A growing debate in the educational community challenges the efficiency of online learning. One of the issues raise is whether it is a tool and opportunity for the students’ access to learning materials to build new knowledge or constraints to learning centered by the bandwidth, which is a critical factor of online communication (Anderson, 2008). Research demonstrated that there are advantages and disadvantages in the area of online learning. In particular, Ally (2004) stressed that online learning knows no time zones and no boundaries. It postulates the ‘anytime, anywhere’ accessibility of learning materials accounted for the student and faculty satisfactions towards computer-mediated communications (Richardson & Swan, 2003). However, in comparison to traditional classroom learning, studies showed that the lack of social interaction affects the effective educational attainment.
Online learning is a well-organized learner-centered learning, whereas teachers not just provide solid principles of teaching but facilitate learners to proficiency and comfort of intervening technology with safe environments to attain knowledge, build personal growth through learning experience (Ally, 2004). Stimulated by the progressive development of technology since 1980s, online learning has transformed the roles of learners and educators in learning environment. Educators notes that online learning environment has unique cultural context in itself, particularly because it foster place-time-independence. Learners learn through the learning materials provided by educators of which allow them to have the learning experience as they walk through the various stages of education.
Learning materials have well recognized as not only functional tools in education, but also, in many cases, essential mechanisms. Moore (1989) claimed that “dialogue or interaction was a crucial variable in distance education environment in which he defined it in three core types of interaction: learner-teacher, teacher-content, and learner-learner (as cited in Garrison & Cleveland-Innes, 2005, p.134)”. The learner-teacher approach focus more on directing the students to obtain the dynamic set of learning materials that they need in virtual environment. The teacher-content concerns more on the development of teachers of required learning materials that are needed by the learners for their own undertaking. Learner-learner is more on allowing the learners to have the independence and interactions with other learners for them to conveniently study and gain the learning competence and experience similar to the traditional classroom environment.
However, some researchers and educators averred that online learning lacks human and social touch. The fact the educators and learners are not seeing face to face, their virtual interaction is virtuously mechanical. Learners tend to be dismissive in learning their lessons effectively and individually. Unlike, in traditional classroom, where teachers personally manage the activities and examinations of the students. Online learning somehow teaches the students to be physically idle. Instead of students going to library to research and study, communicate with their teachers openly in person, and write their homework or paper on concrete papers, it allows learners to obtain information and knowledge by logging in their online library, browse the Internet and search, or simply message their teachers for any questions through email or instant messenger. Thus, it gives them the impression that everything is one-click away.
Learning process is an active action between the learners, who is plunging into expanded opportunities of knowledge and the environment, teachers, who is developing new knowledge structures and mechanisms to promote higher-level learning and social presence, and technology, which develop the information and impacts the quality of learning. Thus, online learning is neither advantage nor disadvantage in learners’ knowledge-based learning, it is up on the students whether to take the opportunities offered by limitless information and build its personal meaning, and grow from it by experience or walk way and maintain the status quo.
References
Anderson, T. (2008). Towards a theory of online learning. Theory and practice of online learning, 2, 15-44.
Ally, M. (2004). Foundations of educational theory for online learning. Theory and practice of online learning, 2, 15-44.
Richardson, J., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction.
Garrison, D.R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133-148.
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