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The Impact of Online Education on Learning and Skill Development

1. Introduction to Online Education

The Internet may be the most democratizing technology of all time. Whatever it may be in the future, today it offers access to the words, images, experience, and skills of thousands of professionals at no cost beyond the cost of the equipment to read it. Whatever the caveats, for most, this represents the most accessible university library ever conceived for most subject matter. Newspapers, television programming, cultural exchange of most sorts, will all mature into entirely new forms in this environment of radical access and complete control. But in one area, the Internet’s impact is particularly transformative. It is a potential force in the democratization of learning in a way that previous media alluded to almost uselessly, but did not actually deliver. That is in the delivery of learning itself, solving what was first identified as the “basic economic problem” and which is routinely the center of debate and crisis in education.

Many of the fundamental shifts in the world of education over the last several centuries have involved changes in access. The concept of free, universal, public education is less than two centuries old, and mass higher education is even younger. Even more than its predecessors, the Internet holds out the promise of democratic access to learning – a world where learning is available to all with a connection to the Internet. The material on this disk is a start towards a practical, down-to-earth implementation of the more radical vision by offering university-level subject matter in a form that most people with appropriate capabilities and motivation can use to master the basic concepts and techniques in a field of interest. While the Internet is now the frontier in access to information and ideas, the effort to apply this frontier to the world of formal education is just beginning.

2. Advantages of Online Learning Platforms

One characteristic of the growing trend of online learning is the improvement of the learning method, which combines convenience and low cost. So far, the most frequently used online learning methods have been pre-recorded audio-visual courses. These video-based education and training methods are good at transmitting procedural knowledge, such as knowledge of organizational procedures and principles. It is suitable for industrial vocational education that requires highly homogenized knowledge and metaskills, but it is not suitable for imparting the emotional and empathic knowledge in the service industry. Researchers have studied the effects of video lectures on learning and found that students usually have significantly higher test scores in video lectures than other traditional instruction methods.

Online learning platforms provide a range of advantages, from the ability to take a class or college credit at home, to the ability to become self-taught using online tutorials or academic videos. Cooking videos or other entertainment videos are not part of the class but are particularly attractive because they allow users to learn through fun. However, the effectiveness and efficiency of learning in the growing trend of online learning platforms is controversial. The purpose of this paper is to provide evidence on the impacts of online learning on learning and skill development through a large randomized experiment among college students and through surveys conducted at various online learning platforms. We will also discuss the relatively small number of potential impacts.

3. Challenges and Limitations of Online Education

Second, although some research has demonstrated that certain characteristics of a traditional classroom result in diminished cognitive growth, face-to-face classrooms still exist even if other delivery methods demonstrate similar, if not more optimized results. Political and social pressures exist to provide the “college experience”: exposure to a broad array of personality types, cultures, races, religious and social backgrounds, social clubs and sports, and civic and global engagement, which supporters of online learning programs must also value and promote. The experience of living or social interaction with diverse others who will economically and socially belong in the same or comparable communities is worth the admission price for their families. However, experiments at traditional higher education institutions in using clusters of online courses to reduce labor costs and other similarities to the outcomes of research on for-profit institutions using online education may suggest that the market share of many traditional non-profit and public institutions of higher education is at risk.

First, the design of online learning components may be resource-intensive, requiring sound instructional design and lifelong learning opportunities for instructors. This may be a greater challenge for institutions with small budgets and little infrastructure than for those wealthier institutions with existing online infrastructure. While freestanding online education companies may be able to use their profits to continually update and revise their offerings, traditional colleges and universities already squeezed by diminished fiscal appropriations, stagnant or declining endowments, decreasing research expenditures, and competition for full-pay students through merit scholarships may not be able to do so.

Aside from the previously mentioned limitations of the research on online learning, there are a number of challenges and limitations inherent to online education. Cultural, political, social, and economic context drive interest in maximizing the potential and minimizing the challenges and limitations of online education.

4. Best Practices for Effective Online Learning

The need for specific interpersonal instructor engagement strategies is traditionally viewed as best practices for instructors in higher education online learning settings. There are examples of universities in the United States, such as Pennsylvania State University and Liberty University, which require faculty to establish a minimum of three forms of instructor-student contact (i.e., posting on the discussion board, submitting an assignment, sending an email) per week of instruction. Furthermore, studies reporting best practices for instructors in the online classroom describe behaviors such as timely interaction and accurate, prompt grading. Such strategies help establish a positive learning environment, which is conducive to increasing student engagement and success in the course.

In 1985, Moore established a theory about distance learning referred to as the “transactional distance theory.” The theory includes three components: structure, dialogue, and autonomy. Each of these components impacts the success of online learning. For example, student learning and skill development rely on the carefully structured nature of the curriculum, the exchange of ideas between the instructor and the students, as well as the students and their peers, and the attainment of full responsibility for learning by the student. Transactional distance theory highlights the need for proactive instructor engagement and frequent meaningful instructor-student and student-student interaction to ensure that the skills students are developing match the skills most needed in the future context of work.

5. Conclusion and Future Trends

These results, of course, are not surprising because of the skilled and experienced professional of students. This skill not only results from successful learning online, but also from intelligent and knowledgeable business professionals with lots of work (or organizational issues) to efficiently assess and improve their skills. Of these, this learning has a direct impact on human resources management by BIT students. In dealing with effective and collaborative learning, communication and interpersonal skills, which are directly related to emotional communication and computer consciousness, played an important role.

There is a saying “What online education can offer to students is not only existing knowledge but how to learn,” which I believe is very reasonable. According to the survey and research on online learning experience, we found that students experienced online environment praise online learning of capability development in such areas as search, selection, analysis and organization, access information, time management, discipline, collaborative research, communication and organization. The findings of this article were surprising in some respects. Like other similar studies, communication was an important factor for online learning. In addition, since this study aimed to retain the professional vocabulary of the course and students in the business of trading information, index terms and indexes presented problems instant access and workplace searches critical. More important, areas of capability also related to the work of being noticed.