Class Instruction is better than Online Programs

ClassInstruction is better than Online Programs

Educationis dynamic just like a majority of the social activities. The methodsof instruction continue changing to embrace the students’ growingautonomy. In addition, learning institutions are streamlining theirprocesses to align with the new technology. Schools have introducedonline programs alongside the conventional face-to-face classinstruction system. The debate on the appropriateness of eachtechnique is rather contentious. The physical instruction outdoes theonline program since it offers learners a chance to interact withteachers and other students, exploiting school facilities as well asallowing them to pursue their preferred courses.

First,being in class physically allows learners to interact with theirprofessors. They can ask questions and clarifications during lessons.Furthermore, after the sessions, students can follow theirinstructors to their offices to discuss debatable points (Ni 202).During the class interaction, students share experiences that do notfall under the class work. They understand their tutors’ behaviors,reactions, and preferences. According to Ni, these are important indetermining the best approach to raising a discussion or an argumentin and out of the classroom setting (205). Such a privilege is notavailable during online tutoring. In the platform, scholars do notget time to deviate their discussion beyond the course provisionbecause of the limited time. The knowledge acquired from theinstructors is, therefore, limited.

Secondly,being in school provides an opportunity to exploit the availablefacilities that one may not enjoy while learning through theinternet. The auxiliary amenities in the institutions includeswimming pools, parks, fields, gymnasiums, libraries, and halls ofresidence among others. Ni provides that in these facilities,students learn various skills besides their courses (207). Theenvironment molds all-around individuals who can work optimally indifferent work surroundings. Conversely, the online program learnersaccess services that are limited to the internet platform (Kuo 18).For example, they can exploit the library services and miss all theother student welfare programs.

Acounter-argument holds that online learning is convenient forindividuals who pursue other activities alongside academics. Forexample, most people undertake graduate programs to improve theirskills while already being engaged in workplaces. According to Kuo,instead of taking a break or giving up their work, they can continueearning and sparing some time to access their professors through theinternet (21). Moreover, the method is suitable for individualsliving in oversea countries. Since a student can access theuniversity from any part of the world, he/she does not have to travelto the institutions. It saves the cost of relocation and upkeep.

Inconclusion, the physical instruction in class is better than theonline program since it offers learners a chance to interact with theprofessors and exploit the available school facilities. Having aphysical access to an instructor gives the students an opportunity toraise issues pertaining to both the course work and othercontemporary issues. They also understand how to approach differentteachers depending on their behaviors and reactions. Being physicallypresent in school allows students to use the auxiliary services fortheir somatic and social development. However, some educationistsbelieve that online programs can fit into the schedules ofprospective learners who may be engaged in full-time occupations.Such students only need to spare a few hours for instruction throughthe Internet. While this is factual, it is worth noting that theplatform does not achieve the education goal of molding a versatilestudent.


Kuo,Yu-Chun. &quotA Predictive Study Of Student Satisfaction In OnlineEducation Programs.&quot TheInternational Review of Research in Open and Distributed Learning14.1 (2013): 16-39.

Ni,Anna Ya. &quotComparing the Effectiveness of Classroom and OnlineLearning: Teaching Research Methods.&quot Journalof Public Affairs Education(2013): 199-215.