virtual learning argumentative essay

• 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.

How Effective Is Online Learning? What the Research Does and Doesn’t Tell Us

• Share article

Editor’s Note: This is part of a series on the practical takeaways from research.

The times have dictated school closings and the rapid expansion of online education. Can online lessons replace in-school time?

Clearly online time cannot provide many of the informal social interactions students have at school, but how will online courses do in terms of moving student learning forward? Research to date gives us some clues and also points us to what we could be doing to support students who are most likely to struggle in the online setting.

The use of virtual courses among K-12 students has grown rapidly in recent years. Florida, for example, requires all high school students to take at least one online course. Online learning can take a number of different forms. Often people think of Massive Open Online Courses, or MOOCs, where thousands of students watch a video online and fill out questionnaires or take exams based on those lectures.

In the online setting, students may have more distractions and less oversight, which can reduce their motivation.

Most online courses, however, particularly those serving K-12 students, have a format much more similar to in-person courses. The teacher helps to run virtual discussion among the students, assigns homework, and follows up with individual students. Sometimes these courses are synchronous (teachers and students all meet at the same time) and sometimes they are asynchronous (non-concurrent). In both cases, the teacher is supposed to provide opportunities for students to engage thoughtfully with subject matter, and students, in most cases, are required to interact with each other virtually.

Coronavirus and Schools

Online courses provide opportunities for students. Students in a school that doesn’t offer statistics classes may be able to learn statistics with virtual lessons. If students fail algebra, they may be able to catch up during evenings or summer using online classes, and not disrupt their math trajectory at school. So, almost certainly, online classes sometimes benefit students.

In comparisons of online and in-person classes, however, online classes aren’t as effective as in-person classes for most students. Only a little research has assessed the effects of online lessons for elementary and high school students, and even less has used the “gold standard” method of comparing the results for students assigned randomly to online or in-person courses. Jessica Heppen and colleagues at the American Institutes for Research and the University of Chicago Consortium on School Research randomly assigned students who had failed second semester Algebra I to either face-to-face or online credit recovery courses over the summer. Students’ credit-recovery success rates and algebra test scores were lower in the online setting. Students assigned to the online option also rated their class as more difficult than did their peers assigned to the face-to-face option.

Most of the research on online courses for K-12 students has used large-scale administrative data, looking at otherwise similar students in the two settings. One of these studies, by June Ahn of New York University and Andrew McEachin of the RAND Corp., examined Ohio charter schools; I did another with colleagues looking at Florida public school coursework. Both studies found evidence that online coursetaking was less effective.

About this series

This essay is the fifth in a series that aims to put the pieces of research together so that education decisionmakers can evaluate which policies and practices to implement.

The conveners of this project—Susanna Loeb, the director of Brown University’s Annenberg Institute for School Reform, and Harvard education professor Heather Hill—have received grant support from the Annenberg Institute for this series.

To suggest other topics for this series or join in the conversation, use #EdResearchtoPractice on Twitter.

Read the full series here .

It is not surprising that in-person courses are, on average, more effective. Being in person with teachers and other students creates social pressures and benefits that can help motivate students to engage. Some students do as well in online courses as in in-person courses, some may actually do better, but, on average, students do worse in the online setting, and this is particularly true for students with weaker academic backgrounds.

Students who struggle in in-person classes are likely to struggle even more online. While the research on virtual schools in K-12 education doesn’t address these differences directly, a study of college students that I worked on with Stanford colleagues found very little difference in learning for high-performing students in the online and in-person settings. On the other hand, lower performing students performed meaningfully worse in online courses than in in-person courses.

But just because students who struggle in in-person classes are even more likely to struggle online doesn’t mean that’s inevitable. Online teachers will need to consider the needs of less-engaged students and work to engage them. Online courses might be made to work for these students on average, even if they have not in the past.

Just like in brick-and-mortar classrooms, online courses need a strong curriculum and strong pedagogical practices. Teachers need to understand what students know and what they don’t know, as well as how to help them learn new material. What is different in the online setting is that students may have more distractions and less oversight, which can reduce their motivation. The teacher will need to set norms for engagement—such as requiring students to regularly ask questions and respond to their peers—that are different than the norms in the in-person setting.

Online courses are generally not as effective as in-person classes, but they are certainly better than no classes. A substantial research base developed by Karl Alexander at Johns Hopkins University and many others shows that students, especially students with fewer resources at home, learn less when they are not in school. Right now, virtual courses are allowing students to access lessons and exercises and interact with teachers in ways that would have been impossible if an epidemic had closed schools even a decade or two earlier. So we may be skeptical of online learning, but it is also time to embrace and improve it.

A version of this article appeared in the April 01, 2020 edition of Education Week as How Effective Is Online Learning?

Sign Up for EdWeek Tech Leader

Edweek top school jobs.

Sign Up & Sign In

Essay on Virtual Learning

Introduction

Virtual learning involves an educational experience that is enhanced through electronic devices such as computers, with the support of an internet connection. It is vital to examine why virtual learning is important within the society and educational institutions (Stricker, Weibel & Wissmath, 2011). In the past, learning had one option for all students, that is, to attend physically for them to learn. With the developments made in technology, virtual learning has been made possible in many learning institutions. Virtual learning is convenient and cost-friendly to the students as one can learn remotely with an internet connection. Equally, with the internet, one has an opportunity to a large pool of information to boost understanding of various concepts (Keppell, Souter & Riddle, 2011). One does not need to appear physically at the institution premises for classes and other inquiries. Virtual learning is dependent on IT infrastructure existent for various institutions, which means that only institutions with established technology can use the approach (Stricker, Weibel & Wissmath, 2011). On-campus learning was common in the past due to a lack of digital platforms that could support the same. The paper seeks to examine the virtual learning and why it is appropriate for institutions to adopt the strategy to administer education.

Argument for Virtual Learning

Virtual Learning is Convenient and Cost-effective

Virtual learning is convenient in the sense that one does not show up physically for lessons and other school activities. Under virtual learning, students use the internet and software applications such as Skype to link up with colleagues, share notes, and hold discussions on course material (Keppell, Souter & Riddle, 2011). The fact that one can access education through digital devices makes it convenient, unlike on-campus learning, where one has to be present physically. Traveling expenses that students incur when going to school daily is normally spared with virtual learning. For instance, a student in Asia can effectively attend lessons with her colleagues on video calling through the internet. The lecturer can be based in any part of the world so long as there is a stable internet connection and an online platform that supports virtual learning. Students in remote areas can receive updates and complete assignments through virtual learning, unlike in the past (Xu et al., 2014). Virtual learning is cost-friendly as compared to on-campus education. For instance, one only needs an internet connection and a server to attend such sessions. On-campus education requires one to spend money on accommodation, food, traveling, and other expenses that might arise.

Effective Time Management

Virtual learning ensures proper time management for both students and tutors in various institutions. On-campus learning consumes a lot of time that can be used constructively, especially when moving from one class to another. With virtual learning, minimum time is wasted as one does not have many distracters (Xu et al., 2014). For instance, a student traveling to school daily for lessons might get late at some point, which can be avoided with the use of virtual learning. It is easier for one to prepare for a virtual lesson as compared to when they should attend the same physically. Time is an important resource that can help one chive much if well utilized. As such, students need to effectively manage their time for improved professionalism. Virtual learning provides an opportunity for students to practice better aspects of time management (Xu et al., 2014). Both the tutor and the students must develop formidable strategies, including the formulation of a plan to complete the course. Equally, there is a need for one to track and prioritize activities for the effective execution of learning through virtual education (Xu et al., 2014). A study place at home is essential for a student who wants to effectively use their time through virtual learning. This will help reduce any slight disturbance that might prevent or alter learning.

Access to a Larger Pool of Information and Immediate Feedback on Tests

No better resource can provide one with lots of information on any research work. As such, the use of the internet is crucial in gathering necessary information or conducting background checks (Barker & Gossman, 2013). On-premise education has libraries, some of which are established with online platforms. A student learning virtually has a greater opportunity of accessing empirical, descriptive, and other forms of data from existing sources. On-campus education students have access to resources depending on the capacity of the specific institution. The essence of education is to learn new things and skills meant to initiate societal change. As such, using a resource that is rich in information on a particular concept or aspect is helpful (Barker & Gossman, 2013). Virtual learning exposes learners to digital approaches of sharing classwork information and enhances for immediate feedback of the tests. On the contrary, on-campus education cannot handle immediate feedback as it will take time for the tutor to release results. The tests are conducted online, which enhances faster marking and give feedback on the same (Barker & Gossman, 2013). The fact that the test re conducted online allows one to consult other sources before issuing a response, which is not possible for on-campus education. As such, virtual learning is useful and should be established in each institution for convenience.

Argument against Virtual Learning

Virtual Learning is not Possible for all Courses

Much of the courses that institutions offer can be taught virtually through digital means. However, technical courses that require experiments and lab reports cannot be effectively enhanced through virtual learning. The critical disciplines are better placed to offer courses virtually as compared to technical units (Kumar, Gankotiya & Dutta, 2011). In such a circumstance, institutions cannot use virtual learning as the primary approach in the course. Schools advocate for on-campus learning for technical disciplines, for they require the physical presence of both the tutor and student. The fact that it cannot facilitate the learning of such courses makes it ineffective in its capacity to deliver. Virtual learning should be used in institutions to supplement on-campus education for technical courses (Kumar, Gankotiya & Dutta, 2011). For instance, tests that require no experiments and other technical matters can be conducted online while technical exams can be done in institutions. Most teaching is going remote with increased civilization and digitalization. Each institution must lay the right infrastructure that supports virtual learning to act as a boost to contemporary approaches to education (Kumar, Gankotiya & Dutta, 2011). As such, virtual learning cannot be used to administer technical courses to students through digital platforms.

Technical Challenges and Lack of Interaction

Virtual learning is supported by both physical computer hardware and internet infrastructure. Technology is prone to challenges of failure or disconnection, which disrupts the process of learning (Crick et al., 2017). For instance, during a session online, some students or the tutor might experience a network problem. Such circumstances jeopardize the chances of learners gaining the required content. Technicalities should be handled effectively by devising an alternative for each platform that the class uses. With more technical challenges, education is challenged, and learners may lose interest due to the disconnection from concepts. Equally, much time is wasted on handling technicalities, which could otherwise be used constructively. Lack of interaction among learners in the same class might impact learning outcomes negatively (Crick et al., 2017). Learners need to bond with each other and exchange ideas on various disciplines. When learners meet face to face, their understanding, and tolerance amongst each other improve. Students who understand each other are likely to do better in their tests. As such, virtual learning might not be as useful in enhancing social interactions within class members (Michael, 2012). Virtual learning can be successful when an institution has established infrastructure in support of the same. The approach is faced with technical challenges, which result in a lack of interest and commitment among learners.

To sum it up, virtual learning utilizes digital means to enhance education delivery in n institution. The educational strategy has since proved helpful and economical to learners across many institutions globally. The paper examines the concept of virtual learning and why it is necessary for institutions. Virtual learning is convenient as learners need not visit institutions physically for studies. Effective time management and access to a larger pool of information are some of the important arguments in support of virtual learning. On the other hand, virtual learning is ineffective in delivering technical content to students. Besides, technical challenges and lack of motivation makes are some of the assertions that make virtual learning less important within institutions. Comparison between the arguments for virtual learning and opinions against the same indicates that if it is well established, it will prove helpful to an institution to a large extent.

Barker, J., & Gossman, P. (2013). The learning impact of a virtual learning environment: students’ views.  Teacher Education Advancement Network Journal (TEAN) ,  5 (2), 19-38.

Crick, R., Lang, C., Siemens, G., & Wise, A. F. (2017). Learning analytics: Layers, loops and processes in a virtual learning infrastructure.  Handbook of Learning Analytics , 291-308.

Keppell, M., Souter, K., & Riddle, M. (2011).  Physical and virtual learning spaces in higher education: Concepts for the modern learning environment . IGI Publishing (IGI Global).

Kumar, S., Gankotiya, A. K., & Dutta, K. (2011, April). A comparative study of moodle with other e-learning systems. In  2011 3rd International Conference on Electronics Computer Technology  (Vol. 5, pp. 414-418). IEEE.

Michael, K. (2012). Virtual classroom: Reflections of online learning.  Campus-Wide Information Systems ,  29 (3), 156-165.

Stricker, D., Weibel, D., & Wissmath, B. (2011). Efficient learning using a virtual learning environment in a university class.  Computers & Education ,  56 (2), 495-504.

Xu, D., Huang, W. W., Wang, H., & Heales, J. (2014). Enhancing e-learning effectiveness using an intelligent agent-supported personalized virtual learning environment: An empirical investigation.  Information & Management ,  51 (4), 430-440.

Cite this page

Similar essay samples.

• Essay on Nationalism in China and Its Effect on Hong Kong
• Essay on Pros and Cons of a Server Core Install Versus a GUI Version o...
• Social Media Campaign
• A strategic analysis of Eni
• Essay on Psychology
• Essay on Conducting a Job Analysis

Online Classes Vs. Traditional Classes Essay

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2023, October 28). Online Classes Vs. Traditional Classes Essay. https://ivypanda.com/essays/online-classes-vs-traditional-classes-essay/

"Online Classes Vs. Traditional Classes Essay." IvyPanda , 28 Oct. 2023, ivypanda.com/essays/online-classes-vs-traditional-classes-essay/.

IvyPanda . (2023) 'Online Classes Vs. Traditional Classes Essay'. 28 October.

IvyPanda . 2023. "Online Classes Vs. Traditional Classes Essay." October 28, 2023. https://ivypanda.com/essays/online-classes-vs-traditional-classes-essay/.

1. IvyPanda . "Online Classes Vs. Traditional Classes Essay." October 28, 2023. https://ivypanda.com/essays/online-classes-vs-traditional-classes-essay/.

Bibliography

IvyPanda . "Online Classes Vs. Traditional Classes Essay." October 28, 2023. https://ivypanda.com/essays/online-classes-vs-traditional-classes-essay/.

• Technology Ruins One-on-One Interaction and Relations
• Remote vs In-person Classes: Positive and Negative Aspects
• Mathematics Teaching Approaches in Burns' Study
• The Impressions of Emirati Youths on ISIS
• Managers’ Training Proposal
• Coaching Approaches. Separation by Target and Source Data.
• Walmart Workplace Aspects Analysis
• The Value of In-Person Human Interaction
• Organizational Behavior and Workplace Conflicts
• Educator Ethics: The Case Study
• Principles Application in E-Learning
• Cambourne’s Conditions of Learning
• Concept of Transformative Learning in Modern Education
• Podcasts as an Education Tool
• Wikis as an Educational Tool

• Share full article

Advertisement

Supported by

Student Opinion

Is Online Learning Effective?

A new report found that the heavy dependence on technology during the pandemic caused “staggering” education inequality. What was your experience?

By Natalie Proulx

During the coronavirus pandemic, many schools moved classes online. Was your school one of them? If so, what was it like to attend school online? Did you enjoy it? Did it work for you?

In “ Dependence on Tech Caused ‘Staggering’ Education Inequality, U.N. Agency Says ,” Natasha Singer writes:

In early 2020, as the coronavirus spread, schools around the world abruptly halted in-person education. To many governments and parents, moving classes online seemed the obvious stopgap solution. In the United States, school districts scrambled to secure digital devices for students. Almost overnight, videoconferencing software like Zoom became the main platform teachers used to deliver real-time instruction to students at home. Now a report from UNESCO , the United Nations’ educational and cultural organization, says that overreliance on remote learning technology during the pandemic led to “staggering” education inequality around the world. It was, according to a 655-page report that UNESCO released on Wednesday, a worldwide “ed-tech tragedy.” The report, from UNESCO’s Future of Education division, is likely to add fuel to the debate over how governments and local school districts handled pandemic restrictions, and whether it would have been better for some countries to reopen schools for in-person instruction sooner. The UNESCO researchers argued in the report that “unprecedented” dependence on technology — intended to ensure that children could continue their schooling — worsened disparities and learning loss for hundreds of millions of students around the world, including in Kenya, Brazil, Britain and the United States. The promotion of remote online learning as the primary solution for pandemic schooling also hindered public discussion of more equitable, lower-tech alternatives, such as regularly providing schoolwork packets for every student, delivering school lessons by radio or television — and reopening schools sooner for in-person classes, the researchers said. “Available evidence strongly indicates that the bright spots of the ed-tech experiences during the pandemic, while important and deserving of attention, were vastly eclipsed by failure,” the UNESCO report said. The UNESCO researchers recommended that education officials prioritize in-person instruction with teachers, not online platforms, as the primary driver of student learning. And they encouraged schools to ensure that emerging technologies like A.I. chatbots concretely benefited students before introducing them for educational use. Education and industry experts welcomed the report, saying more research on the effects of pandemic learning was needed. “The report’s conclusion — that societies must be vigilant about the ways digital tools are reshaping education — is incredibly important,” said Paul Lekas, the head of global public policy for the Software & Information Industry Association, a group whose members include Amazon, Apple and Google. “There are lots of lessons that can be learned from how digital education occurred during the pandemic and ways in which to lessen the digital divide. ” Jean-Claude Brizard, the chief executive of Digital Promise, a nonprofit education group that has received funding from Google, HP and Verizon, acknowledged that “technology is not a cure-all.” But he also said that while school systems were largely unprepared for the pandemic, online education tools helped foster “more individualized, enhanced learning experiences as schools shifted to virtual classrooms.” ​Education International, an umbrella organization for about 380 teachers’ unions and 32 million teachers worldwide, said the UNESCO report underlined the importance of in-person, face-to-face teaching. “The report tells us definitively what we already know to be true, a place called school matters,” said Haldis Holst, the group’s deputy general secretary. “Education is not transactional nor is it simply content delivery. It is relational. It is social. It is human at its core.”

Students, read the entire article and then tell us:

What findings from the report, if any, surprised you? If you participated in online learning during the pandemic, what in the report reflected your experience? If the researchers had asked you about what remote learning was like for you, what would you have told them?

At this point, most schools have returned to in-person teaching, but many still use technology in the classroom. How much tech is involved in your day-to-day education? Does this method of learning work well for you? If you had a say, would you want to spend more or less time online while in school?

What are some of the biggest benefits you have seen from technology when it comes to your education? What are some of the biggest drawbacks?

Haldis Holst, UNESCO’s deputy general secretary, said: “The report tells us definitively what we already know to be true, a place called school matters. Education is not transactional nor is it simply content delivery. It is relational. It is social. It is human at its core.” What is your reaction to that statement? Do you agree? Why or why not?

As a student, what advice would you give to schools that are already using or are considering using educational technology?

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

Natalie Proulx joined The Learning Network as a staff editor in 2017 after working as an English language arts teacher and curriculum writer. More about Natalie Proulx

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

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

Online Learning Vs Face-to-face

• Categories: Online Vs. Traditional Classes Technology in Education

About this sample

Words: 768 |

Published: Aug 24, 2023

Words: 768 | Pages: 2 | 4 min read

Table of contents

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

Cite this Essay

Let us write you an essay from scratch

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

Get high-quality help

Dr. Heisenberg

Verified writer

• Expert in: Education Information Science and Technology

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

3 pages / 1154 words

5 pages / 2159 words

3 pages / 1540 words

1 pages / 553 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Online Vs. Traditional Classes

Most of the college using the electronic textbook which purchase from some website or using the PowerPoint nowadays. A traditional textbook is made by hundreds of pages of information, but all of this information is being write [...]

The debate between online education and in-class education has been ongoing for several years, with proponents and detractors arguing the benefits and drawbacks of each mode of learning. The rise of online education has brought [...]

The Society of Jesus, also known as the Jesuits, has played a significant role in the history of education and has had a profound impact on various fields of study. Founded by Saint Ignatius of Loyola in the 16th century, the [...]

As a college student, the choice between taking courses online or in-person can be a difficult one. While online classes provide flexibility and convenience, they also come with their own set of challenges. In this essay, we [...]

Education on top priority Today, education stands on top of the priority list. Anywhere you go or anything you want to achieve in your life, you require education. The opportunities to get educated and earn degrees are [...]

At times when you’ve had to decide on your education, did you ever stop to think about whether you prefer attending to conventional classes or taking online classes? Attending to conventional classes at a school is probably the [...]

Related Topics

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

Where do you want us to send this sample?

By clicking “Continue”, you agree to our terms of service and privacy policy.

Be careful. This essay is not unique

This essay was donated by a student and is likely to have been used and submitted before

Download this Sample

Free samples may contain mistakes and not unique parts

Sorry, we could not paraphrase this essay. Our professional writers can rewrite it and get you a unique paper.

Please check your inbox.

We can write you a custom essay that will follow your exact instructions and meet the deadlines. Let's fix your grades together!

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

Argumentative Essay Example: In-Person vs. Online Learning

For the last 18 months students had to sit at home with the discomfort of not seeing new friends and making new connections. I believe that in person school is superior to online school. I also believe that online school is not a good substitute for in person. This essay will show you research that supports in person attendance over online school.

Online school has caused serious learning delays that teachers have seen in their students. A study done by Mckinsey and Company showed that kids in online learning have a learning delay of up to three months. This can be bad for kids because when they come back in person they will be far behind the rest of the class and in some instances end up failing.  A survey done by Horace Mann shows that 97% of educators saw learning loss within their students.

Another reason that in person learning is superior to online is that teachers rate online learning very low in effectivness. A Mckinsey and Company study found that teachers rated online 5/10 all over the world. In another study by the RAND Corporation ⅔ of teachers said most of their online students were less prepared. Even though in person learning is clearly more effective there are some people who still disagree.  

Despite the evidence there are some people that say online school is superior. They say that it provides parents and opportunity to monitor and control their kid’s learning enviorment. According to an Ed Choice survey, 68% said flexibility for kid’s was an important factor in their decision to do online schooling, However this evidence is not valid because flexibility does not mean more effective education. It is not a persuasive argument.

Online school can cause serious learning delays as shown by surveys of teachers. Online learning is also much less effective as reported by teachers. In person school is clearly a better option.

In conclusion, in person school is much more effective than online learning. Online learning produces learning delays and is much less effective. In person learning should be the preferred method whenever possible.

Related Samples

• Scholarship Essay Example
• Essay Sample on Technology Interferes the Ability to Learn
• Increasing Gym Time in School Persuasive Essay Example
• What Can Be Done in Schools to Help Stop Bullying?
• Teacher That Impacted Her Students Essay Sample
• Essay Example: School Spirit and Keeping School Attendance Up
• Why Zoom Calls Are Ruining Education In 2021
• Essay On Importance Of Summer Vacation
• Essay Sample on Online Learning
• Reflective Essay Sample about Writing

Didn't find the perfect sample?

You can order a custom paper by our expert writers

Understanding EFL students’ chatbot-assisted argumentative writing: An activity theory perspective

• Published: 03 November 2023
• Volume 29 , pages 1–20, ( 2024 )

Cite this article

• Kai Guo   ORCID: orcid.org/0000-0001-9699-7527 1 ,
• Yuanke Li   ORCID: orcid.org/0000-0002-6365-8323 2 ,
• Yongyan Li   ORCID: orcid.org/0000-0002-8130-7041 1 &
• Samuel Kai Wah Chu   ORCID: orcid.org/0000-0003-1557-2776 1  

1279 Accesses

Explore all metrics

Despite growing interest in exploring the application of chatbots in language education, studies on the process of chatbot-assisted language learning are scant. This qualitative study uses activity theory to understand how English as a foreign language students engage with a chatbot, Argumate, when composing argumentative essays. Five Chinese undergraduate students performed an argumentative writing task with the assistance of Argumate. Screen recordings capturing the students’ writing processes, chat logs between the students and Argumate, the students’ argumentative essays, and their responses to a post-task questionnaire survey were collected and analysed. The results indicated that the students formed a learning community with Argumate in which they used various mediating tools, including online information sources, notes, translation tools, and typing assistants, to facilitate their interaction with the chatbot. Additionally, the student – Argumate collaborative writing was shaped by rules associated with meeting task requirements and following argumentative writing conventions. At the same time, the students’ need for additional scaffolds beyond those offered by Argumate posed challenges to their collaboration. Our findings contribute to a better understanding of the complex interplay among students, chatbots, and other key elements in the activity system of chatbot-assisted writing and generate insights into the application of chatbots to writing pedagogy.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Similar content being viewed by others

Artificial Intelligence (AI) Student Assistants in the Classroom: Designing Chatbots to Support Student Success

Yu Chen, Scott Jensen, … Terri Lee

Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence

Grant Cooper

Impacts of an AI-based chabot on college students’ after-class review, academic performance, self-efficacy, learning attitude, and motivation

Yen-Fen Lee, Gwo-Jen Hwang & Pei-Ying Chen

Data availability

The data that support the findings of this study are available from the first author, Kai Guo, upon reasonable request.

Bailey, D. (2019). Chatbots as conversational agents in the context of language learning. In Proceedings of the Fourth Industrial Revolution and Education (32–41).

Chaves, A. P., & Gerosa, M. A. (2021). How should my chatbot interact? A survey on social characteristics in human–chatbot interaction design. International Journal of Human-Computer Interaction, 37 (8), 729–758. https://doi.org/10.1080/10447318.2020.1841438

Article   Google Scholar  

Chen, X. W., & Lee, I. (2022). Conflicts in peer interaction of collaborative writing–A case study in an EFL context. Journal of Second Language Writing, 58 , 100910. https://doi.org/10.1016/j.jslw.2022.100910

Chen, H. L., Vicki Widarso, G., & Sutrisno, H. (2020). A chatbot for learning Chinese: Learning achievement and technology acceptance. Journal of Educational Computing Research, 58 (6), 1161–1189. https://doi.org/10.1177/0735633120929622

Chen, Z., Chen, W., Jia, J., & Le, H. (2022). Exploring AWE-supported writing process: An activity theory perspective. Language Learning & Technology, 26 (2), 129–148. https://doi.org/10125/73482

Coniam, D. (2008). An evaluation of chatbots as software aids to learning English as a second language. The EUROCALL Review, 13 , 2–14. https://doi.org/10.4995/eurocall.2008.16353

Engeström, Y. (1987). Learning by expanding: An activity theoretical approach to developmental research . Helsinki: Orienta-Konsultit.

Google Scholar  

Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspective on Activity Theory: Learning in doing: Social, cognitive and computational perspectives (pp. 19–38). Cambridge University Press.

Eric, M., Krishnan, L., Charette, F., & Manning, C. D. (2017). Key-value retrieval networks for task-oriented dialogue. In Proceedings of the 18th Annual SIGDial Meeting on Discourse and Dialogue (37–49). https://doi.org/10.48550/arXiv.1705.05414

Ferretti, R. P., Lewis, W. E., & Andrews-Weckerly, S. (2009). Do goals affect the structure of students’ argumentative writing strategies? Journal of Educational Psychology, 101 (3), 577–589. https://doi.org/10.1037/a0014702

Fujioka, M. (2014). L2 student–U.S. professor interactions through disciplinary writing assignments: An activity theory perspective. Journal of Second Language Writing, 25 , 40–58. https://doi.org/10.1016/j.jslw.2014.05.004

Fryer, L. K., & Carpenter, R. (2006). Bots as language learning tools. Language Learning & Technology, 10 , 8–14. https://doi.org/10125/44068

Fryer, L. K., Coniam, D., Carpenter, R., & Lăpușneanu, D. (2020). Bots for language learning now: Current and future directions. Language Learning & Technology , 24 (2), 8–22. http://hdl.handle.net/10125/44719

Guo, K., Gu, M., & Jin, T. (2021). Evaluating sources of evidence for argumentative writing: A collaborative learning design. TESOL Quarterly , 55 (3), 1060–1070. https://doi.org/10.1002/tesq.3025

Guo, K., Wang, J., & Chu, S. K. W. (2022). Using chatbots to scaffold EFL students’ argumentative writing. Assessing Writing , 54 , 100666. https://doi.org/10.1016/j.asw.2022.100666

Guo, K., Zhong, Y., Li, D., & Chu, S. K. W. (2023a). Investigating students’ engagement in chatbot-supported classroom debates. Interactive Learning Environments, 1–17. https://doi.org/10.1080/10494820.2023.2207181

Guo, K., Zhong, Y., Li, D., & Chu, S. K. W. (2023b). Effects of chatbot-assisted in-class debates on students’ argumentation skills and task motivation. Computers & Education, 203, 104862. https://doi.org/10.1016/j.compedu.2023.104862

Li, Y. (2013). Three ESL students writing a policy paper assignment: An activity-analytic perspective. Journal of English for Academic Purposes , 12 (2), 73–86. https://doi.org/10.1016/j.jeap.2012.11.006

Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence , 2 , 100041. https://doi.org/10.1016/j.caeai.2021.100041

Hadoux, E., & Hunter, A. (2019). Comfort or safety? Gathering and using the concerns of a participant for better persuasion. Argument & Computation, 10 (2), 113–147. https://doi.org/10.3233/AAC-191007

Han, D. E. (2020). The effects of voice-based AI chatbots on Korean EFL middle school students’ speaking competence and affective domains. Asia-Pacific Journal of Convergent Research Interchange, 6 (7), 71–80.

Hsu, P. S., Van Dyke, M., Chen, Y., & Smith, T. J. (2015). The effect of a graph-oriented computer-assisted project-based learning environment on argumentation skills. Journal of Computer Assisted Learning, 31 (1), 32–58. https://doi.org/10.1111/jcal.12080

Huang, W., Hew, K. F., & Fryer, L. K. (2021). Chatbots for language learning—Are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning , 38 (1), 237–257. https://doi.org/10.1111/jcal.12610

Jehn, K. A., & Mannix, E. A. (2001). The dynamic nature of conflict: A longitudinal study of intragroup conflict and group performance. Academy of Management Journal, 44 (2), 238–251. https://doi.org/10.5465/3069453

Jehn, K. A., Greer, L., Levine, S., & Szulanski, G. (2008). The effects of conflict types, dimensions, and emergent states on group outcomes. Group Decision and Negotiation, 17 (6), 465–495. https://doi.org/10.1007/s10726-008-9107-0

Jeon, J. (2021). Exploring AI chatbot affordances in the EFL classroom: Young learners’ experiences and perspectives. Computer Assisted Language Learning , 1–26. https://doi.org/10.1080/09588221.2021.2021241

Jia, J., & Ruan, M. (2008). Use chatbot CSIEC to facilitate the individual learning in English instruction: A case study. In International Conference on Intelligent Tutoring Systems (706–708). Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-69132-7_84

Jin, Y., Jie, W., & Wang, W. (2022). An alignment study on the College English Test (CET) and language standards. Foreign Language World, 2 , 24–32.

Jin, T., Su, Y., & Lei, J. (2020). Exploring the blended learning design for argumentative writing. Language Learning & Technology , 24 (2), 23–34. http://hdl.handle.net/10125/44720

Kessler, M. (2020). Technology-mediated writing: Exploring incoming graduate students’ L2 writing strategies with Activity Theory. Computers and Composition, 55 , 102542. https://doi.org/10.1016/j.compcom.2020.102542

Kılıçkaya, F. (2020). Using a chatbot, Replika, to practice writing through conversations in L2 English: A case study. In M. Kruk, & M. Peterson (Eds.), New Technological Applications for Foreign and Second Language Learning and Teaching (pp. 221–238). IGI Global. https://doi.org/10.4018/978-1-7998-2591-3.ch011

Kuhail, M. A., Alturki, N., Alramlawi, S., & Alhejori, K. (2023). Interacting with educational chatbots: A systematic review. Education and Information Technologies, 28 (1), 973–1018. https://doi.org/10.1007/s10639-022-11177-3

Le, D. T., Nguyen, C. T., & Nguyen, K. A. (2018). Dave the debater: A retrieval-based and generative argumentative dialogue agent. In Proceedings of the 5th Workshop on Argument Mining (pp. 121–130). https://doi.org/10.18653/v1/W18-5215

Lee, M., Liang, P., & Yang, Q. (2022). Coauthor: Designing a human-AI collaborative writing dataset for exploring language model capabilities. In Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems (pp. 1–19). https://doi.org/10.1145/3491102.3502030

Leontöev, A. N. (1978). Activity, consciousness, and personality . Prentice-Hall.

Leontöev, A. N. (1981). Problems of the development of the mind . Progress Press.

Lin, M. P. C., & Chang, D. (2020). Enhancing post-secondary writers’ writing skills with a chatbot: A mixed-method classroom study. Journal of Educational Technology & Society, 23 (1), 78–92.

Liu, F., & Stapleton, P. (2020). Counterargumentation at the primary level: An intervention study investigating the argumentative writing of second language learners. System, 89 , 102198. https://doi.org/10.1016/j.system.2019.102198

Majidi, A. E., Janssen, D., & Graaff, R. D. (2021). The effects of in-class debates on argumentation skills in second language education. System, 101 , 102576. https://doi.org/10.1016/j.system.2021.102576

Mayweg-Paus, E., Zimmermann, M., Le, N. T., & Pinkwart, N. (2021). A review of technologies for collaborative online information seeking: On the contribution of collaborative argumentation. Education and Information Technologies, 26 , 2053–2089. https://doi.org/10.1007/s10639-020-10345-7

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.

Mitchell, S. (2000). Putting argument into the mainstream. In S. Mitchell & R. Andrews (Eds.), Learning to Argue in Higher Education (pp. 146–154). Portsmouth, NH: Boyton/Cook.

Mwanza, D. (2002). Conceptualising work activity for CAL systems design. Journal of Computer Assisted Learning, 18 (1), 84–92. https://doi.org/10.1046/j.0266-4909.2001.00214.x

O’Neill, T. A., & Mclarnon, M. J. (2018). Optimizing team conflict dynamics for high performance teamwork. Human Resource Management Review, 28 (4), 378–394. https://doi.org/10.1016/j.hrmr.2017.06.002

Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41 (10), 994–1020. https://doi.org/10.1002/tea.20035

Qin, J., & Karabacak, E. (2010). The analysis of Toulmin elements in Chinese EFL university argumentative writing. System, 38 (3), 444–456. https://doi.org/10.1016/j.system.2010.06.012

Rakshit, G., Bowden, K. K., Reed, L., Misra, A., & Walker, M. (2019). Debbie, the debate bot of the future. In Advanced Social Interaction with Agents (pp. 45–52). Springer, Cham. https://doi.org/10.1007/978-3-319-92108-2_5

Ren, B., & Zhu, W. (2023). A Chinese EFL student’s strategies in graduation thesis writing: An Activity Theory perspective. Journal of English for Academic Purposes, 61 , 101202. https://doi.org/10.1016/j.jeap.2022.101202

Shah, P. P., & Jehn, K. A. (1993). Do friends perform better than acquaintances? The interaction of friendship, conflict, and task. Group Decision and Negotiation, 2 (2), 149–165. https://doi.org/10.1007/BF01884769

Shi, Z., Liu, F., Lai, C., & Jin, T. (2022). Enhancing the use of evidence in argumentative writing through collaborative processing of content-based automated writing evaluation feedback. Language Learning & Technology, 26 (2), 106–128. https://doi.org/10125/73481

Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14 (3), 153–173. https://doi.org/10.1016/j.jslw.2005.05.002

Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57 , 100752. https://doi.org/10.1016/j.asw.2023.100752

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes . Harvard University Press.

Woo, D. J., Wang, Y., Susanto, H., & Guo, K. (2023). Understanding English as a foreign language students’ idea generation strategies for creative writing with natural language generation tools. Journal of Educational Computing Research , 1–19. https://doi.org/10.1177/07356331231175999

Yin, Q., & Satar, M. (2020). English as a foreign language learner interactions with chatbots: Negotiation for meaning. International Online Journal of Education and Teaching (IOJET) , 7 (2), 390–410. https://iojet.org/index.php/IOJET/article/view/707

Yuan, A., Coenen, A., Reif, E., & Ippolito, D. (2022). Wordcraft: story writing with large language models. In 27th International Conference on Intelligent User Interfaces (pp. 841–852). https://doi.org/10.1145/3490099.3511105

Zhang, R., & Zou, D. (2022). A review of research on technology-enhanced peer feedback for second language writing based on the activity theory framework. Education and Information Technologies , 28 (6), 6727–6753. https://doi.org/10.1007/s10639-022-11469-8

Zhang, S., Shan, C., Lee, J. S. Y., Che, S., & Kim, J. H. (2023). Effect of chatbot-assisted language learning: A meta-analysis. Education and Information Technologies , 1–21. https://doi.org/10.1007/s10639-023-11805-6

Download references

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Author information

Authors and affiliations.

Faculty of Education, The University of Hong Kong, Hong Kong, China

Kai Guo, Yongyan Li & Samuel Kai Wah Chu

School of Foreign Studies, South China Normal University, Guangzhou, China

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Kai Guo .

Additional information

Publisher's note.

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

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Guo, K., Li, Y., Li, Y. et al. Understanding EFL students’ chatbot-assisted argumentative writing: An activity theory perspective. Educ Inf Technol 29 , 1–20 (2024). https://doi.org/10.1007/s10639-023-12230-5

Download citation

Received : 12 July 2023

Accepted : 18 September 2023

Published : 03 November 2023

Issue Date : January 2024

DOI : https://doi.org/10.1007/s10639-023-12230-5

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

• Argumentative writing
• EFL students
• Human – machine collaboration
• Activity theory
• Find a journal
• Publish with us
• Track your research

We use cookies to enhance our website for you. Proceed if you agree to this policy or learn more about it.

• Essay Database >
• Essays Samples >
• Essay Types >
• Argumentative Essay Example

Virtual Reality Argumentative Essays Samples For Students

65 samples of this type

Over the course of studying in college, you will surely have to write a lot of Argumentative Essays on Virtual Reality. Lucky you if linking words together and turning them into meaningful text comes naturally to you; if it's not the case, you can save the day by finding an already written Virtual Reality Argumentative Essay example and using it as a template to follow.

This is when you will definitely find WowEssays' free samples database extremely helpful as it embodies numerous skillfully written works on most various Virtual Reality Argumentative Essays topics. Ideally, you should be able to find a piece that meets your requirements and use it as a template to compose your own Argumentative Essay. Alternatively, our expert essay writers can deliver you an original Virtual Reality Argumentative Essay model written from scratch according to your custom instructions.

Free Video Games Argumentative Essay Example

Introduction, free argumentative essay about violence in video games, example of supporting material page argumentative essay.

Don't waste your time searching for a sample.

Get your argumentative essay done by professional writers!

Just from $10/page

Good Argumentative Essay On Cyberspace And Identity

Are video games containing violence appropriate for children argumentative essay example, good argumentative essay on do violent video games promote bad behavior, free argumentative essay about do violent video games cause behavioral problems, example of do video games make people violent argumentative essay.

(Author’s Full Name)

Descartes & Gray Argumentative Essay Samples

Meditations & bad dreams, free effect of video games on childrens and adolescents behavior revision argumentative essay sample, good example of effect of video games on childrens and adolescents behavior argumentative essay, example of argumentative essay about technology in education, argumentative essay on technology in education, sample argumentative essay on video games cause less violence than other forms of media.

<Student’s name> <Supervisor´s name>

Technology Date: December 9, 2013

Argumentative essay on data, video games aren’t just games, how video games affect todays youth argumentative essay examples, example of should educational computer games be used in class argumentative essay, is video gaming good or bad argumentative essay.

Remember that we offer this and many other  free written essays strictly as examples.

Video Games For Education Argumentative Essay Examples

Semi-automatic weapon ban argumentative essay sample, cover letter, example of do violent games cause behavior problems argumentative essay, introduction., argumentative essay on is technology value-neutral, example of argumentative essay on video games are educational outline, the intellectual invasion of video games argumentative essay, example of intellectual invasion of violent video games argumentative essay, harmful influence of video games argumentative essay examples, video games causing negative impact on child psychology argumentative essay.

Video games have faced criticism and appreciation both at the same time, but still the disadvantages are more commonly highlighted. The most important issue is that an answer to the question “Are video Games dangerous?” is very subjective and it’s very difficult to say that what all games, or playing for how much time, can really prove dangerous.

The Effect Of Violent Video Game On Children Argumentative Essay

Good example of the danger of artificial intelligence argumentative essay, video games as a contributor to violence, aggression and mood argumentative essay example, free argumentative essay about technology in the classroom: using digital game based learning as an educational, free parenting and video game violence argumentative essay example, reason one: machines created through artificial intelligence cannot reason or understand. argumentative essay example, individual reaction to the advent of artificial intelligence, good example of argumentative essay on artificial intelligence, free violent computer games argumentative essay sample, is video gaming good or bad argumentative essay examples, good argumentative essay on artificial intelligence a creator of doom or bright future, rhetorical analysis argumentative essay, free argumentative essay on legal regulations and ethical codes for nurses, free give a kantian vs utilitarian argument for creating/for not creating conscious robots argumentative essay example, cyber assymetrical warfare argumentative essay examples, argumentative essay on the internet and thought: a positive change, good argumentative essay about the consumers’ capacity to make free decisions in bioethical cases, the internet and thought a positive change argumentative essay examples, argumentative essay on should we use animals for drug testing.

This paper examines the arguments for and against the sue of animals in experiments. It offers a brief examination of the historical development of the opposition to using animals; it considers the question form the practical and the ethical standpoint; it examines some of the evidence which shows the inefficiency and unreliability of animal use; and it also shows the way ethical standpoints have changed in the 21st century.

Key words: the three Rs; in vitro testing ; principle of equality; human volunteers; computer simulations.

Are We Too Dependent On Computers? Argumentative Essay

Imagination as a human development argumentative essays examples, what is progress argumentative essay, free military detentions argumentative essay example, good argumentative essay on universal human rights, identification number:.

Essay and draft number:

Good Example Of Environmental Ethics-Climate Change Argumentative Essay

Accepting our historys flaws argumentative essays examples, free couse argumentative essay sample, anthropology, technology is more useful than harmful and it is not the cause of degrade of american argumentative essays example, violence in the media argumentative essays example, technology friend or foe argumentative essay examples, co 300 argumentative essay examples, we live in a multimodal world, free argumentative essay on internet marketing, free argumentative essay on strategies for combating childhood obesity, argument against gun control measures being promoted by president obama argumentative essay sample, climate change man-made argumentative essay sample.

Password recovery email has been sent to [email protected]

Use your new password to log in

You are not register!

By clicking Register, you agree to our Terms of Service and that you have read our Privacy Policy .

Now you can download documents directly to your device!

Check your email! An email with your password has already been sent to you! Now you can download documents directly to your device.

or Use the QR code to Save this Paper to Your Phone

The sample is NOT original!

Short on a deadline?

Don't waste time. Get help with 11% off using code - GETWOWED

No, thanks! I'm fine with missing my deadline

• Dissertation Chapter - Abstract
• Dissertation Chapter - Introduction Chapter
• Dissertation Chapter - Literature Review
• Dissertation Chapter - Methodology
• Dissertation Chapter - Results
• Dissertation Chapter - Discussion
• Dissertation Chapter - Hypothesis
• Dissertation Chapter - Conclusion Chapter

We value every paper writer working for us, therefore we ask our clients to put funds on their balance as proof of having payment capability. Would be a pity for our writers not to get fair pay. We also want to reassure our clients of receiving a quality paper, thus the funds are released from your balance only when you're 100% satisfied.

Benefits You Get from Our Essay Writer Service.

Typically, our authors write essays, but they can do much more than essays. We also offer admissions help. If you are preparing to apply for college, you can get an admission essay, application letter, cover letter, CV, resume, or personal statement from us. Since we know what the admissions committee wants to see in all these papers, we are able to provide you with a flawless paper for your admission.

You can also get help with business writing from our essay writer online. Turn to us if you need a business plan, business proposal, presentation, press release, sales letter, or any other kind of writing piece for your business, and we will tailor such a paper to your requirements.

If you say, "Do not write an essay for me, just proofread and edit it," we can help, as well. Just provide us with your piece of writing and indicate what exactly you need. We will check your paper and bring it to perfection.

Finished Papers

Why do I have to pay upfront for you to write my essay?

is a “rare breed” among custom essay writing services today

All the papers delivers are completely original as we check every single work for plagiarism via advanced plagiarism detection software. As a double check of the paper originality, you are free to order a full plagiarism PDF report while placing the order or afterwards by contacting our Customer Support Team.

Being tempted by low prices and promises of quick paper delivery, you may choose another paper writing service. The truth is that more often than not their words are hollow. While the main purpose of such doubtful companies is to cash in on credulity of their clients, the prime objective of is clients’ satisfaction. We do fulfill our guarantees, and if a customer believes that initial requirements were not met or there is plagiarism found and proved in paper, they can request revision or refund. However, a refund request is acceptable only within 14 days of the initial deadline.

Our paper writing service is the best choice for those who cannot handle writing assignments themselves for some reason. At , you can order custom written essays, book reviews, film reports, research papers, term papers, business plans, PHD dissertations and so forth. No matter what academic level or timeframe requested is – we will produce an excellent work for you!

Customers usually want to be informed about how the writer is progressing with their paper and we fully understand that – he who pays the piper calls the tune. Therefore, with you have a possibility to get in touch with your writer any time you have some concerns or want to give additional instructions. Our customer support staff is there for you 24/7 to answer all your questions and deal with any problems if necessary.

Of course, the best proof of the premium quality of our services is clients’ testimonials. Just take a few minutes to look through the customer feedback and you will see that what we offer is not taking a gamble.

is a company you can trust. Share the burden of academic writing with us. Your future will be in safe hands! Buy essays, buy term papers or buy research papers and economize your time, your energy and, of course, your money!