Universities worldwide have seized the opportunity to widen student access by engaging in elements of online learning since the 1990’s (Kubo, 2008). With an increasing number of university courses delivered fully online this year due to the COVID-19 pandemic, the efficacy of online learning has been evaluated on a colossal scale. The flexibility, self-pacing and lower social stress levels associated with online learning are of significant advantage to students. However, experiencing a lack of social interaction, motivation and self-discipline, with the possibility of encountering technological difficulties, learning can become stunted and less engaging when computer based.
Online learning can increase student appreciation of in-class projects and interactions in a “flipped classroom”, a term defined by students completing an element of independent learning prior to class (Liang, Shih, Tsai, 2018). The usefulness of online self-directed learning before attending in-person activities enhances engagement of students and their desire to apply knowledge gained from pre-class studies. Liang, Shih and Tsai (2018) suggest educational success can be improved as the element of independent study before in-class teaching refines student’s self-assurance in undertaking constructive distance learning. Therefore, if students direct their own learning in a flipped classroom, they are demonstrating independent understanding of knowledge and developing critical thinking skills prior to further analysis and discussion in class. However, more research would be required to compare if online pre-class learning could be taught in-person in small groups of students instead. The social aspect and opportunity of conversation and opinions from other classmates would thus be increased, instead of isolated self-study.
Moreover, online learning provides students with the opportunity to engage in flexible learning and scheduling classes to fit their timetable and pace of study. Bentz and Lazarevic (2021) indicate this flexibility lowers university students stress levels by ensuring course work can be completed at one’s convenience. It could be argued that if strict scheduling of classes and rigid timetabling are relaxed with online learning, students may feel less pressure when approaching deadlines and thus submit work of a higher standard, but more research would be required to prove this. Furthermore, studies by Grieve and Kemp (2014) highlight the practical aspect of online learning, as students can complete work when best suits, without considering additional university travel times. Thus, the practicality of online learning is advantageous to many students; however, this pragmatism does not necessarily result in greater educational benefits if time is saved, compared to face-to-face activities. (Grieve and Kemp, 2014)
The benefits of online learning for university students are not only pragmatic but can also improve wellbeing. Bentz and Lazarevic (2021) suggest students working online experience lower levels of stress by demonstrating better time management and accessing course materials with less difficulty. They also claim students experience reduced social stress compared to conventional face-to-face teaching when studying online, linked to feeling less pressure when presented with social situations (Bentz and Lazarevic, 2021). It could be debated social skills and oral communication are invaluable traits of university graduates, and competency could be lost if courses were taught solely online. Although one would assume limited social situations would lead to a negative impact on students, the effect is opposite and lowers social stress. It can be reasoned that for many students, stress may not hinder but in fact positively assist studies, thus this data could be interpreted differently by each individual preference.
Whilst online learning would appear to be of benefit to some students by reducing social stress, the lack of human interaction and direct contact can also be detrimental to the university teaching experience. Recent studies revealed many university students favour in-person, on-campus teaching, as direct contact with class peers and lecturers can evade the risk of social isolation (Au, Yates, Zhang, Zhu, 2020). Therefore, the deficit of face-to-face teaching and real time relations can be a significant drawback of online university, as students may struggle to engage in remote collaborative learning with classmates. Conversely, learning at a distance may aid students more course-driven and focused on degree destinations rather than the social aspect and community-based teaching at university, however this assumption does not apply to everyone (Bentz and Lazarevic, 2021).
To learn effectively online, students must exercise greater determination, planning, and self-drive to maintain engagement during studies (Dumford and Miller, 2018). As traditional face-to-face environments better collaborate learning, interaction and discussion between students and staff, the lack of such in an online classroom can affect student’s involvement and enthusiasm for learning (Dumford and Miller, 2018). Grieve and Kemp (2014) noted students lack engagement in distance learning as the quality and quantity of deeper learning gained is affected. It is worthwhile noting student involvement could also be influenced by environmental factors such as a nurturing learning setting, quality and diversity of remote teaching (Dumford and Miller, 2018). Providing a greater variety of interactive delivery types when undertaking online learning could encourage student engagement.
Technology and the internet have been invaluable in paving the way for online learning. However, reliance on technology can give rise to limited access for students with a poor internet connection. Adedoyin and Soykan (2020) found students using older modes of technology are liable to face compatibility issues when accessing software and content online. Those from low socio-economic backgrounds are most susceptible to encountering issues regarding poor broadband connection, thus facing further technical problems when learning digitally (Adedoyin, Soykan, 2020). Rather than levelling the playing field and widening access to university, online learning may cause more challenges by disadvantaging students without the appropriate technology or opportunities, increasing existing social disparities.
When engaging with online learning at university, it is critical students are aware of the benefits but also potential drawbacks. After considering accessibility and stress factors associated with online learning for university students, it is evidently advantageous for flexibility, self-directed study and self-pacing. However, face-to-face learning eradicates issues involving technology and its lack of access for certain socio-economic groups, with a greater element of engagement and social interaction. Thus, distance learning on its own is not the most effective teaching tool. The greatest benefit for university student’s education is through “blended learning”, combining self-directed online study with elements of more traditional on-campus teaching (Kubo, 2008). This model would provide a partial solution to social isolation of students and the opportunity to engage in critical group discussions, however, personal preferences of each student must be considered. Online learning as the sole teaching tool at university is still in its infancy. However, until a solution can be provided to bridge existing social gaps and make online learning freely accessible to all, the benefits are overridden by the limitations.
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