When I first began searching for and considering graduate programs two years ago, I relegated online/ distance learning to last-resort status. This was not because I thought it was inferior, but I presumed that like my undergraduate studies, I would ‘go’ to graduate school, meaning face-to-face classes. When I got a full-time job in my future career field, though, I quickly changed my mind because it was hard to think of giving up a job that provides practical, real-world experience. So, I became a distance learning student and gradually became aware of the many advantages of online learning. After being an online grad student for two years, I have also come to realize that it is not a one-size-fits-all environment, and the many advantages to online learning that I enjoy are perhaps not advantages for every learner. Instead, the flexibility, autonomy, interactions, and/or levels of motivation necessary may make serve as disadvantages for some learners.
Online learning continues to grow in both popularity and numbers, with a broad spectrum of students enjoying the benefits of online classes. As several recent studies note, the prospective advantages of online learning extend beyond increased access and flexibility (New York Times Bits Blog, 2009; Clark, 2009). A study on online education by the U.S. Department of Education, found a small but significant difference in test scores for students learning in online vs. traditional classroom environments, suggesting that online learning is “not just better than nothing—it tends to be better than conventional instruction” (New York Times Bits Blog, 2009, para.4). Proponents of online learning propose that online education can tailor instruction to individual student needs and provide practical applications of skills rather than just basic instruction in them. In my various online courses, I have experienced this myself, particularly with teaching-based projects I can implement in my current job that benefit me as a student yet also provide a new service and/or resource for patrons at my library.
Nonetheless, the research in the Department of Education report, as well as several other studies (Northwestern University, 2010; Clark 2009), does note that “most” of the comparative studies were done in adult continuing education and collegiate courses, which also happens to be the area in which they project the largest growth in online learning (New York Times Bits Blog, 2009). Studies suggest that online courses are designed primarily for working adults, with some younger students joining the trend as more colleges offer, if not require participation in online education (Clark, 2009, para 2.). Still, the online learning environment may not be a “good fit” for younger students with “poor self-discipline and time-management skills” (Clark, 2009, para 12). In my experience as a student who initially preferred face-to-face classes, online learning requires something of a tradeoff. In exchange for the flexible hours to post to discussion boards, attend synchronous class meetings after work, and collaborate through a variety of web 2.0 tools, students in online classes need a certain level of self-discipline and motivation to complete readings and assignments; I found this to be particularly true in one online course that optional class meetings and discussion forums, meaning that we had to self-regulate on the assigned readings or we would be cramming to get them finished before assignments were due. Younger or less experienced students may not be able to strike this balance between autonomy, self-discipline, and motivation.
One study of the relationship between motivation and online learning notes that “practitioners and researchers alike have come to understand that to be successful in online courses, it helps to be a highly motivated, self-regulated learner” (Artino & Stephens, 2009, p.146). This is perhaps because online learning environments are “relatively autonomous” compared to traditional classrooms (Artino & Stephens, 2009, p.147). As Chapter 9 in the Moreno text explains, motivation is strongly interrelated with learning and underlies achievement (Moreno, 2010, p.329). Motivation can also vary from student to student or even within an individual student depending on their age, the subject matter they are studying, and even the context in which they are learning (Moreno, 2010, p.329). Although students may enjoy the benefits of online learning like honing their technology skills and learning from home, not all students fall into the “highly motivated, self-regulated learner” category.
I have a coworker, for example, who is an adult learner in an asynchronous online graduate program. Even though s/he likes the flexibility of the classes, s/he admittedly lacks the motivation and/or self-regulation to complete readings and assignments in a timely manner, which affects success in the courses. However, when my coworker took a face-to-face course in the same program, s/he did very well because of the different social dynamic and added structure of the class. Studies suggest that as students get older, they seek both a sense of community with teachers and classmates as well as autonomy, which can affect their motivation and learning (Moreno, 2010, p.357). Students like my coworker who are motivated to some extent by social goals may not be fulfilled in online learning environments, where the social dynamic and interactions can differ from face-to-face learning.
A final prospective disadvantage to online learning is that such classes can have negative outcomes for language minority and lower performing students (Northwestern University, 2010). A survey of professors found almost half of them felt that students in the online course received an “inferior education” (Clark, 2009, para. 13). As the primary author of a study by the National Bureau of Economic Research, David Figlio notes, “not all internet courses are created equally” (Northwestern, 2010, para. 13). In the end, although I think online learning is a wonderful opportunity and learning environment that works for my schedule and needs, I think it might not be the best option for all students, like those who need a little more structure, motivation, personal/social interaction, or who have specific language or learning needs.
Artino, A.R., Jr., & Stephens, J.M. (2009). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online. The Internet and Higher Education, 12(3-4), 146-151.
Clark, K. (2009). Online education offers access and affordability. U.S. News & World Report. Retrieved from http://www.usnews.com/articles/education/online-education/2009/04/02/online-education-offers-access-and-affordability.html.
Moreno, R. (2010). Educational psychology. Hoboken, NJ: John Wiley & Sons, Inc.
New York Times Bits Blog (2009, August 19). Study finds that online education beats the classroom. Message posted to http://bits.blogs.nytimes.com/2009/08/19/study-finds-that-online-education-beats-the-classroom/.
Northwestern University (2010). Rushing too fast to online learning? Outcomes of Internet versus face-to-face instruction. ScienceDaily. Retrieved from http://www.sciencedaily.com/releases/2010/06/100628092756.htm.
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