A STUDY ON ONLINE EDUCATION VS TRADITIONAL FACE TO FACE ADULTS LEARNER’S LEARNING OUTCOMES COMPARE AND CONTRAST
DOI:
https://doi.org/10.29121/shodhkosh.v5.i6.2024.2237Keywords:
Online Education, Face-to-Face Instruction, Adult Learners, Learning OutcomesAbstract [English]
This study explores the comparative effectiveness of online education and traditional face-to-face instruction for adult learners, with a focus on their learning outcomes, preferences, and technological proficiency. Using a mixed-methods approach, data was collected from a diverse sample of adult learners in Arunachal Pradesh, India, through surveys and questionnaires. The results reveal that online education offers flexibility and personalised learning opportunities, contributing to positive perceptions among participants. However, concerns about social interaction and engagement in online courses were noted. In contrast, traditional face-to-face education provides immediate feedback and supports interpersonal skill development but may not be as accommodating for busy schedules. The study also highlights that the majority of participants prefer online education and possess technological proficiency. These findings have implications for instructional design and policy decisions in adult education, emphasising the need to enhance engagement in online courses and explore innovative blended learning approaches.
References
Bailey, L. M. (2020). Comparing Students’ Learning Outcomes and Satisfaction in Online, Hybrid and Face-To-Face Education Courses. Temple University.
Futrell, J. (2009). A comparative study of virtual high school instruction versus traditional instruction of high school student outcomes and attitudes in physical education (Doctoral dissertation, Capella University).
Faidley, J. (2018). Comparison of learning outcomes from online and face-to-face accounting courses.
Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning. Frontiers in psychology, 5, 1278. DOI: https://doi.org/10.3389/fpsyg.2014.01278
Pearcy, A. G. (2009). Finding the perfect blend: A comparative study of online, face-to-face, and blended instruction. University of North Texas.
Paul, J., & Jefferson, F. (2019). A comparative analysis of student performance in an online vs. face-to-face environmental science course from 2009 to 2016. Frontiers in Computer Science, 7.
Paul, J., & Jefferson, F. (2019). A comparative analysis of student performance in an online vs. face-to-face environmental science course from 2009 to 2016. Frontiers in Computer Science, 7. DOI: https://doi.org/10.3389/fcomp.2019.00007
Raouna, K. (2022, September 14). Online Classes vs Traditional Classes – Find the Best for You. https://www.learnworlds.com/online-classes-vs-traditional-classes/
Riba, J., & Vemula, M. (2023). Awareness And Satisfaction of College Students Towards Online Learning. IJFANS International Journal of Food and Nutritional Sciences, 12(1), 1326-1332. https://www.ijfans.org/uploads/paper/0b93cf4eb458a3db2bc92e62785953da.pdf
Granite Pressbooks. (n.d) Traditional Adult Learning Theory & Models. https://granite.pressbooks.pub/
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Dr Muttu Vemula, Jumri Riba
This work is licensed under a Creative Commons Attribution 4.0 International License.
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
