture recordings and to develop online digital resources to facilitate student learning. The provision of these resources offers increased flexibility for students to engage with the course content, but a common concern is that this may negatively affect attendance and may not improve student outcomes (Gosper et al., 2010 ; Kinash et al., 2015 ; Preston et al., 2010 ). Specifically, the availability of captured lectures has been postulated to reduce student interaction in face-to-face classes (Mark et al., 2010 ). Attendance rates for students vary widely and the reasons for absenteeism often include student perception of the value of traditional lectures as well as the availability of class recordings and other online resources (Reviewed in (James & Seary, 2019 )). There is also the potential for traditional modes of delivery to be at odds with the learning preferences of the current generation of students (Shorey et al., 2021 ).

Technology-enhanced learning is a broad term that can be used to describe any form of e-learning. Accordingly, technology-enhanced learning strategies can refer the use of technology to improve learning in face-to-face classes, the creation and use of digital resources for asynchronous learning or using social media (and other platforms) to encourage collaborative learning (Ansari & Khan, 2020 ; Voorn & Kommers, 2013 ). The impact of these strategies on student learning is reliant on the student’s engagement with and usage of the specific technological platform that is implemented (Dunn & Kennedy, 2019 ). While the impact of in-class attendance on academic achievement has been extensively studied (Crede et al., 2010 ; Guleker & Keci, 2014 ), when technology-enhanced learning strategies are implemented, the relationship between student attendance and academic performance is more difficult to ascertain. Some studies have shown no correlation between class attendance and performance in courses where lectures are recorded and class materials are available online (Doggrell, 2020a ; Kauffman et al., 2018 ). Other studies have shown that students who study independently, using online resources, can have similar academic outcomes and may even outperform those who attend class (Eisen et al., 2015 ; Lukkarinen et al., 2016 ).

Active learning is a key component to undergraduate science, technology, engineering, and mathematics (STEM) education (Freeman et al., 2014 ) however, lectures at higher degree institutions are often held in learning spaces that are not conducive to in-class participation (Büchele, 2021 ; Fadelelmoula, 2018 ; O'Keeffe et al., 2017 ). To overcome this challenge, educators often use technology to enhance the learning experiences for students (Wood et al., 2018 ). Echo360 is a platform that is commonly used for the automatic recording of classes. The newest iteration of this product, the Echo360 Active Learning Platform (Echo360ALP), is a technology-enhanced learning platform designed to facilitate active learning, promoting student engagement and participation (Shaw et al., 2015 ). The Echo360ALP has been available at Griffith University from 2018. Its functionality includes the ability for educators to embed polling questions at strategic points in their presentations and students can log in and answer these questions in real time. This active learning platform also includes the ability to directly embed multimedia into in-class presentations which is likely to appeal to learners who prefer to seek information through visual learning (Seemiller & Grace, 2016 ). Using a technology-enhanced active learning platform as a tool, it is possible to create novel and innovative learning experiences which may encourage students to attend class and engage with class material.

The present study

The learning preferences of the current cohort of students for immersive, interactive, and flexible learning experiences are at odds with the traditional didactic delivery of lectures at university. To address this issue, a novel teaching strategy was implemented in a second-year undergraduate neurobiology course incorporating a unique blend of traditional lectures, active and interactive learning strategies, and online learning resources. Specifically, face-to-face classes included traditional didactic lectures which were used to deliver course content, and workshop classes that used an active learning platform to facilitate student interaction and engagement during class (Freeman et al., 2014 ; Shaw et al., 2015 ). In addition, all classes, were recorded and made available to students asynchronously. The teaching strategy was designed to meet the diverse needs of students and was aimed at fostering student engagement and motivation to attend class and engage with the course materials (Dunn & Kennedy, 2019 ). Thus, a key objective of the current study was to investigate student attendance in face-to-face classes, their use of class recordings, and the impact of these on student performance in the course. Students were also surveyed to establish their views on the teaching strategy including the use of an active learning platform in the classroom, their use of the available resources as well as factors that influenced their decision to attend, or not attend classes in person.

Cohort characteristics

The study participants were second-year undergraduate neurobiology students who completed the course as part of their program of study at Griffith University. Ethical Clearance for this project was obtained from the Griffith University Human Ethics Committee (GU Ref No: 2018/651). The course is offered in one 12-week trimester each year with two distinct cohorts analysed in this study (2018 and 2019). The course is a requirement for students in the Bachelor of Biomedical Science program and an elective for students in other health programs. Many of the students in these programs have career trajectories that include medicine, medical research, or allied health professions. In 2018 the cohort consisted of 115 students; 85 (74%) were from the Biomedical Science program, and 21 (18.3%) were from the Health Science program. The remaining nine students were from other health-related programs. In 2019 the cohort consisted of 93 students; 63 (72%) were from the Biomedical Science program, 25 (26.9%) were from the Health Science program, and the remaining student was from another health-related program. In the 2018 cohort there were 67 female students (58.3%) and 48 male students (41.7%). In the 2019 cohort there were 54 female students (58.1%) and 39 male students (41.9%). Data from both cohorts were combined in the analysis.

Educational context and course structure

The course was designed using a constructivist approach (Biggs, 2014 ) and consists of a series of scaffolded weekly topics starting with fundamental topics (e.g. neuroanatomy) and progressing to more complex integrated topics (e.g. dementia). The main objective of the course is to teach students about the function of the brain and specifically how damage to discrete areas of the brain results in the symptoms associated with various neurological and neuropathological conditions.

Each topic was designed and structured using Bloom’s Taxonomy (Krathwohl, 2002 ). The theoretical content was taught in face-to-face lectures which were automatically recorded using the Echo360 lecture capture system and made available within a few hours of the scheduled class. Additional digital resources including detailed learning objectives, presentation slides, and review questions were available for each topic. Students also had access to an online interactive textbook hosted by a third-party vendor that was authored by the course instructor, free to access under specific conditions and directly aligned to the course outcomes. The online textbook included formative assessments in the form of quiz questions as well as embedded multimedia usually in the form of YouTube videos that were vetted for appropriateness and accuracy of content.

To encourage student engagement and facilitate deep learning, each topic also included clinical case studies to provide a real-world context for students (Meil, 2007 ; Mickley & Hoyt, 2010 ). Students were expected to engage with and acquire knowledge about each topic from one of the available resources (in-person lecture, recorded lecture, or interactive textbook), and then apply that knowledge to analyse case studies in the workshop classes. For some topics, the theory and applied components were combined in a single class. The workshops (14 in total) were designed to be interactive and used an active learning platform. Each workshop included at least one case study and included polling questions which the students could answer in real-time as well as multimedia (video) which was used to showcase patient symptoms. The workshop classes were also automatically recorded using the lecture capture system. Students had access to the recording itself as well as the presentation files which included the embedded polling questions.

The timetable, timing and form of assessment, venue and teaching staff were consistent for the course offering in both 2018 and 2019. All lectures and interactive workshop classes were delivered by a single instructor in both 2018 and 2019.

Student attainment measures

The final exam was worth 50% of the overall grade and was held during the exam period at the end of the trimester. This item of assessment was conducted in-person, under exam conditions and included case study questions like those presented in interactive workshop classes. The dependent measures used as measures of student performance were the final exam percentage ( Final Exam ) and final overall percentage ( Overall Percentage ). Student grades for two pre-requisite anatomy and physiology courses were available for most students (83.5% of students in 2018 and 92.5% in 2019). The average pre-requisite grade was determined for each student individually and was used as a variable in the bivariate Pearson’s correlation analysis. Students without grades for the first-year courses were external transfers who received credit for the course.

Class attendance & in-class participation

Attendance was recorded in 14 classes during the trimester. A list of student names was circulated during the class. Students could sign in on entry to the class or mark their name off as the clipboard circulated through the room. The sign-in sheets were also available during the 10-min break in the middle of the two-hour class and at the end of class for any student who had not marked off their name. Attendance, as expressed as a percentage of enrolled students, was determined for each individual class ( Class Attendance ). Student Attendance was calculated as the total number of classes attended by each individual student (0–14). In-class participation was defined as the number of students who logged in to the active learning platform during class expressed as a percentage of the number of students who attended in-person.

Lecture capture analytics

Lecture capture data was downloaded once for each cohort on the day of the final exam and therefore reflects the number of views during the trimester and in the review period on the lead-up to the final exam. For each individual student, the viewing data was extracted for each class recording and included the view duration, capture duration and percentage of video viewed. If a student accessed and watched more than 10% of a recording it was counted as a “ View ”. If a student accessed and watched more than 80% of the recording it was counted as a “ Complete View ”. If a student accessed and watched between 10 and 80% of the recording it was counted as a “ Partial View ”.

Data analysis

The data was analysed using IBM SPSS Statistics 28 software (SPSS Inc. Chicago, IL, USA). The relationship between Student Attendance (total number of classes attended; 0 – 14), Complete Views (number of class recordings where > 80% of the recording was watched by the student; 0 – 14) and Partial Views (number of class recordings where 10 – 80% of the recording was watched by the student; 0–14) and performance in both the final exam and the course overall was investigated using bivariate Pearson’s correlation analysis. To determine if performance in the pre-requisite courses influenced the relationship between these variables, a partial correlation analysis was performed. Analysis of Variance (ANOVA) and post hoc testing (Tukey HSD) was used to determine if differences in student performance measures reached statistical significance (using an α of 0.05).

Student attitudinal survey and data analysis

Data was collected by means of an attitudinal survey. The survey was adapted from previous studies assessing student perspectives to lecture attendance in undergraduate engineering (Fitzpatrick et al., 2011 ) and neuroscience courses (O'Keeffe et al., 2017 ). In 2018, the survey was administered in person in the final class of the year. In 2019, the survey was administered online. The survey included questions regarding demographic information, questions about their attendance in each type of class, their opinions about face-to-face classes and lecture capture as well as questions about the resources provided in the learning environment (Table 1 ). Students were also asked to indicate their reasons for attendance or non-attendance in face-to-face classes by completing a matrix of possible predetermined options. Students who identified as “ non-attenders ” were given a choice of 17 options and asked to indicate whether it was “never a reason”, “sometimes a reason” or “definitely a reason” for their non-attendance (Table 2 ). Students who identified as “ attenders ” were asked to respond to 14 options with the same three possible responses (Table 3 ). The survey also included three open questions designed to solicit opinions about attending class and active learning strategies.

The data from each survey was exported to Excel and responses to each question were counted to determine the percentage of students with each response. For questions regarding student opinion of lectures and workshops, data was collected using a 5-point Likert scale. The 5-point Likert scale consisted of the following options: “strongly disagree”, “disagree”, “undecided”, “agree” and “strongly agree”. The responses were converted to ordinal data ranging from 1 to 5 with 1 = “strongly disagree” to 5 = “strongly agree”. A positive response was indicated by selection of either the “strongly agree” or “agree” option, a negative response was indicated by selection of either the “strongly disagree” or disagree” option. The final option was “undecided” indicating no clear agreement or disagreement with the statement.

The data was analysed using IBM SPSS Statistics 25 software (SPSS Inc. Chicago, IL, USA). For each statement, descriptive statistics including the mean score were calculated. Further, Pearson’s Chi-squared tests were performed to determine whether the student’s choice significantly deviated from chance where the expected outcome was defined as equal numbers of students selecting each option. Students were also asked to indicate their reasons for attendance or non-attendance in face-to-face classes by completing a matrix of possible (predetermined) options. However, students were able to contribute additional responses and reasons via open ended questions.

What resources did the students use?

Attendance in lectures and workshops was not mandatory and students were able to choose whether to attend class in person, use the class recordings as a substitute or a combination of both according to their own preferences. The class materials, including the class recordings and online interactive textbook, were available to all students enrolled in the course and the variety and comprehensiveness of the resources allowed students the flexibility to study independently if they chose.

Workshop attendance varied from 25.8 to 73.1% throughout the trimester for an average of 46%. Individual student attendance ranged from 0 to 100%. While students were encouraged to bring a laptop or other mobile device for in-class polling activities using the active learning platform it was not mandatory. In both cohorts there was a mixture of students who logged in and those who did not. The average percentage of students who logged in to the active learning platform during class was 59.6% (range: 17.8–86.1%).

Lecture capture usage varied across classes, with the average number of views per recording ranging from 99 to 263 (average: 152 views/class). The percentage of students viewing the recorded lectures ranged from 38 to 74% (average: 53.5%). Further, the percentage of students watching more than 80% of the recording ranged from 22 to 60% (average: 56%). Of the 205 analyzed students, 14 attended class in-person but did not watch the recordings (“ Attenders ”), 26 watched more than 80% of each class recording but did not attend in-person (“ Viewers ”), 29 attended class and watched more than 80% of each recording (“ High Engagers ”) and 15 neither attended class in person nor watched the recordings (“ Low Engagers ”).

The online textbook, hosted by a third-party vendor, was accessible at no cost to students under specific circumstances. Approximately 45% of students in the cohort signed up to access the online textbook but since it was hosted externally, precise tracking data was not available.

How did the students perform in the course?

In terms of in-person attendance, a weak but significant positive relationship was found between Student Attendance and performance on the final exam (R 205  = 0.284, P < 0.001) and in the overall course percentage (R 205  = 0.268, P < 0.001). These relationships remained significant even after controlling for average pre-requisite grade (Final Exam Percentage: R 185  = 0.258, P < 0.001; Final Overall Percentage: R 205  = 0.235, P = 0.001).

Regarding the impact of watching class recordings, a weak but significant positive relationship was found between watching more than 80% of each recording ( Complete Views ) and performance on both the final exam ( R 203  = 0.29, P  < 0.001) and in the overall course percentage ( R 203  = 0.307, P  < 0.001). These relationships remained significant even when controlling for average pre-requisite grade (Final Exam: R 182  = 0.279, P  < 0.001; Final Overall Percentage: R 183  = 0.316, P  = 0.001). However, no significant relationship was found between partial lecture capture views ( Partial Views ) and performance on the final exam ( R 203  = 0.02, P  = 0.774) or in the overall course percentage ( R 205  = 0.004, P  = 0.955).

To determine if watching more than 80% of each class recordings is equivalent to attending class in person, the performance of “ Attenders ” was compared with that of “ Viewers ”. These two groups of students performed similarly in both the final exam (Tukey HSD; P  = 0.965) and overall course percentage ( P  = 0.975) suggesting that watching the class recordings can serve as an adequate substitute for attending in person. Further, both “ Attenders ” and “ Viewers ” outperformed “ Low Engagers ” on the final exam (“ Attenders ” vs “ Low Engagers ”, P  = 0.004; “ Viewers ” vs “ Low Engagers ”, P  = 0.032) and in the course overall (“ Attenders ” vs “ Low Engagers ”, P  = 0.001; “ Viewers ” vs “ Low Engagers ”, P  = 0.009). “ High Engagers ” performed at a similar level to “ Attenders ” (Final Exam, P  = 0.899; Overall Percentage, P  = 0.975) and “ Viewers ” (Final Exam, P  = 1.00; Overall Percentage, P  = 1.00) on both the final exam and in the course overall.

Student perspectives on the relevance of face-to-face classes

In total, 105 students completed surveys: 68 students in 2018 (59.1%) and 37 students in 2019 (40.2%). Overall, 78.1% of the students were 15–20 years of age and a further 20% of students were 21–30 years of age. There was one student who as 31–40 years of age and one who was in the 41–50-year age bracket. There were more females (66.67%) than males (33.33%). The majority (86.67%) of students used English as their first language and 93.33% of the cohort were domestic students. Most of the respondents were students in the Bachelor of Biomedical Science program (76.2%) and a further 17.14% were in the Bachelor of Health Science program. The remaining students were enrolled in a variety of other programs in the Faculty of Health. Of the students who completed the survey, 62.9% attended more than 50% of lectures, 17.1% attended less than 50% of lectures and 20% did not attend any lectures. Of the students who completed the survey, 72.4% attended more than 50% of workshops, 19% attended less than 50% of workshops and 8.6% did not attend any workshops.

Students were asked to indicate their level of agreement with five statements related to their experience of the course (see Table 1 for details). Out of 105 surveyed students, the majority found lectures (82%) and workshops (93%) beneficial to their learning (mean Likert score, 4.18 and 4.64 respectively). Chi-squared analysis showed a significant deviation in student preference from chance for both statements (Lectures: χ 2  = 81.73, df = 4, P  < 0.001; Workshops: χ 2  = 134.01, df = 4, P  < 0.001). The majority of students (76.7%; mean Likert score, 4.15) agreed that “ Attending lectures and workshop classes helped me to understand the course material much better than just reading through or watching the supplied resources ”. Chi-squared analysis showed a significant deviation in student preference from chance for this statement ( χ 2  = 75.30, df = 4, P  < 0.001). The majority of students (85%; mean Likert score, 4.15) agreed that “ The use of in-class interactive tools helped me to understand key course concepts ”. Chi-squared analysis showed a significant deviation in student preference from chance for this statement ( χ 2  = 89.37, df = 4, P  < 0.001). Most students (62%; mean Likert score 2.59) responded negatively to the statement “ Since the lecture and workshop classes were recorded there was no real reason to attend class ”. Chi-squared analysis showed a significant deviation in student preference from chance for this statement ( χ 2  = 48.31, df = 4, P  < 0.001).

To understand how the students felt about the online resources that were provided by the instructor, students were asked to respond to two statements. The majority of students (92.4%; mean Likert score, 4.5), agreed that “ The Instructor provided lecture notes, ebooks, YouTube videos and other resources which helped me to understand key concepts in neurobiology ”. Further, 47.5% of students responded positively to the statement “ I accessed and used the online interactive textbook (Neurobiology: A Case Study Approach) which helped me to understand key concepts in neurobiology ” (mean Likert score, 3.27). Chi-squared analysis showed a significant deviation in student preference from chance for both statements (Resources: χ 2  = 140.86, df = 4, P  < 0.001; Online textbook: χ 2  = 10.14, df = 4, P  < 0.038).

The final statement was designed to assess the student’s overall opinion about face-to-face classes. The majority of students (76%) responded negatively to the statement “ I think face-to-face lectures and workshop classes are an out-dated mode of education in the modern world of information technology, distance learning and self-directed learning” (mean Likert score 1.96). Chi-squared analysis showed a significant deviation in student preference from chance for this statement ( χ 2  = 60.52, df = 4, P  < 0.001).

Factors affecting attendance in lectures and workshops

To determine which factors affected the decision not to attend lectures, students were given a choice of 17 possible options and asked to indicate whether it was “never a reason”, “sometimes a reason” or “definitely a reason” (Table 2 ). In a similar fashion, students were asked about the factors which affected their decision to attend lectures and workshops. For this question they were asked to respond to 14 options with the same three possible responses (Table 3 ).

Various factors influenced student attendance in class. The lecture schedule and the availability of class recordings were reported as the primary reasons for non-attendance. Interestingly, the schedule of the workshop classes was of less concern to students. Of note, work and family commitments were also given as reasons for non-attendance with some students choosing to use the scheduled time for self-directed study instead. Also, of note is that students’ reasons for non-attendance were not related to the standard of teaching in the course, the perceived benefit of attending class, the student’s interest in the content covered in the course, or the availability of online resources. The complete list of options and the distribution of responses can be found in Table 2 .

The perceived benefit gained by attending class, the quality of teaching and the level of interest in the course content played significant roles in determining student attendance. Of note, students who attended class responded positively to the three options related to the active learning activities and participation in class. The complete list of options and the distribution of responses can be found in Table 3 .

Most undergraduate students currently studying at university use technology as an integral part of their daily lives (Seemiller & Grace, 2016 ). These students have a preference for and the ability to use online resources to learn independently and at their own pace (Chicca & Shellenbarger, 2018 ; Seemiller & Grace, 2016 ), are predominantly visual and kinaesthetic learners and tend to embrace gamified, active and interactive learning experiences (Roberts, 2015 ) (Shorey et al., 2021 ). Creating engaging learning experiences is dependent on understanding the needs, interests, and learning preferences of the students we teach.

The global coronavirus pandemic necessitated a rapid pivot to online and blended learning strategies to minimize disruption to student education (Arday, 2022 ). The experience of students during that time is likely to be highly variable and dependent on the individual skill and experience of the instructors in their courses as well as availability of educational technology and virtual learning environments (Koh & Daniel, 2022 ; Sum & Oancea, 2022 ). For some courses and institutions lectures may have been delivered live but online, for others the classes may have been delivered asynchronously with pre-recorded lectures available for students to view in their own time. Thus, student attitudes toward and preferences for online versus face-to-face classes will likely be influenced by this recent experience. However, reflecting on and critically evaluating the factors that motivated students to attend classes before the pandemic can provide valuable insight to inform our decisions as educators whether to continue teaching in the online space or return to the classroom.

Are face-to-face classes an outdated mode of education?

Even before the pandemic, the decline in attendance in face-to-face lectures was well documented with many educators questioning the value of this mode of teaching (Golding, 2011 ; O'Keeffe et al., 2017 ). Many studies attributed the decline in lecture attendance to the increasing availability of digital recordings and other online resources (Edwards & Clinton, 2019 ; Johnston et al., 2013 ). While the provision of these resources offers increased flexibility for students, a common concern has been the potential negative impact this may have on attendance and ultimately student performance (Gosper et al., 2010 ; Kinash et al., 2015 ; Preston et al., 2010 ). A similar trend was observed in the undergraduate neurobiology course analyzed in this study following the university mandated digital recording of lecture and workshop classes from 2013 onwards. However, despite reduced attendance, one of the recurring themes in student feedback was a desire for more discussion and interactivity during class.

With a view to improving the student experience and to encourage students to attend class, an active learning platform was used to augment neurobiology workshop classes to include videos and in-class polling. Overall, student attendance fluctuated during the trimester for an average of 46% which is similar to or greater than other courses in the biosciences (Doggrell, 2019 , 2020a ). While it is not possible to correlate in-class attendance to the use of the active learning platform directly, the survey responses indicated that this mode of teaching was popular among the students. Similar to other studies, attending class was weakly associated with better performance (Doggrell, 2019 ). More importantly, students who chose to attend class did so because of the high standard of teaching, their interest in the course material and thought the classes were beneficial to their learning. There is also a perception among the surveyed students that they will miss important information if they miss class, despite the availability of other resources including class recordings. In contrast, reasons for non-attendance were not related to the quality of teaching, interest in the course content or the perceived benefit of attending class. The main reason for non-attendance were factors outside of the control of the course instructor and included the time of the scheduled lectures (5 – 7 pm on a Monday evening), as well as part-time work and family commitments. An important finding of this study is that the availability of digital recordings and other online resources allowed students with external commitments and time constraints to continue their studies and perform as well as their peers.

Students who did not regularly attend class stated that the availability of digital recordings influenced their decision not to attend. However, a high proportion of students who attended class accessed and used the class recordings, with most indicating that the availability of these resources was not a factor in their decision to attend class. Interestingly, watching the digital recordings was associated with better performance in the course but only if more than 80% of the recording was viewed. Further, students who exclusively used the digital recordings to access the course content had similar academic outcomes to those who came to class. Studies investigating the correlation between lecture attendance and academic performance when lecture capture was available have reported mixed results. A systematic review published in 2020 showed that in the biosciences, 69% of studies show a weak but positive association between lecture attendance and academic performance when lecture capture was available (Doggrell, 2020b ). However, whether students had access to digital recordings was only indicated in 11 of the 29 studies analysed, and no data on how the students used the recordings was presented.

It should be noted that the students in the course take three other courses, some of which have mandatory laboratory classes as well as assessments at varying times during the trimester. However, unlike previous studies, only 9% of students indicated that assessments and demands for other courses was a reason for their non-attendance. In prior studies using a similar survey, 47% of neuroscience students (O'Keeffe et al., 2017 ) and 38% of engineering students (Fitzpatrick et al., 2011 ) indicated that this was a reason for their non-attendance. Further, approximately 30% of students expressed that their decision to attend class was sometimes influenced by assessments in other courses. Throughout the trimester, class attendance fluctuated, and the classes with the lowest student turnout coincided with mid-trimester assessments in other courses.

Since attendance in class was not mandatory and students had access to a variety of digital resources in addition to the class recordings, they had the flexibility to study independently if they chose. However, very few students (~ 11%) stated that the availability of the digital resources was a reason for their non-attendance and only 16% of students stated that they used the time for self-directed study. A notable distinction between students who did not attend class and those that did was their perception of the sufficiency of the digital resources. Only a small percentage of Non-attenders stated that they accessed the YouTube videos (less than 3%) or the interactive textbook (less than 7%) and therefore did not need to attend class. In contrast, approximately 45% of Attenders accessed the YouTube video links, and around 32% of Attenders used the interactive textbook. Interestingly, Attenders viewed these resources as valuable supplements to their learning but still attended class to enhance their overall understanding of the course material.

Do active learning strategies improve the face-to-face learning experience?

One of the strategies that appealed to students the most was the use of an active learning platform during class. The platform was used to facilitate active learning, and to promote student engagement and participation (Shaw et al., 2015 ). Presentation files for each interactive class were uploaded to the platform directly, and multimedia and polling questions were embedded. At appropriate times during the class, the students were polled and given a few minutes to contribute their answers. All answers were anonymous, and students could change their answer if they chose. Multiple choice, short answer and click-on-target style questions were deliberately chosen to clarify key points and to prompt discussion. After a few minutes, the instructor switched to the “live” view of the responses and discussed the correct answers and reasoning with the class. Students could ask questions or seek further clarification and the polling questions commonly prompted detailed discussion of key concepts. While all students were encouraged to log in to the active learning platform during class, it was not compulsory to do so. The classes were automatically recorded and these recording captured the class in its entirety including the in-class polling, answers and resulting discussion. Overall, the interactive workshop classes were very popular with students as the system allowed them to actively participate in class, even though the classes were held in a lecture theatre that was not conducive to active learning (Büchele, 2021 ; Fadelelmoula, 2018 ). Students who attended class indicated that the active learning activities complemented the course resources, helped them to gauge their understanding of key course concepts and factored into their decision to attend class in person. Despite the availability of class recordings, students found greater benefit in attending class than working through the class materials by themselves. Students who did not attend class did not directly experience the benefits of the active learning strategy. Moreover, since their non-attendance was primarily due to external commitments, it is unlikely that the utilization of the platform, or any other teaching strategy, would encourage in-class attendance.

It is interesting to note that the impact of the active learning strategy was not limited to those students who logged in to the platform during class. Students who attended class but did not log in as well as those students who used the class recordings as a substitute for in-person attendance, performed well in the course. One explanation is that the students are learning vicariously by observing their peers’ responses to questions and were thus able to gauge their understanding of key concepts without contributing answers themselves (Mayes, 2015 ; Roberts, 2015 ).

One of the potential limitations of using an active learning platform during class is that encouraging the use of laptops and other devices may be distracting to not just the students using the device but also their peers (Aagaard, 2015 ; Dontre, 2021 ; Fried, 2008 ; Sana et al., 2013 ; Wood et al., 2018 ). A proportion of students (~ 14%) attended class in person and watched more than 80% of each recording. The academic achievement of these students was comparable to those students who either attended class or watched the complete recording. One possible explanation is that despite coming to class in-person, these students were either distracted during class or otherwise disengaged and felt the need to make up the class by watching the recording. However, informal feedback from students suggested that students who came to class used the recordings for review purposes.

In this paper we have examined the impact of a novel teaching strategy designed to improve student engagement in a second-year neurobiology course. This strategy was developed with the preferences of students in mind and included a combination of lectures, technology-enhanced interactive workshops, and online learning resources. Historically, educators have placed emphasis on the value of in-class attendance viewing it as an important indicator for student success (Crede et al., 2010 ; Guleker & Keci, 2014 ). In this study, in line with this belief, students who attended class found the experience to be beneficial to their learning. These students performed well overall, and better than those who did not attend class. However, one of the key outcomes is that students who had to depend on class recordings due to scheduling conflicts or other issues, achieved comparable results to their peers who attended class in person. Consequently, the availability of class recordings and other digital resources enhances flexibility without detrimentally affecting student performance. Students could choose how to access the course content based on their own personal preferences and circumstances and this likely lead to increased engagement and satisfaction with the learning experience. Although the study was limited to a single course, the outcome may be broadly applicable across other disciplines.

Lectures at tertiary institutions are often held in learning spaces that are not conducive to in-class participation (Büchele, 2021 ; Fadelelmoula, 2018 ; O'Keeffe et al., 2017 ). However, leveraging technology to enhance the in-class experience of students has been shown to improve student learning (Wood et al., 2018 ) but the impact is dependent on the students’ engagement with and usage of the specific platform that is implemented (Dunn & Kennedy, 2019 ). In this study, an active learning platform was used to embed in-class polling questions and multimedia at strategic points during workshop classes. The questions and videos were chosen to showcase specific learning outcomes and provide opportunities for students to gauge their understanding of key concepts. Overall, student perception of the interactive workshops was positive, with most students stating that the classes were beneficial to their learning experience. Further, students felt that the in-class experience was enhanced by using the active learning platform and that this mode of teaching helped them to understand and apply the course concepts. The benefits of using this teaching approach is that it can be adapted for use in any discipline that involves both the acquisition and application of knowledge, it is readily scalable to accommodate large classes and can be used for both online and hybrid learning environments. This strategy can also be implemented using various platforms since there are several different in-class polling tools available.

The current generation of students, known for their adaptability to technology and inclination toward independent learning, highly value and often use digital resources (Chicca & Shellenbarger, 2018 ; Seemiller & Grace, 2016 ). Nevertheless, this study reveals that attending face-to-face classes still holds significant value, as students reported greater benefits from in-person interactions compared to relying on independent study. In summary, this research underscores the efficacy of a student-centred teaching approach, leveraging technology and providing flexible access to course materials. By recognizing the evolving preferences and learning styles of students, educators can optimize engagement and learning outcomes in a variety of educational settings.

Availability of data and materials

Ethical clearance for the project was granted by the Griffith University Human Ethics committee and as per human-subject research approval, the student attainment and usage data as well as the raw data from the attitudinal survey is only available upon revision of the protocol.

Abbreviations

Science, technology, engineering, and mathematics

Echo360 Active Learning Platform

Griffith University

IBM SPSS Statistics 28 software Incorporated

Analysis of Variance

Tukey Highest Significant Difference

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Acknowledgements

The author would like to thank Mrs S. Poulsen, Project Leader, Echo360ALP Project, Griffith University Learning Futures for technical assistance, execution, and feedback on the integration of the active learning platform in the classroom as well as the students in 2020MSC Neurobiology for their participation, patience, and feedback.

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Lewohl, J.M. Exploring student perceptions and use of face-to-face classes, technology-enhanced active learning, and online resources. Int J Educ Technol High Educ 20 , 48 (2023). https://doi.org/10.1186/s41239-023-00416-3

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Face To Face Vs. Online Learning Essay Example

Since the pandemic has started many schools across the country have used online learning to keep students learning but how does it compare to in person learning. Many schools have also provided in persion learning for kids who want to learn at schools. In Person instruction is more effective than digital learning because digital learning causes lack of motivation and students not learning property due to non direct contact with teachers.

Learning at home is every student's dream, but the setting creates an environment which causes lack of motivation and distractions. Schools that offer digital learning usually have the teacher setup a zoom or google meet meeting, this way the teacher can still interact with the students but not directly. Some students need direct contact with the teacher to learn properly, having direct contact with the teacher may give students motivation to learn. Listening at a teacher through a computer screen makes the lesson bland and there isn’t a good way to make a lesson interactive and engaging unless the student is In person. While at home students are exposed to infinite distractions that will cause them to lose focus in class. It is easier to not get distracted when the lessons are engaging, which causes less students to fail classes. For instance in California school districts around the San Francisco Bay Area reported that after the pandemic the percent of students that were failing 1 class or more spiked from 19% to 30% in the 2019-2020 school year second semester wherever student was digital as claimed by an article written by (The Washington Post). In another article written on (Online Learning Statistics on educationdata,org) a survey showed that college level students that were taking online courses, 42% of students reported having a lack of motivation for completion of class work. This may be due to In Person learning offering more motivation than digital learning according to the multiple studies conducted.

Secondly a major part of education is the educators themselves otherwise known as teachers, they are the ones responsible for the future of a whole generation of children. For teachers to be able to execute their Job to the best of their abilities, being able to see a student in person will help the teacher cater individually to each student's different learning needs. This is nearly impossible to do over a computer screen because students in digital learning are not able to have direct contact with their teacher. In another study conducted by (Jesscia Happened and colleagues at the American Institutes for Research and the University of Chicago Consortium on School Research) where they studied 1,224 9th graders in 17 public Chicago high schools that failed Algebra I, they found that the credit recovery rate for in person students were much higher than the credit recovery rates of students who were digital. This further shows that students being in person learning helps the teachers provide for the student better and also helps the student learn better.

Digital Students may argue that digital learning gives the student more flexibility and freedom. If digital learning is as good as people claim it to be, why didn't the education system switch to digital learning when the tech bubble popped in the late 1990s and 2000s? Brains of kids and teens are still developing as teens and still need adults for supervision. The rational part of the human brain doesn't develop fully till around the age of 25 for the majority of People, this means that up until someone's mid 20s they usually pick the choice they are comfortable with instead of the rational choice according to a article written by (University of Rochester Medical Center on Understanding the Teen Brain). This is also why there are age limits on voting, driving, drinking because children don’t make the rational choice. Secondly when teens grow up to be adults and get a real job they will not have the luxury of flexibility. When you are at a job you are expected to perform at your best for a certain amount of hours, in school it is very similar in the way that you have to complete the work with a deadline. In digital learning there is no sense in completing an assignment now when you could complete it later which developed a bad habit. There's too much freedom in digital learning and no restrictions. Freedom and flexibility is good but too much is not healthy.    

Schools should make in person school more common as the pandemic is ending and it is becoming safer everyday. Due to lack of motivation and learning though a computer screen some students can't learn properly digitally. Are you going to attend in person school in the 2021-2022 school year? The longer students stay in digital learning the harder it will be to adjust to in person school when it will be mandatory. Do you prefer digital or in person learning?

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Face To Face Learning Essay Example

The technology was crucially important for children’s education last year. The unfortunate COVID-19 situation happened, and the school districts had to do something with the learning. However, now that some students have gone back to school in person, it guides us to the question, “Is It Better to Have Class Over Computer or In-Person?” Some say that Virtual Learning is more engaging. Others say the opposite. I believe that Face-To-Face Learning is better for the student’s education.

Face-To-Face Learning is more effective. Studies show that students can receive answers and responses from teachers in real-time. However, in remote learning, students must wait for an email from their teacher. On the contrary, their ability to be independent may change. Research also shows that the students tend to be overly dependent on the teacher for every detail they do not understand. 

Although some think that remote learning is better because of the time flexibility students have, I believe that Face-To-Face learning disciplines students into turning in work on time and meeting deadlines. According to the text, "Face-to-face classes are at set times. If you miss a class, it is your responsibility to catch up." The author also states, "You have a greater chance of completing your course successfully by doing it in a classroom situation." These pieces of evidence prove that students will build a good habit of completing their work on time. Therefore, I believe Face-To-Face learning does discipline and mature students. 

It is true that students online benefit from the comfortable learning environment, as they can control the noise around them to limit distractions. Despite that, the circumstances of a face-to-face classroom are more engaging. Frequently, students answer questions and have appealing conversations with others. Based on the text, "In the classroom, a teacher's value extends beyond the class being delivered." The author also writes, "To get the best out of their students, a teacher's role is to also motivate, encourage and supervise." These quotations show that even though students may benefit from choosing their learning environment, a face-to-face classroom is more engaging. The learning space and teachers play a crucial part in a student's success. 

While this was a smart topic to talk about, I will say that Face-to-Face learning is better for student's education. It helps the students keep focus and motivation. Also, the learning environment the student is in will direct which path a student's education will go. Face-To-Face is the way!

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Face-to-face classes during COVID-19: a call for deliberate and well-planned school health protocols in the Philippine context

Philip joseph d sarmiento.

Christian Living Education Department, Holy Angel University, Angeles 2009, Philippines

Cora Lyn T Sarmiento

Sto. Rosario Elementary School, Department of Education-Schools Division of Angeles City, Angeles 2009, Philippines

Rina Lyn B Tolentino

Angeles Elementary School, Department of Education-Schools Division of Angeles City, Angeles 2009, Philippines

Schooling is one of the most affected aspects of human life due to coronavirus disease-2019 (COVID-19) pandemic. In a recent correspondence published, the authors reminded every country of their responsibility to come up with strategies to reopen schools safely. This paper reiterates the adherence of school health protocols as significant in the delivery of face-to-face classes following national and international guidelines in mitigating the effects of COVID-19 pandemic as a public health crisis.

Schooling is one of the most affected aspects of human life due to coronavirus disease-2019 (COVID-19) pandemic. Since the rise and threat of the pandemic, many countries around the world have decided to temporarily close schools that have affected millions of students. 1 Consequently, students who are mostly children have been facing a learning crisis due to the pandemic. 2 In a recent correspondence published in this journal, the authors cited that every country has the responsibility to come up with strategies to reopen schools in a safe manner. 3

In the Philippines, the government’s Department of Education has come up with guidelines to implement online and modular distance learning delivery of instruction. 4 This is to safeguard students from being infected by the disease. However, plans to conduct the pilot implementation of limited face-to-face delivery in low-risk areas of COVID-19 transmission for January 2021 have been approved by the president 5 but later recalled 6 due to the threat of the new strain of COVID-19. Predicaments are raised whether the country is ready to open its schools for students to go for face-to-face learning despite having been one of the longest and strictest lockdowns in the world.

School reopening for face-to-face interactions must be carefully planned to ensure the safety of students as well as teachers and school staff in a staged fashion especially in following physical distancing. 7 , 8 Planning and execution of school health protocols during this pandemic must be supported by the truthful data 9 being given by various institutions. Last 11 December 2020, the World Health Organization (WHO) has published a checklist to support school reopening and the preparation for the possible resurgence of COVID-19. 10 WHO cited that ‘The checklist is aligned with, and builds upon, existing COVID-19-related WHO guidelines and is structured around protective measures related to: 1) hand hygiene and respiratory etiquette; 2) physical distancing; 3) use of masks in schools; 4) environmental cleaning and ventilation; and 5) respecting procedures for isolation of all people with symptoms.’ 10 The checklist helps policymakers and school officials to enhance compliance and adherence to public health protocols in the time of the pandemic. 10

In conclusion, school health protocols in conducting face-to-face classes must be planned carefully following national and international guidelines to ensure that students will be safe or at least mitigate the effects of COVID-19. After all, students’ lives matter as education does to them. That is the responsibility of every government to ensure its fulfillment.

Acknowledgment

No funding was received from this paper.

Contributor Information

Philip Joseph D Sarmiento, Christian Living Education Department, Holy Angel University, Angeles 2009, Philippines.

Cora Lyn T Sarmiento, Sto. Rosario Elementary School, Department of Education-Schools Division of Angeles City, Angeles 2009, Philippines.

Rina Lyn B Tolentino, Angeles Elementary School, Department of Education-Schools Division of Angeles City, Angeles 2009, Philippines.

Conflict of interest

The authors declare no conflict of interest in this paper.

Authors’ contribution

All authors contributed to all aspects of the manuscript.

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Face-To-Face Argumentative Essays Samples For Students

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Computer Communications Versus Face-To-Face Argumentative Essay Samples

Good argumentative essay about does technology make us more alone, introduction, online education: argumentative essay argumentative essay sample, essay outline.

Introduction: Over a period of time online education has gained significant popularity due to various advantages offered by online education over physical classroom. Thesis Statement: experts claim that online education is ineffective in providing efficient learning and healthy learning environment, however, there are strong evidences that confirm online education provides efficient learning and various other benefits.

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Does Technology Make Us More Alone Essay

Is technology making us more alone, sample argumentative essay on does technology make us alone, thesis statement, the role of oral self correction to enhance argumentative essay examples, kurdish secondary students performance in, example of argumentative essay on facebook: good or bad for communication.

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Technology Is More Useful Than Harmful And It Is Not The Cause Of Degrade Of American Argumentative Essays Example

Example of argumentative essay on persuade your audience that social media allows users to insult, bully, and threaten others without any fear of punishment., free distance learning is the way to go argumentative essay sample.

There have been admirable advancements in technology amongst them being video teleconferencing, video, email, internet and videotapes. This has brought about change in the education sector. With technology, individuals are able to meet varying educational needs of varying students. Distance learning has in a way undermined face-to-face teaching and being in a class has had its magnitude of necessity minimized. It is a modern approach that delivers education in a different way eliminating the need for the student and the teacher meeting at the same place. The entire globe has identified the need for education and distance learning is helping that become a success.

Sample Argumentative Essay On Cyber Bullying: A Growing Problem

Social networking should parents allow their children to engage in the use of social argumentative essay, argumentative essay on social development and popular culture in media.

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Online vs. Face-to-Face Classes

The rapid development of Internet technologies affects many areas of human life, including education. Online education provides many advantages and opportunities, such as platforms with tasks, the availability of interactive content, and much more. However, disputes continue to this day – in what conditions it is still better to study, online or in person. The experience of the pandemic has forced people to resort to online training. Nevertheless, in this work, each format is considered, in which objective pros and cons are highlighted.

Online classes are capable of delivering the same quality teaching as face-to-face classes. Firstly, the verbal contract between teacher and students is achieved through video communication, but various technologies also compensate for it. The teacher can provide an interactive assignment, use multimedia files and maintain discipline in an online lesson by controlling the sound and image of the conversation (Gloria & Uttal, 2020). Secondly, students need to work harder in parallel, and in the process of this work, they master essential skills in using a computer or tablet. Third, for many students, learning from home means learning in a comfortable environment where the environment is not hostile in any way. Of course, children are deprived of crucial moments of communication, the development of communication skills, but at the same time, the risk of conflict situations that can lead to injuries goes away. Finally, the traditional teaching format lectures, test knowledge, work with a textbook, and discussion (SunyBroome, n.d.). In the online format, we have to completely deviate from the traditional approach, thereby opening up new opportunities for working with students. Modern children gravitate more towards bright interactive instead of boring solutions in a notebook or blackboard (NatCom, 2021). As a result, it is much easier in an online format to compose a quiz instead of a test, quickly show the instructional video, and adapt the lesson materials during the lesson itself if the situation requires it.

However, not everyone can have a good command of computer technology. First of all, it applies to teachers who have already developed many years of experience of full-time education, in which they were successful. If there were a choice, they would never agree to sacrifice live communication. However, situations such as a pandemic leave no choice in education professions. What is more, students can also be negatively affected. In the event of an unsuccessful Internet connection, a malfunctioning computer that is outdated for such video meetings, the student can very quickly lose motivation (Phan & Dang, 2017). While at home, children cannot always tune in to the work process, the feeling of which is much more easily achieved in the classroom. During class discussions, the student can count on the help of fellow students. Once in a stressful situation, every child develops the ability to give quick, clear answers and the ability to solve problems quickly (Gloria & Uttal, 2020). These qualities are blurred or lost in homeschooling, although they are significant for adapting to life in society.

Thus, with the proper work of the teacher, online learning provides much more opportunities for the educational process that are more relevant for modern children. Interactive assignments, multimedia, and the ability to control discipline during the lesson are undoubtedly advantages for the teacher. A comfortable environment, absence of conflicts guarantee peace of mind for parents and children. A lot of critical life skills are related to technology. The ability to control a computer and a smartphone are not even discussed in modern times, and a priori, it is believed that everyone has these abilities. In this regard, the skills of working with Internet technologies – search engines, instant messengers, programs for video meetings, text and image editors – are essential for every child. In this regard, online education significantly outperforms full-time education in the long term.

However, it is not advisable to completely deprive students of the opportunity to communicate with the teacher live. Stressful situations arise in the classroom during a vital lesson or conflict with classmates, and the student learns to respond to such situations appropriately. Unfortunately, the world is full of conflict situations outside of school, and practical, polite, and respectful communication skills also need to be developed during childhood. The teacher, as an example, is the educator of this kind of communication skills. In addition, schools often have specific equipment that is necessary for the educational process. For example, reagents for laboratory work in chemistry or installations and measuring devices for working with physical processes. This equipment is often expensive and unsafe for children. Students need this kind of real-world experience; otherwise, living inside digital technologies can have negative mental consequences.

The responsibility of parents is increasing in a consistent online format. In the traditional approach, the school and its staff are responsible for everything, while the student is much more likely to contact the parents at home. If both parents are working, the lack of control in a comfortable environment can lead to distracted attention of the student and an unwillingness to focus on the computer or tablet screen. On the other hand, the constant presence of a parent or parent at home can embarrass the student in class communication. In this situation, it is needed to find the right approach and discuss it with the child himself. There are no unambiguous pros and cons in this aspect.

Online learning at the same time minimizes all bureaucratic school processes. Naturally, students need to continue developing hand motor skills and handwriting to engage in creativity and physical education lessons. However, there is no need to keep a diary, write lectures in a notebook, and, when skipping classes, make up for lost material with the help of classmates who may have incomprehensible handwriting or unwillingness to share answers. At the same time, the ability to create a more flexible schedule is a plus for the teacher. Students and teaching staff save time and travel costs and keep their health by not carrying heavy teaching materials to the school.

To summarize the above, the online format is suitable in almost all but a few aspects. First, the child needs socialization. Parents must teach their children to get acquainted and make friends while playing sports and creativity, to organize joint activities with other families so that children communicate and become closer to their peers. Second, the student needs the opportunity to have authentic experiences. We are talking about laboratory classes, performances in front of the public, sports games in physical education lessons, and much more, which cannot be replaced by online education. Subject to these two conditions, the online format is the ideal choice for almost every student who can tune in to the work process at home.

Gloria, A. M., & Uttal, L. (2020). Conceptual considerations in moving from face-to-face to online teaching. International Journal on E-Learning, 19 (2), 139-159.

NatCom. (2021) Balancing Individualistic and Cooperative Activities May Be a Recipe for Student Success . Web.

Phan, T. T. N., & Dang, L. T. T. (2017). Teacher readiness for online teaching: A critical review. International Journal Open Distance E-Learn. IJODeL, 3 (1), 1-16.

Suny Broome. (n.d.) Face-to-Face vs. Online Instruction . Web.

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Online Classes Vs. Traditional Classes Essay

Online vs. in-person classes essay – introduction, online and traditional classes differences, works cited.

The article compares and contrasts online classes and traditional classes. Among the advantages of online classes are flexibility and convenience, while in-person classes offer a more structured learning environment. The author highlights that online lessons can be more cost-effective, although they lack support provided by live interactions. Overall, the online vs. traditional classes essay is very relevant today, and the choice depends on the individual student’s needs and preferences.

Modern technology has infiltrated the education sector and as a result, many college students now prefer taking online classes, as opposed to attending the traditional regular classes. This is because online classes are convenient for such students, and more so for those who have to both work and attend classes.

As such, online learning gives them the flexibility that they needed. In addition, online learning also gives an opportunity to students and professionals who would not have otherwise gone back to school to get the necessary qualifications. However, students who have enrolled for online learning do not benefit from the one-on-one interaction with their peers and teachers. The essay shall endeavor to examine the differences between online classes and the traditional classes, with a preference for the later.

Online classes mainly take place through the internet. As such, online classes lack the regular student teacher interaction that is common with traditional learning. On the other hand, learning in traditional classes involves direct interaction between the student and the instructors (Donovan, Mader and Shinsky 286).

This is beneficial to both the leaner and the instructors because both can be bale to establish a bond. In addition, student attending the traditional classroom often have to adhere to strict guidelines that have been established by the learning institution. As such, students have to adhere to the established time schedules. On the other hand, students attending online classes can learn at their own time and pace.

One advantage of the traditional classes over online classes is that students who are not disciplined enough may not be able to sail through successfully because there is nobody to push them around. With traditional classes however, there are rules to put them in check. As such, students attending traditional classes are more likely to be committed to their education (Donovan et al 286).

Another advantage of the traditional classes is all the doubts that students might be having regarding a given course content can be cleared by the instructor on the spot, unlike online learning whereby such explanations might not be as coherent as the student would have wished.

With the traditional classes, students are rarely provided with the course materials by their instructors, and they are therefore expected to take their own notes. This is important because they are likely to preserve such note and use them later on in their studies. In contrast, online students are provided with course materials in the form of video or audio texts (Sorenson and Johnson 116).

They can also download such course materials online. Such learning materials can be deleted or lost easily compared with handwritten class notes, and this is a risk. Although the basic requirements for a student attending online classes are comparatively les in comparison to students attending traditional classes, nonetheless, it is important to note that online students are also expected to be internet savvy because all learning takes place online.

This would be a disadvantage for the regular student; only that internet savvy is not a requirement. Students undertaking online learning are likely to be withdrawn because they hardly interact one-on-one with their fellow online students or even their instructors. The only form of interaction is online. As such, it becomes hard for them to develop a special bond with other students and instructors. With traditional learning however, students have the freedom to interact freely and this helps to strengthen their existing bond.

Online learning is convenient and has less basic requirements compared with traditional learning. It also allows learners who would have ordinarily not gone back to school to access an education. However, online students do not benefit from a close interaction with their peers and instructors as do their regular counterparts. Also, regular students can engage their instructors more easily and relatively faster in case they want to have certain sections of the course explained, unlike online students.

Donovan, Judy, Mader, Cynthia and Shinsky, John. Constructive student feedback: Online vs. traditional course evaluations. Journal of Interactive Online Learning , 5.3(2006): 284-292.

Sorenson, Lynn, and Johnson, Trav. Online Student Ratings of Instructions . San Francisco: Jossey Bass, 2003. Print.

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Face-to-face classes

A rare consensus among experts from different disciplines point to the protracted suspension of classes, followed by the restrictions on face-to-face (F2F) instruction, as the biggest blow inflicted by the pandemic on education and society. The public agrees with the experts. Everyone wants the resumption of F2F instruction at the soonest possible time. No one wants or needs it more badly than the poorest families who have maintained the abiding faith in education as the “great equalizer” that will enable their children to escape the poverty trap.

Children have better learning prospects when parents are involved in their education. But the poor must look to the government to educate their children. If they are not literate themselves, they cannot help their children learn to read, much less to cope with the different, progressively more difficult subjects in the curriculum. They also tend to have more children requiring attention. Even if they had the ability and will, their available time must go to the more urgent task of providing shelter and food for the family. Whatever its limitations, Department of Education (DepEd) schools at least assume responsibility for the children for a portion of the day and permit their parents to earn a living.

Since no one disputes the importance of resuming regular F2F instruction, why make an issue of a mandatory requirement for all schools to reopen for in-person classes by a certain fixed date? Especially when the government is also relaxing precautionary measures against the pandemic, such as the waiver of the requirement for the vaccination of schoolchildren and the dispensation of the rule on social distancing in the classroom.

Regardless of their concerns about education, parents will still give priority to life over learning. If they fear that school attendance will mean severe risks of COVID infection, they will keep their children at home. Parents also have to worry about dealing with the potential costs of medical treatment for their children and themselves, which most of them are unprepared to bear. This is also the concern of teachers, most of whom prefer F2F education. Should parents make the understandable decision to keep their children at home because of health concerns, what would DepEd do? Punish the parents? Or the children?

From statements by DepEd and other government officials, whatever date the agency prescribes for F2F classes cannot be cast in concrete. The date must still be subject to confirmation by health authorities that the pandemic is under control. Since this assessment will likely be made on an area-by-area basis, we can also expect the local government authorities, presumably with more grounded information on health conditions, as well as the concerns of their parents and teachers, to have a better basis for deciding on the issue.

The pandemic has proven the futility of one-size-fits-all policy prescriptions. People respond differently to the virus; different areas have better protection or more resources to deal with the infection. Not all schools require the same level of precautionary measures. Having declared its resolve to restore “normal class conditions,” DepEd could have indicated a date during which it expects most schools to reopen, while empowering local authorities to determine the extent to which it will implement F2F instruction.

Why the mandatory requirement for in-person classes should apply to all private schools, which account for less than 15 percent of elementary education enrollment, also needs explanation. Children in preschool and up to Grade 3 doubtless need mainly in-person classes. Private schools that have responded best to the pandemic challenge have discovered that a blended system may work better for older students—even apart from the savings in time and money for those who have to struggle with inadequate public transportation facilities to get to school.

Some schools have invested in the acquisition of online learning resources, the development of curricula and pedagogy, and teacher training for blended education. Why should they be prohibited from building on their investments to deliver a better system to their students? DepEd must establish some checks on the academic performance of hybrid systems. But education’s “new normal” apparently need not require universal, daily campus attendance at all levels for F2F instruction.

——————

Edilberto C. de Jesus is professor emeritus at the Asian Institute of Management.

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Home / Essay Samples / Education / Classroom / Value of Face-to-Face Learning: Why It is Essential for Education

Value of Face-to-Face Learning: Why It is Essential for Education

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