AN ESSAY I WROTE TO VENT ABOUT THE EXCESSIVE NUMBER OF ONLINE CLASSES AT THE UNIVERSITY

by skiyeater

Electrical Engineering Student

(Translation done using DeepL; original version published on my profile's blog)

Online education is a form of remote learning that uses technology—such as computers, laptops, or phones—to connect students to a virtual classroom where the teacher delivers the material via a screen. In contrast, in-person education is the traditional educational model in which students attend a class in a classroom and the teacher physically teaches the class to them. Although online education is convenient and flexible for people who have jobs or are working at the same time, it is not as effective as in-person education. In this essay, I will present and explain, using data and some personal experiences, why I believe online education can negatively impact a student’s learning—regardless of whether the student is a child or a college student—and why it should be avoided.

 First of all, there’s the lack of concentration that affects many people when it comes to taking classes via a screen. Often, students don’t feel the same need to stare at a monitor and listen to the teacher, since the teacher can’t actually see what they’re doing—especially if the student doesn’t turn on their device’s camera. And even if they did, there are several ways to get around it. For example, a student might log into class on a computer and turn on their camera, but in another browser tab, they could be reading fanfiction on Tumblr or playing Roblox—the teacher doesn’t necessarily see that. A lack of supervision can occur anywhere in the classroom or in a virtual class, but it’s worth noting what teachers have reported: various studies have indicated that teachers have greater difficulty monitoring student behavior in virtual environments, due to the near-total inability to monitor and control student behavior through a screen. Additionally, we must take into account environmental distractions caused by the student’s location and what is happening around them.

      On the other hand, there is a lack of direct interaction between the teacher and the student. It is not as easy for the student—especially if they are distracted or feel self-conscious—to ask the teacher questions on the spot, receive immediate help, or participate in a discussion where all students can take part and have their doubts or confusion clarified. Group projects tend to be less effective or less efficient due to technological barriers and the lack of face-to-face interaction among students. There is no verbal communication, and there is a lack of connection between students, which can lead to my next point: a lack of motivation.

An online student’s motivation can be affected by digital fatigue, digital isolation, and a lack of interaction; it may seem redundant, but the lack of human contact reduces the camaraderie and sense of community that would naturally exist in an in-person class. It feels monotonous to have to log into a class at a specific time on a specific day of the week simply out of a sense of obligation or commitment to attend, only to finish after two or three hours of sitting there listening and trying to understand a teacher who isn’t really there. There is very little feedback from the teacher, and delays in their responses can lead to frustration and a sense of disconnection in the student.

Similarly, times have changed. I went through virtual classes brought on by the COVID-19 pandemic—something that many, myself included, would rather not remember—but back then we didn’t have that tool that can either help humanity or lead to its downfall… AI. In these virtual environments, where students have a computer at their fingertips and internet access, they may be tempted to rely exclusively on AI to do their homework or even take their exams. This can negatively impact student learning, as they no longer feel the need to learn and understand the material the teacher provides—they can simply use AI to do it for them. We are already seeing—and will see even more so in future generations—a decline in cognitive and critical thinking among people who use AI, as they exhibit less brain activity and achieve poorer long-term learning outcomes. Students end up relying on these tools that seem to help them, but when viewed from the outside, they can actually limit the development of analytical skills when used excessively.

Now we can get more specific. I know of universities that offer bachelor’s degrees and diplomas in programs ranging from short courses to fully online doctorates; there’s a wide variety, but the ones that concern me the most are, for example: nursing, mechanics, physical education, science labs, or art. How am I supposed to believe that those online students learned what they were supposed to if they did everything virtually? I know this must sound really old-school, but how can you compare a virtual science lab with test tubes and beakers to a real-life setting with a teacher watching over you, pointing out your mistakes, and helping you improve?