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Online Education’s Effect on Learning: SWOT

Analysis.

Submitted by:
Ana Maria V. Reyes.
BSIS - 1B
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Chapter I
Introduction
Online education can lead to students’ enhanced motivation,
satisfaction, and learning. During The COVID-19 pandemic, online learning is
mandatory. Today learners have instant access to information through
technology and the web, and can manage their own acquisition of knowledge
through online learning. So the teacher's new role is to be a learning facilitator,
a guide for his students. He should not only help his students locate
information, but more importantly question it and reflect upon it and formulate
an opinion about it. Another reason for the adoption of online learning is that
higher institutions did not hesitate one moment to integrate it as a primary tool
of education.
With the fast development of the Internet, many colleges and
universities have offered online courses as a viable alternative to traditional
face-to-face instruction. However, considerable concerns and problems have
developed, particularly as it relates to the quality of online education. Online
education, according to Harasim (1989), is a new domain of learning that
combines distance education with the practice of face-to-face instruction
utilizing computer-mediated communication.
New technologies, the Internet, streaming video, net-meeting etc.
now makes higher education more accessible and affordable for many students,
and for those who would have been unable to pursue higher education in a
traditional in-class setting (Bianco & Carr-Chellman, 2002). Consequently,
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online learning has now become an integral part of higher education
institutions’ expanding curriculum.
Many opponents of online education question whether or not
online learning can provide the same interaction between instructor-students
and students-students as traditional classrooms offered (Roblyer & Ekhaml,
2000). Some opponents also question the quality of online education since the
quality of instructors who teach online courses cannot be guaranteed (Weiger,
1998). Arguments are made that as consumers of online education, students
are unlikely to be able to find out information about the quality of the courses
that are provided (Twigg, 2001).

Objective
This study aims to examine the effect of online educations’ effect
on learning. And examine the quality of existing online education courses that
utilize the Internet as the primary instructional delivery method. The focus of
this study was to examine students’ perceptions of the quality of online
education. Specifically the ff:
a. To assess the effect of online learning on students and the instructor.
b. To identify the internet connection of the students and instructor.
c. To examine the positive effect of online education.
d. To assess the negative effect of online education.
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Related Literature
Foreign
It was for the first time in India online classes have been
conducted on this massive scale. The commencement of online classes led to
various difficulties for both teaching and learning communities, though, the
internet is a major technological advancement reshaping society and
universities worldwide (Volery and Lord, 2000). The online learning environment
varies profoundly from the traditional classroom situation when it comes to
learner’s motivation, satisfaction, and interaction, as stated in a study in which
385 college students of various disciplines in Nepal were asked about their
opinions regarding online classes implemented during COVID-19 lockdown
(Aditya and Jha, 2020).

Local
We began to witness schools, teachers, and students increasingly
adopt e-learning technologies that allow teachers to deliver instruction
interactively, share resources seamlessly, and facilitate student collaboration
and interaction (Elaish et al., 2019; Garcia et al., 2018).
Although the efficacy of online learning has long been
acknowledged by the education community (Barrot, 2020, 2021; Cavanaugh et
al., 2009; Kebritchi et al., 2017; Tallent-Runnels et al., 2006; Wallace, 2003),
evidence on the challenges in its implementation continues to build up (e.g.,
Boelens et al., 2017; Rasheed et al., 2020).
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Table 1. SWOT

Strength Weakness Opportunity Threats

Access from Inability to Most students Some online

anywhere that function in today take at least courses may lack
has internet isolation, lack of one online course. the right
connection. discipline & Easy access to accreditation &
Independent, management enrollment appear less
flexible, skills. Poor IT throughout the credible. Parents
self-directed skills. Cost of year. New may be unwilling
learning. Ability computers and technologies for to pay for online
to work and other materials. greater choice in courses when
attend school at And limited subject matter. faced with
the same time. access to the expensive private
processor and university
the other tuition.
students.

Faculty time may Labor intensive Faculty trained in Faculty are no

be structured setting up new IT online class longer the key
more efficiently skills, teaching gain a source of
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with an online infrastructure & competitive edge. information. A
course. More online program. More cultured
time for other Continuous need fully-rounded, challenge for
academic to upgrade IT modern-day, teachers sleeping
pursuits, e.g skills & react to creative teaching in F2F teaching
research & student skills. techniques.
faculty satisfaction. Technology-trained Doubts on the
development. IT Potential for faculty offer integrity of online
training fraud or university programs &
opportunities to plagiarism. scheduling accreditation.
improve skills & flexibility.
become more
pedagogically
creative.

Increased Full-time Enhances regional Strong market

enrollment and students are less and local share
revenue. Quality likely to complete education competition.
matters online courses. opportunities. Increased costs
standards that The cost of Marketing to create and
ensure quality e-Learning is strategies to attract maintain
online delivery. capital driven a variety of student complicated
(virtual profiles databases.
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databases, (traditional, adult, Difficulty
libraries, IT, remote, part-time). recruiting and
providers, keeping quality
program instructors.
development).

Table 1 shows that the online education effect on learning has

several strengths, example: Access from anywhere that has internet connection.
Independent, flexible, self-directed learning. Ability to work and attend school at
the same time. More time for other academic pursuits, e.g research & faculty
development.
However, Table 1 demonstrates that the effect of online education
has weaknesses. Insufficient compatibility between the technological design of
the service and the psychological component of the learning process (Clark &
Mayer, 2008, 2011), a certain kind of rupture that sometimes occurs between
these two aspects. Not every e-learning educational service automatically
involves the expected useful effects. A certain kind of reduction of the relations
between learners, between them and the teacher (Ozuorcun and Tabak, 2012),
a possible loss of direct communication and immediate collaboration once the
call for learning technologies, the possibility of, by using e-learning to create
dependence on technology and isolation of the learner,
rather than amplifying interactions with those involved in the process (CCL,
2009).
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It also reveals the opportunity of online learning, increasing
interest for different categories of beneficiaries for e-learning educational
services. Research (Danish Technological Institute, 2008) shows that the
interest in the deployment of e-learning systems is growing higher and it is
visible. Increasing market demand for e-learning educational services appears
as a natural result of the evolution of services and the amplification of their
need. Statistics highlight the phenomenon of increasing market share for digital
learning in conjunction with a corresponding decrease in demand for traditional
training (Clark & Mayer, 2008, 2011).
And online education has threats, according to (Liebowitz & Frank,
2011); technical problems (Demiray, 2010, vol I; Demiray, 2010, Volume II)
limiting the access to services; lack of adequate infrastructure (lack of internet
connection, telephone transmission rate and very low bandwidth, poor ICT
infrastructure); "some difficulties of online administering: assuring the security
of users, their registration, monitoring the students and offered services"
(Dobre, 2010, p 17).
Findings
The study aims to know the Importance of Online Education Effect
on Learning. The researcher uses SWOT analysis for gathering the strength,
Weakness, Opportunity, and Threat of this study. In able to know the
importance of online education for teachers and students.
All data gathered was analyzed in the specific objectives:
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a. In online courses, students and instructors are able to more effectively
manage their study hours by accessing course content at a time and
place that is most convenient to them. In a distance learning
environment, instructors and students lack direct access to verbal and
nonverbal feedback from their students. This feedback enables the
teacher in a conventional learning environment to use verbal and
nonverbal signals to adjust the instructional process in real-time, in order
to meet their student's needs.
b. Varied accessibility to the internet has compromised the quality of
education for students, as most classes are online and rely on high-speed
internet connection for synchronous classes. Students and instructors,
sometimes slow and loss of internet connection is one of the reasons why
the online class is interrupted.
c. Online teaching promotes learning by encouraging the students' use of
various learning strategies at hand and increases the level of their
commitment to studying their majors.
d. A lack of face-to-face communication with the instructor inhibits student
feedback, causes social isolation, and could cause students to feel a lack
of pressure. A lack of pressure is a disadvantage because it causes
students to abandon their studies more easily.
According to the findings of the study, the online education effect on
learning is important. It was discovered that students can manage their time
when it is online classes. However , the online classes may be differently viewed
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by students and instructors. Some students and instructors cannot access the
internet during online class because of the slow internet connection.
A SWOT analysis was also conducted to examine the strength,
weakness, opportunities, and threats of online education effect on learning.
Some of the strength of online education is the ability to study and attend
online class at the same time in your home. Full-time students are less likely to
complete online courses and lack of motivation are weaknesses. New
technologies for greater choice in subject matter, enhances regional and local
education opportunities. And threats: doubts on the integrity of online
programs & accreditation.
Conclusion
The impact of online education on learning outcomes is a complex
and multifaceted issue that depends on various factors, such as the quality of
instruction, the design of the course, the level of student engagement, and the
technological infrastructure.

Overall, research suggests that online education can be just as effective as

traditional classroom instruction, and in some cases, even more effective. This
is particularly true for certain types of learners, such as adult learners, who
may prefer the flexibility and convenience of online learning.

However, there are also challenges associated with online education, such as
the potential for decreased social interaction and lack of motivation among
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students. Therefore, it is important to ensure that online courses are designed
in a way that maximizes student engagement and motivation.

Ultimately, the effectiveness of online education depends on how it is

implemented and the specific needs and preferences of individual learners.

Recommendation
Based on the research and best practices in online education, here
are some recommendations to maximize the positive effect of online education
on learning:

1. Ensure high-quality instruction: Online courses should be taught by

instructors who are experts in their field and have experience teaching
online. Instructors should be trained in online pedagogy and should use
effective teaching strategies to engage students and promote learning.
2. Provide clear and concise course materials: Online courses should
provide clear and concise course materials that are easy to navigate and
understand. This includes clear instructions, well-organized course
materials, and opportunities for students to practice and apply what they
have learned.
3. Foster student engagement and interaction: Online courses should
provide opportunities for students to interact with each other and with
the instructor. This can be done through discussion forums, group
projects, and synchronous online sessions.
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4. Use technology effectively: Online courses should use technology in a way
that supports learning and enhances the course experience. This includes
using a learning management system that is easy to navigate and
incorporating multimedia elements, such as videos and interactive
activities.
5. Provide feedback and support: Online courses should provide regular
feedback and support to students. This includes providing timely
feedback on assignments, offering office hours and tutoring services, and
creating a supportive learning environment.

By following these recommendations, online education can be a highly effective

way to promote learning and help students achieve their educational goals.
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