online learning essay thesis

Essays About Online Learning: Top 6 Examples And Prompts

If you are writing essays about online learning, you can start by reading some essay examples and prompts in this article. 

People often regard online learning as kids stuck at home, glued to their devices. However, there is so much more to it than this simplistic concept. Many parents may see it as an “easy way out” for students to slack off on their studies while still passing their classes, but online learning has not reached its full potential yet. 

It has dramatically impacted how education is handled globally, for better or worse. It has forced teachers to take on extra work , while students say it has helped reduce their stress levels. It is undoubtedly a contentious topic. 

If you need help writing an essay about online learning, here are some essay examples you can use for inspiration.

1. Disabled Students Urge Universities To Make Online Learning More Accessible by Lucia Posteraro

2. why are more and more students taking online classes by perry mullins, 3. the benefits of online learning: 7 advantages of online degrees by kelsey miller, 4. why is online learning important by clare scott, 5. is online learning as effective as face-to-face learning by kelli wilkins, 6. i’m a high school student. i don’t want online learning to end. by rory selinger, prompts on essays about online learning, 1. how has online learning affected you, 2. compare and contrast online and in-person classes., 3. what can you learn from an online setup, 4. what is the future of online learning, 5. which is better- online or face-to-face learning, 6. can online learning be sustained long-term.

“Autism may hinder the ability to follow complex conversations, especially with background noise – but Charli’s lectures did not have subtitles. Moreover, extensions for group projects were too short for her extenuating circumstances.’

Posteraro tells the stories of students who want online learning to be more accessible. For example, Charli, a student with autism, was greatly affected by the transition from in-person to online classes during the COVID-19 pandemic. Unfortunately, online learning has not catered to her special needs, so she urges schools to take action to make online education more inclusive. You might also be interested in these essays about knowledge .

“The result of taking online classes is that students who take them become more proficient and comfortable with using computers. Students can learn to connect with one another online and with information in meaningful and useful ways. With that said more and more students are taking online classes because it’s the best way to save money work at your own pace and not have to be stressed about going to class.”

In his essay, Mullins discusses why more students prefer online learning. First, it lessens expenses, as students learn from the comfort of their rooms. Second, it helps students avert the fear of talking to strangers face-to-face, helping them communicate better. 

“It’s clear, then, that learning online helps prepare professionals for this shift toward online work. Below, explore what online courses entail, explore seven key benefits, and get the advice you need to determine if online courses are right for you.”

Miller briefly explains what online learning is, then proceeds to discuss its advantages. These include a self-paced schedule, improved communication, and new technical skills. However, he reminds readers that everyone is different; regardless of the benefits, they should only choose online learning if they believe it will work for them.

“Boil it right down and the answer is simple: change is constant. You must move with it. The true beauty of online learning is that it lends itself perfectly to your lifestyle. By its very nature, it can fit around you. Also, no longer are we taught how to do a job, it’s usually a case of figuring it out for yourself—and that’s where online learning can amplify your skills.”

Scott presents the importance of online learning. Similar to Miller, she mentions self-paced, giving students new skills. However, the most important lesson is that change is constant. Online learning exemplifies this precept, and these skills help us move along.

“While both ways of learning have advantages and disadvantages, what is more effective is based off of the student themselves. Students can weigh the costs and benefits between online learning and face-to-face learning. They can decide for themselves what would be best for them. Online learning can be as effective as face-to-face learning if the student is committed to putting their time and effort to study alone.”

Wilkins questions the notion that online learning is inferior to a face-to-face classes. She begins by listing the benefits of online classes, including comfort and easier schedules, as with Miller and Scott. However, she also mentions its disadvantages, such as the possibility of students being distracted and a lack of bonding between classmates. But, of course, it’s all up to the student in the end: they should decide which type of education they prefer.

“One thing I hope people now realize is that education is not a one-size-fits-all model. While the self-disciplined nature of remote learning is not for everyone, it has allowed students like me to flourish unimpeded by the challenges presented by typical classroom settings.”

A 14-year-old student, Selinger wishes to continue her education online as schools return to physical classes amid the pandemic. She discusses the relief she feels from the lack of peer pressure, judgment, and a rigorous schedule. Controlling your study schedule relieves students of pressure, and Selinger believes this is optimal for success. She believes online learning opens a path to be better rather than to “return to normal.”

In this essay, you can write about your experience of online learning. Whether you have had online coursework from school or college or taken an online course for your own interests, we’ve all had some experience learning online. Discuss how you benefited from online learning and the challenges you faced. For a compelling essay, conduct interviews to back up your experience by showing others who felt the same way.

Create an exciting comparative essay between online and in-person learning. You can compare and contrast the experiences and show the positives and negatives of each. Start by making a list or Venn diagram, and organize your essay. Include the structure, advantages, and disadvantages of each method of learning. 

Online learning can teach you some skills to succeed in the real world. In this essay, write about the unique skills you can gain from online learning. Perhaps you learn valuable IT skills, virtual note-taking, and basic administrative skills. Then, look into how these skills can benefit you in future studies or when trying to step into a new career path. 

We have barely scratched the surface of technology. In this essay, look to the future and imagine how online education will look. Then, research up-and-coming online learning technologies and see what will come next. Will the development of more online learning technology benefit students? Look into this exciting topic for an engaging discussion.

For this topic, writing an excellent argumentative essay is easy. First, from research and your own experience, list the benefits and downsides of each type of learning and determine which is more effective. Then, you can use Google and the essay examples above to support your argument.  

Online learning is most commonly used for students who are ill or during situations such as a global pandemic. It is meant to be temporary; however, can schools stick to a completely-online method of instruction? Include some advantages and disadvantages of online learning in your essay.

Tip: If writing an essay sounds like a lot of work, simplify it. Write a simple 5 paragraph essay instead.

If you’re still stuck, check out our general resource of essay writing topics .

Martin is an avid writer specializing in editing and proofreading. He also enjoys literary analysis and writing about food and travel.

View all posts

Advertisement

The effects of online education on academic success: A meta-analysis study

• Published: 06 September 2021
• Volume 27 , pages 429–450, ( 2022 )

Cite this article

• Hakan Ulum   ORCID: orcid.org/0000-0002-1398-6935 1  

78k Accesses

26 Citations

11 Altmetric

Explore all metrics

The purpose of this study is to analyze the effect of online education, which has been extensively used on student achievement since the beginning of the pandemic. In line with this purpose, a meta-analysis of the related studies focusing on the effect of online education on students’ academic achievement in several countries between the years 2010 and 2021 was carried out. Furthermore, this study will provide a source to assist future studies with comparing the effect of online education on academic achievement before and after the pandemic. This meta-analysis study consists of 27 studies in total. The meta-analysis involves the studies conducted in the USA, Taiwan, Turkey, China, Philippines, Ireland, and Georgia. The studies included in the meta-analysis are experimental studies, and the total sample size is 1772. In the study, the funnel plot, Duval and Tweedie’s Trip and Fill Analysis, Orwin’s Safe N Analysis, and Egger’s Regression Test were utilized to determine the publication bias, which has been found to be quite low. Besides, Hedge’s g statistic was employed to measure the effect size for the difference between the means performed in accordance with the random effects model. The results of the study show that the effect size of online education on academic achievement is on a medium level. The heterogeneity test results of the meta-analysis study display that the effect size does not differ in terms of class level, country, online education approaches, and lecture moderators.

Avoid common mistakes on your manuscript.

1 Introduction

Information and communication technologies have become a powerful force in transforming the educational settings around the world. The pandemic has been an important factor in transferring traditional physical classrooms settings through adopting information and communication technologies and has also accelerated the transformation. The literature supports that learning environments connected to information and communication technologies highly satisfy students. Therefore, we need to keep interest in technology-based learning environments. Clearly, technology has had a huge impact on young people's online lives. This digital revolution can synergize the educational ambitions and interests of digitally addicted students. In essence, COVID-19 has provided us with an opportunity to embrace online learning as education systems have to keep up with the rapid emergence of new technologies.

Information and communication technologies that have an effect on all spheres of life are also actively included in the education field. With the recent developments, using technology in education has become inevitable due to personal and social reasons (Usta, 2011a ). Online education may be given as an example of using information and communication technologies as a consequence of the technological developments. Also, it is crystal clear that online learning is a popular way of obtaining instruction (Demiralay et al., 2016 ; Pillay et al., 2007 ), which is defined by Horton ( 2000 ) as a way of education that is performed through a web browser or an online application without requiring an extra software or a learning source. Furthermore, online learning is described as a way of utilizing the internet to obtain the related learning sources during the learning process, to interact with the content, the teacher, and other learners, as well as to get support throughout the learning process (Ally, 2004 ). Online learning has such benefits as learning independently at any time and place (Vrasidas & MsIsaac, 2000 ), granting facility (Poole, 2000 ), flexibility (Chizmar & Walbert, 1999 ), self-regulation skills (Usta, 2011b ), learning with collaboration, and opportunity to plan self-learning process.

Even though online education practices have not been comprehensive as it is now, internet and computers have been used in education as alternative learning tools in correlation with the advances in technology. The first distance education attempt in the world was initiated by the ‘Steno Courses’ announcement published in Boston newspaper in 1728. Furthermore, in the nineteenth century, Sweden University started the “Correspondence Composition Courses” for women, and University Correspondence College was afterwards founded for the correspondence courses in 1843 (Arat & Bakan, 2011 ). Recently, distance education has been performed through computers, assisted by the facilities of the internet technologies, and soon, it has evolved into a mobile education practice that is emanating from progress in the speed of internet connection, and the development of mobile devices.

With the emergence of pandemic (Covid-19), face to face education has almost been put to a halt, and online education has gained significant importance. The Microsoft management team declared to have 750 users involved in the online education activities on the 10 th March, just before the pandemic; however, on March 24, they informed that the number of users increased significantly, reaching the number of 138,698 users (OECD, 2020 ). This event supports the view that it is better to commonly use online education rather than using it as a traditional alternative educational tool when students do not have the opportunity to have a face to face education (Geostat, 2019 ). The period of Covid-19 pandemic has emerged as a sudden state of having limited opportunities. Face to face education has stopped in this period for a long time. The global spread of Covid-19 affected more than 850 million students all around the world, and it caused the suspension of face to face education. Different countries have proposed several solutions in order to maintain the education process during the pandemic. Schools have had to change their curriculum, and many countries supported the online education practices soon after the pandemic. In other words, traditional education gave its way to online education practices. At least 96 countries have been motivated to access online libraries, TV broadcasts, instructions, sources, video lectures, and online channels (UNESCO, 2020 ). In such a painful period, educational institutions went through online education practices by the help of huge companies such as Microsoft, Google, Zoom, Skype, FaceTime, and Slack. Thus, online education has been discussed in the education agenda more intensively than ever before.

Although online education approaches were not used as comprehensively as it has been used recently, it was utilized as an alternative learning approach in education for a long time in parallel with the development of technology, internet and computers. The academic achievement of the students is often aimed to be promoted by employing online education approaches. In this regard, academicians in various countries have conducted many studies on the evaluation of online education approaches and published the related results. However, the accumulation of scientific data on online education approaches creates difficulties in keeping, organizing and synthesizing the findings. In this research area, studies are being conducted at an increasing rate making it difficult for scientists to be aware of all the research outside of their ​​expertise. Another problem encountered in the related study area is that online education studies are repetitive. Studies often utilize slightly different methods, measures, and/or examples to avoid duplication. This erroneous approach makes it difficult to distinguish between significant differences in the related results. In other words, if there are significant differences in the results of the studies, it may be difficult to express what variety explains the differences in these results. One obvious solution to these problems is to systematically review the results of various studies and uncover the sources. One method of performing such systematic syntheses is the application of meta-analysis which is a methodological and statistical approach to draw conclusions from the literature. At this point, how effective online education applications are in increasing the academic success is an important detail. Has online education, which is likely to be encountered frequently in the continuing pandemic period, been successful in the last ten years? If successful, how much was the impact? Did different variables have an impact on this effect? Academics across the globe have carried out studies on the evaluation of online education platforms and publishing the related results (Chiao et al., 2018 ). It is quite important to evaluate the results of the studies that have been published up until now, and that will be published in the future. Has the online education been successful? If it has been, how big is the impact? Do the different variables affect this impact? What should we consider in the next coming online education practices? These questions have all motivated us to carry out this study. We have conducted a comprehensive meta-analysis study that tries to provide a discussion platform on how to develop efficient online programs for educators and policy makers by reviewing the related studies on online education, presenting the effect size, and revealing the effect of diverse variables on the general impact.

There have been many critical discussions and comprehensive studies on the differences between online and face to face learning; however, the focus of this paper is different in the sense that it clarifies the magnitude of the effect of online education and teaching process, and it represents what factors should be controlled to help increase the effect size. Indeed, the purpose here is to provide conscious decisions in the implementation of the online education process.

The general impact of online education on the academic achievement will be discovered in the study. Therefore, this will provide an opportunity to get a general overview of the online education which has been practiced and discussed intensively in the pandemic period. Moreover, the general impact of online education on academic achievement will be analyzed, considering different variables. In other words, the current study will allow to totally evaluate the study results from the related literature, and to analyze the results considering several cultures, lectures, and class levels. Considering all the related points, this study seeks to answer the following research questions:

What is the effect size of online education on academic achievement?

How do the effect sizes of online education on academic achievement change according to the moderator variable of the country?

How do the effect sizes of online education on academic achievement change according to the moderator variable of the class level?

How do the effect sizes of online education on academic achievement change according to the moderator variable of the lecture?

How do the effect sizes of online education on academic achievement change according to the moderator variable of the online education approaches?

This study aims at determining the effect size of online education, which has been highly used since the beginning of the pandemic, on students’ academic achievement in different courses by using a meta-analysis method. Meta-analysis is a synthesis method that enables gathering of several study results accurately and efficiently, and getting the total results in the end (Tsagris & Fragkos, 2018 ).

2.1 Selecting and coding the data (studies)

The required literature for the meta-analysis study was reviewed in July, 2020, and the follow-up review was conducted in September, 2020. The purpose of the follow-up review was to include the studies which were published in the conduction period of this study, and which met the related inclusion criteria. However, no study was encountered to be included in the follow-up review.

In order to access the studies in the meta-analysis, the databases of Web of Science, ERIC, and SCOPUS were reviewed by utilizing the keywords ‘online learning and online education’. Not every database has a search engine that grants access to the studies by writing the keywords, and this obstacle was considered to be an important problem to be overcome. Therefore, a platform that has a special design was utilized by the researcher. With this purpose, through the open access system of Cukurova University Library, detailed reviews were practiced using EBSCO Information Services (EBSCO) that allow reviewing the whole collection of research through a sole searching box. Since the fundamental variables of this study are online education and online learning, the literature was systematically reviewed in the related databases (Web of Science, ERIC, and SCOPUS) by referring to the keywords. Within this scope, 225 articles were accessed, and the studies were included in the coding key list formed by the researcher. The name of the researchers, the year, the database (Web of Science, ERIC, and SCOPUS), the sample group and size, the lectures that the academic achievement was tested in, the country that the study was conducted in, and the class levels were all included in this coding key.

The following criteria were identified to include 225 research studies which were coded based on the theoretical basis of the meta-analysis study: (1) The studies should be published in the refereed journals between the years 2020 and 2021, (2) The studies should be experimental studies that try to determine the effect of online education and online learning on academic achievement, (3) The values of the stated variables or the required statistics to calculate these values should be stated in the results of the studies, and (4) The sample group of the study should be at a primary education level. These criteria were also used as the exclusion criteria in the sense that the studies that do not meet the required criteria were not included in the present study.

After the inclusion criteria were determined, a systematic review process was conducted, following the year criterion of the study by means of EBSCO. Within this scope, 290,365 studies that analyze the effect of online education and online learning on academic achievement were accordingly accessed. The database (Web of Science, ERIC, and SCOPUS) was also used as a filter by analyzing the inclusion criteria. Hence, the number of the studies that were analyzed was 58,616. Afterwards, the keyword ‘primary education’ was used as the filter and the number of studies included in the study decreased to 3152. Lastly, the literature was reviewed by using the keyword ‘academic achievement’ and 225 studies were accessed. All the information of 225 articles was included in the coding key.

It is necessary for the coders to review the related studies accurately and control the validity, safety, and accuracy of the studies (Stewart & Kamins, 2001 ). Within this scope, the studies that were determined based on the variables used in this study were first reviewed by three researchers from primary education field, then the accessed studies were combined and processed in the coding key by the researcher. All these studies that were processed in the coding key were analyzed in accordance with the inclusion criteria by all the researchers in the meetings, and it was decided that 27 studies met the inclusion criteria (Atici & Polat, 2010 ; Carreon, 2018 ; Ceylan & Elitok Kesici, 2017 ; Chae & Shin, 2016 ; Chiang et al. 2014 ; Ercan, 2014 ; Ercan et al., 2016 ; Gwo-Jen et al., 2018 ; Hayes & Stewart, 2016 ; Hwang et al., 2012 ; Kert et al., 2017 ; Lai & Chen, 2010 ; Lai et al., 2015 ; Meyers et al., 2015 ; Ravenel et al., 2014 ; Sung et al., 2016 ; Wang & Chen, 2013 ; Yu, 2019 ; Yu & Chen, 2014 ; Yu & Pan, 2014 ; Yu et al., 2010 ; Zhong et al., 2017 ). The data from the studies meeting the inclusion criteria were independently processed in the second coding key by three researchers, and consensus meetings were arranged for further discussion. After the meetings, researchers came to an agreement that the data were coded accurately and precisely. Having identified the effect sizes and heterogeneity of the study, moderator variables that will show the differences between the effect sizes were determined. The data related to the determined moderator variables were added to the coding key by three researchers, and a new consensus meeting was arranged. After the meeting, researchers came to an agreement that moderator variables were coded accurately and precisely.

2.2 Study group

27 studies are included in the meta-analysis. The total sample size of the studies that are included in the analysis is 1772. The characteristics of the studies included are given in Table 1 .

2.3 Publication bias

Publication bias is the low capability of published studies on a research subject to represent all completed studies on the same subject (Card, 2011 ; Littell et al., 2008 ). Similarly, publication bias is the state of having a relationship between the probability of the publication of a study on a subject, and the effect size and significance that it produces. Within this scope, publication bias may occur when the researchers do not want to publish the study as a result of failing to obtain the expected results, or not being approved by the scientific journals, and consequently not being included in the study synthesis (Makowski et al., 2019 ). The high possibility of publication bias in a meta-analysis study negatively affects (Pecoraro, 2018 ) the accuracy of the combined effect size, causing the average effect size to be reported differently than it should be (Borenstein et al., 2009 ). For this reason, the possibility of publication bias in the included studies was tested before determining the effect sizes of the relationships between the stated variables. The possibility of publication bias of this meta-analysis study was analyzed by using the funnel plot, Orwin’s Safe N Analysis, Duval and Tweedie’s Trip and Fill Analysis, and Egger’s Regression Test.

2.4 Selecting the model

After determining the probability of publication bias of this meta-analysis study, the statistical model used to calculate the effect sizes was selected. The main approaches used in the effect size calculations according to the differentiation level of inter-study variance are fixed and random effects models (Pigott, 2012 ). Fixed effects model refers to the homogeneity of the characteristics of combined studies apart from the sample sizes, while random effects model refers to the parameter diversity between the studies (Cumming, 2012 ). While calculating the average effect size in the random effects model (Deeks et al., 2008 ) that is based on the assumption that effect predictions of different studies are only the result of a similar distribution, it is necessary to consider several situations such as the effect size apart from the sample error of combined studies, characteristics of the participants, duration, scope, and pattern of the study (Littell et al., 2008 ). While deciding the model in the meta-analysis study, the assumptions on the sample characteristics of the studies included in the analysis and the inferences that the researcher aims to make should be taken into consideration. The fact that the sample characteristics of the studies conducted in the field of social sciences are affected by various parameters shows that using random effects model is more appropriate in this sense. Besides, it is stated that the inferences made with the random effects model are beyond the studies included in the meta-analysis (Field, 2003 ; Field & Gillett, 2010 ). Therefore, using random effects model also contributes to the generalization of research data. The specified criteria for the statistical model selection show that according to the nature of the meta-analysis study, the model should be selected just before the analysis (Borenstein et al., 2007 ; Littell et al., 2008 ). Within this framework, it was decided to make use of the random effects model, considering that the students who are the samples of the studies included in the meta-analysis are from different countries and cultures, the sample characteristics of the studies differ, and the patterns and scopes of the studies vary as well.

2.5 Heterogeneity

Meta-analysis facilitates analyzing the research subject with different parameters by showing the level of diversity between the included studies. Within this frame, whether there is a heterogeneous distribution between the studies included in the study or not has been evaluated in the present study. The heterogeneity of the studies combined in this meta-analysis study has been determined through Q and I 2 tests. Q test evaluates the random distribution probability of the differences between the observed results (Deeks et al., 2008 ). Q value exceeding 2 value calculated according to the degree of freedom and significance, indicates the heterogeneity of the combined effect sizes (Card, 2011 ). I 2 test, which is the complementary of the Q test, shows the heterogeneity amount of the effect sizes (Cleophas & Zwinderman, 2017 ). I 2 value being higher than 75% is explained as high level of heterogeneity.

In case of encountering heterogeneity in the studies included in the meta-analysis, the reasons of heterogeneity can be analyzed by referring to the study characteristics. The study characteristics which may be related to the heterogeneity between the included studies can be interpreted through subgroup analysis or meta-regression analysis (Deeks et al., 2008 ). While determining the moderator variables, the sufficiency of the number of variables, the relationship between the moderators, and the condition to explain the differences between the results of the studies have all been considered in the present study. Within this scope, it was predicted in this meta-analysis study that the heterogeneity can be explained with the country, class level, and lecture moderator variables of the study in terms of the effect of online education, which has been highly used since the beginning of the pandemic, and it has an impact on the students’ academic achievement in different lectures. Some subgroups were evaluated and categorized together, considering that the number of effect sizes of the sub-dimensions of the specified variables is not sufficient to perform moderator analysis (e.g. the countries where the studies were conducted).

2.6 Interpreting the effect sizes

Effect size is a factor that shows how much the independent variable affects the dependent variable positively or negatively in each included study in the meta-analysis (Dinçer, 2014 ). While interpreting the effect sizes obtained from the meta-analysis, the classifications of Cohen et al. ( 2007 ) have been utilized. The case of differentiating the specified relationships of the situation of the country, class level, and school subject variables of the study has been identified through the Q test, degree of freedom, and p significance value Fig.  1 and 2 .

3 Findings and results

The purpose of this study is to determine the effect size of online education on academic achievement. Before determining the effect sizes in the study, the probability of publication bias of this meta-analysis study was analyzed by using the funnel plot, Orwin’s Safe N Analysis, Duval and Tweedie’s Trip and Fill Analysis, and Egger’s Regression Test.

When the funnel plots are examined, it is seen that the studies included in the analysis are distributed symmetrically on both sides of the combined effect size axis, and they are generally collected in the middle and lower sections. The probability of publication bias is low according to the plots. However, since the results of the funnel scatter plots may cause subjective interpretations, they have been supported by additional analyses (Littell et al., 2008 ). Therefore, in order to provide an extra proof for the probability of publication bias, it has been analyzed through Orwin’s Safe N Analysis, Duval and Tweedie’s Trip and Fill Analysis, and Egger’s Regression Test (Table 2 ).

Table 2 consists of the results of the rates of publication bias probability before counting the effect size of online education on academic achievement. According to the table, Orwin Safe N analysis results show that it is not necessary to add new studies to the meta-analysis in order for Hedges g to reach a value outside the range of ± 0.01. The Duval and Tweedie test shows that excluding the studies that negatively affect the symmetry of the funnel scatter plots for each meta-analysis or adding their exact symmetrical equivalents does not significantly differentiate the calculated effect size. The insignificance of the Egger tests results reveals that there is no publication bias in the meta-analysis study. The results of the analysis indicate the high internal validity of the effect sizes and the adequacy of representing the studies conducted on the relevant subject.

In this study, it was aimed to determine the effect size of online education on academic achievement after testing the publication bias. In line with the first purpose of the study, the forest graph regarding the effect size of online education on academic achievement is shown in Fig.  3 , and the statistics regarding the effect size are given in Table 3 .

The flow chart of the scanning and selection process of the studies

Funnel plot graphics representing the effect size of the effects of online education on academic success

Forest graph related to the effect size of online education on academic success

The square symbols in the forest graph in Fig.  3 represent the effect sizes, while the horizontal lines show the intervals in 95% confidence of the effect sizes, and the diamond symbol shows the overall effect size. When the forest graph is analyzed, it is seen that the lower and upper limits of the combined effect sizes are generally close to each other, and the study loads are similar. This similarity in terms of study loads indicates the similarity of the contribution of the combined studies to the overall effect size.

Figure  3 clearly represents that the study of Liu and others (Liu et al., 2018 ) has the lowest, and the study of Ercan and Bilen ( 2014 ) has the highest effect sizes. The forest graph shows that all the combined studies and the overall effect are positive. Furthermore, it is simply understood from the forest graph in Fig.  3 and the effect size statistics in Table 3 that the results of the meta-analysis study conducted with 27 studies and analyzing the effect of online education on academic achievement illustrate that this relationship is on average level (= 0.409).

After the analysis of the effect size in the study, whether the studies included in the analysis are distributed heterogeneously or not has also been analyzed. The heterogeneity of the combined studies was determined through the Q and I 2 tests. As a result of the heterogeneity test, Q statistical value was calculated as 29.576. With 26 degrees of freedom at 95% significance level in the chi-square table, the critical value is accepted as 38.885. The Q statistical value (29.576) counted in this study is lower than the critical value of 38.885. The I 2 value, which is the complementary of the Q statistics, is 12.100%. This value indicates that the accurate heterogeneity or the total variability that can be attributed to variability between the studies is 12%. Besides, p value is higher than (0.285) p = 0.05. All these values [Q (26) = 29.579, p = 0.285; I2 = 12.100] indicate that there is a homogeneous distribution between the effect sizes, and fixed effects model should be used to interpret these effect sizes. However, some researchers argue that even if the heterogeneity is low, it should be evaluated based on the random effects model (Borenstein et al., 2007 ). Therefore, this study gives information about both models. The heterogeneity of the combined studies has been attempted to be explained with the characteristics of the studies included in the analysis. In this context, the final purpose of the study is to determine the effect of the country, academic level, and year variables on the findings. Accordingly, the statistics regarding the comparison of the stated relations according to the countries where the studies were conducted are given in Table 4 .

As seen in Table 4 , the effect of online education on academic achievement does not differ significantly according to the countries where the studies were conducted in. Q test results indicate the heterogeneity of the relationships between the variables in terms of countries where the studies were conducted in. According to the table, the effect of online education on academic achievement was reported as the highest in other countries, and the lowest in the US. The statistics regarding the comparison of the stated relations according to the class levels are given in Table 5 .

As seen in Table 5 , the effect of online education on academic achievement does not differ according to the class level. However, the effect of online education on academic achievement is the highest in the 4 th class. The statistics regarding the comparison of the stated relations according to the class levels are given in Table 6 .

As seen in Table 6 , the effect of online education on academic achievement does not differ according to the school subjects included in the studies. However, the effect of online education on academic achievement is the highest in ICT subject.

The obtained effect size in the study was formed as a result of the findings attained from primary studies conducted in 7 different countries. In addition, these studies are the ones on different approaches to online education (online learning environments, social networks, blended learning, etc.). In this respect, the results may raise some questions about the validity and generalizability of the results of the study. However, the moderator analyzes, whether for the country variable or for the approaches covered by online education, did not create significant differences in terms of the effect sizes. If significant differences were to occur in terms of effect sizes, we could say that the comparisons we will make by comparing countries under the umbrella of online education would raise doubts in terms of generalizability. Moreover, no study has been found in the literature that is not based on a special approach or does not contain a specific technique conducted under the name of online education alone. For instance, one of the commonly used definitions is blended education which is defined as an educational model in which online education is combined with traditional education method (Colis & Moonen, 2001 ). Similarly, Rasmussen ( 2003 ) defines blended learning as “a distance education method that combines technology (high technology such as television, internet, or low technology such as voice e-mail, conferences) with traditional education and training.” Further, Kerres and Witt (2003) define blended learning as “combining face-to-face learning with technology-assisted learning.” As it is clearly observed, online education, which has a wider scope, includes many approaches.

As seen in Table 7 , the effect of online education on academic achievement does not differ according to online education approaches included in the studies. However, the effect of online education on academic achievement is the highest in Web Based Problem Solving Approach.

4 Conclusions and discussion

Considering the developments during the pandemics, it is thought that the diversity in online education applications as an interdisciplinary pragmatist field will increase, and the learning content and processes will be enriched with the integration of new technologies into online education processes. Another prediction is that more flexible and accessible learning opportunities will be created in online education processes, and in this way, lifelong learning processes will be strengthened. As a result, it is predicted that in the near future, online education and even digital learning with a newer name will turn into the main ground of education instead of being an alternative or having a support function in face-to-face learning. The lessons learned from the early period online learning experience, which was passed with rapid adaptation due to the Covid19 epidemic, will serve to develop this method all over the world, and in the near future, online learning will become the main learning structure through increasing its functionality with the contribution of new technologies and systems. If we look at it from this point of view, there is a necessity to strengthen online education.

In this study, the effect of online learning on academic achievement is at a moderate level. To increase this effect, the implementation of online learning requires support from teachers to prepare learning materials, to design learning appropriately, and to utilize various digital-based media such as websites, software technology and various other tools to support the effectiveness of online learning (Rolisca & Achadiyah, 2014 ). According to research conducted by Rahayu et al. ( 2017 ), it has been proven that the use of various types of software increases the effectiveness and quality of online learning. Implementation of online learning can affect students' ability to adapt to technological developments in that it makes students use various learning resources on the internet to access various types of information, and enables them to get used to performing inquiry learning and active learning (Hart et al., 2019 ; Prestiadi et al., 2019 ). In addition, there may be many reasons for the low level of effect in this study. The moderator variables examined in this study could be a guide in increasing the level of practical effect. However, the effect size did not differ significantly for all moderator variables. Different moderator analyzes can be evaluated in order to increase the level of impact of online education on academic success. If confounding variables that significantly change the effect level are detected, it can be spoken more precisely in order to increase this level. In addition to the technical and financial problems, the level of impact will increase if a few other difficulties are eliminated such as students, lack of interaction with the instructor, response time, and lack of traditional classroom socialization.

In addition, COVID-19 pandemic related social distancing has posed extreme difficulties for all stakeholders to get online as they have to work in time constraints and resource constraints. Adopting the online learning environment is not just a technical issue, it is a pedagogical and instructive challenge as well. Therefore, extensive preparation of teaching materials, curriculum, and assessment is vital in online education. Technology is the delivery tool and requires close cross-collaboration between teaching, content and technology teams (CoSN, 2020 ).

Online education applications have been used for many years. However, it has come to the fore more during the pandemic process. This result of necessity has brought with it the discussion of using online education instead of traditional education methods in the future. However, with this research, it has been revealed that online education applications are moderately effective. The use of online education instead of face-to-face education applications can only be possible with an increase in the level of success. This may have been possible with the experience and knowledge gained during the pandemic process. Therefore, the meta-analysis of experimental studies conducted in the coming years will guide us. In this context, experimental studies using online education applications should be analyzed well. It would be useful to identify variables that can change the level of impacts with different moderators. Moderator analyzes are valuable in meta-analysis studies (for example, the role of moderators in Karl Pearson's typhoid vaccine studies). In this context, each analysis study sheds light on future studies. In meta-analyses to be made about online education, it would be beneficial to go beyond the moderators determined in this study. Thus, the contribution of similar studies to the field will increase more.

The purpose of this study is to determine the effect of online education on academic achievement. In line with this purpose, the studies that analyze the effect of online education approaches on academic achievement have been included in the meta-analysis. The total sample size of the studies included in the meta-analysis is 1772. While the studies included in the meta-analysis were conducted in the US, Taiwan, Turkey, China, Philippines, Ireland, and Georgia, the studies carried out in Europe could not be reached. The reason may be attributed to that there may be more use of quantitative research methods from a positivist perspective in the countries with an American academic tradition. As a result of the study, it was found out that the effect size of online education on academic achievement (g = 0.409) was moderate. In the studies included in the present research, we found that online education approaches were more effective than traditional ones. However, contrary to the present study, the analysis of comparisons between online and traditional education in some studies shows that face-to-face traditional learning is still considered effective compared to online learning (Ahmad et al., 2016 ; Hamdani & Priatna, 2020 ; Wei & Chou, 2020 ). Online education has advantages and disadvantages. The advantages of online learning compared to face-to-face learning in the classroom is the flexibility of learning time in online learning, the learning time does not include a single program, and it can be shaped according to circumstances (Lai et al., 2019 ). The next advantage is the ease of collecting assignments for students, as these can be done without having to talk to the teacher. Despite this, online education has several weaknesses, such as students having difficulty in understanding the material, teachers' inability to control students, and students’ still having difficulty interacting with teachers in case of internet network cuts (Swan, 2007 ). According to Astuti et al ( 2019 ), face-to-face education method is still considered better by students than e-learning because it is easier to understand the material and easier to interact with teachers. The results of the study illustrated that the effect size (g = 0.409) of online education on academic achievement is of medium level. Therefore, the results of the moderator analysis showed that the effect of online education on academic achievement does not differ in terms of country, lecture, class level, and online education approaches variables. After analyzing the literature, several meta-analyses on online education were published (Bernard et al., 2004 ; Machtmes & Asher, 2000 ; Zhao et al., 2005 ). Typically, these meta-analyzes also include the studies of older generation technologies such as audio, video, or satellite transmission. One of the most comprehensive studies on online education was conducted by Bernard et al. ( 2004 ). In this study, 699 independent effect sizes of 232 studies published from 1985 to 2001 were analyzed, and face-to-face education was compared to online education, with respect to success criteria and attitudes of various learners from young children to adults. In this meta-analysis, an overall effect size close to zero was found for the students' achievement (g +  = 0.01).

In another meta-analysis study carried out by Zhao et al. ( 2005 ), 98 effect sizes were examined, including 51 studies on online education conducted between 1996 and 2002. According to the study of Bernard et al. ( 2004 ), this meta-analysis focuses on the activities done in online education lectures. As a result of the research, an overall effect size close to zero was found for online education utilizing more than one generation technology for students at different levels. However, the salient point of the meta-analysis study of Zhao et al. is that it takes the average of different types of results used in a study to calculate an overall effect size. This practice is problematic because the factors that develop one type of learner outcome (e.g. learner rehabilitation), particularly course characteristics and practices, may be quite different from those that develop another type of outcome (e.g. learner's achievement), and it may even cause damage to the latter outcome. While mixing the studies with different types of results, this implementation may obscure the relationship between practices and learning.

Some meta-analytical studies have focused on the effectiveness of the new generation distance learning courses accessed through the internet for specific student populations. For instance, Sitzmann and others (Sitzmann et al., 2006 ) reviewed 96 studies published from 1996 to 2005, comparing web-based education of job-related knowledge or skills with face-to-face one. The researchers found that web-based education in general was slightly more effective than face-to-face education, but it is insufficient in terms of applicability ("knowing how to apply"). In addition, Sitzmann et al. ( 2006 ) revealed that Internet-based education has a positive effect on theoretical knowledge in quasi-experimental studies; however, it positively affects face-to-face education in experimental studies performed by random assignment. This moderator analysis emphasizes the need to pay attention to the factors of designs of the studies included in the meta-analysis. The designs of the studies included in this meta-analysis study were ignored. This can be presented as a suggestion to the new studies that will be conducted.

Another meta-analysis study was conducted by Cavanaugh et al. ( 2004 ), in which they focused on online education. In this study on internet-based distance education programs for students under 12 years of age, the researchers combined 116 results from 14 studies published between 1999 and 2004 to calculate an overall effect that was not statistically different from zero. The moderator analysis carried out in this study showed that there was no significant factor affecting the students' success. This meta-analysis used multiple results of the same study, ignoring the fact that different results of the same student would not be independent from each other.

In conclusion, some meta-analytical studies analyzed the consequences of online education for a wide range of students (Bernard et al., 2004 ; Zhao et al., 2005 ), and the effect sizes were generally low in these studies. Furthermore, none of the large-scale meta-analyzes considered the moderators, database quality standards or class levels in the selection of the studies, while some of them just referred to the country and lecture moderators. Advances in internet-based learning tools, the pandemic process, and increasing popularity in different learning contexts have required a precise meta-analysis of students' learning outcomes through online learning. Previous meta-analysis studies were typically based on the studies, involving narrow range of confounding variables. In the present study, common but significant moderators such as class level and lectures during the pandemic process were discussed. For instance, the problems have been experienced especially in terms of eligibility of class levels in online education platforms during the pandemic process. It was found that there is a need to study and make suggestions on whether online education can meet the needs of teachers and students.

Besides, the main forms of online education in the past were to watch the open lectures of famous universities and educational videos of institutions. In addition, online education is mainly a classroom-based teaching implemented by teachers in their own schools during the pandemic period, which is an extension of the original school education. This meta-analysis study will stand as a source to compare the effect size of the online education forms of the past decade with what is done today, and what will be done in the future.

Lastly, the heterogeneity test results of the meta-analysis study display that the effect size does not differ in terms of class level, country, online education approaches, and lecture moderators.

*Studies included in meta-analysis

Ahmad, S., Sumardi, K., & Purnawan, P. (2016). Komparasi Peningkatan Hasil Belajar Antara Pembelajaran Menggunakan Sistem Pembelajaran Online Terpadu Dengan Pembelajaran Klasikal Pada Mata Kuliah Pneumatik Dan Hidrolik. Journal of Mechanical Engineering Education, 2 (2), 286–292.

Article   Google Scholar  

Ally, M. (2004). Foundations of educational theory for online learning. Theory and Practice of Online Learning, 2 , 15–44. Retrieved on the 11th of September, 2020 from https://eddl.tru.ca/wp-content/uploads/2018/12/01_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf

Arat, T., & Bakan, Ö. (2011). Uzaktan eğitim ve uygulamaları. Selçuk Üniversitesi Sosyal Bilimler Meslek Yüksek Okulu Dergisi , 14 (1–2), 363–374. https://doi.org/10.29249/selcuksbmyd.540741

Astuti, C. C., Sari, H. M. K., & Azizah, N. L. (2019). Perbandingan Efektifitas Proses Pembelajaran Menggunakan Metode E-Learning dan Konvensional. Proceedings of the ICECRS, 2 (1), 35–40.

*Atici, B., & Polat, O. C. (2010). Influence of the online learning environments and tools on the student achievement and opinions. Educational Research and Reviews, 5 (8), 455–464. Retrieved on the 11th of October, 2020 from https://academicjournals.org/journal/ERR/article-full-text-pdf/4C8DD044180.pdf

Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., et al. (2004). How does distance education compare with classroom instruction? A meta- analysis of the empirical literature. Review of Educational Research, 3 (74), 379–439. https://doi.org/10.3102/00346543074003379

Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis . Wiley.

Book   Google Scholar  

Borenstein, M., Hedges, L., & Rothstein, H. (2007). Meta-analysis: Fixed effect vs. random effects . UK: Wiley.

Card, N. A. (2011). Applied meta-analysis for social science research: Methodology in the social sciences . Guilford.

Google Scholar  

*Carreon, J. R. (2018 ). Facebook as integrated blended learning tool in technology and livelihood education exploratory. Retrieved on the 1st of October, 2020 from https://files.eric.ed.gov/fulltext/EJ1197714.pdf

Cavanaugh, C., Gillan, K. J., Kromrey, J., Hess, M., & Blomeyer, R. (2004). The effects of distance education on K-12 student outcomes: A meta-analysis. Learning Point Associates/North Central Regional Educational Laboratory (NCREL) . Retrieved on the 11th of September, 2020 from https://files.eric.ed.gov/fulltext/ED489533.pdf

*Ceylan, V. K., & Elitok Kesici, A. (2017). Effect of blended learning to academic achievement. Journal of Human Sciences, 14 (1), 308. https://doi.org/10.14687/jhs.v14i1.4141

*Chae, S. E., & Shin, J. H. (2016). Tutoring styles that encourage learner satisfaction, academic engagement, and achievement in an online environment. Interactive Learning Environments, 24(6), 1371–1385. https://doi.org/10.1080/10494820.2015.1009472

*Chiang, T. H. C., Yang, S. J. H., & Hwang, G. J. (2014). An augmented reality-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities. Educational Technology and Society, 17 (4), 352–365. Retrieved on the 11th of September, 2020 from https://www.researchgate.net/profile/Gwo_Jen_Hwang/publication/287529242_An_Augmented_Reality-based_Mobile_Learning_System_to_Improve_Students'_Learning_Achievements_and_Motivations_in_Natural_Science_Inquiry_Activities/links/57198c4808ae30c3f9f2c4ac.pdf

Chiao, H. M., Chen, Y. L., & Huang, W. H. (2018). Examining the usability of an online virtual tour-guiding platform for cultural tourism education. Journal of Hospitality, Leisure, Sport & Tourism Education, 23 (29–38), 1. https://doi.org/10.1016/j.jhlste.2018.05.002

Chizmar, J. F., & Walbert, M. S. (1999). Web-based learning environments guided by principles of good teaching practice. Journal of Economic Education, 30 (3), 248–264. https://doi.org/10.2307/1183061

Cleophas, T. J., & Zwinderman, A. H. (2017). Modern meta-analysis: Review and update of methodologies . Switzerland: Springer. https://doi.org/10.1007/978-3-319-55895-0

Cohen, L., Manion, L., & Morrison, K. (2007). Observation.  Research Methods in Education, 6 , 396–412. Retrieved on the 11th of September, 2020 from https://www.researchgate.net/profile/Nabil_Ashraf2/post/How_to_get_surface_potential_Vs_Voltage_curve_from_CV_and_GV_measurements_of_MOS_capacitor/attachment/5ac6033cb53d2f63c3c405b4/AS%3A612011817844736%401522926396219/download/Very+important_C-V+characterization+Lehigh+University+thesis.pdf

Colis, B., & Moonen, J. (2001). Flexible Learning in a Digital World: Experiences and Expectations. Open & Distance Learning Series . Stylus Publishing.

CoSN. (2020). COVID-19 Response: Preparing to Take School Online. CoSN. (2020). COVID-19 Response: Preparing to Take School Online. Retrieved on the 3rd of September, 2021 from https://www.cosn.org/sites/default/files/COVID-19%20Member%20Exclusive_0.pdf

Cumming, G. (2012). Understanding new statistics: Effect sizes, confidence intervals, and meta-analysis. New York, USA: Routledge. https://doi.org/10.4324/9780203807002

Deeks, J. J., Higgins, J. P. T., & Altman, D. G. (2008). Analysing data and undertaking meta-analyses . In J. P. T. Higgins & S. Green (Eds.), Cochrane handbook for systematic reviews of interventions (pp. 243–296). Sussex: John Wiley & Sons. https://doi.org/10.1002/9780470712184.ch9

Demiralay, R., Bayır, E. A., & Gelibolu, M. F. (2016). Öğrencilerin bireysel yenilikçilik özellikleri ile çevrimiçi öğrenmeye hazır bulunuşlukları ilişkisinin incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 5 (1), 161–168. https://doi.org/10.23891/efdyyu.2017.10

Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz. Pegem Atıf İndeksi, 2014(1), 1–133. https://doi.org/10.14527/pegem.001

*Durak, G., Cankaya, S., Yunkul, E., & Ozturk, G. (2017). The effects of a social learning network on students’ performances and attitudes. European Journal of Education Studies, 3 (3), 312–333. 10.5281/zenodo.292951

*Ercan, O. (2014). Effect of web assisted education supported by six thinking hats on students’ academic achievement in science and technology classes . European Journal of Educational Research, 3 (1), 9–23. https://doi.org/10.12973/eu-jer.3.1.9

Ercan, O., & Bilen, K. (2014). Effect of web assisted education supported by six thinking hats on students’ academic achievement in science and technology classes. European Journal of Educational Research, 3 (1), 9–23.

*Ercan, O., Bilen, K., & Ural, E. (2016). “Earth, sun and moon”: Computer assisted instruction in secondary school science - Achievement and attitudes. Issues in Educational Research, 26 (2), 206–224. https://doi.org/10.12973/eu-jer.3.1.9

Field, A. P. (2003). The problems in using fixed-effects models of meta-analysis on real-world data. Understanding Statistics, 2 (2), 105–124. https://doi.org/10.1207/s15328031us0202_02

Field, A. P., & Gillett, R. (2010). How to do a meta-analysis. British Journal of Mathematical and Statistical Psychology, 63 (3), 665–694. https://doi.org/10.1348/00071010x502733

Geostat. (2019). ‘Share of households with internet access’, National statistics office of Georgia . Retrieved on the 2nd September 2020 from https://www.geostat.ge/en/modules/categories/106/information-and-communication-technologies-usage-in-households

*Gwo-Jen, H., Nien-Ting, T., & Xiao-Ming, W. (2018). Creating interactive e-books through learning by design: The impacts of guided peer-feedback on students’ learning achievements and project outcomes in science courses. Journal of Educational Technology & Society., 21 (1), 25–36. Retrieved on the 2nd of October, 2020 https://ae-uploads.uoregon.edu/ISTE/ISTE2019/PROGRAM_SESSION_MODEL/HANDOUTS/112172923/CreatingInteractiveeBooksthroughLearningbyDesignArticle2018.pdf

Hamdani, A. R., & Priatna, A. (2020). Efektifitas implementasi pembelajaran daring (full online) dimasa pandemi Covid-19 pada jenjang Sekolah Dasar di Kabupaten Subang. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 6 (1), 1–9.

Hart, C. M., Berger, D., Jacob, B., Loeb, S., & Hill, M. (2019). Online learning, offline outcomes: Online course taking and high school student performance. Aera Open, 5(1).

*Hayes, J., & Stewart, I. (2016). Comparing the effects of derived relational training and computer coding on intellectual potential in school-age children. The British Journal of Educational Psychology, 86 (3), 397–411. https://doi.org/10.1111/bjep.12114

Horton, W. K. (2000). Designing web-based training: How to teach anyone anything anywhere anytime (Vol. 1). Wiley Publishing.

*Hwang, G. J., Wu, P. H., & Chen, C. C. (2012). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers and Education, 59 (4), 1246–1256. https://doi.org/10.1016/j.compedu.2012.05.009

*Kert, S. B., Köşkeroğlu Büyükimdat, M., Uzun, A., & Çayiroğlu, B. (2017). Comparing active game-playing scores and academic performances of elementary school students. Education 3–13, 45 (5), 532–542. https://doi.org/10.1080/03004279.2016.1140800

*Lai, A. F., & Chen, D. J. (2010). Web-based two-tier diagnostic test and remedial learning experiment. International Journal of Distance Education Technologies, 8 (1), 31–53. https://doi.org/10.4018/jdet.2010010103

*Lai, A. F., Lai, H. Y., Chuang W. H., & Wu, Z.H. (2015). Developing a mobile learning management system for outdoors nature science activities based on 5e learning cycle. Proceedings of the International Conference on e-Learning, ICEL. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, July 21–24, 2015). Retrieved on the 14th November 2020 from https://files.eric.ed.gov/fulltext/ED562095.pdf

Lai, C. H., Lin, H. W., Lin, R. M., & Tho, P. D. (2019). Effect of peer interaction among online learning community on learning engagement and achievement. International Journal of Distance Education Technologies (IJDET), 17 (1), 66–77.

Littell, J. H., Corcoran, J., & Pillai, V. (2008). Systematic reviews and meta-analysis . Oxford University.

*Liu, K. P., Tai, S. J. D., & Liu, C. C. (2018). Enhancing language learning through creation: the effect of digital storytelling on student learning motivation and performance in a school English course. Educational Technology Research and Development, 66 (4), 913–935. https://doi.org/10.1007/s11423-018-9592-z

Machtmes, K., & Asher, J. W. (2000). A meta-analysis of the effectiveness of telecourses in distance education. American Journal of Distance Education, 14 (1), 27–46. https://doi.org/10.1080/08923640009527043

Makowski, D., Piraux, F., & Brun, F. (2019). From experimental network to meta-analysis: Methods and applications with R for agronomic and environmental sciences. Dordrecht: Springer. https://doi.org/10.1007/978-94-024_1696-1

* Meyers, C., Molefe, A., & Brandt, C. (2015). The Impact of the" Enhancing Missouri's Instructional Networked Teaching Strategies"(eMINTS) Program on Student Achievement, 21st-Century Skills, and Academic Engagement--Second-Year Results . Society for Research on Educational Effectiveness. Retrieved on the 14 th November, 2020 from https://files.eric.ed.gov/fulltext/ED562508.pdf

OECD. (2020). ‘A framework to guide an education response to the COVID-19 Pandemic of 2020 ’. https://doi.org/10.26524/royal.37.6

Pecoraro, V. (2018). Appraising evidence . In G. Biondi-Zoccai (Ed.), Diagnostic meta-analysis: A useful tool for clinical decision-making (pp. 99–114). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-78966-8_9

Pigott, T. (2012). Advances in meta-analysis . Springer.

Pillay, H. , Irving, K., & Tones, M. (2007). Validation of the diagnostic tool for assessing Tertiary students’ readiness for online learning. Higher Education Research & Development, 26 (2), 217–234. https://doi.org/10.1080/07294360701310821

Prestiadi, D., Zulkarnain, W., & Sumarsono, R. B. (2019). Visionary leadership in total quality management: efforts to improve the quality of education in the industrial revolution 4.0. In the 4th International Conference on Education and Management (COEMA 2019). Atlantis Press

Poole, D. M. (2000). Student participation in a discussion-oriented online course: a case study. Journal of Research on Computing in Education, 33 (2), 162–177. https://doi.org/10.1080/08886504.2000.10782307

Rahayu, F. S., Budiyanto, D., & Palyama, D. (2017). Analisis penerimaan e-learning menggunakan technology acceptance model (Tam)(Studi Kasus: Universitas Atma Jaya Yogyakarta). Jurnal Terapan Teknologi Informasi, 1 (2), 87–98.

Rasmussen, R. C. (2003). The quantity and quality of human interaction in a synchronous blended learning environment . Brigham Young University Press.

*Ravenel, J., T. Lambeth, D., & Spires, B. (2014). Effects of computer-based programs on mathematical achievement scores for fourth-grade students. i-manager’s Journal on School Educational Technology, 10 (1), 8–21. https://doi.org/10.26634/jsch.10.1.2830

Rolisca, R. U. C., & Achadiyah, B. N. (2014). Pengembangan media evaluasi pembelajaran dalam bentuk online berbasis e-learning menggunakan software wondershare quiz creator dalam mata pelajaran akuntansi SMA Brawijaya Smart School (BSS). Jurnal Pendidikan Akuntansi Indonesia, 12(2).

Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2006). The comparative effective- ness of Web-based and classroom instruction: A meta-analysis . Personnel Psychology, 59 (3), 623–664. https://doi.org/10.1111/j.1744-6570.2006.00049.x

Stewart, D. W., & Kamins, M. A. (2001). Developing a coding scheme and coding study reports. In M. W. Lipsey & D. B. Wilson (Eds.), Practical meta­analysis: Applied social research methods series (Vol. 49, pp. 73–90). Sage.

Swan, K. (2007). Research on online learning. Journal of Asynchronous Learning Networks, 11 (1), 55–59.

*Sung, H. Y., Hwang, G. J., & Chang, Y. C. (2016). Development of a mobile learning system based on a collaborative problem-posing strategy. Interactive Learning Environments, 24 (3), 456–471. https://doi.org/10.1080/10494820.2013.867889

Tsagris, M., & Fragkos, K. C. (2018). Meta-analyses of clinical trials versus diagnostic test accuracy studies. In G. Biondi-Zoccai (Ed.), Diagnostic meta-analysis: A useful tool for clinical decision-making (pp. 31–42). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-78966-8_4

UNESCO. (2020, Match 13). COVID-19 educational disruption and response. Retrieved on the 14 th November 2020 from https://en.unesco.org/themes/education-emergencies/ coronavirus-school-closures

Usta, E. (2011a). The effect of web-based learning environments on attitudes of students regarding computer and internet. Procedia-Social and Behavioral Sciences, 28 (262–269), 1. https://doi.org/10.1016/j.sbspro.2011.11.051

Usta, E. (2011b). The examination of online self-regulated learning skills in web-based learning environments in terms of different variables. Turkish Online Journal of Educational Technology-TOJET, 10 (3), 278–286. Retrieved on the 14th November 2020 from https://files.eric.ed.gov/fulltext/EJ944994.pdf

Vrasidas, C. & MsIsaac, M. S. (2000). Principles of pedagogy and evaluation for web-based learning. Educational Media International, 37 (2), 105–111. https://doi.org/10.1080/095239800410405

*Wang, C. H., & Chen, C. P. (2013). Effects of facebook tutoring on learning english as a second language. Proceedings of the International Conference e-Learning 2013, (2009), 135–142. Retrieved on the 15th November 2020 from https://files.eric.ed.gov/fulltext/ED562299.pdf

Wei, H. C., & Chou, C. (2020). Online learning performance and satisfaction: Do perceptions and readiness matter? Distance Education, 41 (1), 48–69.

*Yu, F. Y. (2019). The learning potential of online student-constructed tests with citing peer-generated questions. Interactive Learning Environments, 27 (2), 226–241. https://doi.org/10.1080/10494820.2018.1458040

*Yu, F. Y., & Chen, Y. J. (2014). Effects of student-generated questions as the source of online drill-and-practice activities on learning . British Journal of Educational Technology, 45 (2), 316–329. https://doi.org/10.1111/bjet.12036

*Yu, F. Y., & Pan, K. J. (2014). The effects of student question-generation with online prompts on learning. Educational Technology and Society, 17 (3), 267–279. Retrieved on the 15th November 2020 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.565.643&rep=rep1&type=pdf

*Yu, W. F., She, H. C., & Lee, Y. M. (2010). The effects of web-based/non-web-based problem-solving instruction and high/low achievement on students’ problem-solving ability and biology achievement. Innovations in Education and Teaching International, 47 (2), 187–199. https://doi.org/10.1080/14703291003718927

Zhao, Y., Lei, J., Yan, B, Lai, C., & Tan, S. (2005). A practical analysis of research on the effectiveness of distance education. Teachers College Record, 107 (8). https://doi.org/10.1111/j.1467-9620.2005.00544.x

*Zhong, B., Wang, Q., Chen, J., & Li, Y. (2017). Investigating the period of switching roles in pair programming in a primary school. Educational Technology and Society, 20 (3), 220–233. Retrieved on the 15th November 2020 from https://repository.nie.edu.sg/bitstream/10497/18946/1/ETS-20-3-220.pdf

Download references

Author information

Authors and affiliations.

Primary Education, Ministry of Turkish National Education, Mersin, Turkey

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Hakan Ulum .

Additional information

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

Ulum, H. The effects of online education on academic success: A meta-analysis study. Educ Inf Technol 27 , 429–450 (2022). https://doi.org/10.1007/s10639-021-10740-8

Download citation

Received : 06 December 2020

Accepted : 30 August 2021

Published : 06 September 2021

Issue Date : January 2022

DOI : https://doi.org/10.1007/s10639-021-10740-8

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

• Online education
• Student achievement
• Academic success
• Meta-analysis
• Find a journal
• Publish with us
• Track your research

• Essay Samples
• College Essay
• Writing Tools
• Writing guide

Creative samples from the experts

↑ Return to Essay Samples

Argumentative Essay: Online Learning and Educational Access

Conventional learning is evolving with the help of computers and online technology. New ways of learning are now available, and improved access is one of the most important benefits available. People all around the world are experiencing improved mobility as a result of the freedom and potential that online learning provides, and as academic institutions and learning organisations adopt online learning technologies and remote-access learning, formal academic education is becoming increasingly legitimate. This essay argues the contemporary benefits of online learning, and that these benefits significantly outweigh the issues, challenges and disadvantages of online learning.

Online learning is giving people new choices and newfound flexibility with their personal learning and development. Whereas before, formal academic qualifications could only be gained by participating in a full time course on site, the internet has allowed institutions to expand their reach and offer recognized courses on a contact-partial, or totally virtual, basis. Institutions can do so with relatively few extra resources, and for paid courses this constitutes excellent value, and the student benefits with greater educational access and greater flexibility to learn and get qualified even when there lots of other personal commitments to deal with.

Flexibility is certainly one of the most important benefits, but just as important is educational access. On top of the internet’s widespread presence in developed countries, the internet is becoming increasingly available in newly developed and developing countries. Even without considering the general informational exposure that the internet delivers, online academic courses and learning initiatives are becoming more aware of the needs of people from disadvantaged backgrounds, and this means that people from such backgrounds are in a much better position to learn and progress than they used to be.

The biggest argument that raises doubt over online learning is the quality of online courses in comparison to conventional courses. Are such online courses good enough for employers to take notice? The second biggest argument is the current reality that faces many people from disadvantaged backgrounds, despite the improvements made in this area in recent years – they do not have the level of basic access needed to benefit from online learning. In fact, there are numerous sources of evidence that claim disadvantaged students are not receiving anywhere near the sort of benefits that online learning institutions and promoters are trying to instigate. Currently there are many organisations, campaigns and initiatives that are working to expand access to higher education. With such high participation, it can be argued that it is only a matter of time before the benefits are truly realised, but what about the global online infrastructure?

There is another argument that is very difficult to dispel, and that is the response of different types of students to the online learning paradigm. Evidence shows that there are certain groups of students that benefit from college distance learning much more than other groups. In essence, students must be highly motivated and highly disciplined if they are to learn effectively in their own private environment.

Follow Us on Social Media

Get more free essays

Send via email

Most useful resources for students:.

• Free Essays Download
• Writing Tools List
• Proofreading Services
• Universities Rating

Contributors Bio

Find more useful services for students

Free plagiarism check, professional editing, online tutoring, free grammar check.

Online Learning Essay

Online Learning: The Benefits Of Online And Mobile Learning

technology we have today for learning. It has moved on from the traditional classroom and whiteboard style to online learning with the supplementation of the mobile phone. There are various benefits of online and mobile learning however there are benefits that the traditional method of learning that technology cannot overcome. Online learning is the process of studying without having to physically attending classes or lectures and mobile learning is to help online learning more efficient by quickly

Traditional Learning: The Benefits Of Online Learning

The demand of learning is growing larger and larger because of the development of the economic. With the enlarging needs of learning, online learning appears to give not only students but also teachers a chance to perform better in learning. Online learning provides more free time and space to both two parties while traditional learning strictly demands both parties participate in the same time and at the same place. What’s more, online learning may enhance the students’ comprehensive ability, especially

Is Online Learning As Good

Is Online Learning as Good as Face-to-Face Learning? Technological advancement has brought up new ways of doing things. Traditionally, the manufacturing industry had to employ hundreds of workers to ensure that work was done in the right manner. They had to lift heavy machinery or use forklifts to ensure the heavy machineries were fixed in the correct place. Technological advancement brought about the principle of robotics. Companies are happy in the modern times to use robotics in manufacturing

Online Vs. Traditional Learning

Online Versus Traditional Learning Today 's generation relies so much on technology that it has now been incorporated into the schools curriculum. What we once knew and have learned by using school books, is now being taught strictly electronic communication. Although the online environment learning can be utilized to enhance classroom lessons, doesn 't mean it should come a main source of teaching. Schools around the nation has remove the use of textbooks and worksheet from the classroom it is

Online Learning vs. Traditional Classroom Learning

through online learning, rather than in a traditional classroom. As, a student is making that choice it is critical that they choose the best learning environment that allows them to meets their individual needs. When students are selecting the best learning environment there are various consideration that should be made before a decision is made. Education ourselves about the benefits and disadvantages allows us to narrow our selection between online learning and traditional classroom learning. Regardless

Online Learning Environment Analysis

Online courses provide an opportunity to create a highly social learning environment that enables students and teachers to participate and interact. Learning in a group is an important way to help students gain experience and share diverse perspectives in critical thinking and deeper understanding of the learned material. Students in an online learning environment must be responsible for their own learning. Cultivate the spirit of innovation and releasing students' creativity are the important goals

The Importance Of Interactivity In Online Learning

Interactivity in our lives is very important especially in the learning process between learners and instructors and the learning content. Interaction can be used in different teaching environments like formal and informal education. The learner can interact with the teacher in order to get some knowledge. (Bernard et al., 2009; Ke, 2013) As a student, the interaction is really the crucial element for their fundamental knowledge and emotional development in traditional teaching methods. (Song and

The Effectiveness Of Online Language Learning

The Effectiveness of Online Language Learning: One Student 's Personal Perspective The traditional classroom is quickly becoming obsolete as teachers struggle to keep up with the competition of technology. Educators are expected to bring and use innovative ideas to the classroom so that students are more engaged and prepared to succeed in the 21st century. With the advancement of technology, rural school districts can easily access subjects and courses that are not readily available at their districts

Disadvantages Of Online Learning

Online learning has become more popular in our education system in the past few years. Just take a look at yourself, we have all preferred taking this English class online over the traditional way of sitting in the classroom. Online learning has many advantages over the traditional way, yet there many students who would argue that we learn more by physically sitting in the class and interacting with each other. In my opinion, each student is different, and they each need to choose their classes

Online Learning Course Analysis

Receiving an education via an online course is one that has begun with many challenges. I have come from having no knowledge of researching information to feel like I have journeyed a long way finding the confidence to research pertinent and quality resources. Through this particular unit I have been given the implements to develop a sound knowledge of online group collaborations and the programs to allow the communication to take place. Learning about how to obtain credible resources has been invaluable

Popular Topics

• Online Shopping Essay
• Ontological Argument Essay
• Opera Essay
• Operant Conditioning Essay
• Operation Barbarossa Essay
• Operations Management Essay
• Ophelia Essay
• Opium War Essay
• Opposing Views Essay

25,000+ students realised their study abroad dream with us. Take the first step today

Meet top uk universities from the comfort of your home, here’s your new year gift, one app for all your, study abroad needs, start your journey, track your progress, grow with the community and so much more.

Verification Code

An OTP has been sent to your registered mobile no. Please verify

Thanks for your comment !

Our team will review it before it's shown to our readers.

• School Education /

Essay On Online Education: In 100 Words, 150 Words, and 200 Words

• Updated on  
• Apr 26, 2024

Online education has emerged as a significant transformation in the global education landscape, particularly in the wake of the COVID-19 pandemic . This essay explores the various facets of online education, from its inception to its advantages and disadvantages and its impact on learners and educators alike. The evolution of online education presents a new horizon for accessible and flexible learning .

Table of Contents

• 1 Essay on Online Education in 100 words
• 2 Essay on Online Education in 150 words
• 3 Essay on Online Education in 200 words
• 4 Short Essay on Online Education

Also Read: English Essay Topics

Also Read: How to Write an Essay in English

Also Read: Speech on Republic Day for Class 12th

Essay on Online Education in 100 words

Online education is a modern educational paradigm where students access instructional content through the internet. This innovative approach has gained immense popularity, especially after the pandemic, owing to its convenience and adaptability. It has enabled students of all ages to acquire knowledge from the comfort of their homes, transcending geographical barriers. Online education offers a diverse range of courses and resources, fostering continuous learning. However, it also presents challenges, such as dependency on technology and potential disengagement from the physical world.

Also Read: The Beginner’s Guide to Writing an Essay

Essay on Online Education in 150 words

Online education marks a revolutionary shift in how we acquire knowledge. It harnesses the power of the internet to deliver educational content to students, making learning more flexible and accessible. Technology advancements have accelerated the development of online education, enabling educational institutions to provide a wide range of courses and programmes through digital platforms.

One of the primary advantages of online education is its ability to cater to a diverse audience, regardless of geographical location or physical limitations. It eliminates the need for commuting and offers a cost-effective alternative to traditional classroom learning. However, online education also comes with its challenges. It requires self-discipline and motivation as students often learn independently. Additionally, prolonged screen time can have adverse effects on students’ physical and mental well-being, potentially leading to social disconnection.

Essay on Online Education in 200 words

Online education has witnessed remarkable growth in recent years, with the internet serving as the conduit for delivering educational content. This transformation has been accelerated, particularly in response to the global pandemic. Online education transcends the boundaries of traditional learning, offering students the opportunity to acquire knowledge and skills from anywhere in the world.

One of the most compelling aspects of online education is its flexibility. Learners can access course materials and engage with instructors at their convenience, breaking free from rigid schedules. Moreover, this mode of education has expanded access to a vast array of courses, allowing individuals to pursue their interests and career goals without geographical constraints.

However, it’s important to acknowledge the challenges associated with online education. It demands a high degree of self-discipline, as students must navigate the coursework independently. Prolonged screen time can have adverse effects on health and may lead to a sense of disconnection from society.

In conclusion, online education represents a significant shift in how we approach learning. It offers unprecedented access and flexibility but also requires learners to adapt to a more self-directed approach to education. Striking a balance between the benefits and challenges of online education is key to harnessing its full potential.

Also Read: Essay on Fire Safety in 200 and 500+ words in English for Students

Short Essay on Online Education

Find a sample essay on online education below:

An organised argument backed up by proof and examples is the key to writing a convincing essay. Create a clear thesis statement at the outset, follow a logical progression of points, and then summarise your main points.

To improve readability, use clear and concise language, break your essay into paragraphs with clear topic sentences, and vary your sentence structure.

If you’re struggling to meet the word count, review your content to see if you can expand on your ideas, provide more examples, or include additional details to support your arguments. Additionally, check for any redundancies or irrelevant information that can be removed.

Related Reads

We hope that this essay on Online Education helps. For more amazing daily reads related to essay writing , stay tuned with Leverage Edu .

Manasvi Kotwal

Manasvi's flair in writing abilities is derived from her past experience of working with bootstrap start-ups, Advertisement and PR agencies as well as freelancing. She's currently working as a Content Marketing Associate at Leverage Edu to be a part of its thriving ecosystem.

Leave a Reply Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Contact no. *

Connect With Us

25,000+ students realised their study abroad dream with us. Take the first step today.

Resend OTP in

Need help with?

Study abroad.

UK, Canada, US & More

IELTS, GRE, GMAT & More

Scholarship, Loans & Forex

Country Preference

New Zealand

Which English test are you planning to take?

Which academic test are you planning to take.

Not Sure yet

When are you planning to take the exam?

Already booked my exam slot

Within 2 Months

Want to learn about the test

Which Degree do you wish to pursue?

When do you want to start studying abroad.

January 2024

September 2024

What is your budget to study abroad?

How would you describe this article ?

Please rate this article

We would like to hear more.

Have something on your mind?

Make your study abroad dream a reality in January 2022 with

India's Biggest Virtual University Fair

Essex Direct Admission Day

Why attend .

Don't Miss Out

Comparative Essay Example: In-Person vs. Online Learning

As technology advances, the way of living changes in all aspects. A major change that is occurring is the opportunity for students to attend in-person schooling, physically sitting at a desk along with other students, or learning online. The best way to learn is unique to the individual student, and whether learning is virtually or face-to-face, there will be many similarities and differences. The better fit for a student might be one they never considered would work for them. When evaluating the form of learning, it is important to look at the environment: resources, teaching style, flexibility, teachers, and structure. 

There are many similarities between in-person and online learning. To start, both types of classroom settings have access to many resources: tutors, teacher conferences, or extra study material. An example could be the Chemeketa writing center which offers meetings in person or virtually (College). In both forms of learning one could find many opportunities for extracurricular activities or clubs. The student can decide to arrange themselves to either scenario with a wide range of attendance options. A recent example of that would be a past parent theatre meeting, where those who could not make it in person to the auditorium, had the chance to attend via zoom. Another resemblance in learning would be the type of materials that teachers instruct their students with, which is overall the same. This could include, assignments and test material. The workload remains roughly the same as well. Although there are many similarities between in-person classes and online learning, they become different when it comes to the social aspect.

 In a classroom, students have the chance to learn with an active teaching style--one not easily offered through an online setting. Students during in-person learning, voluntarily participate in group discussions, while online learning is mainly silent zoom sessions. This is mainly because circumstances have changed for remote learning to happen and students’ lack of willingness to communicate to a screen (Morin). Human interaction is essential “in assisting the learner to organize their thoughts, reflect on their understanding, and find gaps in their reasoning,” although most of it is found through a physical classroom setting (Okita). Along with easier learning for group discussions, the more people participate, the wider the range of perspectives will be.  While in-person learning primarily has a structured schedule that only requires the student to complete work on certain days, self-directed skills are necessary to successfully pass online courses. Despite the distinct differences between the learning environments, there are positives to both sides.

One essential resemblance for remote earning and face-to-face would be the teachers or professors. They adapt and learn new techniques to engage their students. The instructor directing the students throughout all the material is what allows both resources to work. During in-person learning teaching could use more methods and experiments; in online learning, there are more virtual labs and videos. They both give out different information but are essential for each. For example during online learning, a teacher’s material could look like, recorded lectures, Youtube videos, or online assignments. The pace a student learns during either learning setting is dependent on the teacher. Ultimately, it is teachers who during online and virtual classes direct the information needed for students to learn. 

Another main difference stems from availability and flexibility for both ways of learning. In-person is more of a fixed environment, which can also limit the number of people attending. Students who go in person are required to go to class and meet attendance daily. Because of the difficulty to schedule around the school for students who work full time, it becomes an inconvenience to ever have free time.  For a smaller classroom setting the maximum number of students is no more than 25 in one place. Online that number can significantly increase and allow for more students to participate. This can also include students from a variety of locations around the world, where all they need is the internet to connect. There is a great deal of flexibility offered, in contrast to in-person learning with a strict schedule. Some students prefer an online setting because of the flexibility of the hours. 

It is important to evaluate the needs of individual students and not make a decision about how a child learns lightly. Both forms of learning have positives and negatives. For strong, individualists students, remote learning would be a better option. For students who need physical, human interaction to learn, then in-person learning could be a better fit. It is important to evaluate the essential needs of students like resources or preferred ways to learn.

Related Samples

• The Importance of Physical Education at School Argumentative Essay
• The Necessity of Education in Malcolm X’s “Prison Studies” and Plato's “Allegory of the Cave"
• Essay about Should Electronic Devices Be Used in High School?
• Importance of Studying Psychology for Future Marine Biologist Essay Example
• The Advantages and Disadvantages of Online Learning Essay Sample
• Essay Sample about Teaching
• Stress and Anxiety amongst Students Essay Example
• Schools Should Provide Free Water Bottles for Students (Free Essay Sample)
• English 101 Essay Sample (Fake News Disclosure)
• Admission Essay Example: M-Engin Academy

Didn't find the perfect sample?

You can order a custom paper by our expert writers

Online Education: Pros and Cons Essay

Introduction, works cited.

Online education has recently taken its place in modern society and no one could deny that it is a rather important part of any educational system of today. Nevertheless, the use of online study still arises a lot of controversial points of view because some people support the method of online education and give their arguments, while other people oppose this method and give their own arguments that are not less trustworthy.

Our aim here is to consider both points of view in order to find out the answer to the following questions: “Can the online education provide the same level of knowledge that usual college education provides?” and “What are the main points that evidence for and against online education?” In order to answer these questions, we going to consider the arguments of both sides of the issue and make the essay more specific with the help of certain examples to support both points of view.

The supporters of online education, which is also widely known as distance learning, support their point of view by saying that online education allows a larger number of people to get a higher education degree. Besides, they say that a person does not always need a teacher to learn something, i. e. one can not be taught, he or she can only teach themselves. Concerning the first argument of the supporters of online education, it is quite trustful.

For example, this method of studying allows people who are employed or have families to study in higher educational establishments. They do not need to be physically present at all classes and study full-time. With the help of online education, they can plan their study themselves, taking into consideration their working schedule, family needs, and amount of spare time.

As for the second argument of this side, it is also good because people study themselves depending only upon their wish, and no teacher can make them study (Deane, 2005, pp. 34 – 54).

On the contrary, the opponents of distance learning, state that every student needs a teacher who would guide his or her studying process. They say that a person can learn the material her/himself but there is no guarantee that he or she learn it correctly. That is why a teacher is necessary to check the knowledge of a student and guide them in the right direction.

Another argument that the opponents of online education put forward is that it is accessible not to all people. They exemplify their point of view saying that poor people do not always have access to the Internet and that makes it difficult for them to take up distance education. What is more important is that people with physical or mental disabilities also not always can take up the online course because of the complexity of its application.

For example, a person with certain local losses of memory can not use very sophisticated systems of application the online study programs and due to this, the distance learning becomes inaccessible for him or her (Deane, 2005, pp. 56 — 75).

To express my personal opinion concerning the issue of online education, I should say that I support this method of education. I believe that it presents a wide range of options for people who do not have time for usual study due to work they have or families that they must feed. Besides, online education allows people from abroad to study in any educational establishment they wish without expenses on moving to that country and living costs there.

As for the drawbacks of online education for people with disabilities, I agree that such a problem exists and I am convinced that it can be solved. One of the ways to solve it is for the educational establishments to simplify the application of distance learning programs.

Deane, S. (2005). Online Education: Is It for You? Author House: New York.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2021, October 30). Online Education: Pros and Cons. https://ivypanda.com/essays/online-education-pros-and-cons/

"Online Education: Pros and Cons." IvyPanda , 30 Oct. 2021, ivypanda.com/essays/online-education-pros-and-cons/.

IvyPanda . (2021) 'Online Education: Pros and Cons'. 30 October.

IvyPanda . 2021. "Online Education: Pros and Cons." October 30, 2021. https://ivypanda.com/essays/online-education-pros-and-cons/.

1. IvyPanda . "Online Education: Pros and Cons." October 30, 2021. https://ivypanda.com/essays/online-education-pros-and-cons/.

Bibliography

IvyPanda . "Online Education: Pros and Cons." October 30, 2021. https://ivypanda.com/essays/online-education-pros-and-cons/.

• The Pros and Cons of Sex Education in Schools
• Pros and Cons of Learning Online from an Individual's and Society's Perspectives
• Hands on Learning in Classroom: Pros and Cons
• Assessments for ELLs: Pros and Cons
• Conventional vs. Online Learning: Pros and Cons
• Mind Mapping and Its Pros and Cons in Education
• Montessori Educational Philosophy, Its Pros and Cons
• Working While Studying: Pros and Cons
• Pros and Cons of Nuclear Power
• Common Core State Standards Initiative: Pros and Cons
• High Education Concepts Analysis
• A Lens to Teacher's Christian Worldview
• Plagiarism: Negative Aspects and Consequences
• Fundamentals of Administration in Education
• Why College Students Cheat: Discussion

IELTS Practice.Org

IELTS Practice Tests and Preparation Tips

• Sample Essays

Band 9 essay sample: Online learning is better than classroom learning. Do you agree?

by Manjusha Nambiar · Published July 2, 2015 · Updated April 23, 2024

Essay prompt

Giving lectures in auditoriums to large numbers of students is an old way of teaching. With the technology available today there is no justification for it, and everything should be done online. To what extent do you agree or disagree? Give your own opinion.

Sample essay

Technology has changed every aspect of our life including the way we learn and teach. Nowadays it is possible to earn degrees online. Online forums allow you to ask questions on any topic and receive answers within a matter of minutes. However, I still believe that online education cannot replace classroom based learning and teaching.

Online learning has its advantages. You can learn from the comforts of your home. The flexible learning hours are a boon for people who can’t afford to spend 6 or 7 hours in the classroom. Also, the internet has made it possible for learners to find teachers from any part of the world. So, for example, a student who wants to learn Spanish can find Spanish teachers online and learn from her home. She doesn’t have to go to Spain or find an institution that teaches Spanish in her country.

Online learning has its disadvantages too. Since there is no one to supervise your work or evaluate your progress you need a great amount of motivation and discipline to complete your course successfully. Distractions are a real problem for students doing online programs.

By contrast, classroom learning does not have many of these drawbacks. The best thing about classroom learning is that it creates an ambiance conducive to learning. In a class you are surrounded by other students who also want to score higher grades. This encourages you to work harder. In addition, subjects like medicine and engineering cannot be taught online because the emphasis is on practical not theory.

To conclude, online learning may have its benefits, but I still feel that classroom learning is superior to online learning. That said, the internet and information technology has endless possibilities. Both students and teachers will benefit a lot if they take advantage of the power of the internet in the classroom.

Tags: band 9 essay samples

Manjusha Nambiar

Hi, I'm Manjusha. This is my blog where I give IELTS preparation tips.

• Next story  Band 9 essay sample: Should governments fund higher education?
• Previous story  Overview of the 4 sections of the Listening module

Leave a Reply Cancel reply

You must be logged in to post a comment.

• Academic Writing Task 1
• Agree Or Disagree
• Band 7 essay samples
• Band 8 Essay Samples
• Band 8 letter samples
• Band 9 IELTS Essays
• Discuss Both Views
• Grammar exercises
• IELTS Writing
• Learn English
• OET Letters
• Sample Letters
• Writing Tips

Enter your email address:

Delivered by FeedBurner

IELTS Practice