term paper on online learning

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Online and face‐to‐face learning: Evidence from students’ performance during the Covid‐19 pandemic

Carolyn chisadza.

1 Department of Economics, University of Pretoria, Hatfield South Africa

Matthew Clance

Thulani mthembu.

2 Department of Education Innovation, University of Pretoria, Hatfield South Africa

Nicky Nicholls

Eleni yitbarek.

This study investigates the factors that predict students' performance after transitioning from face‐to‐face to online learning as a result of the Covid‐19 pandemic. It uses students' responses from survey questions and the difference in the average assessment grades between pre‐lockdown and post‐lockdown at a South African university. We find that students' performance was positively associated with good wifi access, relative to using mobile internet data. We also observe lower academic performance for students who found transitioning to online difficult and who expressed a preference for self‐study (i.e. reading through class slides and notes) over assisted study (i.e. joining live lectures or watching recorded lectures). The findings suggest that improving digital infrastructure and reducing the cost of internet access may be necessary for mitigating the impact of the Covid‐19 pandemic on education outcomes.

1. INTRODUCTION

The Covid‐19 pandemic has been a wake‐up call to many countries regarding their capacity to cater for mass online education. This situation has been further complicated in developing countries, such as South Africa, who lack the digital infrastructure for the majority of the population. The extended lockdown in South Africa saw most of the universities with mainly in‐person teaching scrambling to source hardware (e.g. laptops, internet access), software (e.g. Microsoft packages, data analysis packages) and internet data for disadvantaged students in order for the semester to recommence. Not only has the pandemic revealed the already stark inequality within the tertiary student population, but it has also revealed that high internet data costs in South Africa may perpetuate this inequality, making online education relatively inaccessible for disadvantaged students. 1

The lockdown in South Africa made it possible to investigate the changes in second‐year students' performance in the Economics department at the University of Pretoria. In particular, we are interested in assessing what factors predict changes in students' performance after transitioning from face‐to‐face (F2F) to online learning. Our main objectives in answering this study question are to establish what study materials the students were able to access (i.e. slides, recordings, or live sessions) and how students got access to these materials (i.e. the infrastructure they used).

The benefits of education on economic development are well established in the literature (Gyimah‐Brempong,  2011 ), ranging from health awareness (Glick et al.,  2009 ), improved technological innovations, to increased capacity development and employment opportunities for the youth (Anyanwu,  2013 ; Emediegwu,  2021 ). One of the ways in which inequality is perpetuated in South Africa, and Africa as a whole, is through access to education (Anyanwu,  2016 ; Coetzee,  2014 ; Tchamyou et al.,  2019 ); therefore, understanding the obstacles that students face in transitioning to online learning can be helpful in ensuring more equal access to education.

Using students' responses from survey questions and the difference in the average grades between pre‐lockdown and post‐lockdown, our findings indicate that students' performance in the online setting was positively associated with better internet access. Accessing assisted study material, such as narrated slides or recordings of the online lectures, also helped students. We also find lower academic performance for students who reported finding transitioning to online difficult and for those who expressed a preference for self‐study (i.e. reading through class slides and notes) over assisted study (i.e. joining live lectures or watching recorded lectures). The average grades between pre‐lockdown and post‐lockdown were about two points and three points lower for those who reported transitioning to online teaching difficult and for those who indicated a preference for self‐study, respectively. The findings suggest that improving the quality of internet infrastructure and providing assisted learning can be beneficial in reducing the adverse effects of the Covid‐19 pandemic on learning outcomes.

Our study contributes to the literature by examining the changes in the online (post‐lockdown) performance of students and their F2F (pre‐lockdown) performance. This approach differs from previous studies that, in most cases, use between‐subject designs where one group of students following online learning is compared to a different group of students attending F2F lectures (Almatra et al.,  2015 ; Brown & Liedholm,  2002 ). This approach has a limitation in that that there may be unobserved characteristics unique to students choosing online learning that differ from those choosing F2F lectures. Our approach avoids this issue because we use a within‐subject design: we compare the performance of the same students who followed F2F learning Before lockdown and moved to online learning during lockdown due to the Covid‐19 pandemic. Moreover, the study contributes to the limited literature that compares F2F and online learning in developing countries.

Several studies that have also compared the effectiveness of online learning and F2F classes encounter methodological weaknesses, such as small samples, not controlling for demographic characteristics, and substantial differences in course materials and assessments between online and F2F contexts. To address these shortcomings, our study is based on a relatively large sample of students and includes demographic characteristics such as age, gender and perceived family income classification. The lecturer and course materials also remained similar in the online and F2F contexts. A significant proportion of our students indicated that they never had online learning experience before. Less than 20% of the students in the sample had previous experience with online learning. This highlights the fact that online education is still relatively new to most students in our sample.

Given the global experience of the fourth industrial revolution (4IR), 2 with rapidly accelerating technological progress, South Africa needs to be prepared for the possibility of online learning becoming the new norm in the education system. To this end, policymakers may consider engaging with various organizations (schools, universities, colleges, private sector, and research facilities) To adopt interventions that may facilitate the transition to online learning, while at the same time ensuring fair access to education for all students across different income levels. 3

1.1. Related literature

Online learning is a form of distance education which mainly involves internet‐based education where courses are offered synchronously (i.e. live sessions online) and/or asynchronously (i.e. students access course materials online in their own time, which is associated with the more traditional distance education). On the other hand, traditional F2F learning is real time or synchronous learning. In a physical classroom, instructors engage with the students in real time, while in the online format instructors can offer real time lectures through learning management systems (e.g. Blackboard Collaborate), or record the lectures for the students to watch later. Purely online courses are offered entirely over the internet, while blended learning combines traditional F2F classes with learning over the internet, and learning supported by other technologies (Nguyen,  2015 ).

Moreover, designing online courses requires several considerations. For example, the quality of the learning environment, the ease of using the learning platform, the learning outcomes to be achieved, instructor support to assist and motivate students to engage with the course material, peer interaction, class participation, type of assessments (Paechter & Maier,  2010 ), not to mention training of the instructor in adopting and introducing new teaching methods online (Lundberg et al.,  2008 ). In online learning, instructors are more facilitators of learning. On the other hand, traditional F2F classes are structured in such a way that the instructor delivers knowledge, is better able to gauge understanding and interest of students, can engage in class activities, and can provide immediate feedback on clarifying questions during the class. Additionally, the designing of traditional F2F courses can be less time consuming for instructors compared to online courses (Navarro,  2000 ).

Online learning is also particularly suited for nontraditional students who require flexibility due to work or family commitments that are not usually associated with the undergraduate student population (Arias et al.,  2018 ). Initially the nontraditional student belonged to the older adult age group, but with blended learning becoming more commonplace in high schools, colleges and universities, online learning has begun to traverse a wider range of age groups. However, traditional F2F classes are still more beneficial for learners that are not so self‐sufficient and lack discipline in working through the class material in the required time frame (Arias et al.,  2018 ).

For the purpose of this literature review, both pure online and blended learning are considered to be online learning because much of the evidence in the literature compares these two types against the traditional F2F learning. The debate in the literature surrounding online learning versus F2F teaching continues to be a contentious one. A review of the literature reveals mixed findings when comparing the efficacy of online learning on student performance in relation to the traditional F2F medium of instruction (Lundberg et al.,  2008 ; Nguyen,  2015 ). A number of studies conducted Before the 2000s find what is known today in the empirical literature as the “No Significant Difference” phenomenon (Russell & International Distance Education Certificate Center (IDECC),  1999 ). The seminal work from Russell and IDECC ( 1999 ) involved over 350 comparative studies on online/distance learning versus F2F learning, dating back to 1928. The author finds no significant difference overall between online and traditional F2F classroom education outcomes. Subsequent studies that followed find similar “no significant difference” outcomes (Arbaugh,  2000 ; Fallah & Ubell,  2000 ; Freeman & Capper,  1999 ; Johnson et al.,  2000 ; Neuhauser,  2002 ). While Bernard et al. ( 2004 ) also find that overall there is no significant difference in achievement between online education and F2F education, the study does find significant heterogeneity in student performance for different activities. The findings show that students in F2F classes outperform the students participating in synchronous online classes (i.e. classes that require online students to participate in live sessions at specific times). However, asynchronous online classes (i.e. students access class materials at their own time online) outperform F2F classes.

More recent studies find significant results for online learning outcomes in relation to F2F outcomes. On the one hand, Shachar and Yoram ( 2003 ) and Shachar and Neumann ( 2010 ) conduct a meta‐analysis of studies from 1990 to 2009 and find that in 70% of the cases, students taking courses by online education outperformed students in traditionally instructed courses (i.e. F2F lectures). In addition, Navarro and Shoemaker ( 2000 ) observe that learning outcomes for online learners are as effective as or better than outcomes for F2F learners, regardless of background characteristics. In a study on computer science students, Dutton et al. ( 2002 ) find online students perform significantly better compared to the students who take the same course on campus. A meta‐analysis conducted by the US Department of Education finds that students who took all or part of their course online performed better, on average, than those taking the same course through traditional F2F instructions. The report also finds that the effect sizes are larger for studies in which the online learning was collaborative or instructor‐driven than in those studies where online learners worked independently (Means et al.,  2010 ).

On the other hand, evidence by Brown and Liedholm ( 2002 ) based on test scores from macroeconomics students in the United States suggest that F2F students tend to outperform online students. These findings are supported by Coates et al. ( 2004 ) who base their study on macroeconomics students in the United States, and Xu and Jaggars ( 2014 ) who find negative effects for online students using a data set of about 500,000 courses taken by over 40,000 students in Washington. Furthermore, Almatra et al. ( 2015 ) compare overall course grades between online and F2F students for a Telecommunications course and find that F2F students significantly outperform online learning students. In an experimental study where students are randomly assigned to attend live lectures versus watching the same lectures online, Figlio et al. ( 2013 ) observe some evidence that the traditional format has a positive effect compared to online format. Interestingly, Callister and Love ( 2016 ) specifically compare the learning outcomes of online versus F2F skills‐based courses and find that F2F learners earned better outcomes than online learners even when using the same technology. This study highlights that some of the inconsistencies that we find in the results comparing online to F2F learning might be influenced by the nature of the course: theory‐based courses might be less impacted by in‐person interaction than skills‐based courses.

The fact that the reviewed studies on the effects of F2F versus online learning on student performance have been mainly focused in developed countries indicates the dearth of similar studies being conducted in developing countries. This gap in the literature may also highlight a salient point: online learning is still relatively underexplored in developing countries. The lockdown in South Africa therefore provides us with an opportunity to contribute to the existing literature from a developing country context.

2. CONTEXT OF STUDY

South Africa went into national lockdown in March 2020 due to the Covid‐19 pandemic. Like most universities in the country, the first semester for undergraduate courses at the University of Pretoria had already been running since the start of the academic year in February. Before the pandemic, a number of F2F lectures and assessments had already been conducted in most courses. The nationwide lockdown forced the university, which was mainly in‐person teaching, to move to full online learning for the remainder of the semester. This forced shift from F2F teaching to online learning allows us to investigate the changes in students' performance.

Before lockdown, classes were conducted on campus. During lockdown, these live classes were moved to an online platform, Blackboard Collaborate, which could be accessed by all registered students on the university intranet (“ClickUP”). However, these live online lectures involve substantial internet data costs for students. To ensure access to course content for those students who were unable to attend the live online lectures due to poor internet connections or internet data costs, several options for accessing course content were made available. These options included prerecorded narrated slides (which required less usage of internet data), recordings of the live online lectures, PowerPoint slides with explanatory notes and standard PDF lecture slides.

At the same time, the university managed to procure and loan out laptops to a number of disadvantaged students, and negotiated with major mobile internet data providers in the country for students to have free access to study material through the university's “connect” website (also referred to as the zero‐rated website). However, this free access excluded some video content and live online lectures (see Table  1 ). The university also provided between 10 and 20 gigabytes of mobile internet data per month, depending on the network provider, sent to students' mobile phones to assist with internet data costs.

Sites available on zero‐rated website

Note : The table summarizes the sites that were available on the zero‐rated website and those that incurred data costs.

High data costs continue to be a contentious issue in Africa where average incomes are low. Gilbert ( 2019 ) reports that South Africa ranked 16th of the 45 countries researched in terms of the most expensive internet data in Africa, at US$6.81 per gigabyte, in comparison to other Southern African countries such as Mozambique (US$1.97), Zambia (US$2.70), and Lesotho (US$4.09). Internet data prices have also been called into question in South Africa after the Competition Commission published a report from its Data Services Market Inquiry calling the country's internet data pricing “excessive” (Gilbert,  2019 ).

3. EMPIRICAL APPROACH

We use a sample of 395 s‐year students taking a macroeconomics module in the Economics department to compare the effects of F2F and online learning on students' performance using a range of assessments. The module was an introduction to the application of theoretical economic concepts. The content was both theory‐based (developing economic growth models using concepts and equations) and skill‐based (application involving the collection of data from online data sources and analyzing the data using statistical software). Both individual and group assignments formed part of the assessments. Before the end of the semester, during lockdown in June 2020, we asked the students to complete a survey with questions related to the transition from F2F to online learning and the difficulties that they may have faced. For example, we asked the students: (i) how easy or difficult they found the transition from F2F to online lectures; (ii) what internet options were available to them and which they used the most to access the online prescribed work; (iii) what format of content they accessed and which they preferred the most (i.e. self‐study material in the form of PDF and PowerPoint slides with notes vs. assisted study with narrated slides and lecture recordings); (iv) what difficulties they faced accessing the live online lectures, to name a few. Figure  1 summarizes the key survey questions that we asked the students regarding their transition from F2F to online learning.

Summary of survey data

Before the lockdown, the students had already attended several F2F classes and completed three assessments. We are therefore able to create a dependent variable that is comprised of the average grades of three assignments taken before lockdown and the average grades of three assignments taken after the start of the lockdown for each student. Specifically, we use the difference between the post‐ and pre‐lockdown average grades as the dependent variable. However, the number of student observations dropped to 275 due to some students missing one or more of the assessments. The lecturer, content and format of the assessments remain similar across the module. We estimate the following equation using ordinary least squares (OLS) with robust standard errors:

where Y i is the student's performance measured by the difference between the post and pre‐lockdown average grades. B represents the vector of determinants that measure the difficulty faced by students to transition from F2F to online learning. This vector includes access to the internet, study material preferred, quality of the online live lecture sessions and pre‐lockdown class attendance. X is the vector of student demographic controls such as race, gender and an indicator if the student's perceived family income is below average. The ε i is unobserved student characteristics.

4. ANALYSIS

4.1. descriptive statistics.

Table  2 gives an overview of the sample of students. We find that among the black students, a higher proportion of students reported finding the transition to online learning more difficult. On the other hand, more white students reported finding the transition moderately easy, as did the other races. According to Coetzee ( 2014 ), the quality of schools can vary significantly between higher income and lower‐income areas, with black South Africans far more likely to live in lower‐income areas with lower quality schools than white South Africans. As such, these differences in quality of education from secondary schooling can persist at tertiary level. Furthermore, persistent income inequality between races in South Africa likely means that many poorer black students might not be able to afford wifi connections or large internet data bundles which can make the transition difficult for black students compared to their white counterparts.

Descriptive statistics

Notes : The transition difficulty variable was ordered 1: Very Easy; 2: Moderately Easy; 3: Difficult; and 4: Impossible. Since we have few responses to the extremes, we combined Very Easy and Moderately as well as Difficult and Impossible to make the table easier to read. The table with a full breakdown is available upon request.

A higher proportion of students reported that wifi access made the transition to online learning moderately easy. However, relatively more students reported that mobile internet data and accessing the zero‐rated website made the transition difficult. Surprisingly, not many students made use of the zero‐rated website which was freely available. Figure  2 shows that students who reported difficulty transitioning to online learning did not perform as well in online learning versus F2F when compared to those that found it less difficult to transition.

Transition from F2F to online learning.

Notes : This graph shows the students' responses to the question “How easy did you find the transition from face‐to‐face lectures to online lectures?” in relation to the outcome variable for performance

In Figure  3 , the kernel density shows that students who had access to wifi performed better than those who used mobile internet data or the zero‐rated data.

Access to online learning.

Notes : This graph shows the students' responses to the question “What do you currently use the most to access most of your prescribed work?” in relation to the outcome variable for performance

The regression results are reported in Table  3 . We find that the change in students' performance from F2F to online is negatively associated with the difficulty they faced in transitioning from F2F to online learning. According to student survey responses, factors contributing to difficulty in transitioning included poor internet access, high internet data costs and lack of equipment such as laptops or tablets to access the study materials on the university website. Students who had access to wifi (i.e. fixed wireless broadband, Asymmetric Digital Subscriber Line (ADSL) or optic fiber) performed significantly better, with on average 4.5 points higher grade, in relation to students that had to use mobile internet data (i.e. personal mobile internet data, wifi at home using mobile internet data, or hotspot using mobile internet data) or the zero‐rated website to access the study materials. The insignificant results for the zero‐rated website are surprising given that the website was freely available and did not incur any internet data costs. However, most students in this sample complained that the internet connection on the zero‐rated website was slow, especially in uploading assignments. They also complained about being disconnected when they were in the middle of an assessment. This may have discouraged some students from making use of the zero‐rated website.

Results: Predictors for student performance using the difference on average assessment grades between pre‐ and post‐lockdown

Coefficients reported. Robust standard errors in parentheses.

∗∗∗ p  < .01.

Students who expressed a preference for self‐study approaches (i.e. reading PDF slides or PowerPoint slides with explanatory notes) did not perform as well, on average, as students who preferred assisted study (i.e. listening to recorded narrated slides or lecture recordings). This result is in line with Means et al. ( 2010 ), where student performance was better for online learning that was collaborative or instructor‐driven than in cases where online learners worked independently. Interestingly, we also observe that the performance of students who often attended in‐person classes before the lockdown decreased. Perhaps these students found the F2F lectures particularly helpful in mastering the course material. From the survey responses, we find that a significant proportion of the students (about 70%) preferred F2F to online lectures. This preference for F2F lectures may also be linked to the factors contributing to the difficulty some students faced in transitioning to online learning.

We find that the performance of low‐income students decreased post‐lockdown, which highlights another potential challenge to transitioning to online learning. The picture and sound quality of the live online lectures also contributed to lower performance. Although this result is not statistically significant, it is worth noting as the implications are linked to the quality of infrastructure currently available for students to access online learning. We find no significant effects of race on changes in students' performance, though males appeared to struggle more with the shift to online teaching than females.

For the robustness check in Table  4 , we consider the average grades of the three assignments taken after the start of the lockdown as a dependent variable (i.e. the post‐lockdown average grades for each student). We then include the pre‐lockdown average grades as an explanatory variable. The findings and overall conclusions in Table  4 are consistent with the previous results.

Robustness check: Predictors for student performance using the average assessment grades for post‐lockdown

As a further robustness check in Table  5 , we create a panel for each student across the six assignment grades so we can control for individual heterogeneity. We create a post‐lockdown binary variable that takes the value of 1 for the lockdown period and 0 otherwise. We interact the post‐lockdown dummy variable with a measure for transition difficulty and internet access. The internet access variable is an indicator variable for mobile internet data, wifi, or zero‐rated access to class materials. The variable wifi is a binary variable taking the value of 1 if the student has access to wifi and 0 otherwise. The zero‐rated variable is a binary variable taking the value of 1 if the student used the university's free portal access and 0 otherwise. We also include assignment and student fixed effects. The results in Table  5 remain consistent with our previous findings that students who had wifi access performed significantly better than their peers.

Interaction model

Notes : Coefficients reported. Robust standard errors in parentheses. The dependent variable is the assessment grades for each student on each assignment. The number of observations include the pre‐post number of assessments multiplied by the number of students.

6. CONCLUSION

The Covid‐19 pandemic left many education institutions with no option but to transition to online learning. The University of Pretoria was no exception. We examine the effect of transitioning to online learning on the academic performance of second‐year economic students. We use assessment results from F2F lectures before lockdown, and online lectures post lockdown for the same group of students, together with responses from survey questions. We find that the main contributor to lower academic performance in the online setting was poor internet access, which made transitioning to online learning more difficult. In addition, opting to self‐study (read notes instead of joining online classes and/or watching recordings) did not help the students in their performance.

The implications of the results highlight the need for improved quality of internet infrastructure with affordable internet data pricing. Despite the university's best efforts not to leave any student behind with the zero‐rated website and free monthly internet data, the inequality dynamics in the country are such that invariably some students were negatively affected by this transition, not because the student was struggling academically, but because of inaccessibility of internet (wifi). While the zero‐rated website is a good collaborative initiative between universities and network providers, the infrastructure is not sufficient to accommodate mass students accessing it simultaneously.

This study's findings may highlight some shortcomings in the academic sector that need to be addressed by both the public and private sectors. There is potential for an increase in the digital divide gap resulting from the inequitable distribution of digital infrastructure. This may lead to reinforcement of current inequalities in accessing higher education in the long term. To prepare the country for online learning, some considerations might need to be made to make internet data tariffs more affordable and internet accessible to all. We hope that this study's findings will provide a platform (or will at least start the conversation for taking remedial action) for policy engagements in this regard.

We are aware of some limitations presented by our study. The sample we have at hand makes it difficult to extrapolate our findings to either all students at the University of Pretoria or other higher education students in South Africa. Despite this limitation, our findings highlight the negative effect of the digital divide on students' educational outcomes in the country. The transition to online learning and the high internet data costs in South Africa can also have adverse learning outcomes for low‐income students. With higher education institutions, such as the University of Pretoria, integrating online teaching to overcome the effect of the Covid‐19 pandemic, access to stable internet is vital for students' academic success.

It is also important to note that the data we have at hand does not allow us to isolate wifi's causal effect on students' performance post‐lockdown due to two main reasons. First, wifi access is not randomly assigned; for instance, there is a high chance that students with better‐off family backgrounds might have better access to wifi and other supplementary infrastructure than their poor counterparts. Second, due to the university's data access policy and consent, we could not merge the data at hand with the student's previous year's performance. Therefore, future research might involve examining the importance of these elements to document the causal impact of access to wifi on students' educational outcomes in the country.

ACKNOWLEDGMENT

The authors acknowledge the helpful comments received from the editor, the anonymous reviewers, and Elizabeth Asiedu.

Chisadza, C. , Clance, M. , Mthembu, T. , Nicholls, N. , & Yitbarek, E. (2021). Online and face‐to‐face learning: Evidence from students’ performance during the Covid‐19 pandemic . Afr Dev Rev , 33 , S114–S125. 10.1111/afdr.12520 [ CrossRef ] [ Google Scholar ]

1 https://mybroadband.co.za/news/cellular/309693-mobile-data-prices-south-africa-vs-the-world.html .

2 The 4IR is currently characterized by increased use of new technologies, such as advanced wireless technologies, artificial intelligence, cloud computing, robotics, among others. This era has also facilitated the use of different online learning platforms ( https://www.brookings.edu/research/the-fourth-industrialrevolution-and-digitization-will-transform-africa-into-a-global-powerhouse/ ).

3 Note that we control for income, but it is plausible to assume other unobservable factors such as parental preference and parenting style might also affect access to the internet of students.

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A literature review: efficacy of online learning courses for higher education institution using meta-analysis

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• Volume 26 , pages 1367–1385, ( 2021 )

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• Mayleen Dorcas B. Castro   ORCID: orcid.org/0000-0002-6618-6958 1 , 2 &
• Gilbert M. Tumibay 3  

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The Internet has made online learning possible, and many educators and researchers are interested in online learning courses to enhance and improve the student learning outcomes while battling the shortage in resources, facilities and equipment particularly in higher education institution. Online learning has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place. It is imperative that the researchers consider, and examine the efficacy of online learning in educating students. For this study, the researchers reviewed literature through meta-analysis as the method of research concerning the use of ADDIE (Analysis, Design, Development, Implementation and Evaluation) framework for designing and developing instructional materials that can provide wider access to quality higher education. This framework can be used to list generic processes that instructional designers and training developers use (Morrison et al., 2010 ). It represents a descriptive guideline for building effective training and performance support tools in five phases, as follows: 1.) Analysis, 2.) Design, 3.) Development, 4.) Implementation, and 5.) Evaluation. The researchers collected papers relating to online learning courses efficacy studies to provide a synthesis of scientifically rigorous knowledge in online learning courses, the researchers searched on ERIC (Education Resources Information Center), ProQuest databases, PubMed, Crossref, Scribd EBSCO, and Scopus. The researchers also conducted a manual search using Google Scholar. Based on the analysis, three main themes developed: 1.) comparison of online learning and traditional face-to-face setting, 2.) identification of important factors of online learning delivery, and 3.) factors of institutional adoption of online learning. Based on the results obtained 50 articles. The researchers examine each paper and found 30 articles that met the efficacy of online learning courses through having well-planned, well-designed courses and programs for higher education institution. Also, it highlights the importance of instructional design and the active role of institutions play in providing support structures for educators and students. Identification of different processes and activities in designing and developing an Online Learning Courses for Higher Education Institution will be the second phase of this study for which the researchers will consider using the theoretical aspect of the ADDIE framework.

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Castro, M.D.B., Tumibay, G.M. A literature review: efficacy of online learning courses for higher education institution using meta-analysis. Educ Inf Technol 26 , 1367–1385 (2021). https://doi.org/10.1007/s10639-019-10027-z

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Systematic review article, a systematic review of the effectiveness of online learning in higher education during the covid-19 pandemic period.

• 1 Department of Basic Education, Beihai Campus, Guilin University of Electronic Technology Beihai, Beihai, Guangxi, China
• 2 School of Sports and Arts, Harbin Sport University, Harbin, Heilongjiang, China
• 3 School of Music, Harbin Normal University, Harbin, Heilongjiang, China
• 4 School of General Education, Beihai Vocational College, Beihai, Guangxi, China
• 5 School of Economics and Management, Beihai Campus, Guilin University of Electronic Technology, Guilin, Guangxi, China

Background: The effectiveness of online learning in higher education during the COVID-19 pandemic period is a debated topic but a systematic review on this topic is absent.

Methods: The present study implemented a systematic review of 25 selected articles to comprehensively evaluate online learning effectiveness during the pandemic period and identify factors that influence such effectiveness.

Results: It was concluded that past studies failed to achieve a consensus over online learning effectiveness and research results are largely by how learning effectiveness was assessed, e.g., self-reported online learning effectiveness, longitudinal comparison, and RCT. Meanwhile, a set of factors that positively or negatively influence the effectiveness of online learning were identified, including infrastructure factors, instructional factors, the lack of social interaction, negative emotions, flexibility, and convenience.

Discussion: Although it is debated over the effectiveness of online learning during the pandemic period, it is generally believed that the pandemic brings a lot of challenges and difficulties to higher education and these challenges and difficulties are more prominent in developing countries. In addition, this review critically assesses limitations in past research, develops pedagogical implications, and proposes recommendations for future research.

1 Introduction

1.1 research background.

The COVID-19 pandemic first out broken in early 2020 has considerably shaped the higher education landscape globally. To restrain viral transmission, universities globally locked down, and teaching and learning activities were transferred to online platforms. Although online learning is a relatively mature learning model and is increasingly integrated into higher education, the sudden and unprepared transition to wholly online learning caused by the pandemic posed formidable challenges to higher education stakeholders, e.g., policymakers, instructors, and students, especially at the early stage of the pandemic ( García-Morales et al., 2021 ; Grafton-Clarke et al., 2022 ). Correspondingly, the effectiveness of online learning during the pandemic period is still questionable as online learning during this period has some unique characteristics, e.g., the lack of preparation, sudden and unprepared transition, the huge scale of implementation, and social distancing policies ( Sharma et al., 2020 ; Rahman, 2021 ; Tsang et al., 2021 ; Hollister et al., 2022 ; Zhang and Chen, 2023 ). This question is more prominent in developing or undeveloped countries because of insufficient Internet access, network problems, the lack of electronic devices, and poor network infrastructure ( Adnan and Anwar, 2020 ; Muthuprasad et al., 2021 ; Rahman, 2021 ; Chandrasiri and Weerakoon, 2022 ).

Learning effectiveness is a key consideration of education as it reflects the extent to which learning and teaching objectives are achieved and learners’ needs are satisfied ( Joy and Garcia, 2000 ; Swan, 2003 ). Online learning was generally proven to be effective within a higher education context ( Kebritchi et al., 2017 ) prior to the pandemic. ICTs have fundamentally shaped the process of learning as they allow learners to learn anywhere and anytime, interact with others efficiently and conveniently, and freely acquire a large volume of learning materials online ( Kebritchi et al., 2017 ; Choudhury and Pattnaik, 2020 ). Such benefits may be offset by the challenges brought about by the pandemic. A lot of empirical studies globally have investigated the effectiveness of online learning but there is currently a scarcity of a systematic review of these studies to comprehensively evaluate online learning effectiveness and identify factors that influence effectiveness.

At present, although the vast majority of countries have implemented opening policies to deal with the pandemic and higher education institutes have recovered offline teaching and learning, assessing the effectiveness of online learning during the pandemic period via a systematic review is still essential. First, it is necessary to summarize, learn from, and reflect on the lessons and experiences of online learning practices during the pandemic period to offer implications for future practices and research. Second, the review of online learning research carried out during the pandemic period is likely to generate interesting knowledge because of the unique research context. Third, higher education institutes still need a contingency plan for emergency online learning to deal with potential crises in the future, e.g., wars, pandemics, and natural disasters. A systematic review of research on the effectiveness of online learning during the pandemic period offers valuable knowledge for designing a contingency plan for the future.

1.2 Related concepts

1.2.1 online learning.

Online learning should not be simply understood as learning on the Internet or the integration of ICTs with learning because it is a systematic framework consisting of a set of pedagogies, technologies, implementations, and processes ( Kebritchi et al., 2017 ; Choudhury and Pattnaik, 2020). Choudhury and Pattnaik (2020; p.2) summarized prior definitions of online learning and provided a comprehensive and up-to-date definition, i.e., online learning refers to “ the transfer of knowledge and skills, in a well-designed course content that has established accreditations, through an electronic media like the Internet, Web 4.0, intranets and extranets .” Online learning differs from traditional learning because of not only technological differences, but also differences in social development and pedagogies ( Camargo et al., 2020 ). Online learning has also considerably shaped the patterns by which knowledge is stored, shared, and transferred, skills are practiced, as well as the way by which stakeholders (e.g., teachers and teachers) interact ( Desai et al., 2008 ; Anderson and Hajhashemi, 2013 ). In addition, online learning has altered educational objectives and learning requirements. Memorizing knowledge was traditionally viewed as vital to learning but it is now less important since required knowledge can be conveniently searched and acquired on the Internet while the reflection and application of knowledge becomes more important ( Gamage et al., 2023 ). Online learning also entails learners’ self-regulated learning ability more than traditional learning because the online learning environment inflicts less external regulation and provides more autonomy and flexibility ( Barnard-Brak et al., 2010 ; Wong et al., 2019 ). The above differences imply that traditional pedagogies may not apply to online learning.

There are a variety of online learning models according to the differences in learning methods, processes, outcomes, and the application of technologies ( Zeitoun, 2008 ). As ICTs can be used as either the foundation of learning or auxiliary means, online learning can be classified into assistant, blended, and wholly online models. Here, assistant online learning refers to the scenario where online learning technologies are used to supplement and support traditional learning; blended online learning refers to the integration/ mixture of online and offline methods, and; wholly online learning refers to the exclusive use of the Internet for learning ( Arkorful and Abaidoo, 2015 ). The present review focuses on wholly online learning because the review is interested in the COVID-19 pandemic context where learning activities are fully switched to online platforms.

1.2.2 Learning effectiveness

Learning effectiveness can be broadly defined as the extent to which learning and teaching objectives have been effectively and efficiently achieved via educational activities ( Swan, 2003 ) or the extent to which learners’ needs are satisfied by learning activities ( Joy and Garcia, 2000 ). It is a multi-dimensional construct because learning objectives and needs are always diversified ( Joy and Garcia, 2000 ; Swan, 2003 ). Assessing learning effectiveness is a key challenge in educational research and researchers generally use a set of subjective and objective indicators to assess learning effectiveness, e.g., examination scores, assignment performance, perceived effectiveness, student satisfaction, learning motivation, engagement in learning, and learning experience ( Rajaram and Collins, 2013 ; Noesgaard and Ørngreen, 2015 ). Prior research related to the effectiveness of online learning was diversified in terms of learning outcomes, e.g., satisfaction, perceived effectiveness, motivation, and learning engagement, and there is no consensus over which outcomes are valid indicators of learning effectiveness. The present study adopts a broad definition of learning effectiveness and considers various learning outcomes that are closely associated with learning objectives and needs.

1.3 Previous review research

Up to now, online learning during the COVID-19 pandemic period has attracted considerable attention from academia and there is a lot of related review research. Some review research analyzed the trends and major topics in related research. Pratama et al. (2020) tracked the trend of using online meeting applications in online learning during the pandemic period based on a systematic review of 12 articles. It was reported that the use of these applications kept a rising trend and this use helps promote learning and teaching processes. However, this review was descriptive and failed to identify problems related to these applications as well as the limitations of these applications. Zhang et al. (2022) implemented a bibliometric review to provide a holistic view of research on online learning in higher education during the COVID-19 pandemic period. They concluded that the majority of research focused on identifying the use of strategies and technologies, psychological impacts brought by the pandemic, and student perceptions. Meanwhile, collaborative learning, hands-on learning, discovery learning, and inquiry-based learning were the most frequently discussed instructional approaches. In addition, chemical and medical education were found to be the most investigated disciplines. This review hence offered a relatively comprehensive landscape of related research in the field. However, since it was a bibliometric review, it merely analyzed the superficial characteristics of past articles in the field without a detailed analysis of their research contributions. Bughrara et al. (2023) categorized the major research topics in the field of online medical education during the pandemic period via a scoping review. A total of 174 articles were included in the review and it was found there were seven major topics, including students’ mental health, stigma, student vaccination, use of telehealth, students’ physical health, online modifications and educational adaptations, and students’ attitudes and knowledge. Overall, the review comprehensively reveals major topics in the focused field.

Some scholars believed that online learning during the pandemic period has brought about a lot of problems while both students and teachers encounter many challenges. García-Morales et al. (2021) implemented a systematic review to identify the challenges encountered by higher education in an online learning scenario during the pandemic period. A total of seven studies were included and it was found that higher education suddenly transferred to online learning and a lot of technologies and platforms were used to support online learning. However, this transition was hasty and forced by the extreme situation. Thus, various stakeholders in learning and teaching (e.g., students, universities, and teachers) encountered difficulties in adapting to this sudden change. To deal with these challenges, universities need to utilize the potential of technologies, improve learning experience, and meet students’ expectations. The major limitation of García-Morales et al. (2021) review of the small-sized sample. Meanwhile, García-Morales et al. (2021) also failed to systematically categorize various types of challenges. Stojan et al. (2022) investigated the changes to medical education brought about by the shift to online learning in the COVID-19 pandemic context as well as the lessons and impacts of these changes via a systematic review. A total of 56 articles were included in the analysis, it was reported that small groups and didactics were the most prevalent instructional methods. Although learning engagement was always interactive, teachers majorly integrated technologies to amplify and replace, rather than transform learning. Based on this, they argued that the use of asynchronous and synchronous formats promoted online learning engagement and offered self-directed and flexible learning. The major limitation of this review is that the article is somewhat descriptive and lacks the crucial evaluation of problems of online learning.

Review research has also focused on the changes and impacts brought by online learning during the pandemic period. Camargo et al. (2020) implemented a meta-analysis on seven empirical studies regarding online learning methods during the pandemic period to evaluate feasible online learning platforms, effective online learning models, and the optimal duration of online lectures, as well as the perceptions of teachers and students in the online learning process. Overall, it was concluded that the shift from offline to online learning is feasible, and; effective online learning needs a well-trained and integrated team to identify students’ and teachers’ needs, timely respond, and support them via digital tools. In addition, the pandemic has brought more or less difficulties to online learning. An obvious limitation of this review is the overly small-sized sample ( N  = 7), which offers very limited information, but the review tries to answer too many questions (four questions). Grafton-Clarke et al. (2022) investigated the innovation/adaptations implemented, their impacts, and the reasons for their selections in the shift to online learning in medical education during the pandemic period via a systematic review of 55 articles. The major adaptations implemented include the rapid shift to the virtual space, pre-recorded videos or live streaming of surgical procedures, remote adaptations for clinical visits, and multidisciplinary ward rounds and team meetings. Major challenges encountered by students and teachers include the need for technical resources, faculty time, and devices, the shortage of standardized telemedicine curricula, and the lack of personal interactions. Based on this, they criticized the quality of online medical education. Tang (2023) explored the impact of the pandemic on primary, secondary, and tertiary education in the pandemic context via a systematic review of 41 articles. It was reported that the majority of these impacts are negative, e.g., learning loss among learners, assessment and experiential learning in the virtual environment, limitations in instructions, technology-related constraints, the lack of learning materials and resources, and deteriorated psychosocial well-being. These negative impacts are amplified by the unequal distribution of resources, unfair socioeconomic status, ethnicity, gender, physical conditions, and learning ability. Overall, this review comprehensively criticizes the problems brought about by online learning during the pandemic period.

Very little review research evaluated students’ responses to online learning during the pandemic period. For instance, Salas-Pilco et al. (2022) evaluated the engagement in online learning in Latin American higher education during the COVID-19 pandemic period via a systematic review of 23 studies. They considered three dimensions of engagement, including affective, cognitive, and behavioral engagement. They described the characteristics of learning engagement and proposed suggestions for enhancing engagement, including improving Internet connectivity, providing professional training, transforming higher education, ensuring quality, and offering emotional support. A key limitation of the review is that these authors focused on describing the characteristics of engagement without identifying factors that influence engagement.

A synthesis of previous review research offers some implications. First, although learning effectiveness is an important consideration in educational research, review research is scarce on this topic and hence there is a lack of comprehensive knowledge regarding the extent to which online learning is effective during the COVID-19 pandemic period. Second, according to past review research that summarized the major topics of related research, e.g., Bughrara et al. (2023) and Zhang et al. (2022) , the effectiveness of online learning is not a major topic in prior empirical research and hence the author of this article argues that this topic has not received due attention from researchers. Third, some review research has identified a lot of problems in online learning during the pandemic period, e.g., García-Morales et al. (2021) and Stojan et al. (2022) . Many of these problems are caused by the sudden and rapid shift to online learning as well as the unique context of the pandemic. These problems may undermine the effectiveness of online learning. However, the extent to which these problems influence online learning effectiveness is still under-investigated.

1.4 Purpose of the review research

The research is carried out based on a systematic review of past empirical research to answer the following two research questions:

Q1: To what extent online learning in higher education is effective during the COVID-19 pandemic period?

Q2: What factors shape the effectiveness of online learning in higher education during the COVID-19 pandemic period?

2 Research methodology

2.1 literature review as a research methodology.

Regardless of discipline, all academic research activities should be related to and based on existing knowledge. As a result, scholars must identify related research on the topic of interest, critically assess the quality and content of existing research, and synthesize available results ( Linnenluecke et al., 2020 ). However, this task is increasingly challenging for scholars because of the exponential growth of academic knowledge, which makes it difficult to be at the forefront and keep up with state-of-the-art research ( Snyder, 2019 ). Correspondingly, literature review, as a research methodology is more relevant than previously ( Snyder, 2019 ; Linnenluecke et al., 2020 ). A well-implemented review provides a solid foundation for facilitating theory development and advancing knowledge ( Webster and Watson, 2002 ). Here, a literature review is broadly defined as a more or less systematic way of collecting and synthesizing past studies ( Tranfield et al., 2003 ). It allows researchers to integrate perspectives and results from a lot of past research and is able to address research questions unanswered by a single study ( Snyder, 2019 ).

There are generally three types of literature review, including meta-analysis, bibliometric review, and systematic review ( Snyder, 2019 ). A meta-analysis refers to a statistical technique for integrating results from a large volume of empirical research (majorly quantitative research) to compare, identify, and evaluate patterns, relationships, agreements, and disagreements generated by research on the same topic ( Davis et al., 2014 ). This study does not adopt a meta-analysis for two reasons. First, the research on the effectiveness of online learning in the context of the COVID-19 pandemic was published since 2020 and currently, there is a limited volume of empirical evidence. If the study adopts a meta-analysis, the sample size will be small, resulting in limited statistical power. Second, as mentioned above, there are a variety of indicators, e.g., motivation, satisfaction, experience, test score, and perceived effectiveness ( Rajaram and Collins, 2013 ; Noesgaard and Ørngreen, 2015 ), that reflect different aspects of online learning effectiveness. The use of diversified effectiveness indicators increases the difficulty of carrying out meta-analysis.

A bibliometric review refers to the analysis of a large volume of empirical research in terms of publication characteristics (e.g., year, journal, and citation), theories, methods, research questions, countries, and authors ( Donthu et al., 2021 ) and it is useful in tracing the trend, distribution, relationship, and general patterns of research published in a focused topic ( Wallin, 2005 ). A bibliometric review does not fit the present study for two reasons. First, at present, there are less than 4 years of history of research on online learning effectiveness. Hence the volume of relevant research is limited and the public trend is currently unclear. Second, this study is interested in the inner content and results of articles published, rather than their external characteristics.

A systematic review is a method and process of critically identifying and appraising research in a specific field based on predefined inclusion and exclusion criteria to test a hypothesis, answer a research question, evaluate problems in past research, identify research gaps, and/or point out the avenue for future research ( Liberati et al., 2009 ; Moher et al., 2009 ). This type of review is particularly suitable to the present study as there are still a lot of unanswered questions regarding the effectiveness of online learning in the pandemic context, a need for indicating future research direction, a lack of summary of relevant research in this field, and a scarcity of critical appraisal of problems in past research.

Adopting a systematic review methodology brings multiple benefits to the present study. First, it is helpful for distinguishing what needs to be done from what has been done, identifying major contributions made by past research, finding out gaps in past research, avoiding fruitless research, and providing insights for future research in the focused field ( Linnenluecke et al., 2020 ). Second, it is also beneficial for finding out new research directions, needs for theory development, and potential solutions for limitations in past research ( Snyder, 2019 ). Third, this methodology helps scholars to efficiently gain an overview of valuable research results and theories generated by past research, which inspires their research design, ideas, and perspectives ( Callahan, 2014 ).

Commonly, a systematic review can be either author-centric or theme-centric ( Webster and Watson, 2002 ) and the present review is theme-centric. Specifically, an author-centric review focuses on works published by a certain author or a group of authors and summarizes the major contributions made by the author(s; ( Webster and Watson, 2002 ). This type of review is problematic in terms of its incompleteness of research conclusions in a specific field and descriptive nature ( Linnenluecke et al., 2020 ). A theme-centric review is more common where a researcher guides readers through reviewing themes, concepts, and interesting phenomena according to a certain logic ( Callahan, 2014 ). A theme in this review can be further structured into several related sub-themes and this type of review helps researchers to gain a comprehensive understanding of relevant academic knowledge ( Papaioannou et al., 2016 ).

2.2 Research procedures

This study follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline ( Liberati et al., 2009 ) to implement a systematic review. The guideline indicates four phases of performing a systematic review, including (1) identifying possible research, (2) abstract screening, (3) assessing full-text for eligibility, and (4) qualitatively synthesizing included research. Figure 1 provides a flowchart of the process and the number of articles excluded and included in each phase.

Figure 1 . PRISMA flowchart concerning the selection of articles.

This study uses multiple academic databases to identify possible research, e.g., Academic Search Complete, IGI Global, ACM Digital Library, Elsevier (SCOPUS), Emerald, IEEE Xplore, Web of Science, Science Direct, ProQuest, Wiley Online Library, Taylor and Francis, and EBSCO. Since the COVID-19 pandemic broke out in January 2020, this study limits the literature search to articles published from January 2020 to August 2023. During this period, online learning was highly prevalent in schools globally and a considerable volume of articles were published to investigate various aspects of online learning in this period. Keywords used for searching possible research include pandemic, COVID, SARS-CoV-2, 2019-nCoV, coronavirus, online learning, e-learning, electronic learning, higher education, tertiary education, universities, learning effectiveness, learning satisfaction, learning engagement, and learning motivation. Aside from searching from databases, this study also manually checks the reference lists of relevant articles and uses Google Scholar to find out other articles that have cited these articles.

2.3 Inclusion and exclusion criteria

Articles included in the review must meet the following criteria. First, articles have to be written in English and published on peer-reviewed journals. The academic language being English was chosen because it is in the Q zone of the specified search engines. Second, the research must be carried out in an online learning context. Third, the research must have collected and analyzed empirical data. Fourth, the research should be implemented in a higher education context and during the pandemic period. Fifth, the outcome variable must be factors related to learning effectiveness, and included studies must have reported the quantitative results for online learning effectiveness. The outcome variable should be measured by data collected from students, rather than other individuals (e.g., instructors). For instance, the research of Rahayu and Wirza (2020) used teacher perception as a measurement of online learning effectiveness and was hence excluded from the sample. According to the above criteria, a total of 25 articles were included in the review.

2.4 Data extraction and analysis

Content analysis is performed on included articles and an inductive approach is used to answer the two research questions. First, to understand the basic characteristics of the 25 articles/studies, the researcher summarizes their types, research designs, and samples and categorizes them into several groups. The researcher carefully reads the full-text of these articles and codes valuable pieces of content. In this process, an inductive approach is used, and key themes in these studies have been extracted and summarized. Second, the researcher further categorizes these studies into different groups according to their similarities and differences in research findings. In this way, these studies are broadly categorized into three groups, i.e., (1) ineffective (2) neutral, and (3) effective. Based on this, the research answers the research question and indicates the percentage of studies that evidenced online learning as effective in a COVID-19 pandemic context. The researcher also discusses how online learning is effective by analyzing the learning outcomes brought by online learning. Third, the researcher analyzes and compares the characteristics of the three groups of studies and extracts key themes that are relevant to the conditional effectiveness of online learning from these studies. Based on this, the researcher identifies factors that influence the effectiveness of online learning in a pandemic context. In this way, the two research questions have been adequately answered.

3 Research results and discussion

3.1 study characteristics.

Table 1 shows the statistics of the 25 studies while Table 2 shows a summary of these studies. Overall, these studies varied greatly in terms of research design, research subjects, contexts, measurements of learning effectiveness, and eventually research findings. Approximately half of the studies were published in 2021 and the number of studies reduced in 2022 and 2023, which may be attributed to the fact that universities gradually implemented opening-up policies after 2020. China received the largest number of studies ( N  = 5), followed by India ( N = 4) and the United States ( N  = 3). The sample sizes of the majority of studies (88.0%) ranged between 101 and 500. As this review excluded qualitative studies, all studies included adopted a purely quantitative design (88.0%) or a mixed design (12.0%). The majority of the studies were cross-sectional (72%) and a few studies (2%) were experimental.

Table 1 . Statistics of studies included in the review.

Table 2 . A summary of studies reviewed.

3.2 The effectiveness of online learning

Overall, the 25 studies generated mixed results regarding the effectiveness of online learning during the pandemic period. 9 (36%) studies reported online learning as effective; 13 (52%) studies reported online learning as ineffective, and the rest 3 (12%) studies produced neutral results. However, it should be noted that the results generated by these studies are not comparable as they used different approaches to evaluate the effectiveness of online learning. According to the approach of evaluating online learning effectiveness, these studies are categorized into four groups, including (1) Cross-sectional evaluation of online learning effectiveness without a comparison with offline learning; without a control group ( N  = 14; 56%), (2) Cross-sectional comparison of the effectiveness of online learning with offline learning; without control group (7; 28%), (3) Longitudinal comparison of the effectiveness of online learning with offline learning, without a control group ( N  = 2; 8%), and (4) Randomized Controlled Trial (RCT); with a control group ( N  = 2; 8%).

The first group of studies asked students to report the extent to which they perceived online learning as effective, they had achieved expected learning outcomes through online learning, or they were satisfied with online learning experience or outcomes, without a comparison with offline learning. Six out of 14 studies reported online learning as ineffective, including Adnan and Anwar (2020) , Hong et al. (2021) , Mok et al. (2021) , Baber (2022) , Chandrasiri and Weerakoon (2022) , and Lalduhawma et al. (2022) . Five out of 14 studies reported online learning as effective, including Almusharraf and Khahro (2020) , Sharma et al. (2020) , Mahyoob (2021) , Rahman (2021) , and Haningsih and Rohmi (2022) . In addition, 3 out of 14 studies reported neutral results, including Cranfield et al. (2021) , Tsang et al. (2021) , and Conrad et al. (2022) . It should be noted that this measurement approach is problematic in three aspects. First, researchers used various survey instruments to measure learning effectiveness without reaching a consensus over a widely accepted instrument. As a result, these studies measured different aspects of learning effectiveness and hence their results may be incomparable. Second, these studies relied on students’ self-reports to evaluate learning effectiveness, which is subjective and inaccurate. Third, even though students perceived online learning as effective, it does not imply that online learning is more effective than offline learning because of the absence of comparables.

The second group of studies asked students to compare online learning with offline learning to evaluate learning effectiveness. Interestingly, all 7 studies, including Alawamleh et al. (2020) , Almahasees et al. (2021) , Gonzalez-Ramirez et al. (2021) , Muthuprasad et al. (2021) , Selco and Habbak (2021) , Hollister et al. (2022) , and Zhang and Chen (2023) , reported that online learning was perceived by participants as less effective than offline learning. It should be noted that these results were specific to the COVID-19 pandemic context where strict social distancing policies were implemented. Consequently, these results should be interpreted as online learning during the school lockdown period was perceived by participants as less effective than offline learning during the pre-pandemic period. A key problem of the measurement of learning effectiveness in these studies is subjectivity, i.e., students’ self-reported online learning effectiveness relative to offline learning may be subjective and influenced by a lot of factors caused by the pandemic, e.g., negative emotions (e.g., fear, loneliness, and anxiety).

Only two studies implemented a longitudinal comparison of the effectiveness of online learning with offline learning, i.e., Chang et al. (2021) and Fyllos et al. (2021) . Interestingly, both studies reported that participants perceived online learning as more effective than offline learning, which is contradicted with the second group of studies. In the two studies, the same group of students participated in offline learning and online learning successively and rated the effectiveness of the two learning approaches, respectively. The two studies were implemented by time coincidence, i.e., researchers unexpectedly encountered the pandemic and subsequently, school lockdown when they were investigating learning effectiveness. Such time coincidence enabled them to compare the effectiveness of offline and online learning. However, this research design has three key problems. First, the content of learning in the online and offline learning periods was different and hence the evaluations of learning effectiveness of the two periods are not comparable. Second, self-reported learning effectiveness is subjective. Third, students are likely to obtain better examination scores in online examinations than in offline examinations because online examinations bring a lot of cheating behaviors and are less fair than offline examinations. As reported by Fyllos et al. (2021) , the examination score after online learning was significantly higher than after offline learning. Chang et al. (2021) reported that participants generally believed that offline examinations are fairer than online examinations.

Lastly, only two studies, i.e., Jiang et al. (2023) and Shirahmadi et al. (2023) , implemented an RCT design, which is more persuasive, objective, and accurate than the above-reviewed studies. Indeed, implementing an RCT to evaluate the effectiveness of online learning was a formidable challenge during the pandemic period because of viral transmission and social distancing policies. Both studies reported that online learning is more effective than offline learning during the pandemic period. However, it is questionable about the extent to which such results are affected by health/safety-related issues. It is reasonable to infer that online learning was perceived by students as safer than offline learning during the pandemic period and such perceptions may affect learning effectiveness.

Overall, it is difficult to conclude whether online learning is effective during the pandemic period. Nevertheless, it is possible to identify factors that shape the effectiveness of online learning, which is discussed in the next section.

3.3 Factors that shape online learning effectiveness

Infrastructure factors were reported as the most salient factors that determine online learning effectiveness. It seems that research from developed countries generated more positive results for online learning than research from less developed countries. This view was confirmed by the cross-country comparative study of Cranfield et al. (2021) . Indeed, online learning entails the support of ICT infrastructure, and hence ICT related factors, e.g., Internet connectivity, technical issues, network speed, accessibility of digital devices, and digital devices, considerably influence the effectiveness of online learning ( García-Morales et al., 2021 ; Grafton-Clarke et al., 2022 ). Prior review research, e.g., Tang (2023) also suggested that the unequal distribution of resources and unfair socioeconomic status intensified the problems brought about by online learning during the pandemic period. Salas-Pilco et al. (2022) recommended that improving Internet connectivity would increase students’ engagement in online learning during the pandemic period.

Adnan and Anwar (2020) study is one of the most cited works in the focused field. They reported that online learning is ineffective in Pakistan because of the problems of Internet access due to monetary and technical issues. The above problems hinder students from implementing online learning activities, making online learning ineffective. Likewise, Lalduhawma et al. (2022) research from India indicated that online learning is ineffective because of poor network interactivity, slow data speed, low data limits, and expensive costs of devices. As a result, online learning during the COVID-19 pandemic may have expanded the education gap between developed and developing countries because of developing countries’ infrastructure disadvantages. More attention to online learning infrastructure problems in developing countries is needed.

Instructional factors, e.g., course management and design, instructor characteristics, instructor-student interaction, assignments, and assessments were found to affect online learning effectiveness ( Sharma et al., 2020 ; Rahman, 2021 ; Tsang et al., 2021 ; Hollister et al., 2022 ; Zhang and Chen, 2023 ). Although these instructional factors have been well-documented as significant drivers of learning effectiveness in traditional learning literature, these factors in the pandemic period have some unique characteristics. Both students and teachers were not well prepared for wholly online instruction and learning in 2020 and hence they encountered a lot of problems in course management and design, learning interactions, assignments, and assessments ( Stojan et al., 2022 ; Tang, 2023 ). García-Morales et al. (2021) review also suggested that various stakeholders in learning and teaching encountered difficulties in adapting to the sudden, hasty, and forced transition of offline to online learning. Consequently, these instructional factors become salient in terms of affecting online learning effectiveness.

The negative role of the lack of social interaction caused by social distancing in affecting online learning effectiveness was highlighted by a lot of studies ( Almahasees et al., 2021 ; Baber, 2022 ; Conrad et al., 2022 ; Hollister et al., 2022 ). Baber (2022) argued that people give more importance to saving lives than socializing in the online environment and hence social interactions in learning are considerably reduced by social distancing norms. The negative impact of the lack of social interaction on online learning effectiveness is reflected in two aspects. First, according to a constructivist view, interaction is an indispensable element of learning because knowledge is actively constructed by learners in social interactions ( Woo and Reeves, 2007 ). Consequently, online learning effectiveness during the pandemic period is reduced by the lack of social interaction. Second, the lack of social interaction brings a lot of negative emotions, e.g., feelings of isolation, loneliness, anxiety, and depression ( Alawamleh et al., 2020 ; Gonzalez-Ramirez et al., 2021 ; Selco and Habbak, 2021 ). Such negative emotions undermine online learning effectiveness.

Negative emotions caused by the pandemic and school lockdown were also found to be detrimental to online learning effectiveness. In this context, it was reported that many students experience a lot of negative emotions, e.g., feelings of isolation, exhaustion, loneliness, and distraction ( Alawamleh et al., 2020 ; Gonzalez-Ramirez et al., 2021 ; Selco and Habbak, 2021 ). Such negative emotions, as mentioned above, reduce online learning effectiveness.

Several factors were also found to increase online learning effectiveness during the pandemic period, e.g., convenience and flexibility ( Hong et al., 2021 ; Muthuprasad et al., 2021 ; Selco and Habbak, 2021 ). Students with strong self-regulated learning abilities gain more benefits from convenience and flexibility in online learning ( Hong et al., 2021 ).

Overall, although it is debated over the effectiveness of online learning during the pandemic period, it is generally believed that the pandemic brings a lot of challenges and difficulties to higher education. Meanwhile, the majority of students prefer offline learning to online learning. The above challenges and difficulties are more prominent in developing countries than in developed countries.

3.4 Pedagogical implications

The results generated by the systematic review offer a lot of pedagogical implications. First, online learning entails the support of ICT infrastructure, and infrastructure defects strongly undermine learning effectiveness ( García-Morales et al., 2021 ; Grafton-Clarke et al., 2022 ). Given the fact online learning is increasingly integrated into higher education ( Kebritchi et al., 2017 ) regardless of the presence of the pandemic, governments globally should increase the investment in learning-related ICT infrastructure in higher education institutes. Meanwhile, schools should consider students’ affordability of digital devices and network fees when implementing online learning activities. It is important to offer material support for those students with poor economic status. Infrastructure issues are more prominent in developing countries because of the lack of monetary resources and poor infrastructure base. Thus, international collaboration and aid are recommended to address these issues.

Second, since the lack of social interaction is a key factor that reduces online learning effectiveness, it is important to increase social interactions during the implementation of online learning activities. On the one hand, both students and instructors are encouraged to utilize network technologies to promote inter-individual interactions. On the other hand, the two parties are also encouraged to engage in offline interaction activities if the risk is acceptable.

Third, special attention should be paid to students’ emotions during the online learning process as online learning may bring a lot of negative emotions to students, which undermine learning effectiveness ( Alawamleh et al., 2020 ; Gonzalez-Ramirez et al., 2021 ; Selco and Habbak, 2021 ). In addition, higher education institutes should prepare a contingency plan for emergency online learning to deal with potential crises in the future, e.g., wars, pandemics, and natural disasters.

3.5 Limitations and suggestions for future research

There are several limitations in past research regarding online learning effectiveness during the pandemic period. The first is the lack of rigor in assessing learning effectiveness. Evidently, there is a scarcity of empirical research with an RCT design, which is considered to be accurate, objective, and rigorous in assessing pedagogical models ( Torgerson and Torgerson, 2001 ). The scarcity of ICT research leads to the difficulty in accurately assessing the effectiveness of online learning and comparing it with offline learning. Second, the widely accepted criteria for assessing learning effectiveness are absent, and past empirical studies used diversified procedures, techniques, instruments, and criteria for measuring online learning effectiveness, resulting in difficulty in comparing research results. Third, learning effectiveness is a multi-dimensional construct but its multidimensionality was largely ignored by past research. Therefore, it is difficult to evaluate which dimensions of learning effectiveness are promoted or undermined by online learning and it is also difficult to compare the results of different studies. Finally, there is very limited knowledge about the difference in online learning effectiveness between different subjects. It is likely that the subjects that depend on lab-based work (e.g., experimental physics, organic chemistry, and cell biology) are less appropriate for online learning than the subjects that depend on desk-based work (e.g., economics, psychology, and literature).

To deal with the above limitations, there are several recommendations for future research on online learning effectiveness. First, future research is encouraged to adopt an RCT design and collect a large-sized sample to objectively, rigorously, and accurately quantify the effectiveness of online learning. Second, scholars are also encouraged to develop a new framework to assess learning effectiveness comprehensively. This framework should cover multiple dimensions of learning effectiveness and have strong generalizability. Finally, it is recommended that future research could compare the effectiveness of online learning between different subjects.

4 Conclusion

This study carried out a systematic review of 25 empirical studies published between 2020 and 2023 to evaluate the effectiveness of online learning during the COVID-19 pandemic period. According to how online learning effectiveness was assessed, these 25 studies were categorized into four groups. The first group of studies employed a cross-sectional design and assessed online learning based on students’ perceptions without a control group. Less than half of these studies reported online learning as effective. The second group of studies also employed a cross-sectional design and asked students to compare the effectiveness of online learning with offline learning. All these studies reported that online learning is less effective than offline learning. The third group of studies employed a longitudinal design and compared the effectiveness of online learning with offline learning but without a control group and this group includes only 2 studies. It was reported that online learning is more effective than offline learning. The fourth group of studies employed an RCT design and this group includes only 2 studies. Both studies reported online learning as more effective than offline learning.

Overall, it is difficult to conclude whether online learning is effective during the pandemic period because of the diversified research contexts, methods, and approaches in past research. Nevertheless, the review identifies a set of factors that positively or negatively influence the effectiveness of online learning, including infrastructure factors, instructional factors, the lack of social interaction, negative emotions, flexibility, and convenience. Although it is debated over the effectiveness of online learning during the pandemic period, it is generally believed that the pandemic brings a lot of challenges and difficulties to higher education. Meanwhile, the majority of students prefer offline learning to online learning. In addition, developing countries face more challenges and difficulties in online learning because of monetary and infrastructure issues.

The findings of this review offer significant pedagogical implications for online learning in higher education institutes, including enhancing the development of ICT infrastructure, providing material support for students with poor economic status, enhancing social interactions, paying attention to students’ emotional status, and preparing a contingency plan of emergency online learning.

The review also identifies several limitations in past research regarding online learning effectiveness during the pandemic period, including the lack of rigor in assessing learning effectiveness, the absence of accepted criteria for assessing learning effectiveness, the neglect of the multidimensionality of learning effectiveness, and limited knowledge about the difference in online learning effectiveness between different subjects.

To deal with the above limitations, there are several recommendations for future research on online learning effectiveness. First, future research is encouraged to adopt an RCT design and collect a large-sized sample to objectively, rigorously, and accurately quantify the effectiveness of online learning. Second, scholars are also encouraged to develop a new framework to assess learning effectiveness comprehensively. This framework should cover multiple dimensions of learning effectiveness and have strong generalizability. Finally, it is recommended that future research could compare the effectiveness of online learning between different subjects. To fix these limitations in future research, recommendations are made.

It should be noted that this review is not free of problems. First, only studies that quantitatively measured online learning effectiveness were included in the review and hence a lot of other studies (e.g., qualitative studies) that investigated factors that influence online learning effectiveness were excluded, resulting in a relatively small-sized sample and incomplete synthesis of past research contributions. Second, since this review was qualitative, it was difficult to accurately quantify the level of online learning effectiveness.

Data availability statement

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.

Author contributions

WM: Writing – original draft, Writing – review & editing. LY: Writing – original draft, Writing – review & editing. CL: Writing – review & editing. NP: Writing – review & editing. XP: Writing – review & editing. YZ: Writing – review & editing.

The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Tsang, J. T., So, M. K., Chong, A. C., Lam, B. S., and Chu, A. M. (2021). Higher education during the pandemic: the predictive factors of learning effectiveness in COVID-19 online learning. Educ. Sci. 11:446. doi: 10.3390/educsci11080446

Wallin, J. A. (2005). Bibliometric methods: pitfalls and possibilities. Basic Clin. Pharmacol. Toxicol. 97, 261–275. doi: 10.1111/j.1742-7843.2005.pto_139.x

Webster, J., and Watson, R. T. (2002). Analyzing the past to prepare for the future: Writing a literature review. MIS quarterly , 26, 13–23.

Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G. J., and Paas, F. (2019). Supporting self-regulated learning in online learning environments and MOOCs: a systematic review. Int. J. Human–Computer Interaction 35, 356–373. doi: 10.1080/10447318.2018.1543084

Woo, Y., and Reeves, T. C. (2007). Meaningful interaction in web-based learning: a social constructivist interpretation. Internet High. Educ. 10, 15–25. doi: 10.1016/j.iheduc.2006.10.005

Zeitoun, H. (2008). E-learning: Concept, Issues, Application, Evaluation . Riyadh: Dar Alsolateah Publication.

Zhang, L., Carter, R. A. Jr., Qian, X., Yang, S., Rujimora, J., and Wen, S. (2022). Academia's responses to crisis: a bibliometric analysis of literature on online learning in higher education during COVID-19. Br. J. Educ. Technol. 53, 620–646. doi: 10.1111/bjet.13191

Zhang, Y., and Chen, X. (2023). Students’ perceptions of online learning in the post-COVID era: a focused case from the universities of applied sciences in China. Sustain. For. 15:946. doi: 10.3390/su15020946

Keywords: COVID-19 pandemic, higher education, online learning, learning effectiveness, systematic review

Citation: Meng W, Yu L, Liu C, Pan N, Pang X and Zhu Y (2024) A systematic review of the effectiveness of online learning in higher education during the COVID-19 pandemic period. Front. Educ . 8:1334153. doi: 10.3389/feduc.2023.1334153

Received: 06 November 2023; Accepted: 27 December 2023; Published: 17 January 2024.

Reviewed by:

Copyright © 2024 Meng, Yu, Liu, Pan, Pang and Zhu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Lei Yu, [email protected]

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Argumentative Essay: Online Learning and Educational Access

Conventional learning is evolving with the help of computers and online technology. New ways of learning are now available, and improved access is one of the most important benefits available. People all around the world are experiencing improved mobility as a result of the freedom and potential that online learning provides, and as academic institutions and learning organisations adopt online learning technologies and remote-access learning, formal academic education is becoming increasingly legitimate. This essay argues the contemporary benefits of online learning, and that these benefits significantly outweigh the issues, challenges and disadvantages of online learning.

Online learning is giving people new choices and newfound flexibility with their personal learning and development. Whereas before, formal academic qualifications could only be gained by participating in a full time course on site, the internet has allowed institutions to expand their reach and offer recognized courses on a contact-partial, or totally virtual, basis. Institutions can do so with relatively few extra resources, and for paid courses this constitutes excellent value, and the student benefits with greater educational access and greater flexibility to learn and get qualified even when there lots of other personal commitments to deal with.

Flexibility is certainly one of the most important benefits, but just as important is educational access. On top of the internet’s widespread presence in developed countries, the internet is becoming increasingly available in newly developed and developing countries. Even without considering the general informational exposure that the internet delivers, online academic courses and learning initiatives are becoming more aware of the needs of people from disadvantaged backgrounds, and this means that people from such backgrounds are in a much better position to learn and progress than they used to be.

The biggest argument that raises doubt over online learning is the quality of online courses in comparison to conventional courses. Are such online courses good enough for employers to take notice? The second biggest argument is the current reality that faces many people from disadvantaged backgrounds, despite the improvements made in this area in recent years – they do not have the level of basic access needed to benefit from online learning. In fact, there are numerous sources of evidence that claim disadvantaged students are not receiving anywhere near the sort of benefits that online learning institutions and promoters are trying to instigate. Currently there are many organisations, campaigns and initiatives that are working to expand access to higher education. With such high participation, it can be argued that it is only a matter of time before the benefits are truly realised, but what about the global online infrastructure?

There is another argument that is very difficult to dispel, and that is the response of different types of students to the online learning paradigm. Evidence shows that there are certain groups of students that benefit from college distance learning much more than other groups. In essence, students must be highly motivated and highly disciplined if they are to learn effectively in their own private environment.

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How to Write a Term Paper From Start to Finish

The term paper, often regarded as the culmination of a semester's hard work, is a rite of passage for students in pursuit of higher education. Here's an interesting fact to kick things off: Did you know that the term paper's origins can be traced back to ancient Greece, where scholars like Plato and Aristotle utilized written works to explore and document their philosophical musings? Just as these great minds once wrote their thoughts on parchment, you, too, can embark on this intellectual voyage with confidence and skill.

How to Write a Term Paper: Short Description

In this article, we'll delve into the core purpose of this kind of assignment – to showcase your understanding of a subject, your research abilities, and your capacity to communicate complex ideas effectively. But it doesn't stop there. We'll also guide you in the art of creating a well-structured term paper format, a roadmap that will not only keep you on track but also ensure your ideas flow seamlessly and logically. Packed with valuable tips on writing, organization, and time management, this resource promises to equip you with the tools needed to excel in your academic writing.

Understanding What Is a Term Paper

A term paper, a crucial component of your college education, is often assigned towards the conclusion of a semester. It's a vehicle through which educators gauge your comprehension of the course content. Imagine it as a bridge between what you've learned in class and your ability to apply that knowledge to real-world topics.

For instance, in a history course, you might be asked to delve into the causes and consequences of a significant historical event, such as World War II. In a psychology class, your term paper might explore the effects of stress on mental health, or in an environmental science course, you could analyze the impact of climate change on a specific region.

Writing a term paper isn't just about summarizing facts. It requires a blend of organization, deep research, and the art of presenting your findings in a way that's both clear and analytical. This means structuring your arguments logically, citing relevant sources, and critically evaluating the information you've gathered.

For further guidance, we've prepared an insightful guide for you authored by our expert essay writer . It's brimming with practical tips and valuable insights to help you stand out in this academic endeavor and earn the recognition you deserve.

How to Start a Term Paper

Before you start, keep the guidelines for the term paper format firmly in mind. If you have any doubts, don't hesitate to reach out to your instructor for clarification before you begin your research and writing process. And remember, procrastination is your worst enemy in this endeavor. If you're aiming to produce an exceptional piece and secure a top grade, it's essential to plan ahead and allocate dedicated time each day to work on it. Now, let our term paper writing services provide you with some valuable tips to help you on your journey:

• Hone Your Topic : Start by cultivating a learning mindset that empowers you to effectively organize your thoughts. Discover how to research a topic in the section below.
• Hook Your Readers: Initiate a brainstorming session and unleash a barrage of creative ideas to captivate your audience right from the outset. Pose intriguing questions, share compelling anecdotes, offer persuasive statistics, and more.
• Craft a Concise Thesis Statement Example : If you find yourself struggling to encapsulate the main idea of your paper in just a sentence or two, it's time to revisit your initial topic and consider narrowing it down.
• Understand Style Requirements: Your work must adhere to specific formatting guidelines. Delve into details about the APA format and other pertinent regulations in the section provided.
• Delve Deeper with Research : Equipped with a clearer understanding of your objectives, dive into your subject matter with a discerning eye. Ensure that you draw from reputable and reliable sources.
• Begin Writing: Don't obsess over perfection from the get-go. Just start writing, and don't worry about initial imperfections. You can always revise or remove those early sentences later. The key is to initiate the term papers as soon as you've amassed sufficient information.

Ace your term paper with EssayPro 's expert help. Our academic professionals are here to guide you through every step, ensuring your term paper is well-researched, structured, and written to the highest standards.

Term Paper Topics

Selecting the right topic for your term paper is a critical step, one that can significantly impact your overall experience and the quality of your work. While instructors sometimes provide specific topics, there are instances when you have the freedom to choose your own. To guide you on how to write a term paper, consider the following factors when deciding on your dissertation topics :

• Relevance to Assignment Length: Begin by considering the required length of your paper. Whether it's a substantial 10-page paper or a more concise 5-page one, understanding the word count will help you determine the appropriate scope for your subject. This will inform whether your topic should be broad or more narrowly focused.
• Availability of Resources : Investigate the resources at your disposal. Check your school or community library for books and materials that can support your research. Additionally, explore online sources to ensure you have access to a variety of reference materials.
• Complexity and Clarity : Ensure you can effectively explain your chosen topic, regardless of how complex it may seem. If you encounter areas that are challenging to grasp fully, don't hesitate to seek guidance from experts or your professor. Clarity and understanding are key to producing a well-structured term paper.
• Avoiding Overused Concepts : Refrain from choosing overly trendy or overused topics. Mainstream subjects often fail to captivate the interest of your readers or instructors, as they can lead to repetitive content. Instead, opt for a unique angle or approach that adds depth to your paper.
• Manageability and Passion : While passion can drive your choice of topic, it's important to ensure that it is manageable within the given time frame and with the available resources. If necessary, consider scaling down a topic that remains intriguing and motivating to you, ensuring it aligns with your course objectives and personal interests.

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"Being highly trained professionals, our writers can provide term paper help by creating a paper specifically tailored to your needs.

Term Paper Outline

Before embarking on the journey of writing a term paper, it's crucial to establish a well-structured outline. Be mindful of any specific formatting requirements your teacher may have in mind, as these will guide your outline's structure. Here's a basic format to help you get started:

• Cover Page: Begin with a cover page featuring your name, course number, teacher's name, and the deadline date, centered at the top.
• Abstract: Craft a concise summary of your work that informs readers about your paper's topic, its significance, and the key points you'll explore.
• Introduction: Commence your term paper introduction with a clear and compelling statement of your chosen topic. Explain why it's relevant and outline your approach to addressing it.
• Body: This section serves as the meat of academic papers, where you present the primary findings from your research. Provide detailed information about the topic to enhance the reader's understanding. Ensure you incorporate various viewpoints on the issue and conduct a thorough analysis of your research.
• Results: Share the insights and conclusions that your research has led you to. Discuss any shifts in your perspective or understanding that have occurred during the course of your project.
• Discussion: Conclude your term paper with a comprehensive summary of the topic and your findings. You can wrap up with a thought-provoking question or encourage readers to explore the subject further through their own research.

How to Write a Term Paper with 5 Steps

Before you begin your term paper, it's crucial to understand what a term paper proposal entails. This proposal serves as your way to introduce and justify your chosen topic to your instructor, and it must gain approval before you start writing the actual paper.

In your proposal, include recent studies or research related to your topic, along with proper references. Clearly explain the topic's relevance to your course, outline your objectives, and organize your ideas effectively. This helps your instructor grasp your term paper's direction. If needed, you can also seek assistance from our expert writers and buy term paper .

Draft the Abstract

The abstract is a critical element while writing a term paper, and it plays a crucial role in piquing the reader's interest. To create a captivating abstract, consider these key points from our dissertation writing service :

• Conciseness: Keep it short and to the point, around 150-250 words. No need for lengthy explanations.
• Highlight Key Elements: Summarize the problem you're addressing, your research methods, and primary findings or conclusions. For instance, if your paper discusses the impact of social media on mental health, mention your research methods and significant findings.
• Engagement: Make your abstract engaging. Use language that draws readers in. For example, if your paper explores the effects of artificial intelligence on the job market, you might begin with a question like, 'Is AI revolutionizing our work landscape, or should we prepare for the robots to take over?'
• Clarity: Avoid excessive jargon or technical terms to ensure accessibility to a wider audience.

Craft the Introduction

The introduction sets the stage for your entire term paper and should engage readers from the outset. To craft an intriguing introduction, consider these tips:

• Hook Your Audience: Start with a captivating hook, such as a thought-provoking question or a compelling statistic. For example, if your paper explores the impact of smartphone addiction, you could begin with, 'Can you remember the last time you went a whole day without checking your phone?'
• State Your Purpose: Clearly state the purpose of your paper and its relevance. If your term paper is about renewable energy's role in combating climate change, explain why this topic is essential in today's world.
• Provide a Roadmap: Briefly outline how your paper is structured. For instance, if your paper discusses the benefits of mindfulness meditation, mention that you will explore its effects on stress reduction, emotional well-being, and cognitive performance.
• Thesis Statement: Conclude your introduction with a concise thesis statement that encapsulates the central argument or message of your paper. In the case of a term paper on the impact of online education, your thesis might be: 'Online education is revolutionizing learning by providing accessibility, flexibility, and innovative teaching methods.'

Develop the Body Sections: Brainstorming Concepts and Content

Generate ideas and compose text: body sections.

The body of your term paper is where you present your research, arguments, and analysis. To generate ideas and write engaging text in the body sections, consider these strategies from our research paper writer :

• Structure Your Ideas: Organize your paper into sections or paragraphs, each addressing a specific aspect of your topic. For example, if your term paper explores the impact of social media on interpersonal relationships, you might have sections on communication patterns, privacy concerns, and emotional well-being.
• Support with Evidence: Back up your arguments with credible evidence, such as data, research findings, or expert opinions. For instance, when discussing the effects of social media on mental health, you can include statistics on social media usage and its correlation with anxiety or depression.
• Offer Diverse Perspectives: Acknowledge and explore various viewpoints on the topic. When writing about the pros and cons of genetic engineering, present both the potential benefits, like disease prevention, and the ethical concerns associated with altering human genetics.
• Use Engaging Examples: Incorporate real-life examples to illustrate your points. If your paper discusses the consequences of climate change, share specific instances of extreme weather events or environmental degradation to make the topic relatable.
• Ask Thought-Provoking Questions: Integrate questions throughout your text to engage readers and stimulate critical thinking. In a term paper on the future of artificial intelligence, you might ask, 'How will AI impact job markets and the concept of work in the coming years?'

Formulate the Conclusion

The conclusion section should provide a satisfying wrap-up of your arguments and insights. To craft a compelling term paper example conclusion, follow these steps:

• Revisit Your Thesis: Begin by restating your thesis statement. This reinforces the central message of your paper. For example, if your thesis is about the importance of biodiversity conservation, reiterate that biodiversity is crucial for ecological balance and human well-being.
• Summarize Key Points: Briefly recap the main points you've discussed in the body of your paper. For instance, if you've been exploring the impact of globalization on local economies, summarize the effects on industries, job markets, and cultural diversity.
• Emphasize Your Main Argument: Reaffirm the significance of your thesis and the overall message of your paper. Discuss why your findings are important or relevant in a broader context. If your term paper discusses the advantages of renewable energy, underscore its potential to combat climate change and reduce our reliance on fossil fuels.
• Offer a Thoughtful Reflection: Share your own reflections or insights about the topic. How has your understanding evolved during your research? Have you uncovered any unexpected findings or implications? If your paper discusses the future of space exploration, consider what it means for humanity's quest to explore the cosmos.
• End with Impact: Conclude your term paper with a powerful closing statement. You can leave the reader with a thought-provoking question, a call to action, or a reflection on the broader implications of your topic. For instance, if your paper is about the ethics of artificial intelligence, you could finish by asking, 'As AI continues to advance, what ethical considerations will guide our choices and decisions?'

Edit and Enhance the Initial Draft

After completing your initial draft, the revision and polishing phase is essential for improving your paper. Here's how to refine your work efficiently:

• Take a Break: Step back and return to your paper with a fresh perspective.
• Structure Check: Ensure your paper flows logically and transitions smoothly from the introduction to the conclusion.
• Clarity and Conciseness: Trim excess words for clarity and precision.
• Grammar and Style: Proofread for errors and ensure consistent style.
• Citations and References: Double-check your citations and reference list.
• Peer Review: Seek feedback from peers or professors for valuable insights.
• Enhance Intro and Conclusion: Make your introduction and conclusion engaging and impactful.
• Coherence Check: Ensure your arguments support your thesis consistently.
• Read Aloud: Reading your paper aloud helps identify issues.
• Final Proofread: Perform a thorough proofread to catch any remaining errors.

Term Paper Format

When formatting your term paper, consider its length and the required citation style, which depends on your research topic. Proper referencing is crucial to avoid plagiarism in academic writing. Common citation styles include APA and MLA.

If unsure how to cite term paper for social sciences, use the APA format, including the author's name, book title, publication year, publisher, and location when citing a book.

For liberal arts and humanities, MLA is common, requiring the publication name, date, and location for referencing.

Adhering to the appropriate term paper format and citation style ensures an organized and academically sound paper. Follow your instructor's guidelines for a polished and successful paper.

Term Paper Example

To access our term paper example, simply click the button below.

The timeline of events from 1776 to 1861, that, in the end, prompted the American Civil War, describes and relates to a number of subjects modern historians acknowledge as the origins and causes of the Civil War. In fact, pre-Civil War events had both long-term and short-term influences on the War—such as the election of Abraham Lincoln as the American president in 1860 that led to the Fall of Fort Sumter in April of the same year. In that period, contentions that surrounded states’ rights progressively exploded in Congress—since they were the initial events that formed after independence. Congress focused on resolving significant issues that affected the states, which led to further issues. In that order, the US’s history from 1776 to 1861 provides a rich history, as politicians brought forth dissimilarities, dissections, and tensions between the Southern US & the people of slave states, and the Northern states that were loyal to the Union. The events that unfolded from the period of 1776 to 1861 involved a series of issues because they promoted the great sectional crisis that led to political divisions and the build-up to the Civil War that made the North and the South seem like distinctive and timeless regions that predated the crisis itself.

Final Thoughts

In closing, approach the task of writing term papers with determination and a positive outlook. Begin well in advance, maintain organization, and have faith in your capabilities. Don't hesitate to seek assistance if required, and express your individual perspective with confidence. You're more than capable of succeeding in this endeavor!

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Essay On Online Education: In 100 Words, 150 Words, and 200 Words

• Updated on  
• Sep 22, 2023

Online education has emerged as a significant transformation in the global education landscape, particularly in the wake of the COVID-19 pandemic . This essay explores the various facets of online education, from its inception to its advantages and disadvantages and its impact on learners and educators alike. The evolution of online education presents a new horizon for accessible and flexible learning .

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Essay on online education in 100 words, essay on online education in 150 words, essay on online education in 200 words.

Also Read: English Essay Topics

Also Read: How to Write an Essay in English

Also Read: Speech on Republic Day for Class 12th

Online education is a modern educational paradigm where students access instructional content through the internet. This innovative approach has gained immense popularity, especially after the pandemic, owing to its convenience and adaptability. It has enabled students of all ages to acquire knowledge from the comfort of their homes, transcending geographical barriers. Online education offers a diverse range of courses and resources, fostering continuous learning. However, it also presents challenges, such as dependency on technology and potential disengagement from the physical world.

Must Read: The Beginner’s Guide to Writing an Essay

Online education marks a revolutionary shift in how we acquire knowledge. It harnesses the power of the internet to deliver educational content to students, making learning more flexible and accessible. Technology advancements have accelerated the development of online education, enabling educational institutions to provide a wide range of courses and programmes through digital platforms.

One of the primary advantages of online education is its ability to cater to a diverse audience, regardless of geographical location or physical limitations. It eliminates the need for commuting and offers a cost-effective alternative to traditional classroom learning. However, online education also comes with its challenges. It requires self-discipline and motivation as students often learn independently. Additionally, prolonged screen time can have adverse effects on students’ physical and mental well-being, potentially leading to social disconnection.

Online education has witnessed remarkable growth in recent years, with the internet serving as the conduit for delivering educational content. This transformation has been accelerated, particularly in response to the global pandemic. Online education transcends the boundaries of traditional learning, offering students the opportunity to acquire knowledge and skills from anywhere in the world.

One of the most compelling aspects of online education is its flexibility. Learners can access course materials and engage with instructors at their convenience, breaking free from rigid schedules. Moreover, this mode of education has expanded access to a vast array of courses, allowing individuals to pursue their interests and career goals without geographical constraints.

However, it’s important to acknowledge the challenges associated with online education. It demands a high degree of self-discipline, as students must navigate the coursework independently. Prolonged screen time can have adverse effects on health and may lead to a sense of disconnection from society.

In conclusion, online education represents a significant shift in how we approach learning. It offers unprecedented access and flexibility but also requires learners to adapt to a more self-directed approach to education. Striking a balance between the benefits and challenges of online education is key to harnessing its full potential.

An organised argument backed up by proof and examples is the key to writing a convincing essay. Create a clear thesis statement at the outset, follow a logical progression of points, and then summarise your main points.

To improve readability, use clear and concise language, break your essay into paragraphs with clear topic sentences, and vary your sentence structure.

If you’re struggling to meet the word count, review your content to see if you can expand on your ideas, provide more examples, or include additional details to support your arguments. Additionally, check for any redundancies or irrelevant information that can be removed.

We hope that this essay blog on Online Education helps. For more amazing daily reads related to essay writing , stay tuned with Leverage Edu .

Manasvi Kotwal

Manasvi's flair in writing abilities is derived from her past experience of working with bootstrap start-ups, Advertisement and PR agencies as well as freelancing. She's currently working as a Content Marketing Associate at Leverage Edu to be a part of its thriving ecosystem.

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Essays About Online Learning: Top 6 Examples And Prompts

If you are writing essays about online learning, you can start by reading some essay examples and prompts in this article. 

People often regard online learning as kids stuck at home, glued to their devices. However, there is so much more to it than this simplistic concept. Many parents may see it as an “easy way out” for students to slack off on their studies while still passing their classes, but online learning has not reached its full potential yet. 

It has dramatically impacted how education is handled globally, for better or worse. It has forced teachers to take on extra work , while students say it has helped reduce their stress levels. It is undoubtedly a contentious topic. 

If you need help writing an essay about online learning, here are some essay examples you can use for inspiration.

1. Disabled Students Urge Universities To Make Online Learning More Accessible by Lucia Posteraro

2. why are more and more students taking online classes by perry mullins, 3. the benefits of online learning: 7 advantages of online degrees by kelsey miller, 4. why is online learning important by clare scott, 5. is online learning as effective as face-to-face learning by kelli wilkins, 6. i’m a high school student. i don’t want online learning to end. by rory selinger, prompts on essays about online learning, 1. how has online learning affected you, 2. compare and contrast online and in-person classes., 3. what can you learn from an online setup, 4. what is the future of online learning, 5. which is better- online or face-to-face learning, 6. can online learning be sustained long-term.

“Autism may hinder the ability to follow complex conversations, especially with background noise – but Charli’s lectures did not have subtitles. Moreover, extensions for group projects were too short for her extenuating circumstances.’

Posteraro tells the stories of students who want online learning to be more accessible. For example, Charli, a student with autism, was greatly affected by the transition from in-person to online classes during the COVID-19 pandemic. Unfortunately, online learning has not catered to her special needs, so she urges schools to take action to make online education more inclusive. You might also be interested in these essays about knowledge .

“The result of taking online classes is that students who take them become more proficient and comfortable with using computers. Students can learn to connect with one another online and with information in meaningful and useful ways. With that said more and more students are taking online classes because it’s the best way to save money work at your own pace and not have to be stressed about going to class.”

In his essay, Mullins discusses why more students prefer online learning. First, it lessens expenses, as students learn from the comfort of their rooms. Second, it helps students avert the fear of talking to strangers face-to-face, helping them communicate better. 

“It’s clear, then, that learning online helps prepare professionals for this shift toward online work. Below, explore what online courses entail, explore seven key benefits, and get the advice you need to determine if online courses are right for you.”

Miller briefly explains what online learning is, then proceeds to discuss its advantages. These include a self-paced schedule, improved communication, and new technical skills. However, he reminds readers that everyone is different; regardless of the benefits, they should only choose online learning if they believe it will work for them.

“Boil it right down and the answer is simple: change is constant. You must move with it. The true beauty of online learning is that it lends itself perfectly to your lifestyle. By its very nature, it can fit around you. Also, no longer are we taught how to do a job, it’s usually a case of figuring it out for yourself—and that’s where online learning can amplify your skills.”

Scott presents the importance of online learning. Similar to Miller, she mentions self-paced, giving students new skills. However, the most important lesson is that change is constant. Online learning exemplifies this precept, and these skills help us move along.

“While both ways of learning have advantages and disadvantages, what is more effective is based off of the student themselves. Students can weigh the costs and benefits between online learning and face-to-face learning. They can decide for themselves what would be best for them. Online learning can be as effective as face-to-face learning if the student is committed to putting their time and effort to study alone.”

Wilkins questions the notion that online learning is inferior to a face-to-face classes. She begins by listing the benefits of online classes, including comfort and easier schedules, as with Miller and Scott. However, she also mentions its disadvantages, such as the possibility of students being distracted and a lack of bonding between classmates. But, of course, it’s all up to the student in the end: they should decide which type of education they prefer.

“One thing I hope people now realize is that education is not a one-size-fits-all model. While the self-disciplined nature of remote learning is not for everyone, it has allowed students like me to flourish unimpeded by the challenges presented by typical classroom settings.”

A 14-year-old student, Selinger wishes to continue her education online as schools return to physical classes amid the pandemic. She discusses the relief she feels from the lack of peer pressure, judgment, and a rigorous schedule. Controlling your study schedule relieves students of pressure, and Selinger believes this is optimal for success. She believes online learning opens a path to be better rather than to “return to normal.”

In this essay, you can write about your experience of online learning. Whether you have had online coursework from school or college or taken an online course for your own interests, we’ve all had some experience learning online. Discuss how you benefited from online learning and the challenges you faced. For a compelling essay, conduct interviews to back up your experience by showing others who felt the same way.

Create an exciting comparative essay between online and in-person learning. You can compare and contrast the experiences and show the positives and negatives of each. Start by making a list or Venn diagram, and organize your essay. Include the structure, advantages, and disadvantages of each method of learning. 

Online learning can teach you some skills to succeed in the real world. In this essay, write about the unique skills you can gain from online learning. Perhaps you learn valuable IT skills, virtual note-taking, and basic administrative skills. Then, look into how these skills can benefit you in future studies or when trying to step into a new career path. 

We have barely scratched the surface of technology. In this essay, look to the future and imagine how online education will look. Then, research up-and-coming online learning technologies and see what will come next. Will the development of more online learning technology benefit students? Look into this exciting topic for an engaging discussion.

For this topic, writing an excellent argumentative essay is easy. First, from research and your own experience, list the benefits and downsides of each type of learning and determine which is more effective. Then, you can use Google and the essay examples above to support your argument.  

Online learning is most commonly used for students who are ill or during situations such as a global pandemic. It is meant to be temporary; however, can schools stick to a completely-online method of instruction? Include some advantages and disadvantages of online learning in your essay.

Tip: If writing an essay sounds like a lot of work, simplify it. Write a simple 5 paragraph essay instead.

If you’re still stuck, check out our general resource of essay writing topics .

Martin is an avid writer specializing in editing and proofreading. He also enjoys literary analysis and writing about food and travel.

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The pros and cons of online learning

What to look for in an online course.

By: MIT xPRO

If you’re at a point in your life where you’re considering continuing your education, you may wonder if online learning is the right path for you.

Taking an online course requires a notable investment of time, effort, and money, so it’s important to feel confident about your decision before moving forward. While online learning works incredibly well for some people, it’s not for everyone.

We recently sat down with MIT xPRO Senior Instructional Designer and Program Manager Luke Hobson to explore the pros and cons of online learning and what to look for in an online course. If you’re waiting for a sign about whether or not to enroll in that course you’ve been eying, you just might find it here.

Pros of Online Learning

First, let’s take a look at the true value of online learning by examining some of the benefits:

1. Flexibility

Online learning’s most significant advantage is its flexibility. It’s the reason millions of adults have chosen to continue their education and pursue certificates and degrees.

Asynchronous courses allow learners to complete work at their own pace, empowering them to find the optimal time to consume the content and submit assignments.

Some people are more attentive, focused, and creative in the mornings compared to the evenings and vice versa. Whatever works best for the learners should be the priority of the learning experience.

2. Community

When Luke asks people about their main reason for enrolling in a course, a common answer is networking and community.

Learners crave finding like-minded individuals who are going through the same experiences and have the same questions. They want to find a place where they belong. Being in the company of others who understand what they’re going through can help online learners who are looking for support and motivation during challenging times and times that are worth celebrating.

Some learners have created study groups and book clubs that have carried on far beyond the end of the course-it’s amazing what can grow from a single post on a discussion board!

3. Latest information

“Speed is a massive benefit of online learning,” and according to Luke, it often doesn’t get the attention it deserves.

“When we say speed, we don’t mean being quick with learning. We mean actual speed to market. There are so many new ideas evolving within technical spaces that it’s impossible to keep courses the way they were originally designed for a long period of time.”

Luke notes that a program on Additive Manufacturing , Virtual Reality and Augmented Reality , or Nanotechnology must be checked and updated frequently. More formal learning modalities have difficulty changing content at this rapid pace. But within the online space, it’s expected that the course content will change as quickly as the world itself does.

Cons of Online Learning

Now that we’ve looked at some of the biggest pros of online learning, let’s examine a few of the drawbacks:

1. Learning environment

While many learners thrive in an asynchronous learning environment, others struggle. Some learners prefer live lessons and an instructor they can connect with multiple times a week. They need these interactions to feel supported and to persist.

Most learners within the online space identify themselves as self-directed learners, meaning they can learn on their own with the right environment, guidance, materials, and assignments. Learners should know themselves first and understand their preferences when it comes to what kind of environment will help them thrive.

2. Repetition

One drawback of online courses is that the structure can be repetitive: do a reading, respond to two discussion posts, submit an essay, repeat. After a while, some learners may feel disengaged from the learning experience.

There are online courses that break the mold and offer multiple kinds of learning activities, assessments, and content to make the learning experience come alive, but it may take some research to find them-more on what to look for in an online course later in this article! Luke and his colleagues at MIT xPRO are mindful of designing courses that genuinely engage learners from beginning to end.

3. Underestimation

Luke has noticed that some learners underestimate how much work is required in an online course. They may mistakenly believe that online learning is somehow “easier” compared to in-person learning.

For those learners who miscalculate how long they will need to spend online or how challenging the assignments can be, changing that mindset is a difficult process. It’s essential to set aside the right amount of time per week to contribute to the content, activities, and assignments. Creating personal deadlines and building a study routine are two best practices that successful online learners follow to hold themselves accountable.

Experience the Value of Online Learning: What to Look For in an Online Course

You’ve probably gathered by now that not all online courses are created equal. On one end of the spectrum, there are methods of online learning that leave learners stunned by what a great experience they had. On the other end of the spectrum, some online learning courses are so disappointing that learners regret their decision to enroll.

If you want to experience the value of online learning, it’s essential to pick the right course. Here’s a quick list of what to look for:

• Feedback and connection to peers within the course platform. Interacting regularly with other learners makes a big difference. Luke and the MIT xPRO team use peer-reviewed feedback to give learners the opportunity to engage with each other’s work.
• Proof of hard work. In the online learning space, proof of hard work often comes in the form of Continuing Education Units (CEUs) or specific certifications. MIT xPRO course participants who successfully complete one or more courses are eligible to receive CEUs , which many employers, licensing agencies, and professional associations accept as evidence of a participant’s serious commitment to their professional development.

Online learning isn’t for everyone, but with the right approach, it can be a valuable experience for many people. Now that you know what to look for in an online course, see what Luke and the MIT xPRO instructional design team have to offer by checking out the latest MIT xPRO courses and programs .

Originally published at http://curve.mit.edu on August 8th, 2022.

The pros and cons of online learning was originally published in MIT Open Learning on Medium, where people are continuing the conversation by highlighting and responding to this story.

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E-Learning In Teaching A Term Paper

2020, Akram Jabar Najim

E-Learning refers to a course, program or degree delivered completely online. There are many terms used to describe learning that is delivered online, via the internet, ranging from Distance Education, to computerized electronic learning, online learning, internet learning and many others. We define e-Learning as courses that are specifically delivered via the internet to somewhere other than the classroom where the professor is teaching.

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Introduction Introduction by Patrick R. Lowenthal Trends and Issues with Online Learning From Reluctant and Reticent to Engaged and Enthusiastic: The Passage to Online Teaching Susan Giullian Preparing Special Education Teachers Through Online Instruction Donna Sobel Using eCollege to Facilitate Learning, Provide for Program Coherence, Manage Accountability Innovations, and Ensure the Evolution of a Principal Licensure Program Connie Fulmer Make, Share, Find: Web 2.0 and Informal Learning Phil Antonelli Technology in Action The Advantages of a Ning Social Network Within a Higher Education Program Laura Summers Fresh and Forward-thinking: Using Blogs for Educational Purposes Joanna C. Dunlap & Ellen Stevens Hanging on by a Thread Dorothy F. Garrison-Wade Instructional Uses of Twitter Joanna C. Dunlap & Patrick R. Lowenthal Using Audio for Giving Feedback to Project Teams: A Useful Complement to Track Changes Brent G. Wilson Wordle… Just for Phluff? Joanna C. Dunlap A Teaching Video Project Brought to Closure Farah A. Ibrahim Improving the Design of PowerPoint Presentations Patrick R. Lowenthal Emerging Tools and Applications Audacity Ning Blogger PBworks Bubbl.us Picnik Delicious ScreenSteps Desktop Facebook Songza Flickr SkyDrive Google Docs Skype Google Reader Twitter iSpring Ustream Jing VoiceThread Media Converter Youtube MyPodcast Zotero Resources Down-and-dirty Guidelines for Effective Discussions in Online Courses Joanna C. Dunlap Protocols for Online Discussions Joanna C. Dunlap Improving the Odds of Effective Collaborative Work in Online Courses Joanna C. Dunlap

The CU Online Handbook

Joanna Dunlap

3. Even if you are not involving learners in collaborative projects, assign learners to study/support groups or involve them in other collaborative activities: role‐playing, debates, discussion protocols (eg, jigsaw, rotating stations, the final word), peer review, case studies, game/quiz show, competitions, group test taking,“Naked Came the Manatee” co‐construction/writing, and so on. 4. Assign learners to teams with 4‐5 members.

Learning Management System in Higher Education

Aabha Chaubey

Current educational trends, the emergence of the knowledge society, societal changes, and globalization influenced the higher education at the greater level and thus resulted in a quality education and quality assurance, the transformation of the education system and changes in teaching and learning approaches like virtual learning and more technologically enhanced learning. Among a wide range of ICT tools, Learning Management System has been introduced to academic institutions and industries not more than two decades. The presented overview of this paper is an effort which points towards the role of the LMS in teaching and learning pedagogy, access and flexibility, and cost effectiveness in higher education and it is suggested for higher education institutions to integrate the LMS into their teaching and learning process in order to achieve effective learning outcome. It allows the users to experience meaningful learning by different learning styles, matching individual' Sneed, self-paced learning, and promoting lifelong learning. Most significantly, Learning Management System has provided easy access to and thus promoted flexibility in learning that one can learn from anywhere and at any time without place and time constraints.

Zane L Berge

History has shown effective training techniques can produce significant business results especially in customer service, product development, and capability in obtaining new skill sets. This linkage of training to business strategy has given many businesses the needed competitive edge in today's global market. In today's technology age, information and communication processing is easier than before and many times more cost effective.

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Student News, Essays & Opinion - Weekly Since 2018

• Black Business
• Redefining Classroom Learning with Collaborative Online Platforms

The traditional classroom—characterized by a blackboard, rows of desks, and a lectern—has been the cornerstone of education for centuries. However, the digital revolution has ushered in a transformative wave, reimagining the sanctum of learning through collaborative online platforms. In this exploration, we delve into how these innovative spaces are redefining educational paradigms and fostering a more interactive, inclusive, and effective learning environment.

Personalization Through Technology

One of the most significant advantages of collaborative online platforms is the ability to personalize learning. Traditional educational structures often struggle to cater to individual needs, but digital platforms can adapt to different learning styles and paces. This personalization enhances engagement and outcomes, ensuring that learning is a dynamic, user-centered experience.

For learners and educators looking to further enrich their digital classroom, understanding the use of a wiki can offer substantial benefits. Wikis allow for the collaborative creation and management of content, providing a dynamic space where students can contribute knowledge, edit, and learn from each other in real time. This interactive aspect reinforces the cooperative nature of learning, tapping into collective intelligence and facilitating a living document of shared understanding.

Digital Spaces as Democratic Classrooms

Online collaborative platforms serve as democratic spaces where every student has a voice, regardless of their physical location. This inclusivity breaks down geographical and socio-economic barriers to education, making learning accessible to a wider demographic. The virtual classroom levels the playing field, allowing for a more diverse exchange of ideas and perspectives.

The Emergence of Collaborative Learning

Historically, education has predominantly followed a top-down approach, where knowledge is disseminated from teacher to student. Yet, educational theorists have long advocated for more participatory models of learning. Today, collaborative online platforms are bringing these theories to life, enabling learners to engage deeply with content, peers, and educators in a shared digital realm.

The Future of Education

As these platforms evolve, they promise to further dismantle the walls of the traditional classroom. Emerging technologies like AI, virtual reality, and blockchain hold the potential to enrich collaborative learning environments even more, offering immersive experiences that could redefine education as we know it. However, the core of these innovations remains the human element—fostering meaningful interactions and connections that enrich the learning process.

Enhancing Accessibility and Flexibility

One of the key attributes of collaborative online platforms is their ability to offer unparalleled accessibility and flexibility. Students can access course materials and engage with classmates and instructors from anywhere in the world, at any time. This level of accessibility is especially crucial for learners who may have physical disabilities, geographic limitations, or scheduling conflicts that traditional education models cannot accommodate.

The Mechanics of Collaborative Learning Online

At the heart of these platforms are tools and features designed to encourage interaction. Discussion boards , shared documents, and real-time feedback mechanisms simulate the lively dynamics of a physical classroom. This setup not only promotes a deeper understanding of the material through discourse but also develops critical soft skills such as communication, teamwork, and problem-solving.

Sustainability and Environmental Impact

Another significant aspect of digital learning platforms is their potential to contribute to sustainability. By reducing the need for physical materials and commuting, online education can significantly lower the carbon footprint associated with traditional classroom settings. This shift not only makes learning more eco-friendly but also aligns with the growing global emphasis on environmental responsibility.

Integrating Global Perspectives

The global nature of collaborative online platforms introduces students to diverse cultures and viewpoints, enriching the educational experience. This exposure is invaluable in preparing students for a globalized world, teaching them to appreciate and navigate cultural differences. The ability to interact with peers from varied backgrounds fosters a global community of learners, united in their quest for knowledge.

Challenges and Considerations

Despite their potential, the transition to collaborative online learning is not without challenges. Issues such as digital literacy , disparities in access to technology, and the need for effective online moderation must be addressed to fully realize the benefits of these platforms. Additionally, maintaining academic integrity in digital settings demands new strategies and vigilance.

Collaborative online platforms are not merely digital extensions of the physical classroom; they are gateways to a new educational universe. By encouraging active participation, inclusivity, and personalization, these platforms are crafting more effective, engaging, and adaptable learning experiences. The digital classroom, with its promise and potential, challenges us to reimagine not just where we learn, but how we learn together in the 21st century.

April 8, 2024

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Term Papers Online: 90+ FREE Websites for Your Paper

Writing a term paper requires mobilizing all your resources—emotional, intellectual, and technical.

No matter if you’ve missed a couple of classes or if you hardly remember the course’s subject, a term paper can be your window of opportunity to pass this course. Effective tools can give you a great boost.

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Are you annoyed with academic teasers, showing you just a few lines from a study you badly need? These free full-text academic databases will show you how to find info for your term paper online without the unnecessary worries.

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✍️ Term paper proposals

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• Sample Research Proposals include 14 sample proposals in various disciplines.
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• University of Toledo Research Proposals will come in handy for anyone who is looking for term paper help online.

📚 Free full-text scientific articles

Free full-text academic publications can be an excellent source of inspiration.

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• AJOL is a collection of peer-reviewed African-published scholarly journals. Many of these resources would be helpful for researching your term papers online.
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• IDEAS is a bibliographic database with open access research reports in economics and finance. Read primary materials from 14,000 economics universities.
• IDRC (International Development Research Center) supports initiatives of scholars living in developing countries and makes their findings available to anyone on the web.

💉Free medical journals

• New England Journal of Medicine offers a wide range of medical studies. New materials on pain management, epidemiology, genealogy, nursing, and more are available.
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💻 Open computer science resources

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💿 Free digital resources in social sciences

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📔 Open access journals in other disciplines

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• NBER stands for the National Bureau of Economic Research. It has a new pick of papers every week. So you can find many interesting publications for your bibliography.
• University of Delaware will provide you with substantial information for your term paper on several popular topics.
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So, researching your term papers online makes perfect sense. A variety of free repositories and databases will give you not only food for thought but also substantial content and format examples for your projects.

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I went to the USCCB, Cotemitme on Devine Worship site to get the text to follow along. It appears that the Order of Mass has been removed, at least from where I found it before. Does this mean that the final version of the Order of Mass is now under Vatican review also?

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Q&A: Director of Digital Learning and Instruction Tina Souders discusses new online MSW program

Director of digital learning and instruction tina souders discusses new online msw program.

Chris Hilburn-Trenkle , UNC School of Social Work , Posted on March 25, 2024

The University of North Carolina at Chapel Hill School of Social Work welcomed its first cohort for its newly established Online Master’s of Social Work program in January 2024.

Following more than seven years of dedicated planning and execution, 44 students, ranging from stay-at-home parents to attorneys to social workers, joined the School of Social Work.

We spoke with Director of Digital Learning and Instruction Tina Souders, who played a key role in modeling, planning and implementing the online program, to learn more about the program’s conception, the important needs it will address around the state, and more.

The interview has been edited for length and clarity.

How does it feel to finally have the program ready after all that planning leading up to it?

Personally, I’m ecstatic. It took a lot of planning by many people to make it happen. I am not only ecstatic, but also relieved because it was our first time building something like this from scratch. You don’t know if everything is going to work out, but it did! Pride, relief and excitement would be the words I would probably use.

What did the process entail for laying the groundwork and beginning the transition to setting up this online program?

The process was lengthy, beginning years ago when the School first discussed adding flexibility to our MSW curriculum. Over the years, several task forces evaluated the feasibility of an online option, so the idea was not new. It had been under consideration for quite some time. We were moving toward this direction with faculty approval, but then COVID-19 hit, causing delays in our plans. However, the arrival of Dean Ramona Denby-Brinson truly reignited our efforts in this direction.

The really intense planning and groundwork began in June of 2022, initiated by Dean Ramona’s call for an ideation session with the School’s leadership. These efforts shifted into detailed planning and modeling by fall 2022, involving numerous meetings and extensive strategizing. We submitted proposals to the University and the Graduate School, which were eventually approved by the System Office. We also completed the new delivery format proposal for CSWE (Council on Social Work Education), our accrediting body, for approval. In the fall and early spring of 2023, we began modeling our implementation plans by asking questions like “What are the courses going to look like?” “What is the admissions process?” “What are some policies we have to pay attention to?” Much of our modeling work was completed in the spring of 2023. We received approvals from the System Office and CSWE in late spring/early summer of 2023 and then launched our application portal and website in August of 2023. The pace was swift and supported significantly by the Office of Digital and Lifelong Learning (DLL). They remain instrumental in developing our courses and offered considerable consultation along the way. Our successful launch in January was a major achievement. A lot has happened since June of 2022, but it went fast.

What numbers have you seen as far as the MSWs bestowed across the state every year versus the number of retiring MSWs and the growing need that this program helps to provide?

The number of degrees conferred across the state is low, and the social work profession is aging. I don’t know the exact number of retirees, but there’s not only a gap from the number of degrees that are conferred, but also an increased need across our state and country for social work services. Growth projections are set to widen this gap further, alongside the increasing number of retirees and the presence of underserved areas within the state. Multiple factors are impacting the need for more qualified and trained professional social workers.

What initial feedback have you heard from students in the first cohort and how does that make you feel as someone who helped make the program a reality?

We sent the first inaugural cohort students a four-week check-in survey and we’re still culling through that, but in general the students remarked the quality of the program was excellent. They were creating a sense of community, which is important in a program that’s primarily asynchronous, with three synchronous sessions. We really wanted to make sure there was a sense of connection. Students seem really happy with the content and the professors thus far.

The faculty teaching this first cohort solicited student feedback on a mid-semester evaluation and they’re culling through that feedback too. I believe we’ll be able to incorporate some of the suggestions faculty received into subsequent courses, and also pass along some valuable tips to the faculty who will be teaching in the summer and fall. It seems there is considerable appreciation for the amount of work that was put into the courses.

Given the initial success of the program are there any particular next steps?

The program has been launched, yet we are still developing courses. Although we just launched three courses, there’s 62 credit hours to the degree, in addition to two concentrations, meaning we have many courses yet to develop. This development will occur over the next few years. We are considering which electives and practicum placements to offer, so student feedback will be invaluable in these areas. Interim Associate Dean for MSW Education, Andrea Murray-Lichtman, along with the practicum team, is currently reviewing the practicum planning guides. So, while our initial success and launch was successful, we are actively working to build the capacity of our School to serve all students and continue to leverage our partnerships on campus with DLL.

Is there anything you would like people to know about the dedication and work of those at the School that went into creating this program?

Stefanie Panke, our digital pedagogy coach, and Rich Stewart, our instructional technologist, have been pivotal in supporting Canvas development and faculty support, from design to just-in-time assistance during teaching. Their efforts deserve recognition. Catherine MacAllister, our lead instructional designer with DLL, plays a crucial role in uniting all aspects of course development.

Sarah Naylor, associate dean for student affairs, and Carly Walters, coordinator of student affairs, have been essential in supporting student success, with Carly also taking on the role of interim student success coach. Registrar Beth Sauer ensures students have a smooth registration process and facilitates online course evaluations.

I owe much to Evi Taylor, former associate dean for MSW education, for her foundational support, alongside Sharon Thomas, assistant dean for recruitment, admissions, and financial aid, and her team, including Caroline Blessing, for their work in admissions.

Our IT and facilities support, led by IT Manager Phil Kaufman, Technology Support Technician Thaddaeus Edwards, and Facility Planner Sam Deal, have been invaluable in providing the necessary infrastructure and resources.

This initiative would not have been possible without the strategic leadership of Dean Ramona, the financial oversight by Joe DiConcilio, assistant dean for finance and administration, and the efforts of Barbara Wiedemann, assistant dean for strategic communications and marketing, and Chloe Yopp, social media content producer, in marketing and communications.

Last but not least, our faculty have been instrumental in enriching the curriculum with their feedback, tireless work on course development, guest lectures, and committee input. This success is a testament to the collective effort and dedication of so many individuals.  While this list highlights key contributors, many more have played vital roles. It’s truly a school-wide effort, and I am grateful for everyone’s contribution.

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Center for Teaching and Learning Offers End of Semester In-person and Online Faculty Support Workshops

As the end of the spring semester approaches, the Center for Teaching and Learning (CTL) is offering opportunities for UMass Amherst faculty members to attend a grading group and student feedback planning workshop later this month and in May.

Gather to Grade is a monthly accountability group circle for faculty designed to help educators find dedicated time to giving feedback on student work while connecting with CTL staff and with colleagues across campus. The group will meet April 29 and May 13, from 1:30-3 p.m. each day. Participants can choose to join on Zoom, or in person at the CTL in 305 Bartlett Hall, where coffee, tea and snacks will be provided. For more information and to register, visit the Gather to Grade webpage .

TCTL will also present the Zoom workshop, “Asking the Right Questions at the End of the Semester: Pathways to SoTL,” Thursday, April 25, from 1-2:15 p.m. In this workshop, CTL staff will explore how the scholarship of teaching and learning (SoTL) framework can help faculty members ask purposeful questions of yourself and your students at the end of the semester, laying the foundation for evidence-based and critically reflective approaches to teaching. For more information and to register, visit the Asking the Right Questions registration form .

More information about CTL’s other events and services can be found at https://www.umass.edu/ctl .

Machine Learning & Data Science Foundations

Online Graduate Certificate

Be a Game Changer

Harness the power of big data with skills in machine learning and data science, your pathway to the ai workforce.

Organizations know how important data is, but they don’t always know what to do with the volume of data they have collected. That’s why Carnegie Mellon University designed the online Graduate Certificate in Machine Learning & Data Science Foundations; to teach technically-savvy professionals how to leverage AI and machine learning technology for harnessing the power of large scale data systems.   

Computer-Science Based Data Analytics

When you enroll in this program, you will learn foundational skills in computer programming, machine learning, and data science that will allow you to leverage data science in various industries including business, education, environment, defense, policy and health care. This unique combination of expertise will give you the ability to turn raw data into usable information that you can apply within your organization.  

Throughout the coursework, you will:

• Practice mathematical and computational concepts used in machine learning, including probability, linear algebra, multivariate differential calculus, algorithm analysis, and dynamic programming.
• Learn how to approach and solve large-scale data science problems.
• Acquire foundational skills in solution design, analytic algorithms, interactive analysis, and visualization techniques for data analysis.

An online Graduate Certificate in Machine Learning & Data Science from Carnegie Mellon will expand your possibilities and prepare you for the staggering amount of data generated by today’s rapidly changing world. 

A Powerful Certificate. Conveniently Offered. 

The online Graduate Certificate in Machine Learning & Data Science Foundations is offered 100% online to help computer science professionals conveniently fit the program into their busy day-to-day lives. In addition to a flexible, convenient format, you will experience the same rigorous coursework for which Carnegie Mellon University’s graduate programs are known. 

For Today’s Problem Solvers

This leading certificate program is best suited for:

• Industry Professionals looking to deliver value to companies by acquiring in-demand data science, AI, and machine learning skills. After completing the program, participants will acquire the technical know-how to build machine learning models as well as the ability to analyze trends.
• Recent computer science degree graduates seeking to expand their skill set and become even more marketable in a growing field. Over the past few years, data sets have grown tremendously. Today’s top companies need data science professionals who can leverage machine learning technology.   

Program Name Change

To better reflect the emphasis on machine learning in the curriculum, the name of this certificate has been updated from Computational Data Science Foundations to Machine Learning & Data Science Foundations.

Although the name has changed, the course content, faculty, online experience, admissions requirements, and everything else has remained the same. Questions about the name change? Please contact us.

At a Glance

Start Date May 2024

Application Deadlines Final*: April 9, 2024

*A limited number of partial scholarships are still available. Apply by the final deadline to receive initial consideration for these awards.

Program Length 12 months

Program Format 100% online

Live-Online Schedule 1x per week for 90 minutes in the evening

Taught By School of Computer Science

Request Info

Questions? There are two ways to contact us. Call 412-501-2686 or send an email to  [email protected]  with your inquiries .

Looking for information about CMU's on-campus Master of Computational Data Science degree? Visit the program's website to learn more.  Admissions consultations with our team will only cover the online certificate program.

A National Leader in Computer Science

Carnegie Mellon University is world renowned for its technology and computer science programs. Our courses are taught by leading researchers in the fields of Machine Learning, Language Technologies, and Human-Computer Interaction. 

Number One  in the nation for our artificial intelligence programs.

Number One  in the nation  for our programming language courses.

Number Four  in the nation for the caliber of our computer science programs.