distance learning pros and cons essay

The pros and cons of online learning

What to look for in an online course.

By: MIT xPRO

If you’re at a point in your life where you’re considering continuing your education, you may wonder if online learning is the right path for you.

Taking an online course requires a notable investment of time, effort, and money, so it’s important to feel confident about your decision before moving forward. While online learning works incredibly well for some people, it’s not for everyone.

We recently sat down with MIT xPRO Senior Instructional Designer and Program Manager Luke Hobson to explore the pros and cons of online learning and what to look for in an online course. If you’re waiting for a sign about whether or not to enroll in that course you’ve been eying, you just might find it here.

Pros of Online Learning

First, let’s take a look at the true value of online learning by examining some of the benefits:

1. Flexibility

Online learning’s most significant advantage is its flexibility. It’s the reason millions of adults have chosen to continue their education and pursue certificates and degrees.

Asynchronous courses allow learners to complete work at their own pace, empowering them to find the optimal time to consume the content and submit assignments.

Some people are more attentive, focused, and creative in the mornings compared to the evenings and vice versa. Whatever works best for the learners should be the priority of the learning experience.

2. Community

When Luke asks people about their main reason for enrolling in a course, a common answer is networking and community.

Learners crave finding like-minded individuals who are going through the same experiences and have the same questions. They want to find a place where they belong. Being in the company of others who understand what they’re going through can help online learners who are looking for support and motivation during challenging times and times that are worth celebrating.

Some learners have created study groups and book clubs that have carried on far beyond the end of the course-it’s amazing what can grow from a single post on a discussion board!

3. Latest information

“Speed is a massive benefit of online learning,” and according to Luke, it often doesn’t get the attention it deserves.

“When we say speed, we don’t mean being quick with learning. We mean actual speed to market. There are so many new ideas evolving within technical spaces that it’s impossible to keep courses the way they were originally designed for a long period of time.”

Luke notes that a program on Additive Manufacturing , Virtual Reality and Augmented Reality , or Nanotechnology must be checked and updated frequently. More formal learning modalities have difficulty changing content at this rapid pace. But within the online space, it’s expected that the course content will change as quickly as the world itself does.

Cons of Online Learning

Now that we’ve looked at some of the biggest pros of online learning, let’s examine a few of the drawbacks:

1. Learning environment

While many learners thrive in an asynchronous learning environment, others struggle. Some learners prefer live lessons and an instructor they can connect with multiple times a week. They need these interactions to feel supported and to persist.

Most learners within the online space identify themselves as self-directed learners, meaning they can learn on their own with the right environment, guidance, materials, and assignments. Learners should know themselves first and understand their preferences when it comes to what kind of environment will help them thrive.

2. Repetition

One drawback of online courses is that the structure can be repetitive: do a reading, respond to two discussion posts, submit an essay, repeat. After a while, some learners may feel disengaged from the learning experience.

There are online courses that break the mold and offer multiple kinds of learning activities, assessments, and content to make the learning experience come alive, but it may take some research to find them-more on what to look for in an online course later in this article! Luke and his colleagues at MIT xPRO are mindful of designing courses that genuinely engage learners from beginning to end.

3. Underestimation

Luke has noticed that some learners underestimate how much work is required in an online course. They may mistakenly believe that online learning is somehow “easier” compared to in-person learning.

For those learners who miscalculate how long they will need to spend online or how challenging the assignments can be, changing that mindset is a difficult process. It’s essential to set aside the right amount of time per week to contribute to the content, activities, and assignments. Creating personal deadlines and building a study routine are two best practices that successful online learners follow to hold themselves accountable.

Experience the Value of Online Learning: What to Look For in an Online Course

You’ve probably gathered by now that not all online courses are created equal. On one end of the spectrum, there are methods of online learning that leave learners stunned by what a great experience they had. On the other end of the spectrum, some online learning courses are so disappointing that learners regret their decision to enroll.

If you want to experience the value of online learning, it’s essential to pick the right course. Here’s a quick list of what to look for:

• Feedback and connection to peers within the course platform. Interacting regularly with other learners makes a big difference. Luke and the MIT xPRO team use peer-reviewed feedback to give learners the opportunity to engage with each other’s work.
• Proof of hard work. In the online learning space, proof of hard work often comes in the form of Continuing Education Units (CEUs) or specific certifications. MIT xPRO course participants who successfully complete one or more courses are eligible to receive CEUs , which many employers, licensing agencies, and professional associations accept as evidence of a participant’s serious commitment to their professional development.

Online learning isn’t for everyone, but with the right approach, it can be a valuable experience for many people. Now that you know what to look for in an online course, see what Luke and the MIT xPRO instructional design team have to offer by checking out the latest MIT xPRO courses and programs .

Originally published at http://curve.mit.edu on August 8th, 2022.

The pros and cons of online learning was originally published in MIT Open Learning on Medium, where people are continuing the conversation by highlighting and responding to this story.

Open Learning newsletter

Distance Learning: Advantages and Disadvantages

Introduction, the essence of distance learning, advantages and disadvantages of distance learning, works cited.

Computer and information technologies have significantly affected all spheres of human life. These technologies have also changed the field of education, since the improvement and development of this direction is one of the main mechanisms that make up the public life of the United States. Thus, a new form of distance learning has appeared in modern human life, which, along with the traditional form, has taken an important place in our society. This kind of training allows not only to study but also to improve the qualification level of its users.

The research paper offered to the reader is devoted to the concept of distance learning, as well as its advantages and disadvantages. The question of the advantages and disadvantages of distance learning has been in the focus of research attention especially against the background of a general quarantine, which justifies the actuality of this topic. To facilitate the preparation of this final project, the author formulates the problem in several forms of proposals, namely:

• Analysis of the phenomenon of distance learning.
• Analysis of the pros and cons of distance learning.

This study focuses on analyzing the pros and cons of distance learning, as well as predicting its further application. The results of this study are of practical use, because they will be of interest to students and teachers who are choosing whether to switch to remote learning.

Sawsan Abuhammad, the Assistant Professor in Jordan University of Science and Technology, in his article “Barriers to distance learning during the COVID-19 outbreak: A qualitative review from parents’ perspective” (2020) states the following. The author claims that many parents have faced serious problems in the process of distance learning of their children. The author believes that the barriers that arose among the parents were of a personal, financial and technical nature. The author also states that these barriers need to be eliminated with the help of some changes, including through communication with other parents and students.

The author used the social network Facebook to recognize local groups, as well as keywords including distance learning, parents and Jordan. The author used a general qualitative method and analyzed all the messages and posts of parents related to this topic. This article was written by the author in order to describe and clarify the ideas of parents about the obstacles to distance learning during the coronavirus crisis (Abuhammad). The main audience of this article is parents, as well as persons representing the government and making decisions regarding distance learning. Thus, in the process of distance learning, many parents have various barriers that need to be overcome. We intend to use this source to demonstrate the problems and difficulties of distance learning.

Živko Bojović, Petar D. Bojović, Dušan Vujošević and Jelena Šuh, in their article “Education in times of crisis: Rapid transition to distance learning” (2020), state the following. They claim that the pandemic crisis has a negative effect on the standard of living and education. The authors believe that violation can pose a serious threat, and therefore a working model is needed that will allow switching from the traditional form of training to distance learning quickly and painlessly. The authors also argue that distance learning is acceptable on a long-term basis, if it is implemented correctly.

The authors of this article used a modeling method that allowed them to determine organizational and technical solutions for maintaining the quality of teaching. In addition, the authors used the method of comparative analysis of the survey data of students and teachers. The article was written by the authors in order to facilitate the transition from traditional learning to distance learning against the background of the pandemic and quarantine (Bojović et al.). The model developed by them has many advantages and thoughtful solutions. The main audience of this article is teachers and other representatives of educational institutions who face the difficult task of implementing distance learning. We intend to use this article to better understand the essence of distance learning, as well as its advantages.

Tim Surma and Paul A. Kirschner in their article, “Technology enhanced distance learning should not forget how learning happens” (2020), state the following. They believe that the traditional type of learning is under threat due to the accelerated process of adapting the traditional learning process to a new, remote one. They argue that modern technologies are both a danger and a chance for education to reach a completely new level.

The authors of this article used the methods of surveys and interviews to find out the attitude of students and teachers to the new form of education, and to track the progress in learning. This article was written by the authors in order to provide the importance of clear guidelines and optimal use of distance learning technologies (Surma and Kirschner). Moreover, the authors identified important principles that will help students get used to a new form of education, for example, feedback and an individual approach. The main audiences of this article are students, parents and teachers who will be interested in this information for the successful implementation of distance learning. We intend to use this article to understand the possible future prospects of the distance learning method.

John Traxler, the Professor of Digital Learning in the Institute of Education at the University of Wolverhampton, in his article, “Distance Learning—Predictions and Possibilities” (2018), states the following. The author claims that the definition of distance learning is not clear, but vague and changeable. The author considers the process of distance learning in a global context and studies the issue of adaptation and implementation of distance learning. The author believes that people should be ready for global changes, be open and aware, since changes are inevitable.

The author of this article uses observation and comparison methods that allow determining the essence of distance learning, the danger of pressure on educational institutions, as well as the importance of innovations in education. This article was written by the author in order to create a complete understanding of the phenomenon of distance education in a global context (Traxler). In addition, this article demonstrates the difficulties of distance learning application in conditions of ignorance or isolation. The main audience of this article is teachers, students and parents who want to get acquainted in more detail with the concept of distance learning in a global context. We intend to use this article to learn more about what distance learning is, as well as its goals and objectives.

The main benefit of distance learning is that it allows a person to study anywhere, but requires a computer and the Internet. The material is easily accessible and easy to handle and structure, and it also has all the necessary features that students of higher educational institutions need. In addition, the student is free to build their own individual training schedule, depending on their free time and desire to study (Lassoued et al.). The difference between classical distance learning and its more advanced form is small – the lack of personal communication between students and teachers (Bojović et al.). In this paper, the pros and cons of distance learning will be considered, but first it is required to understand the very essence of distance learning.

In the process of remote learning, students and teachers are at a significant spatial and temporal distance from each other. Teachers use a variety of computer technologies to make the process of remote learning as interesting and useful for students as possible (Schneider and Council). Distance type of education has an important goal-to expand opportunities and provide new services for those people who want to acquire new skills or change their profession. There are six main forms of distance learning, which are the most common.

• external education;
• university education;
• training that involves the cooperation of several educational institutions;
• creation of specialized institutions where distance classes are held;
• autonomous learning systems;
• special multimedia courses that differ in a certain informal component.

At the same time, different technologies are combined: pedagogical, informational, and often andragogic. There is a British synchronous model of distance learning and an American asynchronous one. Distance education is a new, specific form of education, somewhat different from the usual forms of full-time or distance learning (Dietrich et al.). As for the present, the real contingent of potential students can include those who are often on business trips, military personnel, women on maternity leave, and people with physical disabilities. In addition, this category consists of those who want to get additional education with a lack of time. Distance learning has several key characteristics that are important to consider when analyzing this type of learning.

• flexible and convenient schedule of classes;
• modularity;
• mass character;
• active mutual communication and a variety of communication tools;
• the totality of knowledge and orientation to the independence of students, to the motivation of learning.

Indeed, the effectiveness of distance learning directly depends on those teachers who work with students on the Internet. Such teachers should be psychologically ready to work with students in a new educational and cognitive network environment. Another problem is the infrastructure of student information support in networks. The question of what the structure and composition of the educational material should be remains open. Also, the question is raised about the conditions of access to distance learning courses.

Analyzing the components of distance learning related to the educational institution, they can determine the structure of the network system. It should include educational material submitted in the form of programs, tasks, control and graduation papers, and scientific and practical assistance (Costa et al.). The student should be provided with fundamental printed textbooks, teaching aids, and hypertext multimedia programs (Arthur-Nyarko et al.). Additional materials may include lectures prepared by teachers on disciplines that can be transmitted via the network. In addition, distance learning provides communication in various modes, teacher advice on implementing term papers, theses, or other final work.

The essential component of distance learning is the ability to consider situations that are close to reality. In addition, important elements are creating conditions for the self-realization of students, the disclosure of their potential, the systematic learning process, the individuality of the approach (Bojović et al.). This component is the basis of academic and cognitive activity and affects the quality of distance learning.

Electronic versions of textbooks, which became the basis for the creation of distance courses and traditional books, do not solve the problems of independent activity in obtaining knowledge. These software products only create a virtual learning environment in which distance learning is carried out. Here there are psychological problems, such as inexperience, lack of self-education skills, poor volitional self-regulation, the influence of group attitudes, etc. When developing distance learning programs, it is crucial to carefully plan classes, including each of them with the setting of learning goals and objectives.

If interpersonal communication between students and the teacher is ineffective, there is a possibility of a communication barrier. If this happens, the information is delivered in a distorted form, which leads to the fact that there is a threat of the cognitive barrier growing into a relationship barrier. The barrier of relations turns into a feeling of distrust and hostility towards information and its source.

There are also many disadvantages in distance learning that should be listed and that cannot be ignored. It is worth starting with technical and methodological problems, including ignoring the psychological laws of perception and assimilation of information using multimedia tools of different modalities. There are also methodological problems, including the complexity of developing electronic versions of traditional educational materials, primarily textbooks and practical manuals.

Many students and experts believe that distance learning has many indisputable and obvious advantages.

• A student studying remotely independently plans their schedule and decides how much time to devote to studying.
• The opportunity to study anywhere. Students studying remotely are not tied to a place or time, as they only need an Internet connection.
• Study on the job from the main activity. Distance learning allows to work or study at several courses at the same time to get additional education.
• High learning outcomes. Remote students study the necessary material independently, which allows them to better memorize and assimilate knowledge.
• Distance learning is much cheaper, since it does not require expenses for accommodation and travel, as well as for a foreign passport if the university is located abroad.
• Remote education provides a calm environment, as exams and communication with teachers are held online, which allows students to avoid anxiety.
• Teachers who conduct remote classes have the opportunity to do additional things, cover a larger number of students, as well as teach while, for example, on maternity leave.
• Remote learning allows teachers to use a more individual approach to their students, as well as to devote a sufficient amount of time to all students.

Experiments have confirmed that the quality and structure of training courses, as well as the quality of teaching in distance learning is often much better than in traditional forms of education. New electronic technologies can not only ensure the active involvement of students in the educational process, but also allow them to manage this process, unlike most traditional educational environments (Arthur-Nyarko et al.). The interactive capabilities of the programs and information delivery systems used in the distance learning system make it possible to establish and even stimulate feedback. Despite the predominant number of advantages of distance education, this system is not perfect. During the implementation of e-learning programs, the following problems of distance education were identified.

• Remote learning requires strong concentration and motivation. Almost all the educational material is mastered by a remote student independently. Remote classes require students to have perseverance and developed patience.
• In the process of distance learning, it is difficult to develop interpersonal communication skills, since contact with teachers and other students is minimal.
• In the process of distance learning, it is quite difficult to acquire practical skills, thus, specialties that require practical skills suffer.
• The problem of user identification. It is difficult to track whether a student wrote their exam honestly, since the only way to check this is video surveillance, which is not always possible.
• Insufficient computer literacy. In every country there are remote areas where there is no direct access to the Internet. Moreover, often the residents of such areas do not have any desire to learn, so it is necessary to spread computer literacy.

It is required to start by creating special Internet conferences and forums in schools that would guarantee the relative “live” communication of groups of students to deal with disadvantages (Chen et al.). It is also necessary to cooperate with traditional and distance learning, cooperation between teachers and students using a broad terminological and methodological base of psychology and pedagogy (Abuhammad). Despite all these problems, distance learning is very much appreciated by psychologists and teachers (Traxler). Nevertheless, the complete replacement of traditional education systems with similar ones-distance ones still causes some caution. One thing is indisputable – remotely studying students are more adapted to external conditions, are responsible and active, and therefore more successful in the modern business world.

Speaking about the distance form of education, it is necessary to talk about the creation of a single information and educational space. When it comes to distance learning, it is necessary to understand the presence of a teacher, a textbook and a student in the system, as well as the interaction of a teacher and students. It follows from this that the main thing in the organization of distance learning is the creation of electronic courses, the development of didactic foundations of distance learning, and the training of teachers-coordinators. It is not necessary to identify the distance form with the correspondence form of education, because it provides for constant contact with the teacher and imitation of all types of full-time training.

The dynamism of economic and socio-cultural processes in society causes changes in the field of education. Since the features of distance education are simply not acceptable for many students. Based on psychology and the methodology of independent learning, distance learning has some advantages and disadvantages. Summing up, we can unequivocally answer that distance education has a future. However, much depends on how quickly the problems of eliminating information illiteracy, technical equipment and improving the quality of e-education will be resolved. These factors arise during the implementation of remote scientific programs and projects. So, the factors and examples given above show the need to create and expand distance learning in the United States.

Abuhammad, Sawsan. “ Barriers to distance learning during the COVID-19 outbreak: A qualitative review from parents’ perspective. ” Heliyon (2020): e05482. Web.

Arthur-Nyarko, Emmanuel, Douglas Darko Agyei, and Justice Kofi Armah. “Digitizing distance learning materials: Measuring students’ readiness and intended challenges.” Education and Information Technologies (2020): 1-16. Web.

Bojović, Živko, et al. “Education in times of crisis: Rapid transition to distance learning.” Computer Applications in Engineering Education 28.6 (2020): 1467-1489.

Chen, Emily, Kristie Kaczmarek, and Hiroe Ohyama. “Student perceptions of distance learning strategies during COVID‐19.” Journal of dental education (2020). Web.

Costa, Roberto D., et al. “The theory of learning styles applied to distance learning.” Cognitive Systems Research 64 (2020): 134-145. Web.

Dietrich, Nicolas, et al. “Attempts, successes, and failures of distance learning in the time of COVID-19.” Journal of Chemical Education 97.9 (2020): 2448-2457. Web.

Lassoued, Zohra, Mohammed Alhendawi, and Raed Bashitialshaaer. “ An exploratory study of the obstacles for achieving quality in distance learning during the COVID-19 pandemic. ” Education Sciences 10.9 (2020): 232. Web.

Schneider, Samantha L., and Martha Laurin Council. “Distance learning in the era of COVID-19.” Archives of dermatological research 313.5 (2021): 389-390. Web.

Surma, Tim, and Paul A. Kirschner. “Technology enhanced distance learning should not forget how learning happens.” Computers in human behavior 110 (2020): 106390. Web.

Traxler, John. “ Distance learning—Predictions and possibilities. ” Education Sciences 8.1 (2018): 35. Web.

Cite this paper

• Chicago (N-B)
• Chicago (A-D)

StudyCorgi. (2022, November 12). Distance Learning: Advantages and Disadvantages. https://studycorgi.com/distance-learning-advantages-and-disadvantages/

"Distance Learning: Advantages and Disadvantages." StudyCorgi , 12 Nov. 2022, studycorgi.com/distance-learning-advantages-and-disadvantages/.

StudyCorgi . (2022) 'Distance Learning: Advantages and Disadvantages'. 12 November.

1. StudyCorgi . "Distance Learning: Advantages and Disadvantages." November 12, 2022. https://studycorgi.com/distance-learning-advantages-and-disadvantages/.

Bibliography

StudyCorgi . "Distance Learning: Advantages and Disadvantages." November 12, 2022. https://studycorgi.com/distance-learning-advantages-and-disadvantages/.

StudyCorgi . 2022. "Distance Learning: Advantages and Disadvantages." November 12, 2022. https://studycorgi.com/distance-learning-advantages-and-disadvantages/.

This paper, “Distance Learning: Advantages and Disadvantages”, was written and voluntary submitted to our free essay database by a straight-A student. Please ensure you properly reference the paper if you're using it to write your assignment.

Before publication, the StudyCorgi editorial team proofread and checked the paper to make sure it meets the highest standards in terms of grammar, punctuation, style, fact accuracy, copyright issues, and inclusive language. Last updated: January 2, 2023 .

If you are the author of this paper and no longer wish to have it published on StudyCorgi, request the removal . Please use the “ Donate your paper ” form to submit an essay.

You are using an outdated browser. Please upgrade your browser to improve your experience.

Health & Nursing

Courses and certificates.

• Bachelor's Degrees
• View all Business Bachelor's Degrees
• Business Management – B.S. Business Administration
• Healthcare Administration – B.S.
• Human Resource Management – B.S. Business Administration
• Information Technology Management – B.S. Business Administration
• Marketing – B.S. Business Administration
• Accounting – B.S. Business Administration
• Finance – B.S.
• Supply Chain and Operations Management – B.S.
• Accelerated Information Technology Bachelor's and Master's Degree (from the School of Technology)
• Health Information Management – B.S. (from the Leavitt School of Health)

Master's Degrees

• View all Business Master's Degrees
• Master of Business Administration (MBA)
• MBA Information Technology Management
• MBA Healthcare Management
• Management and Leadership – M.S.
• Accounting – M.S.
• Marketing – M.S.
• Human Resource Management – M.S.
• Master of Healthcare Administration (from the Leavitt School of Health)
• Data Analytics – M.S. (from the School of Technology)
• Information Technology Management – M.S. (from the School of Technology)
• Education Technology and Instructional Design – M.Ed. (from the School of Education)

Certificates

• Supply Chain
• Accounting Fundamentals
• View all Business Degrees

Bachelor's Preparing For Licensure

• View all Education Bachelor's Degrees
• Elementary Education – B.A.
• Special Education and Elementary Education (Dual Licensure) – B.A.
• Special Education (Mild-to-Moderate) – B.A.
• Mathematics Education (Middle Grades) – B.S.
• Mathematics Education (Secondary)– B.S.
• Science Education (Middle Grades) – B.S.
• Science Education (Secondary Chemistry) – B.S.
• Science Education (Secondary Physics) – B.S.
• Science Education (Secondary Biological Sciences) – B.S.
• Science Education (Secondary Earth Science)– B.S.
• View all Education Degrees

Bachelor of Arts in Education Degrees

• Educational Studies – B.A.

Master of Science in Education Degrees

• View all Education Master's Degrees
• Curriculum and Instruction – M.S.
• Educational Leadership – M.S.
• Education Technology and Instructional Design – M.Ed.

Master's Preparing for Licensure

• Teaching, Elementary Education – M.A.
• Teaching, English Education (Secondary) – M.A.
• Teaching, Mathematics Education (Middle Grades) – M.A.
• Teaching, Mathematics Education (Secondary) – M.A.
• Teaching, Science Education (Secondary) – M.A.
• Teaching, Special Education (K-12) – M.A.

Licensure Information

• State Teaching Licensure Information

Master's Degrees for Teachers

• Mathematics Education (K-6) – M.A.
• Mathematics Education (Middle Grade) – M.A.
• Mathematics Education (Secondary) – M.A.
• English Language Learning (PreK-12) – M.A.
• Endorsement Preparation Program, English Language Learning (PreK-12)
• Science Education (Middle Grades) – M.A.
• Science Education (Secondary Chemistry) – M.A.
• Science Education (Secondary Physics) – M.A.
• Science Education (Secondary Biological Sciences) – M.A.
• Science Education (Secondary Earth Science)– M.A.
• View all Technology Bachelor's Degrees
• Cloud Computing – B.S.
• Computer Science – B.S.
• Cybersecurity and Information Assurance – B.S.
• Data Analytics – B.S.
• Information Technology – B.S.
• Network Engineering and Security – B.S.
• Software Engineering – B.S.
• Accelerated Information Technology Bachelor's and Master's Degree
• Information Technology Management – B.S. Business Administration (from the School of Business)
• View all Technology Master's Degrees
• Cybersecurity and Information Assurance – M.S.
• Data Analytics – M.S.
• Information Technology Management – M.S.
• MBA Information Technology Management (from the School of Business)
• Full Stack Engineering
• Web Application Deployment and Support
• Front End Web Development
• Back End Web Development

3rd Party Certifications

• IT Certifications Included in WGU Degrees
• View all Technology Degrees
• View all Health & Nursing Bachelor's Degrees
• Nursing (RN-to-BSN online) – B.S.
• Nursing (Prelicensure) – B.S. (Available in select states)
• Health Information Management – B.S.
• Health and Human Services – B.S.
• Psychology – B.S.
• Health Science – B.S.
• Healthcare Administration – B.S. (from the School of Business)
• View all Nursing Post-Master's Certificates
• Nursing Education—Post-Master's Certificate
• Nursing Leadership and Management—Post-Master's Certificate
• Family Nurse Practitioner—Post-Master's Certificate
• Psychiatric Mental Health Nurse Practitioner —Post-Master's Certificate
• View all Health & Nursing Degrees
• View all Nursing & Health Master's Degrees
• Nursing – Education (BSN-to-MSN Program) – M.S.
• Nursing – Leadership and Management (BSN-to-MSN Program) – M.S.
• Nursing – Nursing Informatics (BSN-to-MSN Program) – M.S.
• Nursing – Family Nurse Practitioner (BSN-to-MSN Program) – M.S. (Available in select states)
• Nursing – Psychiatric Mental Health Nurse Practitioner (BSN-to-MSN Program) – M.S. (Available in select states)
• Nursing – Education (RN-to-MSN Program) – M.S.
• Nursing – Leadership and Management (RN-to-MSN Program) – M.S.
• Nursing – Nursing Informatics (RN-to-MSN Program) – M.S.
• Master of Healthcare Administration
• MBA Healthcare Management (from the School of Business)
• Business Leadership (with the School of Business)
• Supply Chain (with the School of Business)
• Accounting Fundamentals (with the School of Business)
• Back End Web Development (with the School of Technology)
• Front End Web Development (with the School of Technology)
• Web Application Deployment and Support (with the School of Technology)
• Full Stack Engineering (with the School of Technology)
• Single Courses
• Course Bundles

Apply for Admission

Admission requirements.

• New Students
• WGU Returning Graduates
• WGU Readmission
• Enrollment Checklist
• Accessibility
• Accommodation Request
• School of Education Admission Requirements
• School of Business Admission Requirements
• School of Technology Admission Requirements
• Leavitt School of Health Admission Requirements

Additional Requirements

• Computer Requirements
• No Standardized Testing
• Clinical and Student Teaching Information

Transferring

• FAQs about Transferring
• Transfer to WGU
• Transferrable Certifications
• Request WGU Transcripts
• International Transfer Credit
• Tuition and Fees
• Financial Aid
• Scholarships

Other Ways to Pay for School

• Tuition—School of Business
• Tuition—School of Education
• Tuition—School of Technology
• Tuition—Leavitt School of Health
• Your Financial Obligations
• Tuition Comparison
• Applying for Financial Aid
• State Grants
• Consumer Information Guide
• Responsible Borrowing Initiative
• Higher Education Relief Fund

FAFSA Support

• Net Price Calculator
• FAFSA Simplification
• See All Scholarships
• Military Scholarships
• State Scholarships
• Scholarship FAQs

Payment Options

• Payment Plans
• Corporate Reimbursement
• Current Student Hardship Assistance
• Military Tuition Assistance

WGU Experience

• How You'll Learn
• Scheduling/Assessments
• Accreditation
• Student Support/Faculty
• Military Students
• Part-Time Options
• Virtual Military Education Resource Center
• Student Outcomes
• Return on Investment
• Students and Gradutes
• Career Growth
• Student Resources
• Communities
• Testimonials
• Career Guides
• Skills Guides
• Online Degrees
• All Degrees
• Explore Your Options

Admissions & Transfers

• Admissions Overview

Tuition & Financial Aid

• Student Success
• Prospective Students
• Current Students
• Military and Veterans
• Commencement
• Careers at WGU
• Advancement & Giving
• Partnering with WGU

Distance Learning Pros and Cons

• See More Tags

Distance learning, often called distance education, is the process by which students utilize the internet to attend classes and complete courses, without having to physically attend a school. Prior to COVID-19, distance learning was experiencing steady growth. During the pandemic those numbers grew exponentially due to the global shut down of schools and the necessity for distance education. Many schools had to come up with online education plans and bring both teachers and students up to speed on distance learning technologies.

Recent research points out that, while overall enrollment declined through Fall 2020 because of COVID-19, colleges that offer primarily online instruction saw increases. In fact, Fall 2020 saw a 7% increase in enrollment at online institutions compared to a 5% increase in Spring 2020.  

Beyond the pandemic-related shifts to online education, there are many reasons students may want to pursue distance education as opposed to traditional schooling. Similarly, there are many pros and cons to this kind of learning, and as it gains popularity, it’s important to research and learn if this kind of learning could be a good fit for you. 

College Readiness Quiz

Take a brief survey to help you understand your college readiness level, and how WGU can help you prepare.

What are the Pros and Cons of Distance Learning?

Some students may encounter problems with distance learning or issues with online education. It may not be the best fit for everyone. But other students will find major value in online education. You simply need to weigh the pros and cons and decide if it’s a good fit for you.

Technical Elements

Online or distance learning often has technology involved to help you do your coursework.

Pros: There are many pros to the technology element of distance learning. Many students are able to learn new tech and excel in it. They can feel confident with their technological abilities and even list on their resume the kinds of programs they used as part of their coursework. Another huge pro with technology as part of learning is that you can pursue your education from anywhere that has internet access. Students don’t have to go to a campus to learn. Thanks to technology, anywhere can become their classroom. Furthermore, the rise of virtual tools like Zoom, Slack, Blackboard, and Google Classroom have made it even easier for students and teachers to share information and connect. 

Cons: Sometimes students will find there are technical difficulties with online learning. There may be days when their internet doesn’t work, when programs and software are down, and they’re unable to access their courses. This can be frustrating for many students, though often these bugs are fixed quickly and students are able to continue with their work.

Credibility

Every student wants to know that their work will be valuable to a potential employer. Are online colleges credible? Is online learning effective? These may be questions students ask when considering distance learning. 

Pros: More employers than ever before recognize that online learning is credible and legitimate.

What’s important to employers is that your school is accredited. Many schools work hard to make sure they’re accredited and reputable so students get a degree that is valuable to them and to employers. Additionally, employers may respect you more for having received an online education; they’ll recognize the time and discipline it takes to pursue distance learning and may be more impressed by it. 

Research also supports the fact that online degrees are becoming more respected in the eyes of employers. According to a survey by Career Builder, 83% of executives say that an online degree is as credible as one earned through a traditional program. A similar study found 61% of HR leaders view online credentials as equal to those completed in person. 

Cons: Some employers and companies may still have a hard time with online education. When employers don’t understand the rigor and quality of an online education, they may be hesitant to hire someone with an online degree. Additionally, for-profit or non-accredited online schools are often a huge issue for credibility. When it comes to pursuing an online degree, make sure the online program is accredited and offers marketable credentials. Communicating these factors typically validates a program to potential employers. 

Flexibility

Flexibility is the main reason many people choose online education. But there are pros and cons involved with the flexibility of distance learning. 

Pros: If you have a full-time job or family responsibilities, the flexibility of online education is the biggest pro for you. Distance learning means that you don’t have to worry about things like commuting to and from school, coordinating childcare, or leaving work to attend class. You can continue with your job and family needs and do your schooling when the timing is right for you. And at institutions like WGU, you can largely work at a pace that works for you. With competency-based education, you can move more quickly through material you understand well, and spend more time on material you need help with. This flexibility means that you are in charge of your schedule and your schooling.

Cons: Some distance learning doesn’t offer as much flexibility as you need, requiring you to log in to class time or view discussions as they happen. While it still may be more convenient than driving to a campus, this scheduled online learning may lack the flexibility you need. WGU, for instance, doesn’t require you to log in at a certain time to view lectures or have discussions. You truly have the flexibility you want and need. However, the flexibility of online learning can be difficult for those who are not self-motivated. Since you’re not expected to show up at a certain time, you need the discipline to make time for your education.

Social Interactions

Some students are concerned that distance learning means they’re entirely alone. But for many online students, that’s simply not the case.

Pros: Online learning often offers many opportunities for students to interact with others. For example, WGU students often work with their Program Mentor over the phone or email, giving them an important lifeline. Students can also interact with faculty for their courses if they have questions or concerns. Additionally, student networking allows WGU students to interact and socialize, compare thoughts on courses, and offer help. And a large alumni network means you can continue to make connections throughout your career. Many online universities offer similar social options for students to interact and connect. 

Cons: For students who truly want face-to-face interactions, distance learning simply may not be the best option. While you can get interactions with online education, they’re frequently over the phone or internet.

Is Distance Learning Right for Me?

If you’re thinking about an online degree program, it’s important to ask yourself: 

• Do I have the self-discipline and motivation to do distance learning? 
• Do I have the time to commit to an online education? 
• Do I feel comfortable asking for help? 

While online learning may not be for everyone, many of the questions students have about pursuing distance education can be answered. Some students will find that for them, the pros greatly outweigh the cons when it comes to considering distance learning. If you’re ready to pursue higher education in a way that truly works best for you, consider WGU.

Ready to Start Your Journey?

HEALTH & NURSING

Recommended Articles

Take a look at other articles from WGU. Our articles feature information on a wide variety of subjects, written with the help of subject matter experts and researchers who are well-versed in their industries. This allows us to provide articles with interesting, relevant, and accurate information. 

{{item.date}}

{{item.preTitleTag}}

{{item.title}}

The university, for students.

• Student Portal
• Alumni Services

Most Visited Links

• Business Programs
• Student Experience
• Diversity, Equity, and Inclusion
• Student Communities

EdSource is committed to bringing you the latest in education news.

But we can’t do this without readers like you.

Will you join our spring campaign as one of 50 new monthly supporters before May 22?

How can California teach more adults to read in English?

Hundreds of teachers in limbo after spike in pink slips

Beyond a bed: What this L.A. home offers young adults experiencing homelessness

How earning a college degree put four California men on a path from prison to new lives | Documentary 

Patrick Acuña’s journey from prison to UC Irvine | Video

Family reunited after four years separated by Trump-era immigration policy

Black teachers: How to recruit them and make them stay

Lessons in higher education: California and beyond

Keeping California public university options open

Superintendents: Well-paid and walking away

The debt to degree connection

College in prison: How earning a degree can lead to a new life

May 14, 2024

Getting California kids to read: What will it take?

April 24, 2024

Is dual admission a solution to California’s broken transfer system?

Student voices

Student perspectives: the pros and cons of distance learning

West contra costa students reflect on their experiences with distance learning., karina mascorro, david sanchez, valeria echeverria & ronishlla maharaj, june 3, 2020, 39 comments.

EdSource’s journalism is always free for everyone — because we believe an informed public is necessary for a more equitable future for every student. Join our spring campaign as one of 50 new monthly supporters before May 22.

Like students throughout California, students in the West Contra Costa Unified school district headquartered in Richmond have been grappling with distance learning instituted in response to the coronavirus pandemic. It is possible or even likely that distance learning will be a prominent part of the school landscape this fall as well. With that in mind, we we are bringing you these students’ reflections on their experiences with distance learning and being out of school generally  — what worked and what didn’t. Friday is officially the last day of school in the district, but some of these interviews were conducted earlier this semester. Students’ remarks have been edited in some instances for clarity.  

Nayeli Mercado, 15, sophomore, Richmond High

Before distance learning, my mental health was never great, but it was controllable. Although, once quarantine started, where we don’t go out, I feel way more mentally exhausted. Along with that, I’ve been really emotional. I get really sad over little things or angry at things I shouldn’t get angry about. I used to complain about school a lot but I kind of miss it now. I miss my friends, teachers, attending class. I miss school in general.

Alizei De Leon, 15, sophomore, Middle College High

I have about the same amount of homework, or maybe a little less since some teachers are trying to make this easier. I also don’t have to study as much for tests anymore since some teachers have canceled tests for the rest of the year…I spend about three to four hours on homework per day, unless I’ve already finished all my work that week. I’m getting through my classes, but I know that I will forget most of this information throughout the summer.

Veronica Contreras, 16, sophomore, De Anza High

What I miss is the support that school actually gives. The way distance learning is set up at De Anza is we have two Zoom classes every day in which they assign work that is due a week later. On Thursday, we have one class and on Fridays, the Zoom classes are just clubs or extracurriculars that want to have a meeting. I personally feel that I am not learning in these Zoom classes.

Irene Kou, 15, sophomore, De Anza High

It feels like there’s more pressure to want to stay silent and even if you do ask for help, most questions are not fully answered due to the lack of the in-person and hands-on experience.

Katherine Henriquez, 19, senior, Richmond High

I feel that I’m not getting as much work done and have fewer resources around me. It makes me feel more stressed because teachers aren’t there and you have to wait for their response which might take days because they have other students to respond to as well… I also miss seeing my friends and meeting new people at school.

Edwin Garcia, 17, senior, Richmond High

In the midst of all this chaos and struggle, it’s been very hard to stay motivated to do work and keep up with new assignments…Covid-19 also changed the process of enrolling in college as I’m not able to go to the campus for tours or if I need help I can’t ask my teachers. Additionally, financially college has also become more frightening because of the financial crisis that’s spreading across the world. For now, I’m staying calm but the effects of quarantine are beginning to take a toll on my mental health.

Ricardo Castillo Fierro, 17, senior, Richmond High

Every day, I feel less motivated to do my work. At first, when this distance learning started. I thought the work was going to be easier. Then, as time passed everything just fell apart. I’m behind in all of my classes and it’s nearly impossible to catch up. I can’t do the work on my own. I want to learn with my classmates. Distance learning changed a lot of things for me. I wasn’t able to spend time with my friends and my last year of high school wasn’t what I expected at all…It’s one of the reasons why I lost motivation in school because we aren’t going to be able to graduate on stage.

Yvette Garcia, 18, senior, Richmond High

I lost a part-time job due to the virus. I would work around 24-28 hours a week. I would contribute to my family’s expenses by giving $120 a month for the electricity bill in order to help my family. Not being able to help with the bills makes me feel useless because I know my family needs that extra help…I also just miss being out in public with friends and doing outside activities (and) how it could take my mind off of things and just let me relax a little and enjoy the way things used to be.

Yashika Joshi, 17, senior, Aspire College Prep Academy

Distance learning has been difficult. It’s been hard to manage, teaching yourself through assignments…I try to do my work when everybody is asleep at night. If I was at school, I would’ve learned much more due to a teacher paying more attention. Teachers are assigning work on a daily basis, with 45 minutes to hour-long assignments for each class, all due at the end of the week. The workload has increased a lot. Some teachers have reached out (checked in) but not often.

Dana Reyes, 18, senior, Middle College High

I am taking both college and high school classes. My classes are all being taught virtually, through email, or through Google Classroom. I have pushed my self determination to the max and I’m experiencing something very strange. I am still receiving the content but now I have to work twice as hard to understand the material. I sometimes get discouraged and unmotivated but I still try my best to finish early even though teachers and staff have been very flexible and understanding with due dates.

Mekayla Saechao, 16, junior, Richmond High

Distance learning for me so far has been difficult but manageable. Most of my classes consist of completing work that is posted on Google Classroom with a Zoom meeting every other week. I don’t believe I’m learning as much as I would have in school because I’m not getting a lesson from my teachers every day. My teachers have helped a lot by answering questions about assignments quickly…To tell you the truth it is a lot to manage since I’m not physically at school working with my classmates and teachers. But being at home in my comfort zone has helped me become more organized with my work.

Jennifer Diaz Lopez, 18, senior, Richmond High

I have been overwhelmed with the amount of work that I receive, which has changed ever since the pandemic began. Most of my classes are being taught through videos. The majority of my teachers upload videos in which they explain the week’s assignments, while other teachers upload files and text through Remind . My teachers have only reached out when I ask for extensions. I honestly have not learned anything since classes went virtual, because I’m a student that needs to interact and engage with physical activities.

Olinda Raquel Figueredo Orellana, 14, freshman, Kennedy High

It’s been really stressful because most people just want this whole thing to be over and I’m one of them but overall I just feel like it’s not going to happen since so many people still go out. Freshman year wasn’t what I expected because of the whole social distancing. I mean it kind of ruined the high school experience.

Monishlla Maharaj, 18, senior, Richmond High

Although I have assignments from almost all of my classes every day, almost back to back, I always feel like I can do the work whenever I want to… It’s like fighting with my brain daily to do the work or to not do the work. As much as I wouldn’t want to do online learning, I know it benefits everyone by preventing them from getting sick from the virus.

Sarahi Yupit, 16, sophomore, Richmond High

It is hard to concentrate at home during distance learning because I don’t feel motivated to do the work since there is nobody my age whereas at school I feel motivated..it seems like it’s easier to do the tasks and stay on task. There are teachers who teach the actual material. They also motivate you to do your best.

Niya Mason, 16, sophomore, Richmond High

At school, I feel like I was actually learning. But for distance learning, it feels like I am not learning to my full potential. The work definitely keeps me on my toes but I don’t feel like I’m learning. When I’m physically at school, it’s different since I can ask questions, learn more about the subject and be there in person. However, it just seems like, in online learning, teachers are constantly pushing work. I’m not learning because I am constantly struggling to turn the assignments in on time.”

Karina Mascorro , David Sanchez, Valeria Echeverria and Ronishlla Maharaj are students at Richmond High School in the West Contra Costa Unified School District. They’re staff writers of the West Contra Costa Student Reporting Project.

Share Article

Comments (39)

Leave a comment, your email address will not be published. required fields are marked * *.

Click here to cancel reply.

XHTML: You can use these tags: <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <s> <strike> <strong>

Comments Policy

We welcome your comments. All comments are moderated for civility, relevance and other considerations. Click here for EdSource's Comments Policy .

Catter Lino 3 years ago 3 years ago

Thank you all so much for letting me know I’m not the only person feeling stressed about all this studying at home.

jonathan 3 years ago 3 years ago

Distance learning has been hard because it’s hard to concentrate and get distracted, and I feel like we don’t learn better than we did before.

trinity avalos 3 years ago 3 years ago

Dear Nayeli Mercado, I know how you feel about your mental health and problem. I also will get emotional and angry for the Smallest thing. I also used to hate school but now I miss it.

annamarie 3 years ago 3 years ago

I feel the same way.

Vivi 3 years ago 3 years ago

I do virtual learning but I am in 5th grade and I am struggling with stress and friends and life is just hard. I am doing an opinion writing and it is called, "Should Schools Always Have A Virtual Option" and I think not. I am personally someone that loves in person but I put pretty much told all of my feeling to my teacher so now I don't want to change teachers … Read More

I do virtual learning but I am in 5th grade and I am struggling with stress and friends and life is just hard. I am doing an opinion writing and it is called, “Should Schools Always Have A Virtual Option” and I think not. I am personally someone that loves in person but I put pretty much told all of my feeling to my teacher so now I don’t want to change teachers just to be in person. I feel like I wanna crawl in a hole and die. I have always had this tough girl image and now I feel like I let myself down. I just have 2 swim practices left. I have the mock meet and an award and fun day for the last two swim practices. Softball starts in the beginning of May and I forgot when running club starts.

That is not why I am stressed it is all of the stupid school work and how I feel like I am not learning as much as everybody else. My teacher says I am really smart and my knowledge will take me places and will impress people the whole way and I know that deep down but when I am thinking bad thoughts I always doubt it’s true. She says I am one of the most hard working students she has ever met and she also said that she does not say that to everyone so I do believe I just feel like my life is falling apart right and I am doing nothing to stop when really I am doing as much as I can.

It is nice to feel that I am not alone and if you are reading this comment and you are like me, just know, you are not alone in this battle.

Naymi 3 years ago 3 years ago

For my school, the work is extra hard than on online learning and when we chose the elective, I asked for normal classes and they gave me advanced. I didn’t believe they just switched my classes and they changed my actual classes and me and my mother complained to them to change it but they did not. I don’t know why but it is very infuriating how they did nothing after we complained multiple times to the school.

Suzette Cuseo 3 years ago 3 years ago

These comments from students are very relevant. I teach adult ESL students and they will be interested in reviewing the opinions of younger students. Thank you for your input.

Sophia 3 years ago 3 years ago

I hate distance learning. Ever since it started I havent been motivated to do my work or even pay attention because as teachers constantly remind us... "the class is recorded and the slides are on google classroom". Like why even pay attention much less study or take notes when you have all the resources you need. It was awful and stressful trying to get work done when I had access to the internet. I would … Read More

I hate distance learning. Ever since it started I havent been motivated to do my work or even pay attention because as teachers constantly remind us… “the class is recorded and the slides are on google classroom”. Like why even pay attention much less study or take notes when you have all the resources you need.

It was awful and stressful trying to get work done when I had access to the internet. I would always get distracted and then get behind. also it took a huge toll on my mental health. I stopped sleeping regularly, was diagnosed with Social Anxiety (seeing as I was a very outgoing person and wasn’t afraid of people), suffered depression from not being able to converse with friends or even see them, got into some really bad habits and am struggling to get over, got cyber bullied. And all that for me to forget everything I learned the whole year!! Point being Zoom/online learning is destroying metal health, social skills, actual learning, and our sense of normality.

Logan Clarkson 3 years ago 3 years ago

I feel the same as almost all of these. and is everyone else doing this for school?

Rosalyn Parks 3 years ago 3 years ago

Doing school online is tough. Not only is it hard for me to find motivation to even start my work, the zoom classes are tiring and I can’t see my friends. I’m getting restless and just want an excuse to get off my computer and do something else, even if I’m in the hospital. I’m sick of online school.

Annabelle Stornetta 4 years ago 4 years ago

I have seven - no scratch that - I have eight classes if I include my advisory class that are from 8:30 am-4:00 pm (Fridays are shorter and go from 10:00-1:00 thankfully). I attend MIT in Vallejo CA and I am a senior this year. I truly dislike having to attend my last year of high school from home on a computer. I have no internet or computer of my own because I can't afford … Read More

I have seven – no scratch that – I have eight classes if I include my advisory class that are from 8:30 am-4:00 pm (Fridays are shorter and go from 10:00-1:00 thankfully). I attend MIT in Vallejo CA and I am a senior this year. I truly dislike having to attend my last year of high school from home on a computer. I have no internet or computer of my own because I can’t afford it at the moment so the school over the last summer was kind enough to give everyone these tiny T-Mobile hot spots and some school computers.

Unfortunately they have many problems like for example the extremely slow connection and nearly all websites are blocked. I have the worst possible luck with technology. (You will likely never meet someone with worse off tech problems than me.) Even my teachers are having a hard time coping with it all. I have never felt more bad for my teachers than I have recently in my entire life. I feel bad for some of the teachers that I don’t even like!

I just hope everything will sort itself out in the near future. But we don’t have to use our cameras which is nice of the school but we did have to change our profile pics to our faces at first then they let it go and we changed them back lol.

It’s a bit difficult to learn while watching a tiny screen but at least we’re learning something. I wish everyone having a hard time good luck and hope you all stay safe. I know that it’s hard now but humankind has gone through worse right, what can’t we do? Just do your best and try to stay positive.

Justina Smith 4 years ago 4 years ago

I completely agree with a lot of the students on this website. Distance Learning is definitely a challenge when you have no motivation in your own home. I tend to find myself very distracted by every little thing in my bedroom, I also tend to procrastinate a lot. Distance learning has its downs but I have been learning at my own pace so it’s stressful in its own ways, just not as much.

Carlos Romero 4 years ago 4 years ago

Distance learning has been a struggle for me these past months since we started it. But if I am being honest it also has helped me understand way more things than I used to do before quarantine. But obviously it has its cons and pros like everything does. But I hope to keep on pushing forward with all the things that are happening right now.

Eloy Robledo 4 years ago 4 years ago

Distance Learning is a struggle for me at most times because I don't get to talk to friends about the assignments. My senior year of high school has not been the great year that I was expecting to go through. I thought I was going to finish my Senior year with happiness and Joy, but I didn't, I got it with boringness and a lot of struggle with assignments that are due the next day … Read More

Distance Learning is a struggle for me at most times because I don’t get to talk to friends about the assignments. My senior year of high school has not been the great year that I was expecting to go through. I thought I was going to finish my Senior year with happiness and Joy, but I didn’t, I got it with boringness and a lot of struggle with assignments that are due the next day or next week. My senior year might be the worst year but I could change that around by making myself motivated and get with friends after school every single day. I am struggling worse than being in regular school in a regular class.

justin santiago 4 years ago 4 years ago

To be honest i kind of like it. I can do things on my own time. One thing i can say is a struggle is just motivation to do the work but overall I’m doing okay. I feel like they should give out less homework considering the whole pandemic and everybody’s personal lives.

teairra 4 years ago 4 years ago

Distance learning, it’s been stressful with trying to get the work turned in on time and trying to actually learn what the teacher is teaching. We have so much work to do and it causes me to have a lot of missing work whereas in school we don’t have so much work to complete at one time.

Emran Parwani 4 years ago 4 years ago

It has been really hard to be in distant learning. Not only are students struggling to find motivation to do work, but teachers to teach their subject through screen. I lack motivation to do a lot of my work since I feel that I’m not learning anything.

Fatima Marentes 4 years ago 4 years ago

I feel that with Distance Learning, there are more cons than pros. I lack motivation to do a lot of my work since I feel that I’m not learning anything. It is also hard to communicate with teachers and students due to learning behind a screen.

Maryam Aljwabra 4 years ago 4 years ago

It has been really hard to be in distant learning. For me it is really hard to stay at home and do the same thing over and over. I like to try new things. When my teachers give me my homework I don't feel like I am working from all of my heart even though I am doing the homework. Even though I have been in America for four year and since English is new … Read More

It has been really hard to be in distant learning. For me it is really hard to stay at home and do the same thing over and over. I like to try new things. When my teachers give me my homework I don’t feel like I am working from all of my heart even though I am doing the homework. Even though I have been in America for four year and since English is new for me it’s hard to keep up with assignments. I miss my friend and my teachers. If I was at school even if the teachers give you a lot of homework you don’t feel like you have too much pressure on yourself but in distancing learning i feel really pressured on all sides.

Genesis Feliciano 4 years ago 4 years ago

I agree with a lot of these student. Specially if you're a senior, distance learning is a big challenge. I feel less motivated everyday since I spend many hours on the computer and phone trying to do homework and attend meetings. It sucks because I spend more time on a screen than with my own family. There is never a break to sit down with them or anything due to the load of work I … Read More

I agree with a lot of these student. Specially if you’re a senior, distance learning is a big challenge. I feel less motivated everyday since I spend many hours on the computer and phone trying to do homework and attend meetings. It sucks because I spend more time on a screen than with my own family. There is never a break to sit down with them or anything due to the load of work I have to do. By the time I am done, I am tired and all I want to do is relax or sleep. This has been really stressful and I do wish teachers could give less homework and more classwork (work to do during class with teachers and classmates). Everything is going down hill for me.

Jada Cooper 4 years ago 4 years ago

I feel a little less motivated but it does give you more family time than you had as usual. The teachers are giving out homework after homework. It is really stressful to keep up with all of my classes – especially when you are a senior and it is the most important year so you have to pass all of your classes to graduate.

Victor Duran 4 years ago 4 years ago

Distance learning is hard for everyone. Not only are students struggling to find motivation to do work, but teachers to teach their subject to an empty screen. School gave us a learning environment – in a sense it forced us to learn what you don’t get while at home.

Ngan Doan 4 years ago 4 years ago

I think I am good at distance learning so far. Teachers try to make the class easier for students, so they do not give too much homework. They also add more attempts for students when they take the tests. However, it is inconvenient when I need help from the teacher. I had to wait so long to get the email back from the teacher or meet at their office hours. Classwork and homework are easy … Read More

I think I am good at distance learning so far. Teachers try to make the class easier for students, so they do not give too much homework. They also add more attempts for students when they take the tests. However, it is inconvenient when I need help from the teacher. I had to wait so long to get the email back from the teacher or meet at their office hours. Classwork and homework are easy for me to manage because they are the same as usual.

I am concerned about college applications. As a senior student, I have many questions about colleges, financial aid, or scholarships. I think it will be better if I am in school. I could work the applications with my counselors. The coronavirus made me SAT cancel so many times. I am not sure I can get the score before the deadline for college application.

Giselle Gomez 4 years ago 4 years ago

Distance learning is something new to me just as it is to every student. We were all used to going to school in person and in just a matter of time, it went to us learning behind a screen. I feel we are so worried about being caught up and doing all the work that we do not get to actually learn something.

Chuong T. 4 years ago 4 years ago

Yes, I agree with all people in here. It is hard to communicate with teachers and friends. We can’t see each other. We cannot sit together and help each other like we are in school. Things that make me feel very frustrated are the lost connection, technology issues, and the district website. It is hard to study and understand a problem because something the screen or speaker is glitching or lagging. We don't get help … Read More

Yes, I agree with all people in here. It is hard to communicate with teachers and friends. We can’t see each other. We cannot sit together and help each other like we are in school. Things that make me feel very frustrated are the lost connection, technology issues, and the district website. It is hard to study and understand a problem because something the screen or speaker is glitching or lagging. We don’t get help in an effective way. It also didn’t help my orals skill and social interaction. Because of the distance learning, we study at home and don’t go outside much so it didn’t improve much my communication and social skills. Also it gives us less motivation because it makes us very bored and does not give us an interest in every lesson.

Hiwa Fatanum 4 years ago 4 years ago

I agree with Niya's opinion. When I was at school, there were resources available to help when I was in need. There were tutors to help with homework and college counselors there to guide me. There are online appointments for help, however I feel as it is not as affective than it would be in person. Personally, I need to be shown physically and visually how to complete work. Through video call it is often … Read More

I agree with Niya’s opinion. When I was at school, there were resources available to help when I was in need. There were tutors to help with homework and college counselors there to guide me. There are online appointments for help, however I feel as it is not as affective than it would be in person. Personally, I need to be shown physically and visually how to complete work. Through video call it is often hard for me to comprehend the help provided to me.

sayed idris 4 years ago 4 years ago

I feel like distance learning is just bad because teachers give work but can’t help us because there are so many more students.

Komalpreet Mangat 4 years ago 4 years ago

I agree with Niya. I also don’t learn that much in the distance learning but I try to turn my all work on time.

Sayed Sadat 4 years ago 4 years ago

I can agree with Nyia Mason, she said “At school, I feel like I was actually learning. But for distance learning, it feels like I am not learning to my full potential.” I feel the same way.

Symonni Hampton 4 years ago 4 years ago

I agree with Niya. It is definitely a struggle to get the work turned in on time during Distance Learning, especially when you have other sibling to help out and get them in their class meetings and help out with their class or homework. I feel as if I am not learning because of all the distractions at home. Sometimes there are technical issues and the teacher can't hear or see us. I would say … Read More

I agree with Niya. It is definitely a struggle to get the work turned in on time during Distance Learning, especially when you have other sibling to help out and get them in their class meetings and help out with their class or homework. I feel as if I am not learning because of all the distractions at home. Sometimes there are technical issues and the teacher can’t hear or see us. I would say that Distance Learning is a harder way to learn than to be on the school campus, inside the classrooms with other peers.

Kalissa 4 years ago 4 years ago

I agree with almost all of the students. It is very hard to concentrate at my house so I find it difficult learning and less motivated.

Kevin G 4 years ago 4 years ago

Yashika Joshi and Ricardo Castillo Fierro both have very good points. It is hard to stay motivated in this type of environment and it is even harder with a heavier workload and more difficult assignments.

jade 4 years ago 4 years ago

I agree with Niya I don’t seem to learn anything but trying to keep but with my work and trying to turn it, in time is stressful.

Emily 4 years ago 4 years ago

I agree with Ricardo’s opinion on online learning making it harder to get work done. At home there are a lot of distractions and it’s hard to focus or get motivated to work.

I also agree with Monishla. The work feels optional because we won’t have to directly face our teachers in class with the work. It’s hard to get yourself to do the required work each day.

miracle 4 years ago 4 years ago

Being in distance learning is very head spinning because sometimes the zoom does not work and some of the teachers do not know how to properly use the zoom calls but over all zoom calls are all right.

Lamar Holloway 4 years ago 4 years ago

When I was at school, the only thing I had to worry about was school. Now that we have to do everything from home; everything becomes a factor – dogs barking, babies crying, chores, etc. This has just made everything harder to handle along with trying to fight against COVID-19.

Alexis Hawes 4 years ago 4 years ago

With the online school, I just don’t feel motivated to do it and there is also a lot of distractions. Whereas in school we were pushed more and there were only a couple of distractions. Online school can also be very confusing to me sometimes. But in the end I try and get my work done.

Shu Yin Huang (Canita) 4 years ago 4 years ago

Personally, distantce learning has been convenient but also difficult. I don’t have to go to school, that means I will learn less by using Zoom. I really miss my school life, my classmates and participating in activities. I feel like I am less motivated to study. It is hard to manage my time. I hope everything will be fine and we can go to school as soon as possible,

Brian 4 years ago 4 years ago

Inevitably, it is really hard to study online. But the fact cannot be denied that it is one of the good ways to bind students with their subjects.

EdSource Special Reports

Fewer than half of California students are reading by third grade, experts say. Worse still, far fewer Black and Latino students meet that standard. What needs to change?

For the four men whose stories are told in this documentary, just the chance to earn the degree made it possible for them to see themselves living a different life outside of prison.

Amid Israel-Hamas war, colleges draw lines on faculty free speech

The conflict in Gaza has rekindled efforts to control controversy and conversation on campuses. The UC system could be the latest to weigh in.

Dissent, no funding yet for statewide teacher training in math and reading

A bill sponsored by State Superintendent Tony Thurmond would provide math and reading training for all teachers. But money is scarce, and some English language advocates have problems with phonics.

EdSource in your inbox!

Stay ahead of the latest developments on education in California and nationally from early childhood to college and beyond. Sign up for EdSource’s no-cost daily email.

Stay informed with our daily newsletter

Grammar check | Essay checker | Writing checker

April 29, 2020

Is Distance Learning Effective?: Pros and Cons of Distance Learning

by Nicholas Walker , under For teachers

A guest blog post by Lisa from Think Tank

We’ve all been tossed out into the virtual world. Virtual (online, distance) is a different platform that is intuitive for some teachers and students but problematic for others. It’s left all of us wondering if distance learning is effective? Let’s take a closer look at the pros and cons of distance learning for teachers and students.

Pros: Flexibility

Theoretically, you have the flexibility to prepare ahead of time, but there is always an obstacle in the physical school building. Copiers get jammed or last-minute copies need to be made. After another million distractions, you are too often running just ahead of the class session. Distance learning allows you to prepare the work ahead of time and make adjustments whenever you want! You can work according to your own schedule, whether you’re a night owl or an early bird.

Many teachers are also allowing for assignment flexibility, which has made an impact on students.

In addition to flexibility for you as a teacher, distance learning also allows for increased flexibility for your students. Students have the flexibility to access materials when they want to, which allows for increased productivity. Some students seem like geniuses at 10 pm when they could barely function in the classroom at 10 am. This flexibility works so well for so many students.

Cons: Flexibility

On the other hand, you may have to prepare more work now, which takes more time and adds to your workload . You can prepare in bulk, but you still have to be available for that increased flexibility for each student and in many cases, their parents, too! Of course, you have administrative mandates on top of your teaching mandates. Many teachers are left feeling like they’re being pulled in so many different directions from work and family. Working from home means we are constantly in the same world: live, work, and function in our homes. Best of all, teachers have the flexibility to try new things such as Digital Escape Rooms to help students think critically while at home.

Many students are sharing these feelings of being overwhelmed, and for some students, flexibility leads to more problems than benefits.

Your students live by routine. The majority of our lives are carved by routine even as adults. For young, developing minds, flexibility means a lack of control. Instead of completing work at an alternative time, some students are not completing work at all. For those students, flexibility means they are not accessing materials, and for many, there is no guidance at home that helps them understand deadlines. Flexibility often removes the expectation of responsibility, and we are seeing that with distance learning.

Pros: Distractions

You are faced with distractions daily: other teachers, administrators, students, meetings. There are so many distractions. Now, you are able to be at home with your family. It’s so nice to be able to use the bathroom when you need to go. The reality is that our families are also distractions, but they’re the distractions we love. 

For students, the distractions can be less at home.

Consider all the distractions in front of students in a building: friends, bullies, status. There are factors in the building that most teachers do not think about daily. Your students do. When asked what the best thing about distance learning was, one student (Wyatt Brandon, freshman, 15 with special needs) said, “Safety. I don’t have to worry about bullies.” Despite a world of love and support, your students are faced with distractions daily at school. Distance learning gives them an opportunity to feel safe from others and safe from distractions.

Cons: Distractions

As much as we love our own families, they can be a distraction. So are the mound of dishes and the pile of laundry staring at us, pleading to be cleaned. These distractions can include doing what we love over what we need to complete. It’s hard to stay motivated to do something when other things are distracting you.

Students are also struggling with distractions of their own. Think about the kid who sits in the front of every physical classroom. They zone out everything behind them. Even the kid who sits in the back only has to see everything in front of them. With distance learning, distractions are everywhere especially in the online meeting platforms like Zoom or Google Meet. These platforms can be difficult for students. They sit in front of a screen that requires more focus and attention than a traditional environment, and there are so many distractions on and off-screen. For example, seeing all aspects of everyone on screen, keeping up with who is talking, trying to figure out the technology, and everything outside the screen at home can be difficult. Factor in any technical issues and student motivation can decline. Distractions are a large factor in why distance learning isn’t for everyone.

Pros: Access

Much like flexibility, access is a benefit to distance learning. Access to technology is beneficial for students, but it’s nice for teachers to have access to so many tools. You have access to almost anything as long as you have an internet connection and an internet-enabled device.

Many students have access to tools as well. Today’s students are being introduced to forms of technology that they can use throughout their academic careers and into their career fields . Distance learning is preparing them for their futures.

Cons: Access

As teachers, we tend to put our own needs at the end or off the list. Therefore, our own access may be limited. Who has the money to buy a laptop with a nice camera, great audio, and an amazing processor to be used in a secluded office? Not all teachers have access to the technology that is needed for distance learning. Additionally, some may struggle with their own spaces.

As we all know, student equity and student equality are not distributed fairly. Some of your students struggle with access to physiological and safety needs, so their educational needs are often the last priority. They may not have devices or know how to use them. If a student is trying to access online platforms at the same time a parent may be for his or her job, the bandwidth becomes an issue. If you have more than 3 people streaming at the same time, for example, distance learning can become very difficult.

Pros: Communication

Distance learning also gives teachers multiple methods of communication. In a school, students physically have to find their teacher, and parents are left trying to figure out when and how to contact us around their busy schedules. With distance learning, emails and course platforms like Google Classroom , Seesaw, or Canvas are readily used, giving teachers and students multiple platforms to communicate. Additionally, the chatter of student-to-student communication is almost completely eliminated.

Like you, your students are able to access multiple forms of communication to contact their teachers. Distance learning gives your students the opportunity to practice communication techniques that they will use for the rest of their lives. Professional communication begins with distance learning.

Cons: Communication

Although distance learning gives parents and students multiple methods of communication, it can be a bit overwhelming at times. Some parents are overcommunicating while others are virtually silent. For some of us, we have to track all of those pieces of communication no matter how big or how small. And we all know how information can be misinterpreted online.

Some students feel overwhelmed with the communication from teachers while others are underwhelmed and haven’t heard much from teachers. If you are a student’s favorite teacher, and that student has heard from other teachers but not from you, that student is going to miss you and your communication. Some teachers are only available at certain times, which works well for organization but not well from those students who are accessing materials at odd times/hours. Distance learning can be difficult for a student who is struggling with communication.

Pros: Organization

You have many tools to help you stay organized and focused in your classroom. You can outline projects step-by-step, and with distance learning, you constantly have a place to point back to, confirming that it was in the instructions.

Students also have more flexibility with their organization through distance learning. Most teachers have met that kid who never writes anything down, throws all papers away on the way out of the classroom, and generally has no regard for organization. That kid will thrive in the hands-off nature of DL.

Cons: Organization

You work so hard on your classroom to get it organized and to practice procedures at the beginning of the school year. With distance learning, you have to completely reconfigure that organization and those procedures. And unless you get to go back to your school to retrieve items, you may be left without the materials you need.

The chief complaints among students are that instructions are not clear enough and some schools are allowing teacher freedom on platforms, which means too many different platforms. If three teachers use Google Classroom and three teachers use Canvas, it’s difficult for a student to navigate between those two platforms. Some students struggle to follow instructions, so without clear-cut instructions and similar platforms, they can easily become overwhelmed with distance learning.

Distance learning is a great platform for those who are prepared to deal with glitches and inconsistencies. But without that preparation, it’s difficult to buy into the benefits of distance learning. How do you feel about distance learning? Is distance learning working for you and your students?

For off-line programs, try ESL Directory – The most comprehensive ESL Program Listing online

Want more like this?

Get new posts by email, recent posts.

• ConverSolo to Provide AI Language Learning Tools to Quebec Colleges and University– A First of its Kind AI Application in Higher Learning
• Virtual Writing Tutor Membership Plan Options
• Automated Essay Scoring Moodle Plugin
• 30 conversation questions to ask a traveler or a voice-enabled chatbot
• Inflation for ESL students
• Improve Writing
• What’s my English level?
• Automatically Scored Emails
• ESL Strategies: Flashcards
• Applied Linguistics at Concordia University

Enjoy this blog? Please spread the word :)

• Digital Marketing
• Facebook Marketing
• Instagram Marketing
• Ecommerce Marketing
• Content Marketing
• Data Science Certification
• Machine Learning
• Artificial Intelligence
• Data Analytics
• Graphic Design
• Adobe Illustrator
• Web Designing
• UX UI Design
• Interior Design
• Front End Development
• Back End Development Courses
• Business Analytics
• Entrepreneurship
• Supply Chain
• Financial Modeling
• Corporate Finance
• Project Finance
• Harvard University
• Stanford University
• Yale University
• Princeton University
• Duke University
• UC Berkeley
• Harvard University Executive Programs
• MIT Executive Programs
• Stanford University Executive Programs
• Oxford University Executive Programs
• Cambridge University Executive Programs
• Yale University Executive Programs
• Kellog Executive Programs
• CMU Executive Programs
• 45000+ Free Courses
• Free Certification Courses
• Free DigitalDefynd Certificate
• Free Harvard University Courses
• Free MIT Courses
• Free Excel Courses
• Free Google Courses
• Free Finance Courses
• Free Coding Courses
• Free Digital Marketing Courses

50 Pros and Cons of Online Learning [Deep Analysis] 

Online learning represents a transformative shift in educational paradigms, leveraging digital technology to provide accessible and flexible learning options. This modality has seen a surge in popularity, driven by a global recognition of its potential to transcend traditional educational boundaries. It enables people from various backgrounds to obtain quality education remotely, eliminating the constraints of geographical location. Despite its advantages, online learning also presents challenges, including the digital divide, reduced interpersonal interactions, and concerns about educational quality. This deep analysis aims to explore the 50 pros and cons of online learning, offering a comprehensive view of its impact and highlighting both the opportunities and hurdles it presents in the ever-evolving education landscape.

Pros of Online Learning  

Let’s delve into each pro of online learning to help students understand the topic more precisely:

1. Flexibility

Online learning provides flexibility, allowing students to study anytime and anywhere, accommodating the schedules of working individuals, parents, or those with irregular timings. This adaptability helps students manage their educational pursuits and other personal and professional responsibilities. It assists in organizing learning schedules around personal and professional commitments, reducing stress and enhancing the ability to balance educational needs with life and work responsibilities. For example, a working professional can integrate their studies into their routine by studying during evenings or weekends, making education feasible amidst a hectic schedule.

2. Accessibility

Accessibility in online learning, facilitated by just an internet connection, allows students from any geographic location to access quality education, thus eliminating distance and travel barriers. This feature is especially beneficial for those in rural or underserved areas. It helps by providing access to quality education regardless of one’s location, effectively removing geographical and physical barriers. This accessibility promotes equal learning opportunities and supports inclusive education, ensuring that students, irrespective of their location, can enroll in specialized programs offered by urban or even international institutions. For example, a learner from a remote area can register for specialized courses provided by universities located in major cities or abroad, broadening their educational and career prospects.

Related: How to Make Most of Online Learning?

3. Variety of Courses

Online platforms offer various courses across various fields and specialties, empowering students to engage with subjects that may not be locally available, ranging from advanced scientific courses to creative arts and languages. This diversity of offerings provides a broad spectrum of learning opportunities, enabling students to delve into different fields or concentrate on niche areas, thus enhancing their career prospects and personal development. For instance, an individual interested in rare languages can access specific online courses that are not available in their local area, facilitating specialized learning and exploration in their field of interest.

4. Pace Control

Students can progress through courses at a pace that aligns with their learning preferences and capabilities, allowing fast learners to accelerate their studies and those needing more time to proceed without pressure. This pacing flexibility helps students learn at a speed that suits their learning style, thereby improving comprehension and retention. It also minimizes frustration and maximizes the effectiveness of the learning process. For example, students facing difficulties with a complex math concept can take extra time to review and practice, ensuring they fully understand and master the material before moving on.

5. Cost-Effective

Online education typically incurs lower costs than traditional campus-based learning, with savings extending to commuting, accommodation, and often course materials, thus making education more financially accessible. This affordability helps reduce the financial burden of education, making it more achievable for a broader range of students. Reducing costs associated with online learning can also lessen student debt and alleviate financial stress. For example, students taking online courses often save on expenses related to commuting, textbooks, and campus facilities, contributing to the overall cost-effectiveness of their education.

Studying in a familiar and comfortable environment can reduce stress and improve concentration, thus enhancing the learning experience. This setup helps by allowing students to study in a preferred environment, leading to better focus and productivity. The additional benefits of personalized study conditions include an improved overall learning experience and increased satisfaction. For instance, students can create a quiet, personalized study space at home, tailored to their specific needs, free from the distractions often encountered in classroom settings, thereby fostering a more conducive learning atmosphere.

Related: Hybrid Learning vs Online Learning

7. Technology Skills

Navigating online learning platforms and tools can improve digital literacy, a crucial skill in today’s technology-driven world. This enhancement of digital literacy and technical skills is essential for the modern workforce, helping individuals become more competent and adaptable to technological advancements. The additional benefits include improved employability as individuals become more adept at using digital tools, making them more attractive to potential employers. An example is the regular use of learning management systems and online research tools, which prepares students for the technological demands of contemporary, tech-savvy workplaces.

8. Interactive Content

Online courses often include multimedia elements such as videos, interactive simulations, and quizzes, making learning more engaging and effective. This approach actively engages students, making learning more enjoyable and impactful. Including various multimedia elements caters to different learning styles and enhances information retention, offering a more dynamic and interactive educational experience. For instance, interactive simulations in an online science course enable students to experiment with concepts in a virtual lab setting, providing a hands-on experience that deepens their understanding and engagement with the material.

9. Global Perspective

Interacting with students and instructors worldwide in online learning contexts exposes learners to different viewpoints and cultures, enriching their educational experience and broadening their worldview. This exposure to international perspectives and cultural diversity enhances global awareness and understanding, which is increasingly important in today’s interconnected world. Such interactions prepare students for globalized careers and working in multicultural environments, equipping them with the skills to navigate diverse cultural dynamics. An example of this is engaging in collaborative projects with international peers, which can provide valuable insights into varied business practices and cultural norms, further enhancing the learning experience and preparing students for international professional interactions.

10. Self-Discipline and Responsibility

The self-directed nature of online learning fosters the development of crucial life skills such as time management, self-discipline, and personal responsibility. This environment helps cultivate personal skills like time management, self-motivation, and organizational abilities, which are beneficial in both personal and professional settings. For example, managing deadlines for multiple online courses teaches students to prioritize tasks and manage their time effectively. These skills honed through the self-regulatory demands of online education, are valuable assets that enhance an individual’s ability to navigate various aspects of life and career successfully.

Related: Reasons to Attend Regular College

11. Immediate Feedback

Many online courses offer instant feedback on quizzes and assignments, enabling students to comprehend their mistakes and learn from them quickly. This rapid feedback mechanism allows students to identify areas of weakness promptly and concentrate their efforts on improvement, thereby accelerating the learning process and facilitating the achievement of mastery. For instance, instant grading on online quizzes provides an immediate understanding of errors, allowing students to promptly correct and grasp the necessary concepts. This feature of online learning enhances the educational experience by providing timely insights into performance, thereby aiding in more efficient and effective learning.

12. Customizable Learning Environment

Online learners have the flexibility to create a study space that best suits their needs, from a quiet home office to a local café with headphones, enabling them to tailor their environment to their preferences, which improves concentration and efficiency. This personalization of the study space not only enhances comfort and personal well-being but also positively affects learning outcomes. For example, students can establish a quiet corner in their home equipped with all necessary study materials, crafting an ideal learning environment that fosters productivity and academic success. This adaptability in creating a conducive study setting is a significant advantage of online learning, allowing individuals to optimize their surroundings to support their learning process.

13. Accessibility for Disabled Individuals

Online education is notably more accessible for students with physical disabilities, providing customizable learning experiences and eliminating the need for physical travel. This accessibility ensures equal education opportunities, offering necessary accommodations and support and promoting inclusivity and equal opportunities in education. For example, online courses with features like closed captioning and adjustable text sizes cater to the needs of students with hearing or visual impairments, making learning more accessible.

14. Up-to-date Content

Digital courses can be easily updated to reflect the latest research, technology, and industry trends, ensuring that students receive the most current education. This constant updating keeps learners competitive and relevant in their fields, with courses in rapidly evolving sectors like digital marketing or cybersecurity swiftly incorporating the latest trends and technologies.

Related: Benefits of Online Learning for Working Executives

15. Resource Availability

The availability of resources is a significant benefit of online learning. Many materials, such as e-books, academic papers, and educational videos, are readily accessible, often at no additional cost. This access supports extensive research and a deeper understanding of subjects, with online libraries, journals, and videos greatly enriching students’ research and learning experiences.

16. Reduced Anxiety

For students who experience anxiety in traditional classroom settings, online learning offers a less intimidating environment, allowing them to engage more comfortably with the material. This less stressful and more controlled setting can lead to improved mental health and better academic performance, exemplified by the ease of participating in discussions via online forums compared to face-to-face interactions.

17. Learning Retention

Engaging multimedia content in online courses can significantly enhance memory and information retention, making learning more effective. Interactive elements like virtual reality can simulate real-world scenarios, deepening understanding and aiding recall, enhancing immediate learning and contributing to long-term retention of information.

18. Scalability

Scalability in online learning allows for accommodating many students, making education accessible to a broader audience, and overcoming the physical constraints of traditional classrooms. This scalability enables education delivery to many students, increasing the reach of educational programs and facilitating wider knowledge dissemination. For example, thousands of students can take a popular online course globally, unlike a traditional classroom with limited capacity.

19. Sustainable

Sustainability is a significant advantage of online learning, as it eliminates the need for daily commuting, making it more environmentally sustainable by reducing traffic congestion and lowering emissions. This approach reduces the carbon footprint associated with traditional campus-based education and supports environmental sustainability, aligning with green living practices. For instance, the online learning model significantly reduces travel-related carbon emissions, reducing the overall environmental impact.

Related: Reasons Why the Future of Education Is Online Learning

20. Career Advancement

Online courses offer career advancement opportunities by enabling working professionals to enhance their education and skills without interrupting their careers, thus supporting continuous professional development. This allows individuals to pursue further education while maintaining their career trajectory, enhancing their professional skills and knowledge, and remaining competitive in the job market. An example is an IT professional who can upskill by completing an online cybersecurity course, qualifying for higher-paying and more specialized roles.

21. Innovative Teaching Methods

Innovative teaching methods in online education, such as gamification, virtual reality simulations, and collaborative projects, enrich the learning experience. These methods introduce new and engaging ways of learning that accommodate diverse learning preferences and needs, making the educational process more dynamic and increasing student engagement and success rates. For instance, gamification can make learning more enjoyable and interactive, boosting participation and motivation.

22. Expert Access

Access to experts is a hallmark of online learning. Students can receive instruction from leading figures in various fields, ensuring access to high-quality education and insights, irrespective of their location. This access provides students with the opportunity to learn from top professionals and academics, offering high-caliber education and insights. For example, students can participate in online lectures or workshops led by renowned scholars or industry leaders, which would be inaccessible locally.

23. Networking Opportunities

Networking opportunities abound in online platforms, which often include forums, group projects, and social media connections, enabling students to network globally with peers and professionals. This networking facilitates global connections beneficial for collaborative learning and career development, expanding professional networks, and creating opportunities for future partnerships or employment. Through online courses, students can connect with industry experts and peers worldwide, potentially leading to job opportunities or collaborative projects.

24. Cultural Exchange

Cultural exchange in online courses allows students to interact with peers from different cultural backgrounds, enhancing cultural understanding and exchange. This interaction fosters cultural sensitivity and global awareness, contributing to personal development and preparing students for global work environments. In online settings, group projects can provide collaboration opportunities with peers from various countries, offering valuable insights into diverse cultures and work ethics.

25. Lifelong Learning

Online education supports lifelong learning by offering accessible educational opportunities for individuals at any career or life stage, thereby fostering continuous personal and professional growth. This facilitates ongoing education and skill development, enabling individuals to remain knowledgeable and adaptable throughout their careers. Online education promotes personal fulfillment and professional competitiveness in a rapidly evolving world, with professionals continuously updating their skills through online courses, workshops, and webinars to adapt to industry changes and advance their careers.

Related: Online Learning vs Classroom Learning

Cons of Online Learning

1. lack of social interaction.

Online learners often miss out on the social dynamics of a classroom, leading to potential isolation and reduced interpersonal skills. Overcoming this involves participating in online forums, virtual study groups, and social networks to build connections and engage in social learning.

2. Technology Dependence

The effectiveness of online education largely depends on reliable technology and internet access. To overcome potential barriers, securing access to the required technological resources and establishing contingency plans for technical setbacks is essential. This proactive approach ensures continuity in learning, minimizing disruptions caused by technological issues and maintaining a steady and productive online educational experience.

3. Self-Motivation Requirement

Online learning requires self-motivation and effective time management. To overcome these challenges, establish clear goals, develop a structured study schedule, and employ accountability mechanisms, such as regular check-ins with peers or mentors, to maintain progress and motivation throughout the learning process.

4. Limited Hands-On Experience

The challenge of limited hands-on experience in online learning, particularly in practical subjects, can be addressed by actively seeking supplementary practical opportunities. Engaging in internships, workshops, or lab work can provide real-world experience and hands-on skills that complement and enhance the online educational experience.

5. Screen Fatigue

Extended screen time can lead to eye strain and fatigue. Addressing this issue involves taking regular breaks, performing eye exercises, and creating an ergonomic workspace. These practices help alleviate discomfort and prevent fatigue, enhancing productivity and well-being during prolonged digital engagement. An optimal setup and routine can significantly improve the online learning experience and overall eye health.

6. Potential for Distractions

Home environments may present distractions, affecting concentration. Mitigating this requires establishing a dedicated study area and employing time management techniques to maintain focus and enhance productivity.

Related: EdTech vs eLearning: Key Differences

7. Technical Issues

Online learning is prone to technical problems. Addressing this necessitates honing troubleshooting abilities and consistently engaging with technical support to swiftly resolve issues and ensure a smooth learning experience.

8. Reduced Immediate Feedback

Delayed feedback in online learning can be addressed by students proactively requesting input and participating in platforms that offer immediate responses. By actively seeking evaluations and utilizing quick feedback tools, learners can enhance their understanding and adjust their study approach in real time, leading to a more effective and responsive educational experience.

9. Quality and Accreditation Concerns

The variability in online program quality can affect qualification recognition. Overcoming this involves researching and enrolling in accredited and reputable programs.

10. Limited Instructor Interaction

Limited interaction with instructors in online courses can be countered by students proactively reaching out through different communication methods for guidance. Engaging with teachers via emails, online office hours, and discussion forums can enhance the learning experience, ensuring students receive the mentorship and support they need to succeed in their online academic pursuits.

11. Cultural and Language Barriers

Online learning’s diversity can lead to communication challenges. Overcoming this involves using translation tools and engaging in cultural exchange programs.

12. Requires Strong Digital Literacy

Successful online learning demands proficient digital skills. These skills can be enhanced by attending digital literacy workshops, where participants can improve their technical abilities. Such educational programs equip learners with the expertise to navigate online platforms effectively, ensuring a more efficient and enriched learning experience. This proactive approach to skill development is crucial for optimizing the benefits of digital education.

Related: How to Network in an Online Training Program?

13. Assessment Challenges

Online assessments can pose challenges to integrity and fairness. Overcoming these involves advocating for transparent assessment methods and using online proctoring services.

14. Learning Style Mismatch

Online learning doesn’t accommodate every learning style, but this can be addressed by selecting online programs that provide a variety of teaching methods and materials. By choosing programs that cater to different preferences, such as visual, auditory, and kinesthetic learning styles, students can enhance their learning experience and outcomes, ensuring a more inclusive and adaptable educational environment.

15. Isolation from Campus Life

Online students often lack the campus experience, but this can be mitigated by participating in virtual activities or attending local events replicating campus life. Engaging in these experiences allows for social interaction, networking, and a sense of community, bridging the gap between online and traditional education environments and enhancing the educational journey.

16. Overreliance on Written Communication

Online learning often relies heavily on written communication. Enhancing communication with video calls and voice messages can overcome this.

17. Time Zone Conflicts

Time zone differences in international online courses can complicate scheduling. To overcome this, strategic planning and scheduling tools are essential for effective coordination. By utilizing these tools, students and instructors can synchronize their activities across different time zones, ensuring that everyone can participate in live sessions and collaborative projects. This enhances the overall learning experience and minimizes the inconvenience caused by geographical disparities.

18. Limited Career Services

Online students often face restricted access to career services. They should utilize online career resources and participate in virtual job fairs to mitigate this. These strategies provide access to career advice, networking opportunities, and potential job openings, effectively bridging the gap between online education and career development. Engaging with these resources can significantly enhance the career prospects of online learners.

19. Minimal Peer Learning

Online courses may reduce opportunities for peer interaction, which is vital for collaborative learning and networking. To counter this, students should actively form or become part of study groups and engage in online discussion forums. These platforms enable the exchange of ideas, enhance understanding through collective learning, and foster a sense of community, effectively bridging the gap in social interaction within the digital learning environment.

20. Lack of Accredited Programs

Accredited online programs are scarce in some fields. Overcoming this limitation requires diligent research to identify industry-recognized, accredited programs. Ensuring accreditation helps validate the quality and credibility of the online education received, aligning it with professional standards and enhancing career prospects.

21. Inadequate IT Support

Insufficient IT support can impede online learning, but overcoming this challenge requires familiarizing oneself with frequent technical problems and pinpointing available support resources. By understanding common technical difficulties and knowing where to seek assistance, students can navigate and resolve IT issues more effectively, ensuring a smoother and more uninterrupted online learning experience.

22. Course Completion Rates

Establishing personal milestones and actively participating in the course community can counter lower completion rates in online learning. Setting individual goals and interacting with peers and instructors creates a more engaging and accountable learning environment. This approach motivates students to persist through their courses, improving completion rates and fostering a sense of achievement and belonging within the online educational setting.

23. Perceptions of Legitimacy

Skepticism regarding the legitimacy of online qualifications exists. To counter this, selecting programs with reputable credentials and clearly articulating the rigor of online coursework can enhance their perceived value. Demonstrating the thoroughness and depth of online education helps gain recognition and respect for these qualifications.

24. Physical Health Concerns

Online learning’s sedentary nature can cause health problems. Mitigating these risks requires engaging in regular physical activities, using ergonomic furniture, and maintaining proper posture. These practices promote physical well-being, preventing the negative health impacts of prolonged sitting and screen time.

25. Emotional Well-being

The solitary aspect of online learning can affect mental well-being. To mitigate this, it’s crucial to lead a balanced lifestyle, cultivate social connections, and utilize mental health resources. Engaging in regular physical and social activities, establishing a support network, and seeking professional help when needed can alleviate the psychological challenges of online education, promoting a healthier, more supportive learning experience..

Exploring the 50 pros and cons of online learning reveals a complex picture where its advantages and disadvantages intertwine. Online education democratizes access to learning, offers flexibility, and tailors to diverse needs, yet encounters challenges like technology disparities, engagement difficulties, and questions of academic integrity. Advancing online learning requires a balanced strategy that amplifies its advantages while methodically mitigating its limitations. As we move forward, integrating innovative solutions, policy reforms, and continuous research will be crucial in enhancing the efficacy and experience of online education, ensuring it serves as a robust and inclusive platform for learners worldwide.

• How to Become a Fractional CIO? [2024]
• 10 Alternative Career Paths for a CEO [2024]

Team DigitalDefynd

We help you find the best courses, certifications, and tutorials online. Hundreds of experts come together to handpick these recommendations based on decades of collective experience. So far we have served 4 Million+ satisfied learners and counting.

Can Online Courses Help You Get a Job? [2024]

Online Education Market in Africa [Deep Analysis] [2024]

Online College Degree vs Regular College Degree: Pros and Cons [2024]

How to make your freemium course sell? [2024]

10 Reasons People Don’t Finish Online Courses [2024]

Class vs Course: What is the Difference? [2024]

• Entertainment
• Environment
• Information Science and Technology
• Social Issues

Home Essay Samples Education Distance Education

Exploring the Pros and Cons of Distance Learning

Table of contents, pros: accessibility and flexibility, pros: self-directed learning and skill development, cons: limited social interaction, cons: motivation and self-discipline, cons: technical challenges and inequity.

• Allen, I. E., & Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the United States. Babson Survey Group.
• Bates, A. W., & Sangrà, A. (2011). Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning. John Wiley & Sons.
• Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough. American Journal of Distance Education, 19(3), 133-148.
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE Review, 27.
• Zawacki-Richter, O., & Naidu, S. (2016). Mapping Research Trends from 35 Years of Publications in Distance Education. Distance Education, 37(3), 245-269.

*minimum deadline

Cite this Essay

To export a reference to this article please select a referencing style below

• Political Correctness
• Starting School Later
• College Students
• Handwriting
• Homeschooling
• Academic Performance

Related Essays

Need writing help?

You can always rely on us no matter what type of paper you need

*No hidden charges

100% Unique Essays

Absolutely Confidential

Money Back Guarantee

By clicking “Send Essay”, you agree to our Terms of service and Privacy statement. We will occasionally send you account related emails

You can also get a UNIQUE essay on this or any other topic

Thank you! We’ll contact you as soon as possible.

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• Review Article
• Published: 27 September 2021

Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap

• Sébastien Goudeau   ORCID: orcid.org/0000-0001-7293-0977 1 ,
• Camille Sanrey   ORCID: orcid.org/0000-0003-3158-1306 1 ,
• Arnaud Stanczak   ORCID: orcid.org/0000-0002-2596-1516 2 ,
• Antony Manstead   ORCID: orcid.org/0000-0001-7540-2096 3 &
• Céline Darnon   ORCID: orcid.org/0000-0003-2613-689X 2  

Nature Human Behaviour volume  5 ,  pages 1273–1281 ( 2021 ) Cite this article

115k Accesses

148 Citations

129 Altmetric

Metrics details

The COVID-19 pandemic has forced teachers and parents to quickly adapt to a new educational context: distance learning. Teachers developed online academic material while parents taught the exercises and lessons provided by teachers to their children at home. Considering that the use of digital tools in education has dramatically increased during this crisis, and it is set to continue, there is a pressing need to understand the impact of distance learning. Taking a multidisciplinary view, we argue that by making the learning process rely more than ever on families, rather than on teachers, and by getting students to work predominantly via digital resources, school closures exacerbate social class academic disparities. To address this burning issue, we propose an agenda for future research and outline recommendations to help parents, teachers and policymakers to limit the impact of the lockdown on social-class-based academic inequality.

Similar content being viewed by others

Large socio-economic, geographic and demographic disparities exist in exposure to school closures

Elementary school teachers’ perspectives about learning during the COVID-19 pandemic

Uncovering Covid-19, distance learning, and educational inequality in rural areas of Pakistan and China: a situational analysis method

The widespread effects of the COVID-19 pandemic that emerged in 2019–2020 have drastically increased health, social and economic inequalities 1 , 2 . For more than 900 million learners around the world, the pandemic led to the closure of schools and universities 3 . This exceptional situation forced teachers, parents and students to quickly adapt to a new educational context: distance learning. Teachers had to develop online academic materials that could be used at home to ensure educational continuity while ensuring the necessary physical distancing. Primary and secondary school students suddenly had to work with various kinds of support, which were usually provided online by their teachers. For college students, lockdown often entailed returning to their hometowns while staying connected with their teachers and classmates via video conferences, email and other digital tools. Despite the best efforts of educational institutions, parents and teachers to keep all children and students engaged in learning activities, ensuring educational continuity during school closure—something that is difficult for everyone—may pose unique material and psychological challenges for working-class families and students.

Not only did the pandemic lead to the closure of schools in many countries, often for several weeks, it also accelerated the digitalization of education and amplified the role of parental involvement in supporting the schoolwork of their children. Thus, beyond the specific circumstances of the COVID-19 lockdown, we believe that studying the effects of the pandemic on academic inequalities provides a way to more broadly examine the consequences of school closure and related effects (for example, digitalization of education) on social class inequalities. Indeed, bearing in mind that (1) the risk of further pandemics is higher than ever (that is, we are in a ‘pandemic era’ 4 , 5 ) and (2) beyond pandemics, the use of digital tools in education (and therefore the influence of parental involvement) has dramatically increased during this crisis, and is set to continue, there is a pressing need for an integrative and comprehensive model that examines the consequences of distance learning. Here, we propose such an integrative model that helps us to understand the extent to which the school closures associated with the pandemic amplify economic, digital and cultural divides that in turn affect the psychological functioning of parents, students and teachers in a way that amplifies academic inequalities. Bringing together research in social sciences, ranging from economics and sociology to social, cultural, cognitive and educational psychology, we argue that by getting students to work predominantly via digital resources rather than direct interactions with their teachers, and by making the learning process rely more than ever on families rather than teachers, school closures exacerbate social class academic disparities.

First, we review research showing that social class is associated with unequal access to digital tools, unequal familiarity with digital skills and unequal uses of such tools for learning purposes 6 , 7 . We then review research documenting how unequal familiarity with school culture, knowledge and skills can also contribute to the accentuation of academic inequalities 8 , 9 . Next, we present the results of surveys conducted during the 2020 lockdown showing that the quality and quantity of pedagogical support received from schools varied according to the social class of families (for examples, see refs. 10 , 11 , 12 ). We then argue that these digital, cultural and structural divides represent barriers to the ability of parents to provide appropriate support for children during distance learning (Fig. 1 ). These divides also alter the levels of self-efficacy of parents and children, thereby affecting their engagement in learning activities 13 , 14 . In the final section, we review preliminary evidence for the hypothesis that distance learning widens the social class achievement gap and we propose an agenda for future research. In addition, we outline recommendations that should help parents, teachers and policymakers to use social science research to limit the impact of school closure and distance learning on the social class achievement gap.

Economic, structural, digital and cultural divides influence the psychological functioning of parents and students in a way that amplify inequalities.

The digital divide

Unequal access to digital resources.

Although the use of digital technologies is almost ubiquitous in developed nations, there is a digital divide such that some people are more likely than others to be numerically excluded 15 (Fig. 1 ). Social class is a strong predictor of digital disparities, including the quality of hardware, software and Internet access 16 , 17 , 18 . For example, in 2019, in France, around 1 in 5 working-class families did not have personal access to the Internet compared with less than 1 in 20 of the most privileged families 19 . Similarly, in 2020, in the United Kingdom, 20% of children who were eligible for free school meals did not have access to a computer at home compared with 7% of other children 20 . In 2021, in the United States, 41% of working-class families do not own a laptop or desktop computer and 43% do not have broadband compared with 8% and 7%, respectively, of upper/middle-class Americans 21 . A similar digital gap is also evident between lower-income and higher-income countries 22 .

Second, simply having access to a computer and an Internet connection does not ensure effective distance learning. For example, many of the educational resources sent by teachers need to be printed, thereby requiring access to printers. Moreover, distance learning is more difficult in households with only one shared computer compared with those where each family member has their own 23 . Furthermore, upper/middle-class families are more likely to be able to guarantee a suitable workspace for each child than their working-class counterparts 24 .

In the context of school closures, such disparities are likely to have important consequences for educational continuity. In line with this idea, a survey of approximately 4,000 parents in the United Kingdom confirmed that during lockdown, more than half of primary school children from the poorest families did not have access to their own study space and were less well equipped for distance learning than higher-income families 10 . Similarly, a survey of around 1,300 parents in the Netherlands found that during lockdown, children from working-class families had fewer computers at home and less room to study than upper/middle-class children 11 .

Data from non-Western countries highlight a more general digital divide, showing that developing countries have poorer access to digital equipment. For example, in India in 2018, only 10.7% of households possessed a digital device 25 , while in Pakistan in 2020, 31% of higher-education teachers did not have Internet access and 68.4% did not have a laptop 26 . In general, developing countries lack access to digital technologies 27 , 28 , and these difficulties of access are even greater in rural areas (for example, see ref. 29 ). Consequently, school closures have huge repercussions for the continuity of learning in these countries. For example, in India in 2018, only 11% of the rural and 40% of the urban population above 14 years old could use a computer and access the Internet 25 . Time spent on education during school closure decreased by 80% in Bangladesh 30 . A similar trend was observed in other countries 31 , with only 22% of children engaging in remote learning in Kenya 32 and 50% in Burkina Faso 33 . In Ghana, 26–32% of children spent no time at all on learning during the pandemic 34 . Beyond the overall digital divide, social class disparities are also evident in developing countries, with lower access to digital resources among households in which parental educational levels were low (versus households in which parental educational levels were high; for example, see ref. 35 for Nigeria and ref. 31 for Ecuador).

Unequal digital skills

In addition to unequal access to digital tools, there are also systematic variations in digital skills 36 , 37 (Fig. 1 ). Upper/middle-class families are more familiar with digital tools and resources and are therefore more likely to have the digital skills needed for distance learning 38 , 39 , 40 . These digital skills are particularly useful during school closures, both for students and for parents, for organizing, retrieving and correctly using the resources provided by the teachers (for example, sending or receiving documents by email, printing documents or using word processors).

Social class disparities in digital skills can be explained in part by the fact that children from upper/middle-class families have the opportunity to develop digital skills earlier than working-class families 41 . In member countries of the OECD (Organisation for Economic Co-operation and Development), only 23% of working-class children had started using a computer at the age of 6 years or earlier compared with 43% of upper/middle-class children 42 . Moreover, because working-class people tend to persist less than upper/middle-class people when confronted with digital difficulties 23 , the use of digital tools and resources for distance learning may interfere with the ability of parents to help children with their schoolwork.

Unequal use of digital tools

A third level of digital divide concerns variations in digital tool use 18 , 43 (Fig. 1 ). Upper/middle-class families are more likely to use digital resources for work and education 6 , 41 , 44 , whereas working-class families are more likely to use these resources for entertainment, such as electronic games or social media 6 , 45 . This divide is also observed among students, whereby working-class students tend to use digital technologies for leisure activities, whereas their upper/middle-class peers are more likely to use them for academic activities 46 and to consider that computers and the Internet provide an opportunity for education and training 23 . Furthermore, working-class families appear to regulate the digital practices of their children less 47 and are more likely to allow screens in the bedrooms of children and teenagers without setting limits on times or practices 48 .

In sum, inequalities in terms of digital resources, skills and use have strong implications for distance learning. This is because they make working-class students and parents particularly vulnerable when learning relies on extensive use of digital devices rather than on face-to-face interaction with teachers.

The cultural divide

Even if all three levels of digital divide were closed, upper/middle-class families would still be better prepared than working-class families to ensure educational continuity for their children. Upper/middle-class families are more familiar with the academic knowledge and skills that are expected and valued in educational settings, as well as with the independent, autonomous way of learning that is valued in the school culture and becomes even more important during school closure (Fig. 1 ).

Unequal familiarity with academic knowledge and skills

According to classical social reproduction theory 8 , 49 , school is not a neutral place in which all forms of language and knowledge are equally valued. Academic contexts expect and value culture-specific and taken-for-granted forms of knowledge, skills and ways of being, thinking and speaking that are more in tune with those developed through upper/middle-class socialization (that is, ‘cultural capital’ 8 , 50 , 51 , 52 , 53 ). For instance, academic contexts value interest in the arts, museums and literature 54 , 55 , a type of interest that is more likely to develop through socialization in upper/middle-class families than in working-class socialization 54 , 56 . Indeed, upper/middle-class parents are more likely than working-class parents to engage in activities that develop this cultural capital. For example, they possess more books and cultural objects at home, read more stories to their children and visit museums and libraries more often (for examples, see refs. 51 , 54 , 55 ). Upper/middle-class children are also more involved in extra-curricular activities (for example, playing a musical instrument) than working-class children 55 , 56 , 57 .

Beyond this implicit familiarization with the school curriculum, upper/middle-class parents more often organize educational activities that are explicitly designed to develop academic skills of their children 57 , 58 , 59 . For example, they are more likely to monitor and re-explain lessons or use games and textbooks to develop and reinforce academic skills (for example, labelling numbers, letters or colours 57 , 60 ). Upper/middle-class parents also provide higher levels of support and spend more time helping children with homework than working-class parents (for examples, see refs. 61 , 62 ). Thus, even if all parents are committed to the academic success of their children, working-class parents have fewer chances to provide the help that children need to complete homework 63 , and homework is more beneficial for children from upper-middle class families than for children from working-class families 64 , 65 .

School closures amplify the impact of cultural inequalities

The trends described above have been observed in ‘normal’ times when schools are open. School closures, by making learning rely more strongly on practices implemented at home (rather than at school), are likely to amplify the impact of these disparities. Consistent with this idea, research has shown that the social class achievement gap usually greatly widens during school breaks—a phenomenon described as ‘summer learning loss’ or ‘summer setback’ 66 , 67 , 68 . During holidays, the learning by children tends to decline, and this is particularly pronounced in children from working-class families. Consequently, the social class achievement gap grows more rapidly during the summer months than it does in the rest of the year. This phenomenon is partly explained by the fact that during the break from school, social class disparities in investment in activities that are beneficial for academic achievement (for example, reading, travelling to a foreign country or museum visits) are more pronounced.

Therefore, when they are out of school, children from upper/middle-class backgrounds may continue to develop academic skills unlike their working-class counterparts, who may stagnate or even regress. Research also indicates that learning loss during school breaks tends to be cumulative 66 . Thus, repeated episodes of school closure are likely to have profound consequences for the social class achievement gap. Consistent with the idea that school closures could lead to similar processes as those identified during summer breaks, a recent survey indicated that during the COVID-19 lockdown in the United Kingdom, children from upper/middle-class families spent more time on educational activities (5.8 h per day) than those from working-class families (4.5 h per day) 7 , 69 .

Unequal dispositions for autonomy and self-regulation

School closures have encouraged autonomous work among students. This ‘independent’ way of studying is compatible with the family socialization of upper/middle-class students, but does not match the interdependent norms more commonly associated with working-class contexts 9 . Upper/middle-class contexts tend to promote cultural norms of independence whereby individuals perceive themselves as autonomous actors, independent of other individuals and of the social context, able to pursue their own goals 70 . For example, upper/middle-class parents tend to invite children to express their interests, preferences and opinions during the various activities of everyday life 54 , 55 . Conversely, in working-class contexts characterized by low economic resources and where life is more uncertain, individuals tend to perceive themselves as interdependent, connected to others and members of social groups 53 , 70 , 71 . This interdependent self-construal fits less well with the independent culture of academic contexts. This cultural mismatch between interdependent self-construal common in working-class students and the independent norms of the educational institution has negative consequences for academic performance 9 .

Once again, the impact of these differences is likely to be amplified during school closures, when being able to work alone and autonomously is especially useful. The requirement to work alone is more likely to match the independent self-construal of upper/middle-class students than the interdependent self-construal of working-class students. In the case of working-class students, this mismatch is likely to increase their difficulties in working alone at home. Supporting our argument, recent research has shown that working-class students tend to underachieve in contexts where students work individually compared with contexts where students work with others 72 . Similarly, during school closures, high self-regulation skills (for example, setting goals, selecting appropriate learning strategies and maintaining motivation 73 ) are required to maintain study activities and are likely to be especially useful for using digital resources efficiently. Research has shown that students from working-class backgrounds typically develop their self-regulation skills to a lesser extent than those from upper/middle-class backgrounds 74 , 75 , 76 .

Interestingly, some authors have suggested that independent (versus interdependent) self-construal may also affect communication with teachers 77 . Indeed, in the context of distance learning, working-class families are less likely to respond to the communication of teachers because their ‘interdependent’ self leads them to respect hierarchies, and thus perceive teachers as an expert who ‘can be trusted to make the right decisions for learning’. Upper/middle class families, relying on ‘independent’ self-construal, are more inclined to seek individualized feedback, and therefore tend to participate to a greater extent in exchanges with teachers. Such cultural differences are important because they can also contribute to the difficulties encountered by working-class families.

The structural divide: unequal support from schools

The issues reviewed thus far all increase the vulnerability of children and students from underprivileged backgrounds when schools are closed. To offset these disadvantages, it might be expected that the school should increase its support by providing additional resources for working-class students. However, recent data suggest that differences in the material and human resources invested in providing educational support for children during periods of school closure were—paradoxically—in favour of upper/middle-class students (Fig. 1 ). In England, for example, upper/middle-class parents reported benefiting from online classes and video-conferencing with teachers more often than working-class parents 10 . Furthermore, active help from school (for example, online teaching, private tutoring or chats with teachers) occurred more frequently in the richest households (64% of the richest households declared having received help from school) than in the poorest households (47%). Another survey found that in the United Kingdom, upper/middle-class children were more likely to take online lessons every day (30%) than working-class students (16%) 12 . This substantial difference might be due, at least in part, to the fact that private schools are better equipped in terms of online platforms (60% of schools have at least one online platform) than state schools (37%, and 23% in the most deprived schools) and were more likely to organize daily online lessons. Similarly, in the United Kingdom, in schools with a high proportion of students eligible for free school meals, teachers were less inclined to broadcast an online lesson for their pupils 78 . Interestingly, 58% of teachers in the wealthiest areas reported having messaged their students or their students’ parents during lockdown compared with 47% in the most deprived schools. In addition, the probability of children receiving technical support from the school (for example, by providing pupils with laptops or other devices) is, surprisingly, higher in the most advantaged schools than in the most deprived 78 .

In addition to social class disparities, there has been less support from schools for African-American and Latinx students. During school closures in the United States, 40% of African-American students and 30% of Latinx students received no online teaching compared with 10% of white students 79 . Another source of inequality is that the probability of school closure was correlated with social class and race. In the United States, for example, school closures from September to December 2020 were more common in schools with a high proportion of racial/ethnic minority students, who experience homelessness and are eligible for free/discounted school meals 80 .

Similarly, access to educational resources and support was lower in poorer (compared with richer) countries 81 . In sub-Saharan Africa, during lockdown, 45% of children had no exposure at all to any type of remote learning. Of those who did, the medium was mostly radio, television or paper rather than digital. In African countries, at most 10% of children received some material through the Internet. In Latin America, 90% of children received some remote learning, but less than half of that was through the internet—the remainder being via radio and television 81 . In Ecuador, high-school students from the lowest wealth quartile had fewer remote-learning opportunities, such as Google class/Zoom, than students from the highest wealth quartile 31 .

Thus, the achievement gap and its accentuation during lockdown are due not only to the cultural and digital disadvantages of working-class families but also to unequal support from schools. This inequality in school support is not due to teachers being indifferent to or even supportive of social stratification. Rather, we believe that these effects are fundamentally structural. In many countries, schools located in upper/middle-class neighbourhoods have more money than those in the poorest neighbourhoods. Moreover, upper/middle-class parents invest more in the schools of their children than working-class parents (for example, see ref. 82 ), and schools have an interest in catering more for upper/middle-class families than for working-class families 83 . Additionally, the expectation of teachers may be lower for working-class children 84 . For example, they tend to estimate that working-class students invest less effort in learning than their upper/middle-class counterparts 85 . These differences in perception may have influenced the behaviour of teachers during school closure, such that teachers in privileged neighbourhoods provided more information to students because they expected more from them in term of effort and achievement. The fact that upper/middle-class parents are better able than working-class parents to comply with the expectations of teachers (for examples, see refs. 55 , 86 ) may have reinforced this phenomenon. These discrepancies echo data showing that working-class students tend to request less help in their schoolwork than upper/middle-class ones 87 , and they may even avoid asking for help because they believe that such requests could lead to reprimands 88 . During school closures, these students (and their families) may in consequence have been less likely to ask for help and resources. Jointly, these phenomena have resulted in upper/middle-class families receiving more support from schools during lockdown than their working-class counterparts.

Psychological effects of digital, cultural and structural divides

Despite being strongly influenced by social class, differences in academic achievement are often interpreted by parents, teachers and students as reflecting differences in ability 89 . As a result, upper/middle-class students are usually perceived—and perceive themselves—as smarter than working-class students, who are perceived—and perceive themselves—as less intelligent 90 , 91 , 92 or less able to succeed 93 . Working-class students also worry more about the fact that they might perform more poorly than upper/middle-class students 94 , 95 . These fears influence academic learning in important ways. In particular, they can consume cognitive resources when children and students work on academic tasks 96 , 97 . Self-efficacy also plays a key role in engaging in learning and perseverance in the face of difficulties 13 , 98 . In addition, working-class students are those for whom the fear of being outperformed by others is the most negatively related to academic performance 99 .

The fact that working-class children and students are less familiar with the tasks set by teachers, and less well equipped and supported, makes them more likely to experience feelings of incompetence (Fig. 1 ). Working-class parents are also more likely than their upper/middle-class counterparts to feel unable to help their children with schoolwork. Consistent with this, research has shown that both working-class students and parents have lower feelings of academic self-efficacy than their upper/middle-class counterparts 100 , 101 . These differences have been documented under ‘normal’ conditions but are likely to be exacerbated during distance learning. Recent surveys conducted during the school closures have confirmed that upper/middle-class families felt better able to support their children in distance learning than did working-class families 10 and that upper/middle-class parents helped their children more and felt more capable to do so 11 , 12 .

Pandemic disparity, future directions and recommendations

The research reviewed thus far suggests that children and their families are highly unequal with respect to digital access, skills and use. It also shows that upper/middle-class students are more likely to be supported in their homework (by their parents and teachers) than working-class students, and that upper/middle-class students and parents will probably feel better able than working-class ones to adapt to the context of distance learning. For all these reasons, we anticipate that as a result of school closures, the COVID-19 pandemic will substantially increase the social class achievement gap. Because school closures are a recent occurrence, it is too early to measure with precision their effects on the widening of the achievement gap. However, some recent data are consistent with this idea.

Evidence for a widening gap during the pandemic

Comparing academic achievement in 2020 with previous years provides an early indication of the effects of school closures during the pandemic. In France, for example, first and second graders take national evaluations at the beginning of the school year. Initial comparisons of the results for 2020 with those from previous years revealed that the gap between schools classified as ‘priority schools’ (those in low-income urban areas) and schools in higher-income neighbourhoods—a gap observed every year—was particularly pronounced in 2020 in both French and mathematics 102 .

Similarly, in the Netherlands, national assessments take place twice a year. In 2020, they took place both before and after school closures. A recent analysis compared progress during this period in 2020 in mathematics/arithmetic, spelling and reading comprehension for 7–11-year-old students within the same period in the three previous years 103 . Results indicated a general learning loss in 2020. More importantly, for the 8% of working-class children, the losses were 40% greater than they were for upper/middle-class children.

Similar results were observed in Belgium among students attending the final year of primary school. Compared with students from previous cohorts, students affected by school closures experienced a substantial decrease in their mathematics and language scores, with children from more disadvantaged backgrounds experiencing greater learning losses 104 . Likewise, oral reading assessments in more than 100 school districts in the United States showed that the development of this skill among children in second and third grade significantly slowed between Spring and Autumn 2020, but this slowdown was more pronounced in schools from lower-achieving districts 105 .

It is likely that school closures have also amplified racial disparities in learning and achievement. For example, in the United States, after the first lockdown, students of colour lost the equivalent of 3–5 months of learning, whereas white students were about 1–3 months behind. Moreover, in the Autumn, when some students started to return to classrooms, African-American and Latinx students were more likely to continue distance learning, despite being less likely to have access to the digital tools, Internet access and live contact with teachers 106 .

In some African countries (for example, Ethiopia, Kenya, Liberia, Tanzania and Uganda), the COVID-19 crisis has resulted in learning loss ranging from 6 months to more 1 year 107 , and this learning loss appears to be greater for working-class children (that is, those attending no-fee schools) than for upper/middle-class children 108 .

These findings show that school closures have exacerbated achievement gaps linked to social class and ethnicity. However, more research is needed to address the question of whether school closures differentially affect the learning of students from working- and upper/middle-class families.

Future directions

First, to assess the specific and unique impact of school closures on student learning, longitudinal research should compare student achievement at different times of the year, before, during and after school closures, as has been done to document the summer learning loss 66 , 109 . In the coming months, alternating periods of school closure and opening may occur, thereby presenting opportunities to do such research. This would also make it possible to examine whether the gap diminishes a few weeks after children return to in-school learning or whether, conversely, it increases with time because the foundations have not been sufficiently acquired to facilitate further learning 110 .

Second, the mechanisms underlying the increase in social class disparities during school closures should be examined. As discussed above, school closures result in situations for which students are unevenly prepared and supported. It would be appropriate to seek to quantify the contribution of each of the factors that might be responsible for accentuating the social class achievement gap. In particular, distinguishing between factors that are relatively ‘controllable’ (for example, resources made available to pupils) and those that are more difficult to control (for example, the self-efficacy of parents in supporting the schoolwork of their children) is essential to inform public policy and teaching practices.

Third, existing studies are based on general comparisons and very few provide insights into the actual practices that took place in families during school closure and how these practices affected the achievement gap. For example, research has documented that parents from working-class backgrounds are likely to find it more difficult to help their children to complete homework and to provide constructive feedback 63 , 111 , something that could in turn have a negative impact on the continuity of learning of their children. In addition, it seems reasonable to assume that during lockdown, parents from upper/middle-class backgrounds encouraged their children to engage in practices that, even if not explicitly requested by teachers, would be beneficial to learning (for example, creative activities or reading). Identifying the practices that best predict the maintenance or decline of educational achievement during school closures would help identify levers for intervention.

Finally, it would be interesting to investigate teaching practices during school closures. The lockdown in the spring of 2020 was sudden and unexpected. Within a few days, teachers had to find a way to compensate for the school closure, which led to highly variable practices. Some teachers posted schoolwork on platforms, others sent it by email, some set work on a weekly basis while others set it day by day. Some teachers also set up live sessions in large or small groups, providing remote meetings for questions and support. There have also been variations in the type of feedback given to students, notably through the monitoring and correcting of work. Future studies should examine in more detail what practices schools and teachers used to compensate for the school closures and their effects on widening, maintaining or even reducing the gap, as has been done for certain specific literacy programmes 112 as well as specific instruction topics (for example, ecology and evolution 113 ).

Practical recommendations

We are aware of the debate about whether social science research on COVID-19 is suitable for making policy decisions 114 , and we draw attention to the fact that some of our recommendations (Table 1 ) are based on evidence from experiments or interventions carried out pre-COVID while others are more speculative. In any case, we emphasize that these suggestions should be viewed with caution and be tested in future research. Some of our recommendations could be implemented in the event of new school closures, others only when schools re-open. We also acknowledge that while these recommendations are intended for parents and teachers, their implementation largely depends on the adoption of structural policies. Importantly, given all the issues discussed above, we emphasize the importance of prioritizing, wherever possible, in-person learning over remote learning 115 and where this is not possible, of implementing strong policies to support distance learning, especially for disadvantaged families.

Where face-to face teaching is not possible and teachers are responsible for implementing distance learning, it will be important to make them aware of the factors that can exacerbate inequalities during lockdown and to provide them with guidance about practices that would reduce these inequalities. Thus, there is an urgent need for interventions aimed at making teachers aware of the impact of the social class of children and families on the following factors: (1) access to, familiarity with and use of digital devices; (2) familiarity with academic knowledge and skills; and (3) preparedness to work autonomously. Increasing awareness of the material, cultural and psychological barriers that working-class children and families face during lockdown should increase the quality and quantity of the support provided by teachers and thereby positively affect the achievements of working-class students.

In addition to increasing the awareness of teachers of these barriers, teachers should be encouraged to adjust the way they communicate with working-class families due to differences in self-construal compared with upper/middle-class families 77 . For example, questions about family (rather than personal) well-being would be congruent with interdependent self-construals. This should contribute to better communication and help keep a better track of the progress of students during distance learning.

It is also necessary to help teachers to engage in practices that have a chance of reducing inequalities 53 , 116 . Particularly important is that teachers and schools ensure that homework can be done by all children, for example, by setting up organizations that would help children whose parents are not in a position to monitor or assist with the homework of their children. Options include homework help groups and tutoring by teachers after class. When schools are open, the growing tendency to set homework through digital media should be resisted as far as possible given the evidence we have reviewed above. Moreover, previous research has underscored the importance of homework feedback provided by teachers, which is positively related to the amount of homework completed and predictive of academic performance 117 . Where homework is web-based, it has also been shown that feedback on web-based homework enhances the learning of students 118 . It therefore seems reasonable to predict that the social class achievement gap will increase more slowly (or even remain constant or be reversed) in schools that establish individualized monitoring of students, by means of regular calls and feedback on homework, compared with schools where the support provided to pupils is more generic.

Given that learning during lockdown has increasingly taken place in family settings, we believe that interventions involving the family are also likely to be effective 119 , 120 , 121 . Simply providing families with suitable material equipment may be insufficient. Families should be given training in the efficient use of digital technology and pedagogical support. This would increase the self-efficacy of parents and students, with positive consequences for achievement. Ideally, such training would be delivered in person to avoid problems arising from the digital divide. Where this is not possible, individualized online tutoring should be provided. For example, studies conducted during the lockdown in Botswana and Italy have shown that individual online tutoring directly targeting either parents or students in middle school has a positive impact on the achievement of students, particularly for working-class students 122 , 123 .

Interventions targeting families should also address the psychological barriers faced by working-class families and children. Some interventions have already been designed and been shown to be effective in reducing the social class achievement gap, particularly in mathematics and language 124 , 125 , 126 . For example, research showed that an intervention designed to train low-income parents in how to support the mathematical development of their pre-kindergarten children (including classes and access to a library of kits to use at home) increased the quality of support provided by the parents, with a corresponding impact on the development of mathematical knowledge of their children. Such interventions should be particularly beneficial in the context of school closure.

Beyond its impact on academic performance and inequalities, the COVID-19 crisis has shaken the economies of countries around the world, casting millions of families around the world into poverty 127 , 128 , 129 . As noted earlier, there has been a marked increase in economic inequalities, bringing with it all the psychological and social problems that such inequalities create 130 , 131 , especially for people who live in scarcity 132 . The increase in educational inequalities is just one facet of the many difficulties that working-class families will encounter in the coming years, but it is one that could seriously limit the chances of their children escaping from poverty by reducing their opportunities for upward mobility. In this context, it should be a priority to concentrate resources on the most deprived students. A large proportion of the poorest households do not own a computer and do not have personal access to the Internet, which has important consequences for distance learning. During school closures, it is therefore imperative to provide such families with adequate equipment and Internet service, as was done in some countries in spring 2020. Even if the provision of such equipment is not in itself sufficient, it is a necessary condition for ensuring pedagogical continuity during lockdown.

Finally, after prolonged periods of school closure, many students may not have acquired the skills needed to pursue their education. A possible consequence would be an increase in the number of students for whom teachers recommend class repetitions. Class repetitions are contentious. On the one hand, class repetition more frequently affects working-class children and is not efficient in terms of learning improvement 133 . On the other hand, accepting lower standards of academic achievement or even suspending the practice of repeating a class could lead to pupils pursuing their education without mastering the key abilities needed at higher grades. This could create difficulties in subsequent years and, in this sense, be counterproductive. We therefore believe that the most appropriate way to limit the damage of the pandemic would be to help children catch up rather than allowing them to continue without mastering the necessary skills. As is being done in some countries, systematic remedial courses (for example, summer learning programmes) should be organized and financially supported following periods of school closure, with priority given to pupils from working-class families. Such interventions have genuine potential in that research has shown that participation in remedial summer programmes is effective in reducing learning loss during the summer break 134 , 135 , 136 . For example, in one study 137 , 438 students from high-poverty schools were offered a multiyear summer school programme that included various pedagogical and enrichment activities (for example, science investigation and music) and were compared with a ‘no-treatment’ control group. Students who participated in the summer programme progressed more than students in the control group. A meta-analysis 138 of 41 summer learning programmes (that is, classroom- and home-based summer interventions) involving children from kindergarten to grade 8 showed that these programmes had significantly larger benefits for children from working-class families. Although such measures are costly, the cost is small compared to the price of failing to fulfil the academic potential of many students simply because they were not born into upper/middle-class families.

The unprecedented nature of the current pandemic means that we lack strong data on what the school closure period is likely to produce in terms of learning deficits and the reproduction of social inequalities. However, the research discussed in this article suggests that there are good reasons to predict that this period of school closures will accelerate the reproduction of social inequalities in educational achievement.

By making school learning less dependent on teachers and more dependent on families and digital tools and resources, school closures are likely to greatly amplify social class inequalities. At a time when many countries are experiencing second, third or fourth waves of the pandemic, resulting in fresh periods of local or general lockdowns, systematic efforts to test these predictions are urgently needed along with steps to reduce the impact of school closures on the social class achievement gap.

Bambra, C., Riordan, R., Ford, J. & Matthews, F. The COVID-19 pandemic and health inequalities. J. Epidemiol. Commun. Health 74 , 964–968 (2020).

Google Scholar  

Johnson, P, Joyce, R & Platt, L. The IFS Deaton Review of Inequalities: A New Year’s Message (Institute for Fiscal Studies, 2021).

Education: from disruption to recovery. https://en.unesco.org/covid19/educationresponse (UNESCO, 2020).

Daszak, P. We are entering an era of pandemics—it will end only when we protect the rainforest. The Guardian (28 July 2020); https://www.theguardian.com/commentisfree/2020/jul/28/pandemic-era-rainforest-deforestation-exploitation-wildlife-disease

Dobson, A. P. et al. Ecology and economics for pandemic prevention. Science 369 , 379–381 (2020).

Article   CAS   PubMed   Google Scholar  

Harris, C., Straker, L. & Pollock, C. A socioeconomic related ‘digital divide’ exists in how, not if, young people use computers. PLoS ONE 12 , e0175011 (2017).

Article   PubMed   PubMed Central   Google Scholar  

Zhang, M. Internet use that reproduces educational inequalities: evidence from big data. Comput. Educ. 86 , 212–223 (2015).

Article   Google Scholar  

Bourdieu, P. & Passeron, J. C. Reproduction in Education, Society and Culture (Sage, 1990).

Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S. & Covarrubias, R. Unseen disadvantage: how American universities’ focus on independence undermines the academic performance of first-generation college students. J. Pers. Soc. Psychol. 102 , 1178–1197 (2012).

Article   PubMed   Google Scholar  

Andrew, A. et al. Inequalities in children’s experiences of home learning during the COVID-19 lockdown in England. Fisc. Stud. 41 , 653–683 (2020).

Bol, T. Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel. Preprint at SocArXiv https://doi.org/10.31235/osf.io/hf32q (2020).

Cullinane, C. & Montacute, R. COVID-19 and Social Mobility. Impact Brief #1: School Shutdown (The Sutton Trust, 2020).

Bandura, A. Self-efficacy: toward a unifying theory of behavioral change. Psychol. Rev. 84 , 191–215 (1977).

Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G. & Hanson, J. Attitude, digital literacy and self efficacy: low-on effects for online learning behavior. Internet High. Educ. 29 , 91–97 (2016).

Robinson, L. et al. Digital inequalities 2.0: legacy inequalities in the information age. First Monday https://doi.org/10.5210/fm.v25i7.10842 (2020).

Cruz-Jesus, F., Vicente, M. R., Bacao, F. & Oliveira, T. The education-related digital divide: an analysis for the EU-28. Comput. Hum. Behav. 56 , 72–82 (2016).

Rice, R. E. & Haythornthwaite, C. In The Handbook of New Media (eds Lievrouw, L. A. & Livingstone S. M.), 92–113 (Sage, 2006).

Yates, S., Kirby, J. & Lockley, E. Digital media use: differences and inequalities in relation to class and age. Sociol. Res. Online 20 , 71–91 (2015).

Legleye, S. & Rolland, A. Une personne sur six n’utilise pas Internet, plus d’un usager sur trois manques de compétences numériques de base [One in six people do not use the Internet, more than one in three users lack basic digital skills] (INSEE Première, 2019).

Green, F. Schoolwork in lockdown: new evidence on the epidemic of educational poverty (LLAKES Centre, 2020); https://www.llakes.ac.uk/wp-content/uploads/2021/03/RP-67-Francis-Green-Research-Paper-combined-file.pdf

Vogels, E. Digital divide persists even as americans with lower incomes make gains in tech adoption (Pew Research Center, 2021); https://www.pewresearch.org/fact-tank/2021/06/22/digital-divide-persists-even-as-americans-with-lower-incomes-make-gains-in-tech-adoption/

McBurnie, C., Adam, T. & Kaye, T. Is there learning continuity during the COVID-19 pandemic? A synthesis of the emerging evidence. J. Learn. Develop. http://dspace.col.org/handle/11599/3720 (2020).

Baillet, J., Croutte, P. & Prieur, V. Baromètre du numérique 2019 [Digital barometer 2019] (Sourcing Crédoc, 2019).

Giraud, F., Bertrand, J., Court, M. & Nicaise, S. In Enfances de Classes. De l’inégalité Parmi les Enfants (ed. Lahire, B.) 933–952 (Seuil, 2019).

Ahamed, S. & Siddiqui, Z. Disparity in access to quality education and the digital divide (Ideas for India, 2020); https://www.ideasforindia.in/topics/macroeconomics/disparity-in-access-to-quality-education-and-the-digital-divide.html

Soomro, K. A., Kale, U., Curtis, R., Akcaoglu, M. & Bernstein, M. Digital divide among higher education faculty. Int. J. Educ. Tech. High. Ed. 17 , 21 (2020).

Meng, Q. & Li, M. New economy and ICT development in China. Inf. Econ. Policy 14 , 275–295 (2002).

Chinn, M. D. & Fairlie, R. W. The determinants of the global digital divide: a cross-country analysis of computer and internet penetration. Oxf. Econ. Pap. 59 , 16–44 (2006).

Lembani, R., Gunter, A., Breines, M. & Dalu, M. T. B. The same course, different access: the digital divide between urban and rural distance education students in South Africa. J. Geogr. High. Educ. 44 , 70–84 (2020).

Asadullah, N., Bhattacharjee, A., Tasnim, M. & Mumtahena, F. COVID-19, schooling, and learning (BRAC Institute of Governance & Development, 2020); https://bigd.bracu.ac.bd/wp-content/uploads/2020/06/COVID-19-Schooling-and-Learning_June-25-2020.pdf

Asanov, I., Flores, F., McKenzie, D., Mensmann, M. & Schulte, M. Remote-learning, time-use, and mental health of Ecuadorian high-school students during the COVID-19 quarantine. World Dev. 138 , 105225 (2021).

Kihui, N. Kenya: 80% of students missing virtual learning amid school closures—study. AllAfrica (18 May 2020); https://allafrica.com/stories/202005180774.html

Debenedetti, L., Hirji, S., Chabi, M. O. & Swigart, T. Prioritizing evidence-based responses in Burkina Faso to mitigate the economic effects of COVID-19: lessons from RECOVR (Innovations for Poverty Action, 2020); https://www.poverty-action.org/blog/prioritizing-evidence-based-responses-burkina-faso-mitigate-economic-effects-covid-19-lessons

Bosumtwi-Sam, C. & Kabay, S. Using data and evidence to inform school reopening in Ghana (Innovations for Poverty Action, 2020); https://www.poverty-action.org/blog/using-data-and-evidence-inform-school-reopening-ghana

Azubuike, O. B., Adegboye, O. & Quadri, H. Who gets to learn in a pandemic? Exploring the digital divide in remote learning during the COVID-19 pandemic in Nigeria. Int. J. Educ. Res. Open 2 , 100022 (2021).

Attewell, P. Comment: the first and second digital divides. Sociol. Educ. 74 , 252–259 (2001).

DiMaggio, P., Hargittai, E., Neuman, W. R. & Robinson, J. P. Social implications of the Internet. Annu. Rev. Sociol. 27 , 307–336 (2001).

Hargittai, E. Digital na(t)ives? Variation in Internet skills and uses among members of the ‘Net Generation’. Sociol. Inq. 80 , 92–113 (2010).

Iivari, N., Sharma, S. & Ventä-Olkkonen, L. Digital transformation of everyday life—how COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? Int. J. Inform. Manag. 55 , 102183 (2020).

Wei, L. & Hindman, D. B. Does the digital divide matter more? Comparing the effects of new media and old media use on the education-based knowledge gap. Mass Commun. Soc. 14 , 216–235 (2011).

Octobre, S. & Berthomier, N. L’enfance des loisirs [The childhood of leisure]. Cult. Études 6 , 1–12 (2011).

Education at a glance 2015: OECD indicators (OECD, 2015); https://doi.org/10.1787/eag-2015-en

North, S., Snyder, I. & Bulfin, S. Digital tastes: social class and young people’s technology use. Inform. Commun. Soc. 11 , 895–911 (2008).

Robinson, L. & Schulz, J. Net time negotiations within the family. Inform. Commun. Soc. 16 , 542–560 (2013).

Bonfadelli, H. The Internet and knowledge gaps: a theoretical and empirical investigation. Eur. J. Commun. 17 , 65–84 (2002).

Drabowicz, T. Social theory of Internet use: corroboration or rejection among the digital natives? Correspondence analysis of adolescents in two societies. Comput. Educ. 105 , 57–67 (2017).

Nikken, P. & Jansz, J. Developing scales to measure parental mediation of young children’s Internet use. Learn. Media Technol. 39 , 250–266 (2014).

Danic, I., Fontar, B., Grimault-Leprince, A., Le Mentec, M. & David, O. Les espaces de construction des inégalités éducatives [The areas of construction of educational inequalities] (Presses Univ. de Rennes, 2019).

Goudeau, S. Comment l'école reproduit-elle les inégalités? [How does school reproduce inequalities?] (Univ. Grenoble Alpes Editions/Presses Univ. de Grenoble, 2020).

Bernstein, B. Class, Codes, and Control (Routledge, 1975).

Gaddis, S. M. The influence of habitus in the relationship between cultural capital and academic achievement. Soc. Sci. Res. 42 , 1–13 (2013).

Lamont, M. & Lareau, A. Cultural capital: allusions, gaps and glissandos in recent theoretical developments. Sociol. Theory 6 , 153–168 (1988).

Stephens, N. M., Markus, H. R. & Phillips, L. T. Social class culture cycles: how three gateway contexts shape selves and fuel inequality. Annu. Rev. Psychol. 65 , 611–634 (2014).

Lahire, B. Enfances de classe. De l’inégalité parmi les enfants [Social class childhood. Inequality among children] (Le Seuil, 2019).

Lareau, A. Unequal Childhoods: Class, Race, and Family Life (Univ. of California Press, 2003).

Bourdieu, P. La distinction. Critique sociale du jugement [Distinction: a social critique of the judgement of taste] (Éditions de Minuit, 1979).

Bradley, R. H., Corwyn, R. F., McAdoo, H. P. & Garcia Coll, C. The home environments of children in the United States part I: variations by age, ethnicity, and poverty status. Child Dev. 72 , 1844–1867 (2001).

Blevins‐Knabe, B. & Musun‐Miller, L. Number use at home by children and their parents and its relationship to early mathematical performance. Early Dev. Parent. 5 , 35–45 (1996).

LeFevre, J. A. et al. Pathays to mathematics: longitudinal predictors of performance. Child Dev. 81 , 1753–1767 (2010).

Lareau, A. Home Advantage. Social Class and Parental Intervention in Elementary Education (Falmer Press, 1989).

Guryan, J., Hurst, E. & Kearney, M. Parental education and parental time with children. J. Econ. Perspect. 22 , 23–46 (2008).

Hill, C. R. & Stafford, F. P. Allocation of time to preschool children and educational opportunity. J. Hum. Resour. 9 , 323–341 (1974).

Calarco, J. M. A Field Guide to Grad School: Uncovering the Hidden Curriculum (Princeton Univ. Press, 2020).

Daw, J. Parental income and the fruits of labor: variability in homework efficacy in secondary school. Res. Soc. Strat. Mobil. 30 , 246–264 (2012).

Rønning, M. Who benefits from homework assignments? Econ. Educ. Rev. 30 , 55–64 (2011).

Alexander, K. L., Entwisle, D. R. & Olson, L. S. Lasting consequences of the summer learning gap. Am. Sociol. Rev. 72 , 167–180 (2007).

Cooper, H., Nye, B., Charlton, K., Lindsay, J. & Greathouse, S. The effects of summer vacation on achievement test scores: a narrative and meta-analytic review. Rev. Educ. Res. 66 , 227–268 (1996).

Stewart, H., Watson, N. & Campbell, M. The cost of school holidays for children from low income families. Childhood 25 , 516–529 (2018).

Pensiero, N., Kelly, A. & Bokhove, C. Learning inequalities during the Covid-19 pandemic: how families cope with home-schooling (University of Southampton, 2020); https://doi.org/10.5258/SOTON/P0025

Stephens, N. M., Markus, H. R. & Townsend, S. S. Choice as an act of meaning: the case of social class. J. Pers. Soc. Psychol. 93 , 814–830 (2007).

Kraus, M. W., Piff, P. K. & Keltner, D. Social class, sense of control, and social explanation. J. Pers. Soc. Psychol. 97 , 992–1004 (2009).

Dittmann, A. G., Stephens, N. M. & Townsend, S. S. Achievement is not class-neutral: working together benefits pople from working-class contexts. J. Pers. Soc. Psychol. 119 , 517–539 (2020).

Zimmerman, B. J. Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. Am. Educ. Res. J. 45 , 166–183 (2008).

Backer-Grøndahl, A., Nærde, A., Ulleberg, P. & Janson, H. Measuring effortful control using the children’s behavior questionnaire–very short form: modeling matters. J. Pers. Assess. 98 , 100–109 (2016).

Johnson, S. E., Richeson, J. A. & Finkel, E. J. Middle class and marginal? Socioeconomic status, stigma, and self-regulation at an elite university. J. Pers. Soc. Psychol. 100 , 838–852 (2011).

Størksen, I., Ellingsen, I. T., Wanless, S. B. & McClelland, M. M. The influence of parental socioeconomic background and gender on self-regulation among 5-year-old children in Norway. Early Educ. Dev. 26 , 663–684 (2015).

Brady, L. et al. 7 ways for teachers to truly connect with parents. Education Week (31 December 2020); https://www.edweek.org/leadership/opinion-7-ways-for-teachers-to-truly-connect-with-parents/2020/12

Montacute, R. Social mobility and Covid-19: implications of the Covid-19 crisis for educational inequality (Sutton Trust, 2020); https://dera.ioe.ac.uk/35323/2/COVID-19-and-Social-Mobility-1.pdf

Dorn, E., Hancock, B., Sarakatsannis, J. & Viruleg, E. COVID-19 and student learning in the United States: the hurt could last a lifetime (McKinsey & Company, 2020); https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-student-learning-in-the-united-states-the-hurt-could-last-a-lifetime

Parolin, Z. & Lee, E. K. Large socio-economic, geographic and demographic disparities exist in exposure to school closures. Nat. Hum. Behav. 5 , 522–528 (2021).

Saavedra, J. A silent and unequal education crisis. And the seeds for its solution (World Bank, 2021); https://blogs.worldbank.org/education/silent-and-unequal-education-crisis-and-seeds-its-solution

Murray, B., Domina, T., Renzulli, L. & Boylan, R. Civil society goes to school: parent–teacher associations and the equality of educational opportunity. Russell Sage Found. J. Soc. Sci. 5 , 41–63 (2019).

Calarco, J. M. Avoiding us versus them: how schools’ dependence on privileged ‘helicopter’ parents influences enforcement of rules. Am. Sociol. Rev. 85 , 223–246 (2020).

Rist, R. Student social class and teacher expectations: the self-fulfilling prophecy in ghetto education. Harv. Educ. Rev. 40 , 411–451 (1970).

Tobisch, A. & Dresel, M. Negatively or positively biased? Dependencies of teachers’ judgments and expectations based on students’ ethnic and social backgrounds. Soc. Psychol. Educ. 20 , 731–752 (2017).

Brantlinger, E. Dividing Classes: How the Middle-class Negotiates and Rationalizes School Advantage (Routledge, 2003).

Calarco, J. M. ‘I need help!’ Social class and children’s help-seeking in elementary school. Am. Sociol. Rev. 76 , 862–882 (2011).

Calarco, J. M. The inconsistent curriculum: cultural tool kits and student interpretations of ambiguous expectations. Soc. Psychol. Quart. 77 , 185–209 (2014).

Goudeau, S. & Cimpian, A. How do young children explain differences in the classroom? Implications for achievement, motivation, and educational equity. Perspect. Psychol. Sci. 16 , 533–552 (2021).

Croizet, J. C., Goudeau, S., Marot, M. & Millet, M. How do educational contexts contribute to the social class achievement gap: documenting symbolic violence from a social psychological point of view. Curr. Opin. Psychol. 18 , 105–110 (2017).

Goudeau, S. & Croizet, J.-C. Hidden advantages and disadvantages of social class: how classroom settings reproduce social inequality by staging unfair comparison. Psychol. Sci. 28 , 162–170 (2017).

Kudrna, L., Furnham, A. & Swami, V. The influence of social class salience on self-assessed intelligence. Soc. Behav. Personal. 38 , 859–864 (2010).

Wiederkehr, V., Darnon, C., Chazal, S., Guimond, S. & Martinot, D. From social class to self-efficacy: internalization of low social status pupils’ school performance. Soc. Psychol. Educ. 18 , 769–784 (2015).

Jury, M., Smeding, A., Court, M. & Darnon, C. When first-generation students succeed at university: on the link between social class, academic performance, and performance-avoidance goals. Contemp. Educ. Psychol. 41 , 25–36 (2015).

Jury, M., Quiamzade, A., Darnon, C. & Mugny, G. Higher and lower status individuals’ performance goals: the role of hierarchy stability. Motiv. Sci. 5 , 52–65 (2019).

Autin, F. & Croizet, J.-C. Improving working memory efficiency by reframing metacognitive interpretation of task difficulty. J. Exp. Psychol. Gen. 141 , 610–618 (2012).

Schmader, T., Johns, M. & Forbes, C. An integrated process model of stereotype threat effects on performance. Psychol. Rev. 115 , 336–356 (2008).

Usher, E. L. & Pajares, F. Self-efficacy for self-regulated learning: a validation study. Educ. Psychol. Meas. 68 , 443–463 (2008).

Bruno, A., Jury, M., Toczek-Capelle, M.-C. & Darnon, C. Are performance-avoidance goals always deleterious for academic achievement in college? The moderating role of social class. Soc. Psychol. Educ. 22 , 539–555 (2019).

Holloway, S. D. et al. Parenting self-efficacy and parental involvement: mediators or moderators between socioeconomic status and children’s academic competence in Japan and Korea? Res. Hum. Dev. 13 , 258–272 (2016).

Tazouti, Y. & Jarlégan, A. The mediating effects of parental self-efficacy and parental involvement on the link between family socioeconomic status and children’s academic achievement. J. Fam. Stud. 25 , 250–266 (2019).

Andreu, S. et al. Évaluations 2020, repères CP, CE1: premiers résultats [2020 assessments, first and second grades benchmarks: first results] (Ministère de l’Éducation nationale, de la Jeunesse et des Sports, 2020); https://www.education.gouv.fr/evaluations-2020-reperes-cp-ce1-premiers-resultats-307122

Engzell, P., Frey, A. & Verhagen, M. D. Learning loss due to school closures during the COVID-19 pandemic. Proc. Natl Acad. Sci. USA 118 , e2022376118 (2021).

Article   CAS   PubMed   PubMed Central   Google Scholar  

Maldonado, J. E. & De Witte, K. The effect of school closures on standardized student test outcomes (KU Leuven—Faculty of Economics and Business, 2020); https://limo.libis.be/primo-explore/fulldisplay?docid=LIRIAS3189074&context=L&vid=Lirias&search_scope=Lirias&tab=default_tab&lang=en_US

Domingue, B., Hough, H. J., Lang, D. & Yeatman, J. Changing patterns of growth in oral reading fluency during the COVID-19 pandemic (PACE, 2021); https://edpolicyinca.org/publications/changing-patterns-growth-oral-reading-fluency-during-covid-19-pandemic

Dorn, E., Hancock, B., Sarakatsannis, J. & Viruleg, E. COVID-19 and learning loss—disparities grow and students need help (McKinsey & Company, 2020); https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help

Angrist, N. et al. Building back better to avert a learning catastrophe: estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery. Int. J. Educ. Dev. 84 , 102397 (2021).

Reddy, V., Soudien, C. & Winnaar, L. Disrupted learning during COVID-19: the impact of school closures on education outcomes in South Africa (The Conversation, 2020); https://theconversation.com/impact-of-school-closures-on-education-outcomes-in-south-africa-136889

Entwisle, D. R. & Alexander, K. L. Summer setback: race, poverty, school composition, and mathematics achievement in the first two years of school. Am. Sociol. Rev. 57 , 72–84 (1992).

Kieffer, M. J. Catching up or falling behind? Initial English proficiency, concentrated poverty, and the reading growth of language minority learners in the United States. J. Educ. Psychol. 100 , 851–868 (2008).

Calarco, J. M., Horn, I. & Chen, G. A. ‘You need to be more responsible’: how math homework operates as a status-reinforcing process in school. Preprint at SocArXiv https://doi.org/10.31235/osf.io/xf96q (2020).

Kaiper-Marquez, A. et al. On the fly: adapting quickly to emergency remote instruction in a family literacy program. Int. Rev. Educ. 66 , 1–23 (2020).

Barton, D. C. Impacts of the COVID‐19 pandemic on field instruction and remote teaching alternatives: results from a survey of instructors. Ecol. Evol. 10 , 12499–12507 (2020).

Article   PubMed Central   Google Scholar  

IJzerman, H. et al. Use caution when applying behavioural science to policy. Nat. Hum. Behav. 4 , 1092–1094 (2020).

Taylor, J. & Mallery, J. In person and online learning go together (Stanford Institute for Economic Policy Research, 2020); https://siepr.stanford.edu/research/publications/person-and-online-learning-go-together

Dietrichson, J., Bøg, M., Filges, T. & Klint Jørgensen, A. M. Academic interventions for elementary and middle school students with low socioeconomic status: a systematic review and meta-analysis. Rev. Educ. Res. 87 , 243–282 (2017).

Núñez, J. C. et al. Teachers’ feedback on homework, homework-related behaviors, and academic achievement. J. Educ. Res. 108 , 204–216 (2015).

Singh, R. et al. In Artificial Intelligence in Education (eds Biswas, G.et al.) 328–336 (Springer Berlin Heidelberg, 2011).

Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S. & Hyde, J. S. Helping parents to motivate adolescents in mathematics and science: an experimental test of a utility-value intervention. Psychol. Sci. 23 , 899–906 (2012).

Jeynes, W. A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Educ. 47 , 706–742 (2012).

Mol, S. E., Bus, A. G., De Jong, M. T. & Smeets, D. J. Added value of dialogic parent–child book readings: a meta-analysis. Early Educ. Dev. 19 , 7–26 (2008).

Angrist, N., Bergman, P. & Matsheng, M. School’s out: experimental evidence on limiting learning loss using “low-tech” in a pandemic (National Bureau of Economic Research, 2021); https://www.nber.org/papers/w28205

Carlana, M. & La Ferrara, E. Apart but connected: online tutoring and student outcomes during the COVID-19 pandemic (Institute of Labor Economics, 2021); http://hdl.handle.net/10419/232846

Pagan, S. & Sénéchal, M. Involving parents in a summer book reading program to promote reading comprehension, fluency, and vocabulary in grade 3 and grade 5 children. Can. J. Educ. 37 , 1–31 (2014).

Sénéchal, M. & LeFevre, J. A. Parental involvement in the development of children’s reading skill: a five‐year longitudinal study. Child Dev. 73 , 445–460 (2002).

Starkey, P. & Klein, A. Fostering parental support for children’s mathematical development: an intervention with Head Start families. Early Educ. Dev. 11 , 659–680 (2000).

Buheji, M. et al. The extent of Covid-19 pandemic socio-economic impact on global poverty: a global integrative multidisciplinary review. Am. J. Econ. 10 , 213–224 (2020).

The world economy on a tightrope (OECD, 2020); http://www.oecd.org/economic-outlook/june-2020/

Martin, A., Markhvida, M., Hallegatte, S. & Walsh, B. Socio-economic impacts of COVID-19 on household consumption and poverty. Econ. Disasters Clim. Change 4 , 453–479 (2020).

Jetten, J., Mols, F. & Selvanathan, H. P. How economic inequality fuels the rise and persistence of the Yellow Vest movement. Int. Rev. Soc. Psychol. 33 , 2 (2020).

Wilkinson, R. G. & Pickett, K. E. Income inequality and social dysfunction. Annu. Rev. Sociol. 35 , 493–511 (2009).

Sommet, N., Morselli, D. & Spini, D. Income inequality affects the psychological health of only the people facing scarcity. Psychol. Sci. 29 , 1911–1921 (2018).

Hattie, J. Visible Learning: A Synthesis of over 800 Meta-analyses Relating to Achievement (Routledge, 2008).

Cooper, H., Charlton, K., Valentine, J. C., Muhlenbruck, L. & Borman, G. D. Making the most of summer school: a meta-analytic and narrative review. Monogr. Soc. Res. Child 65 , 1–127 (2000).

Heyns, B. Schooling and cognitive development: is there a season for learning? Child Dev. 58 , 1151–1160 (1987).

McCombs, J. S., Augustine, C. H. & Schwartz, H. L. Making Summer Count: How Summer Programs can Boost Children’s Learning (Rand Education, 2011).

Borman, G. D. & Dowling, N. M. Longitudinal achievement effects of multiyear summer school: evidence from the teach Baltimore randomized field trial. Educ. Eval. Policy 28 , 25–48 (2006).

Kim, J. S. & Quinn, D. M. The effects of summer reading on low-income children’s literacy achievement from kindergarten to grade 8: a meta-analysis of classroom and home interventions. Rev. Educ. Res. 83 , 386–431 (2013).

Download references

Acknowledgements

We thank G. Reis for editing the figure. The writing of this manuscript was supported by grant ANR-19-CE28-0007–PRESCHOOL from the French National Research Agency (S.G.).

Author information

Authors and affiliations.

Université de Poitiers, CNRS, CeRCA, Centre de Recherches sur la Cognition et l’Apprentissage, Poitiers, France

Sébastien Goudeau & Camille Sanrey

Université Clermont Auvergne, CNRS, LAPSCO, Laboratoire de Psychologie Sociale et Cognitive, Clermont-Ferrand, France

Arnaud Stanczak & Céline Darnon

School of Psychology, Cardiff University, Cardiff, UK

Antony Manstead

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Sébastien Goudeau .

Ethics declarations

Competing interests.

The authors declare no competing interests.

Additional information

Peer review information Nature Human Behaviour thanks Daniele Checchi and the other, anonymous, reviewer(s) for their contribution to the peer review of this work.

Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Cite this article.

Goudeau, S., Sanrey, C., Stanczak, A. et al. Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap. Nat Hum Behav 5 , 1273–1281 (2021). https://doi.org/10.1038/s41562-021-01212-7

Download citation

Received : 15 March 2021

Accepted : 06 September 2021

Published : 27 September 2021

Issue Date : October 2021

DOI : https://doi.org/10.1038/s41562-021-01212-7

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

This article is cited by

Socioeconomic inequalities in psychosocial well-being among adolescents under the covid-19 pandemic: a cross-regional comparative analysis in hong kong, mainland china, and the netherlands.

• Gary Ka-Ki Chung
• Xiaoting Liu
• Roger Yat-Nork Chung

Social Psychiatry and Psychiatric Epidemiology (2024)

Digital gender gaps in Students’ knowledge, attitudes and skills: an integrative data analysis across 32 Countries

• Diego G. Campos
• Ronny Scherer

Education and Information Technologies (2024)

Microlearning as a Concept to Optimize Integrated Services for Racially/Ethnically Diverse Families of Autistic Children

• Zhiwen Xiao
• Sandra Vanegas

Journal of Developmental and Physical Disabilities (2024)

The ethicality of the COVID-19 response in children and adolescents

• Fiona McNicholas

Irish Journal of Medical Science (1971 -) (2024)

Health-related quality of life of young refugees in Germany during the COVID-19 pandemic: comparisons to non-refugees and pre-pandemic times

• Johanna Braig
• Pia Schmees
• Heike Eschenbeck

Current Psychology (2024)

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Sign up for the Nature Briefing newsletter — what matters in science, free to your inbox daily.

• Coronavirus

Pros and Cons of Distance Learning Argumentative Essay

On March 13th, 2020 at the end of the day, schools announced that in-person will be suspended due to Covid-19. The school district decided schools would resume. However, it would take place through online learning. I agree that in-person learning is the best option. As a result, there have been so many negative effects since we moved to distance learning. Distance learning has adversely impacted students from a lack of motivation, mental health issues, and procrastination on assignments. 

Distance learning makes it difficult to keep motivated when you're usually on your own and there's a lack of communication. For instance, You wouldn't get as much help online as you would in-person. Teachers would drive us to do better in school if we were physically there. That is the root of inspiration. Teachers supported us, and we received the assistance we needed. Doing work without inspiration is highly difficult for students. 

Distance learning enables one to procrastinate on tasks even more quickly. For instance, students are making their own environment, which means they are at ease with their own house. We have a lot of distractions at home, which makes it difficult for us to concentrate at school. Ultimately, online material is more difficult to grasp. We can audibly see how these are the underlying causes of procrastination and people face these problems on a regular basis.  

Many people, on the other hand, believe that they have more independence and fewer restrictions online than they do in person. This is particularly valid in recognition of the way that most students are falling behind on assignments and earning low grades. Teachers have been assigning students twice the amount of work. Students stay up all night in order to finish them on time. 

Based on all that has been said, distance learning has proved to be unsuccessful for us, and schools must re-open. There are several disadvantages after nearly a year of distance learning. It's hard to be excited about distance learning because you're always on your own and there's a lack of interaction. Distance learning worsens our procrastination on assignments. This is important because it leads to stress, anxiety, and depression. To improve this society, the schools should resume in-person as it will be of great benefit because you can work at your own pace, school is the best quiet space environment, inspiration, and performing better.

Related Samples

• Why Students Deserve a Better Grade Essay Example
• The Smallest Living Organism:  Three Ways the Corona Virus Impacted the World Essay Example
• Cyberbullying Prevention in Schools Essay Example
• Foreign Language in Schools Essay Example
• Benefits of Homework Essay Sample
• Personal Narrative Essay: Where I Found The Desire For Higher Education
• Disadvantages of Remote Learning Essay Example
• The Impact of COVID-19 on Education Essay Example
• Technology in the Classroom Essay Example
• The Need for an Effective Agenda Essay Example

Didn't find the perfect sample?

You can order a custom paper by our expert writers

Distance-Learning Modalities in Education Essay

Introduction, pros and cons of selected modalities.

Distance education relates to an instruction delivery modality where learning occurs between the educator and students who are geographically isolated from each other during the learning process. Distance learning modalities include off-site satellite classes, video conferencing and teleconferencing, web-based instruction, and faculty-supervised clinical experiences, including internships. This study focuses on satellite campuses and videoconferencing and teleconferencing modalities. It provides a comprehensive listing of these modalities’ benefits and drawbacks, as well as a detailed comparison between them, and describes outcomes related to distance learning’s efficacy.

Satellite Campuses

Satellite campuses relate to programs that provide the curriculum in part or whole on off-campus locations from the parent organization. Studies associate satellite campuses with several advantages; first, it promotes interpersonal communication between students and faculty and improves cultural diversity. Second, it enhances learners’ experiences and opportunities, including campus choices, small class sizes at off-site campuses, and flexibility in viewing lecturers (Keating, 2014). Third, it allows dual-degree options and the opportunity to utilize and adopt distance education technologies. Fourth, off-site campuses can help increase student enrolment in the program, especially those from underrepresented regions. Ultimately, this modality has been associated with cost-related efficiencies, including the need for fewer faculty members and resource sharing.

Researchers also associate this modality with several cons; first, locating qualified off-site faculty to teach a specific subject content since they should be oriented to the curricula to ensure integrity. Finding faculty with the necessary expertise is difficult; therefore, parent campuses need an additional course coordinator to ensure the course’s integrity. Second, additional resources are required to implement or develop distant satellite campuses. Third, satellite campuses frequently lose students to the parent campus (Keating, 2014). Fourth, this modality has been linked with probable incongruence between the courses’ implementation in the curriculum due to the lack of interaction amid faculty and staff within the home campus. Fifth, since it depends on part-time faculty, institutional commitment is low. Lastly, satellite campuses must limit program offerings to reduce the risks of the program’s cost becoming unsustainable.

Videoconferencing and Teleconferencing

Teleconferencing and videoconferencing demand the installation of dedicated classrooms capable of sending and receiving digital information both off-site and on-site. This modality has been linked with several benefits; first, it allows real-time interactions between faculty and students. Next, faculty members can introduce guest speakers and live events in class without taking them to those events (Keating, 2014). The curriculum can be delivered to a large audience, increasing the chances of the curriculum’s integrity is maintained. It also reduces travel expenses and the costs for program mounting and maintenance. Additionally, success rates are high for institutions with sufficient institutional capabilities and support (Keating, 2014). Lastly, partnerships are mutually beneficial for educational institutions and healthcare organizations aiming to increase professional development or continuing education.

There several drawbacks linked to videoconferencing and teleconferencing; first, it requires specialized equipment and tools for class delivery, making education expensive. Second, institutions with limited reception and connectivity may miss out on live interactions. Third, it requires close monitoring from an expert to enhance implementation and compliance to sponsoring agency’s priority rights. Ultimately, this modality requires faculty with specialized expertise in different teaching media to ensure its success as an instructional delivery methodology.

Analysis and Comparison

Satellite Campuses incorporate face-face interactions and videoconferencing, and web-based instruction to instruct students. However, videoconferencing and teleconferencing involve delivering curriculum content via classrooms that can receive and send digital data. Both modalities allow face-to-face interaction, although satellite campus interactions are physical while that videoconferencing is online. They emphasize interaction and didactic relationships between faculty and students (Keating, 2014). The parent campus plays an integral role in the seamless implementation of the program in both modalities. Moreover, in satellite campuses, part of the classes is conducted on-site at the parent campus. Similarly, videoconferencing can also be delivered in on-site classes. Both modalities’ parent campus is responsible for ensuring course integrity and that the curriculum satisfies their educational goals.

Outcome Description Related to Teaching and Learning Effectiveness and Student and Faculty Satisfaction

Distance learning (DL) is associated with positive learning outcomes and student and faculty satisfaction. Berndt et al. (2017) showed that rural health practitioners and class facilitators were highly satisfied with distance learning strategies in professional development. Al-Balas et al. (2020) also supported this notion that distance learning improves learning outcomes. The study showed the approach provides students with educational autonomy and facilitates access to a broader range of learning resources. Another survey by Tomaino et al. (2021) demonstrated that DL produced positive educational outcomes in students with severe developmental and behavioral needs. The study participants showed positive progress in achieving their academic goals when they were engaged in DL. Tomaino et al. (2021) revealed that using audio, video, computers, and the internet increased parental engagement in students’ education. The DL helped the parents assess their children’s academic ability and learn how to effectively manage their disabilities and challenging behaviors with the instructor’s help.

DL is also cost-effective and can lead to cost-savings related to travel time. Rotimi et al. (2017) report that web-based programs make learning cheaper and are viable alternatives to face-to-face classes. Berndt et al. (2017) revealed that DL reduced healthcare providers’ travel time and costs (learners). Therefore, it can be surmised that DL can reduce travel costs for learners. Another aspect that stood out in Berndt et al. (2017) study is that face-to-face learning does not result in better outcomes than DL. The study showed that distance education produces better learning outcomes irrespective of delivery modes (Berndt et al., 2018). Learning outcomes were measured using learners’ knowledge and satisfaction scores.

However, it is essential to note that distance learning does not always result in high satisfaction levels unless certain conditions are fulfilled. Al-Balas et al. (2020) showed that medical students have negative perceptions of distance learning and were unsatisfied with it. The participants’ negative perception and dissatisfaction with distance learning emanated from their past experiences with the program. The students revealed that most distance-learning faculty were uncooperative and generally preferred the traditional approach. This revelation confirms Keating’s (2017) assertion that a critical weakness of distance learning is the lack of faculty commitment. Approximately 55.2% of the students also believed that other medical students would not commit to DL programs (Al-Balas et al., 2020). Satisfaction with DL was strongly connected to student’s experiences and interactions with the program’s faculty. Therefore, institutions should implement strategies to enhance both faculty and students’ reception of the program. On a positive note, 75.5% of the study participants preferred the blended education approach (mix of distance learning and on-site classes) (Al-Balas et al., 2020). This preference should encourage the integration of distance learning modalities with the traditional learning style.

Technological advancements in the education sector allow both learners and faculty members to easily access, collect, evaluate, and disseminate knowledge and relevant data. Learning communities have currently evolved from conventional classrooms to e-learning settings. Students converge or connect in a virtual surrounding to solve issues, exchange ideas, develop new meanings, and explore alternatives. There are various distance learning modalities, including teleconferencing and videoconferencing and satellite campuses. These methodologies have been associated with significant benefits and drawbacks.

Al-Balas, M., Al-Balas, H. I., Jaber, H. M., Obeidat, K., Al-Balas, H., Aborajooh, E. A., Al-Taher, R., & Al-Balas, B. (2020). Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: Current situation, challenges, and perspectives . BMC Medical Education , 20 , 1–7. Web.

Berndt, A., Murray, C. M., Kennedy, K., Stanley, M. J., & Gilbert-Hunt, S. (2017). Effectiveness of distance learning strategies for continuing professional development (CPD) for rural allied health practitioners: A systematic review. BMC Medical Education , 17 , 1–13. Web.

Keating, S. B. (2014). Curriculum development and evaluation in nursing (3 rd ed.). Springer Publishing.

Rotimi, O., Orah, N., Shaaban, A., Daramola, A. O., & Abdulkareem, F. B. (2017). Remote teaching of histopathology using scanned slides via skype between the United Kingdom and Nigeria . Archives of Pathology & Laboratory Medicine , 141 (2), 298–300. Web.

Tomaino, M. A. E., Greenberg, A. L., Kagawa-Purohit, S. A., Doering, S. A., & Miguel, E. S. (2021). An assessment of the feasibility and effectiveness of distance learning for students with severe developmental disabilities and high behavioral needs. Behavior Analysis in Practice , 1 (1), 1–16. Web.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2022, August 24). Distance-Learning Modalities in Education. https://ivypanda.com/essays/distance-learning-modalities-in-education/

"Distance-Learning Modalities in Education." IvyPanda , 24 Aug. 2022, ivypanda.com/essays/distance-learning-modalities-in-education/.

IvyPanda . (2022) 'Distance-Learning Modalities in Education'. 24 August.

IvyPanda . 2022. "Distance-Learning Modalities in Education." August 24, 2022. https://ivypanda.com/essays/distance-learning-modalities-in-education/.

1. IvyPanda . "Distance-Learning Modalities in Education." August 24, 2022. https://ivypanda.com/essays/distance-learning-modalities-in-education/.

Bibliography

IvyPanda . "Distance-Learning Modalities in Education." August 24, 2022. https://ivypanda.com/essays/distance-learning-modalities-in-education/.

• Communication and Its Role in Organization
• Controlling the Offsite Storage
• Social Interactions Through the Virtual Video Modality
• Hillgrove High School Data Profile
• Collective Efficacy Action Plan at Highschool X
• Purpose of Human Resource Management in the UAE Public School
• The Plight of Mexican American Students in US Public School System
• A Comparison of Colonial and Modern Institutions of Higher Education

Press ESC to close

Advantages and Disadvantages of Online Learning: IELTS Writing Task 2 Topic

You must write at least 250 words for IELTS Writing Task 2. You will be given a topic and evaluated on your abilities to answer by expressing and defending your viewpoint, explaining the topic, summarising facts, describing challenges, identifying potential alternatives, and illustrating what you write with explanations, claims, and specific examples from your own expertise or experience.

Today we will read about a very popular topic “Advantages and disadvantages of online learning essay”.

So, let’s get started.

IELTS Writing Task 2 Topic: Advantages and Disadvantages of Online Classes

Let us help you in your IELTS writing preparation with an interesting and informative topic. Read all the 3 sample answers and learn how to approach a topic in different ways.

Advantages and Disadvantages of Online Classes Sample Answer One for IELTS Writing Task 2

Online teaching and learning have grown in popularity among students in recent times, and this is viewed differently by different learners. Many students see this as a helpful learning tool, although others believe it is not as successful as classroom instruction. This article would explore the benefits and drawbacks of digital education.

Also Read: Importance of Art in Society: IELTS Essay Sample for IELTS Writing Task 2 Explained for Band 8

Advantages of Online Classes Essay

Students who study online have more flexibility in their schedules and spend less money on their education. They will study their desired courses and subjects at their own pace. This is a fantastic opportunity for learners to learn new skills and expand their experience while remaining in the comfort of their own home. For example, a Nepali student seeking an Australian degree in business administration does not need to travel to Australia; he can train and complete the course while remaining at home. As a result, distance learning is both cost-effective and time-efficient.

Disadvantages of Studying Online

That being said, online classes offer more emphasis on the analytical aspect of learning and there is less instructor and student contact. It ignores realistic learning elements and encourages passive learning. It is clear that students perceive it to be less successful than classroom instruction. According to a new survey, a larger percentage of students considered classroom instruction to be much more successful than digital education.

Conclusion: Merits and Demerits of Online Teaching

In conclusion, the ever-increasing availability of digital education has gained traction among young adults for many years and is viewed as helpful by many and less successful by others. The focus should be placed on its efficacy in order to identify it as the most cost-effective learning method other than classroom instruction.

Advantages and Disadvantages of Online Classes Sample Answer Two for IELTS Writing Task 2

Recently, the course has grown in popularity, resulting in more excellent learning options for students. While this movement may have some benefits, it may also have some risks and challenges as a result. Both sides of learning will be addressed in more detail in the following chapters. On the one hand, distance education has certain benefits. For starters, the simplicity of distance learning is essential.

Also Read: IELTS Essay in Writing Task 2: Here’s How to Organize it Well

There is no time constraint and the online classroom and teacher are (theoretically) accessible 24 hours a day, 7 days a week. As a result, students will stick to their schedules without impacting their learning outcomes.

Second, the advantage of learning is that it saves resources. Tuition at online schools is often smaller than at conventional universities. Building repairs, grounds maintenance, food service, class accessories, and other expenses that impact the cost of credits are not needed.

Learners, on the other hand, may suffer from a number of disadvantages of simulated learning. To continue, students can encounter technical issues, which can have a variety of implications.

Furthermore, some students are not equipped with the good internet access that online courses necessitate, and therefore fall behind their simulated classmates: poor monitors find it difficult to obey the course Management.

The system, as well as their learning process, becomes troublesome. Another downside to digital education is the scarcity of accreditation and the poor standard of instruction. The growing demand for digital education has resulted in an uncontrollable proliferation of colleges, including some unregulated schools, and there is no way to check the content of all courses. As a consequence, illegal organisations can con several students out of money.

Finally, online education can be helpful in terms of scheduling flexibility and reduced tuition. However, immersive learning has some drawbacks, including poor student conditions and a lack of quality control over classes.

Advantages and Disadvantages of Online Classes Sample Answer Three for IELTS Writing Task 2

These days, online learning is becoming increasingly popular. Many conventional colleges began to make their classes available for free. It represents a simple and convenient way to gain expertise in almost any area, from law and accounting to social sciences such as sociology, anthropology, and history. Digital education is a fantastic alternative to conventional universities, particularly for people who do not have the time or resources to attend traditional universities. So what are the benefits and drawbacks of online learning?

Also Read: Opinion Essay for IELTS: How to Plan and Write a Perfect Opinion Essay?

While many people still believe that traditional colleges are the only way to gain expertise and obtain a diploma, digital education has proven to be an excellent option. Students should study on their own time, and particularly for free. It is an excellent way to learn a variety of subjects while still increasing self-motivation. Online learning is so successful because students can complete their assignments easily, leaving more time for hobbies or job search.

Access to all of the opportunities of a typical course allows learners to practise wherever they are, giving them the opportunity to prepare wherever they choose. An individual may attend various courses with only an Internet connection. Students’ accountability and self-discipline are among the benefits of digital learning.

Limitations of Online Learning

An individual can only learn properly in a small group. Learners learn at school how to make new friends, be polite, deal with failure, and, most importantly, compete. Competition among colleagues can be very exciting, and students can learn greatly from it. Human contact is not possible for digital learning.

Another drawback is that online classes cannot handle the thousands of students who attempt to participate in debates. Furthermore, if digital education is intended for disciplines that need preparation, it can be challenging.

Conclusion of Studying Online

Finally, digital education can be seen as a supplement to and expansion to traditional ways of learning. Even the best online course cannot completely substitute physical interaction with an instructor or the human connections formed in a group. As a result, standard classes can not be replaced by digital learning.

Any essay can be satisfactory if addressed correctly. It is critical to remember in IELTS writing that each type of essay necessitates a different approach. In the case of an ‘advantage and disadvantage’ essay, a mixture of solid structure and appropriate data is a game-changer. As a result, in order to achieve a 9 band in your exam, you must devote some time to planning and structuring your essay.

If you need more assistance on this, you can simply visit IELTS Ninja .

Also Read: How to Write Agree and Disagree Essays in IELTS? Tips to Write the Perfect Essay

One Comment

Thank you for providing the advantages and disadvantages of the online learning, but many prefer online learning over self study, what do you think about it?

Leave a Reply Cancel reply

Share Article:

About the Author

Madhurjya chowdhury.

Madhurjya Chowdhury, a web content writer in Ufaber EduTech has a very strong passion for writing and alluring the readers. You can find him writing articles for the betterment of exam aspirants and children. With immense interest in research-based content writing and copywriting, he likes to reach out to more and more people with his creative writing style. On the other side, he is an Electronics and Communication Engineer from LPU, Jalandhar. In his leisure time, he likes to play badminton or read about space discoveries. Apart from this, he is a pro gamer on PC, PS and Mobile gaming platforms.

You might also like

Describe Something Important that has been Kept in Your Family: A Cue Card Sample Topic for IELTS Speaking

How to Use an IELTS Calculator? Calculate Your Overall IELTS Exam Score

What is a Good IELTS Score? Is 7.5 a Good IELTS Score? Here’s All You Need to Know

Other stories, describe a tall building in your city you like or dislike: a speaking test cue card, ielts advantage outweigh disadvantage essay questions: sample questions for ielts exam 2021.