Online Courses by Traditional Universities

Abstract

Online learning programs have increased significantly within the past two decades. This is the case since the Internet has made it possible for human beings to exchange ideas instantly without having to travel from point A to B. The selected research question for this proposal is whether most of the online courses’ traditional universalities are effective or not. A detailed analysis of this subject matter can guide policymakers to formulate appropriate standards for improving higher education.

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Introduction

Technological changes transform the way people pursue their objectives in life. The Internet is today making it possible for many students to focus on their academic goals without attending physical classrooms. This new model has been characterized by specific issues and benefits that require the attention of different stakeholders. Since the online courses traditional universities provide have advantages and drawbacks, there is a need for educationists to formulate appropriate strategies to make them more effective and eventually meet the changing needs of the greatest number of students. This paper proposes a study aimed at analyzing the efficiency of online programs in traditional learning institutions.

Background Information

The emergence and development of the Internet have transformed every aspect of human life. It is encouraging researchers and educators to focus on online education and identify new ways for maximizing students’ outcomes while at the same time tackling the problem of inadequate resources (Nguyen 309). Many traditional universities are currently embracing this idea since it can streamline learning and minimize financial costs. Nguyen indicates that the number of traditional universities providing online courses is on the rise (309). This is the case since there are unique benefits associated with them, such as professional development for employees, accessibility to any person across the world, and cost-effectiveness.

Unfortunately, some skeptics believe that the nature of online learning makes it impossible for educators to monitor the entire learning process. The model also deviates from the requirements associated with academic programs and courses before the attainment of a certificate or degree. Nguyen believes that such a transition has increased the chances of diluting academic programs and making graduates less effective in the market (310). In another study by Sun and Chen, it was reported that some courses could not be pursued or completed successfully by individuals learning online, such as biological, nursing, and experimental subjects (165). This gap will exist since such courses require that learners complete several laboratories or contact hours. From this background information, it is evident that the available information is unclear regarding whether online courses offered in traditional universities are effective or not. The targeted proposal, therefore, seeks to give conclusive findings of the relevance of such online courses.

Rationale

Online learning courses have become preferable due to the technological changes experienced in the world today. Traditional academic programs are currently competing with these new developments. Past studies have supported this transition since it allows people from different regions to access education and pursue their professional objectives (Gillett-Swan 26). Some scholars have also identified online programs as less effective and incapable of competing successfully with normal courses whereby learners have to attend classes physically (Abdrahim 38). The decision to complete this research study is informed by the current gap in knowledge. The final report will, therefore, shed more light and guide policymakers.

Discussions

A detailed understanding of the significance of online courses will influence positive policies and frameworks for maximizing their benefits. For instance, Gillett-Swan believes that the most important thing is to ensure that such programs deliver high-quality and relevant content to the targeted learners (28). This knowledge will guide researchers and academicians to design evidence-based learning procedures that empower learners with diverse needs. To know that the conclusions are valid, it will be critical to consult numerous research studies completed by experts and scholars.

The history of distant learning reveals that the strategy has the potential to impact the delivery and design of education. The first online course or program was offered in the year 1981 (Joksimović et al. 95). The invention and development of the computer made this progression a reality in the United States. By 2000, many regions and countries had implemented the online learning model in an attempt to meet the educational needs of their populations, including China, South Africa, and the European Union (Abdrahim 40). Several researchers, thinkers, and scholars have engaged in continuous studies in an attempt to understand more about the relevance and future of online learning. Consequently, new methods and models have emerged whereby educators can deliver the intended skills. Some of them include virtual sessions, Skype, teleconferencing, and the use of e-mails (Abdrahim 41). New questions still linger regarding the future, effectiveness, and relevance of online courses in traditional universities.

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Conclusion

The suggested research study will examine the real issues surrounding the design and implementation of online courses in traditional universities. The final information will deliver important scholarly contributions by becoming a starting point for pioneers and developers of such programs. The evidence will guide future policies and models to ensure that more learners realize their potential. The findings will also identify gaps that require additional ideas or solutions. The ultimate objective is to support the nature of learning and make it possible for established universities to empowering their students continuously.

Works Cited

Abdrahim, Nur A. “Distance Education: Historical Overview and Current Practices in Malaysian Higher Education.” International Journal of Academic Research in Business and Social Sciences, vol. 8, no. 12, 2018, pp. 33–45.

Gillett-Swan, Jenna. “The Challenges of Online Learning: Supporting and Engaging the Isolated Learner.” Journal of Learning Design, vol. 10, no. 1, 2017, pp. 20-30.

Joksimović, Srećko, et al. “The History and State of Online Learning.” ResearchGate, vol. 1, no. 1, pp. 93-131.

Nguyen, Tuan. “The Effectiveness of Online Learning: Beyond No Significant Difference and Future Horizons.” MERLOT Journal of Online Learning and Teaching, vol. 11, no. 2, 2015, pp. 309-319.

Sun, Anna, and Xiufang Chen. “Online Education and its Effective Practice: A Research Review.” Journal of Information Technology Education: Research, vol. 15, no. 1, 2016, pp. 157-190.

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StudyCorgi. (2021, June 14). Online Courses by Traditional Universities. Retrieved from https://studycorgi.com/online-courses-by-traditional-universities/

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"Online Courses by Traditional Universities." StudyCorgi, 14 June 2021, studycorgi.com/online-courses-by-traditional-universities/.

1. StudyCorgi. "Online Courses by Traditional Universities." June 14, 2021. https://studycorgi.com/online-courses-by-traditional-universities/.


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StudyCorgi. "Online Courses by Traditional Universities." June 14, 2021. https://studycorgi.com/online-courses-by-traditional-universities/.

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StudyCorgi. 2021. "Online Courses by Traditional Universities." June 14, 2021. https://studycorgi.com/online-courses-by-traditional-universities/.

References

StudyCorgi. (2021) 'Online Courses by Traditional Universities'. 14 June.

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