There are many reasons why online learning has become a popular form of distance learning in higher education today. The online environment presents unprecedented opportunities for people who would otherwise be unable to access education, as well as a new paradigm for educators through which dynamic courses of the highest quality can be created. Some of the major benefits of online programs include:
Everywhere…
Asynchronous online learning offers students the opportunity to take part in high-quality learning situations when distance and schedule make on-ground learning difficult. With a computer and Internet connection, students can participate in classes from anywhere in the world. Furthermore, the online format gives physically challenged students (and teachers) more flexibility in-class participation. Participants access the Virtual Classroom through their computers instead of physically attending class.
Anytime, Anywhere…
The Virtual Classroom is available 24 hours a day, 7 days a week. Another benefit of online learning is its efficiency. Using online conferencing programs, professionals juggling work, family, and study schedules can join class discussions asynchronously. Do the work when it is convenient for you; there is no question about it. Students can access their courses at any time. Furthermore, they have continuous access to lectures, course materials, and class discussions. This is especially convenient for those who may need to reread a lecture or take more time to reflect on a particular point.
Togetherness
Through the online format, students and instructors can interact dynamically. During the learning process, resources and ideas are shared, and continuous synergy will be generated. Each student can participate in course discussions and comment on other students’ work. The synergy that exists in the student-centered Virtual Classroom is one of the most unique and vital characteristics of the online learning format.
Dialog of high quality
When participating in an online asynchronous discussion structure, learners can reflect on comments from others before responding or moving on to the next topic. As a result of this structure, students can articulate their responses in much more depth and with greater forethought than in a traditional face-to-face discussion, in which you must analyze the comment of another on the spot and formulate a response, or else you’ll be left out of the discussion.
A student-centered approach
A student participates in an online discussion by responding to the course material (lectures and textbooks, for instance) and to comments made by other students. Generally, students respond to those topics within the broader discussion that best speak to their specific concerns. This leads to smaller conversations taking place simultaneously within the group. Even though students should read all of their classmates’ contributions, they should actively participate only in those parts of the discussion that pertain to them. The students can thus tailor class discussions to meet their specific needs and control their own learning experience. While making their own contributions to the course, students should also take away a unique mixture of relevant information.
Fair Play
The online environment provides learners with a certain degree of anonymity. Discriminating factors like age, dress, physical appearance, disabilities, race, and gender are largely absent. As a result, the focus is clearly on the content of the discussion and the ability of the individual to respond and contribute thoughtfully and intelligently to the issue at hand.
Resources are available
A class online can include distinguished guest experts or students from other institutions. Furthermore, students today have access to resources and materials located anywhere in the world. Students can access a resource section online that includes links to scholarly articles, institutions, and other materials relevant to the course topic for research, extension, or in-depth analysis of the course content.
Teaching in a creative way
The literature on adult education supports the use of interactive learning environments to boost self-direction and critical thinking. Educators have made great strides applying these concepts to their teaching on the ground. However, many classes still rely on lectures and rote memorization of material. Innovative and creative approaches to instruction are even more important in the semi-autonomous and self-directed world of the Virtual Classroom. In an online environment, the facilitator and student collaborate to create a dynamic learning environment. In realizing a shift in technology, there is a hope that those who adopt this new paradigm of teaching will also leave behind bad habits as they use this new technology. As educators modify their courses to take full advantage of the online format, they must reflect on their course objectives and teaching styles. There are many qualities that make an effective online facilitator also effective in the traditional classroom.
