I agree with everything on the left, based on my experience as an online teacher, but as for the right hand side, I would say it depends on the teacher and what strategy they use. For example, those using the flipped class model would say, and I would agree, that it gets the same results as you have listed for the online side.

More outcome based, controlled research is needed before we declare online learning effective, or more effective. So far much of the data resembling a “study” isn’t controlled and comes from vendors or consultants with an active stake in online learning having a positive outcome.

My company produced online learning– But, let’s be honest– comparisons like “More visually stimulating” vs “Ignores Individual Learning Differences” (found in the graphic) are marketing copy– not research.

I have such a busy schedule. Online learning lets me do things on my own time. I like classroom learning but online just takes the cake with me .
I feel that with classroom learning, you need to be there all the time. Your attention needs to be on the material and the instructor. With online learning, if you get distracted, you are able to get back to learning without missing a beat.
The subject plays a big role. I am currently taking an online course for E-Commerce. That makes a lot more sense than if it were a cooking class.

I agree with the online benefits, but face-to-face has benefits, too. This is a little biased.

Hi,

I was a distance learning student back in 2006 taking up a post-graduate Master from the Australian Maritime College (AMC). I was based in Malaysia. Back then, the internet was not fully capitalised for distance learning. It was used more for email communications and to participate in a student forum. It was okay. The main materials came from module folder (posted to me every semester) and assignments were emailed to the instructor. The course was entirely based on assignments. No final exams. Some of the modules have quizzes that was conducted via email. This is where I think is a small flaw. The quiz has no mechanism to recognise of the person taking the quiz is actually the student. Nor does it have a systematic mechanism to treat it as a ‘real’ quiz. What I mean is that I could have referred my answers to books, as ‘nobody’ was around to monitor me!

Otherwise, it is a great way of learning for those whom I would call ‘mature’ students; i.e. those in the working environment and have had some working experience, developed their own niche subject matter to pursue hence will have the motivation and discipline to ensure that the module is completed in time.

p/s: there was no ‘video’ lectures which I’ve made to understand is a common way to communicate to students! I wish I have had that experience.