Online and face - to - face learning in the digital age

1.

ONLINE AND FACE-TO-FACE LEARNING IN THE DIGITAL AGE
STUDENT NAME
DATE OF DEFENCE
COMPARISON:
• Same goal:
Both face-to-face and online courses share the same goal of
educating students
Source: https://cdn.shopify.com/s/files/1/0119/6130/3099/articles/OnlineEducation-Vs-Traditional-Education_2048x.progressive.jpg?v=1592430449
THESIS STATEMENT:
• Students should not assume that either online or face-to-face
classes are inherently superior; instead, students should focus
on what they need to learn from a particular course and which
learning paradigm will best facilitate their education.
Source: https://www.thetimes.co.uk/article/four-top-universities-offer-full-inperson-teaching-this-term-sheffield-sussex-southampton-covid-wwskqpcxj
CONCLUSION/PREDICTION:
• It is essential that online courses address some of their liabilities
and that face-to-face courses take advantage of some of the
opportunities available from online learning.
Source: https://whatfix.com/blog/online-learning-vs-face-to-face-learning/
• In the future, these instructional modes could merge in
interesting ways, as Lever-Duffy, McDonald, and Mizell (2005)
suggest: "Eventually, perhaps, there will be no distinctions
among traditional education, alternative education, and distance
education" (p. 372). In such a future, only the best features from
these worlds will survive.
CONTRAST
1. Convenience:
• Scheduling time for online courses is more convenient than for
face-to-face courses
2. Student participation:
• Hiltz and Shea (2005) concluded that many online courses
"elicit more active participation from students than does the
typical face-to-face course (at least those conducted on the
lecture model)" (p. 145).
3. Communication skills:
• Lack of face-to-face communication can be a drawback to
online classes
• Many courses are more difficult to offer online than in face-toface settings, e.g., foreign language, science and drama
classes
4. Computer access and skills:
• Some students use too much time learning how to use
computer technology rather than concentrating on the course's
subject matter.
MY REFLECTIONS ON THE COURSE:
• How did this course develop the experiences that you need to
succeed in more complex tasks, assignments, or analyses (i.e.,
scaffolding students up from a novice to an experienced
learner)?
• Did you understand why you were engaged with specific course
material, completing course assignments, and assessment
criteria?
• How do you feel about the formative feedback?
• What was the most useful part of the course?
• What has been the most surprising aspect of the course?
• What has been your greatest challenge during the course?
• Will your experience in this course provide tools, perspectives,
and habits that will serve you well in other courses?
REFERENCES:
Hiltz, S., & Shea, P. (2005). The student in the online classroom. In
Hiltz, S., & Goldman, R. (Eds.), Learning together online:
Research on asynchronous learning networks (pp. 145-168).
Mahwah, NJ: Erlbaum.
Lever-Duffy, J., McDonald, J., & Mizell, A. (2005). Teaching and
learning with technology (2nd ed.). Boston: Pearson.
Student
Photo