Review paper

Michael Andrew F. Chua

Title: Online Classes VS Face to Face Classes

Introduction

In my own point of view about reviewing online classes versus face-to-face classes involves
considering various factors such as effectiveness, engagement, flexibility, and overall experience.
Here's a comparative review: Both conventional learning and online classes are effective in terms of
learning but conventional teaching are often effective due to face-to-face interaction, instant
feedback, and of course individualize attention from the instructors. In Jasin, Melaka. There are 99
students who participated in an survey. it was found that that the ability and comfortability to use
computers was 93%. However, their motivation in online learning was 41.5% and ability to work in a
group was at a moderate level 66.7%. They also agreed that conventional teaching (face-to-face) was
important for their learning 98% (Jamaludin et al. 2021). I can say that the majority of the students in
Jasin, Melaka are more comfortable in using computers while their motivation are moderate but
somehow the group work is low, but safely I can say that the conventional learning is still important
for them. Typically speaking, conventional teaching offers a high level of engagement and
participation than the online classes, owing to the fact that some students at home struggle self-
discipline, not all students have compatible devices for online learning, and some students don’t have
stable wifi. Students in some part of United States reported decreases in live lecture engagement and
attendance, with 72 percent reporting that low engagement during lectures hurt their online learning
experience. A majority of students reported that they struggled with staying connected to their peers
and instructors and managing the pace of coursework (Hollister, 2022). Only 19% were very satisfied
after the transition to online learning. Additionally, 57% of respondents said that maintaining interest
in the course material was “worse online,” 65% claimed they had fewer opportunities to collaborate
with peers, and 42% said that keeping motivated was a problem (Means and Neisler, 2020). In terms
of accessibility, online classes are more accessible to students who lives in a remote areas, mobility
issues, or have other inhibitions that holds them back from going to face-to-face classes. Not only
does accessibility open your content to all students, but it also opens communication. Through
captioning, alt-text, transcriptions, embedded links, and more, you are making sure all students and
users of your course content have access. No one is being left out. Coming into an online learning
environment with a plan is always a good idea. Knowing the tools and methods for making a course
accessible is also critical (Moorefield, 2019)

Indeed, both online classes and conventional learning have their pros and cons, and the
effectiveness, engagements of students, and also their accessibility differ and also depends on things
like instructional design, students preferences, and course objectives. Hybrid approaches that blends
both online classes and conventional learning can provide a versatile learning experience, filling to
diverse students preferences and their needs.
References:

Jamaludin, Z., Syaharuddin, Ahmad, Sari N. I., Mandailina, V., Pramita, D. (2021) ANALYSIS OF
STUDENTS RESPONSES TO ONLINE LEARNING USING UNIFIED THEORY OF ACCEPTANCE
AND USE OF TECHNOLOGY MODEL. 12(1), 75-82.
http://journal.ummat.ac.id/index.php/paedagoria/article/viewFile/3912/pdf

Hollister, B., Nair, P., Hill-Lindsay, S., & Chukoskie, L. (2022). Engagement in Online Learning:
Student Attitudes and Behavior During COVID-19. Frontiers in Education, 7(2022).
https://doi.org/10.3389/feduc.2022.851019

Means, B., & Neisler, J. (2020). Suddenly Online: A National Survey of Undergraduates during the
COVID-19 Pandemic. In ERIC. Digital Promise. https://eric.ed.gov/?id=ED610781

Moorefield-Lang, H. (2019). Chapter 3. Accessibility in Online Course Design. Library Technology

Reports, 55(4), 14–16. https://www.journals.ala.org/index.php/ltr/article/view/7000/9489