Introduction
Online learning has become a necessary part of education in recent years. During the COVID-19 pandemic, schools had to incorporate online classes for all disciplines regardless of whether they were easy or challenging to teach in this medium (Xhaferi and Xhaferi 87). During online classes, students interact with a teacher with the help of technology and specific applications for online lectures, discussions, and interactive assignments. In many scenarios, online education has benefits for students and teachers, especially if a subject is suitable for distance learning. However, the overabundance of online classes and improper planning for lessons and homework present significant issues that students need help to overcome.
Discussion
The first argument against online classes is the significant amount of homework that the students must complete. According to Xhaferi and Xhaferi, 60% of students reported being given too many assignments when they attended classes online (90). A large number of homework tasks in several courses means that a student needs to spend significant time studying outside of class. Although students spent time at home during the pandemic, the large amount of homework took away from other duties they likely had at home. Now, such amounts of homework may prevent young people from pursuing other interests and hobbies outside of school.
Another major issue with online learning is the requirement to possess hardware and software to run applications for online classes. This implies having a computer or a laptop, a microphone, and a web camera. Moreover, the computer has to be powerful enough to run programs for online lectures, and the student also must have a stable internet connection. Many students can afford this equipment, but a significant number of assignments, such as tests and online discussions, require individuals to purchase specific items and upgrade their internet speed (Panigrahi et al. 11). The need for technology creates a barrier for people from low-income households.
Finally, online classes limit students’ access to networking opportunities and real-life connections with classmates and teachers. When attending a class through a computer application, people lose the ability to interact and build relationships that occur in real-life courses. Panigrahi et al. find that collaboration, discussion, and communication are some of the foundational aspects of knowledge acquisition (7).
Moreover, if a class fails to accommodate this basic need, students may not develop the necessary communication skills. Students also comment on the lack of face-to-face communication in online courses, noting that it becomes difficult for some individuals to adapt to the new environment and interact with others.
Online education also has some benefits that make it more comfortable than offline learning. The ability to attend classes remotely increases the flexibility of online education. People can access the learning platforms at home or any location with stable internet. While classes usually have deadlines for assignments, they typically give students several days to complete tasks, providing them with an opportunity to create a personal schedule for studying.
Nevertheless, such flexibility is only available to people with appropriate internet access and technology. Some individuals who depend on public spaces with good internet speeds, such as a public or a campus library, cannot adjust their schedule to their needs. Instead, they have to rely on available spaces and technology, which limits their flexibility and makes online classes harder to complete.
Conclusion
In conclusion, the drawbacks mentioned above highlight the need to analyze the quality of current online learning. In-class participation and communication create a unique learning atmosphere that is difficult to recreate online. Moreover, the amount of homework given to students in online classes creates an additional source of stress for students and takes away their personal time. It is crucial to review the approach to online learning and make this practice more accessible and engaging to increase students’ knowledge acquisition and interest.
Works Cited
Panigrahi, Ritanjali, et al. “Online Learning: Adoption, Continuance, and Learning Outcome — a Review of Literature.” International Journal of Information Management, vol. 43, 2018, pp. 1–14.
Xhaferi, Brikena, and Gëzim Xhaferi. “Online Learning Benefits and Challenges During the COVID 19-Pandemic-Students’ Perspective from SEEU.” SEEU Review, vol. 15, no. 1, 2020, pp. 86–103.