Face-to-face Learning is better than Online Tutoring

Face-to-faceLearning is better than Online Tutoring

Itis a fact which goes unopposed that education is a fundamentalnecessity in our daily lives and its numerous advantages can neitherbe denied nor overlooked by anyone especially in this era oftechnology. People from all strolls of the world have got differentmodes of accessing education at various quality levels. However, thetechniques of obtaining knowledge in the recent past years havesparked a debate onface-to-faceand online learning. The controversial factor not only puts mostpeople in a dilemma but also tends to get them confused amid theirselection of the method of learning. According to Wu and Yang, onlinecourses are becoming increasingly well known in this era oftechnology (316). It is an undisputed fact that the chance to accessinformation from any part of the world and use it to obtain degreesand credits is taking an increased number of learners from class andputting them online. However, going by the reality, the face-to-facelearning has been in use for thousands of years. Is there, therefore,sufficient evidence along these lines to claim that it is the besttype of learning as compared to online tutoring. A research byCalifornia State University, Stanislaus showed that the effectivenessof online education is still unclear and the majority of the peopledo not prefer it (Hauser, Ravi and Bradley 146). The outcomes offace-to-face learning surpass the implication of online tutoringbecause it molds learners’ social skills, discipline and providesand it is preferred by most employers in the job market.

Relationshipbuilding, interaction, and non-verbal modes of communication betweenteachers and students have got numerous positive effects on thelearners as well as on the tutors. Students under the face-to-facemode of learning have got more contact time with their peers andeducators and can easily access their help as compared to those whoattend classes online (Wu and Yang 320). The internet based platformdenies learners physical proximity and it lacerates their socialskills. When in classrooms, students intermingle with classmates andtutors and they gain confidence in their ability to speak and expresstheir ideas. Physical contact during learning also grants studentsthe opportunity to polish their interpersonal skills including how tobehave when in the company of others.

Besides,interaction through class debates and discussions with many teachers,who all have distinctive personalities, is also important as thismotivates students to develop their opinions. According to Hauser,Ravi and Bradley, although the opportunity for interaction, thoughnot physically, still exists between educators and students in onlinelearning since they can communicate with their teachers via email orother online platforms (141). It is more limited because theenvironment cannot give similar results and nuances associated withface-to-face collaboration. This distance factor, therefore, as it isin the case of the online learning, reduces the chances that studentsmeet with their teachers. The transcendence of the relationships andbonds created during the direct student-teacher contact cannot beoverlooked since it provides learners with the chance to getclarification from their teacher and learners in the class contextwithout waiting for designated decision forums as observed in onlinetutoring (Hauser,Ravi and Bradley 145).

Disciplineis a primary factor to consider in any form of apprenticeship orlearning, but it becomes challenging for students who are not inregular contact with their educators. Students are required to havethe self-restraint to honor deadlines, and to know how to exploretheir program autonomously since there is no constant reminder fromthe teacher as it is in the case of a face-to-face learning. Inonline learning, the teacher posts most if not all the content and itis, therefore, upon the effort of the student to access, read andunderstand the material published. This form of independent learningcan be challenging and without this retention factor(self-discipline), students may apply less likely to persevere in anonline learning and fail to complete their degrees due to lack themotivation and monitoring. However, the situation is different inface-to-face instruction because the institutions provide studentswith an environment to interact, and support each other(Magiand Mardeusz 610).

Unlikeonline tutoring, face-to-face communication is not dependent on powerand the internet. Students only need to avail themselves for thelectures, and they do not have to have access to a stable internetconnection all the time. Students who take their classes through theinternet actively rely on the strength of internet service providernetwork. Communication alone between the teacher and the student viae-mail or any other channel requires an internet connection. Magi andMardeusz indicate that students under face-to-face learning havedirect admittance to teachers to make inquiries and receive advice(607). Besides, online teachers have more learners than thetraditional classroom setup and responses to questions and advice mayat times be slower, an impediment as compared to the face-to-facestudents.

Thebooming of online colleges has given rise to numerous online degrees.However, research indicates that employers do not prefer onlinedegrees as much as they do to certifications earned through atraditional setting. Additionally, employers overwhelmingly prefercandidates competent in teamwork, communication and other softskills. If this is the situation, then students who earn theirdegrees through attending classes physically. One explanation forthis practice is that with the booming of many institutions offeringonline degrees, some have been fraudulent establishments that havenot fulfilled the required accreditations. Employers, mostly duringinterviews, inquire about the training of learners who have obtainedtheir certification from unrecognized institutions particularly theonline ones.

However,it is imperative to note that there is no doubt that online learninghas got its benefits. One of the primary advantages of onlinetutoring is access to materials any time as long as the internetconnection is present. Online classes are very malleable when itcomes to time hence accommodating students who want to maintain theircurrent jobs or other responsibilities and earn degrees at the sametime (Dendir59). Besides, the method reduces classroom costs for colleges anduniversities and allows learners to get degrees from infamousinstitutions at a lower cost.

Inconclusion, the outcomes of face-to-face learning outshine theimplications of online tutoring since it shapes learners’ socialabilities, discipline and it is more favored by most proprietors inthe job market. Despite both modes of learning having pros and cons,face-to-face learning is the best type as it is has got a realpractical sense. Learners can interact with their instructors andclassmates and get clarifications without waiting for the specificdiscussion forums. This is unlike in the online platform when theteacher is online for a given number of minutes. Besides, the smallnumber of students in a class enables learners to create a strongbond with the tutors, something that is not buttressed in onlinetutoring. In the job market, degree certificates earned by attendingclasses in given colleges are highly valued compared to those earnedthrough distant learning. Employers are constantly looking foradditional skills in employees and most of them are facilitated byface-to-face learning. Although online learning is gainingpopularity, it will take proper structuring, timing and monitoring topass the necessary skills observed in the traditional classinstruction.


Dendir,Seife. &quotAn online premium? Characteristics and performance ofonline versus face-to-face students in Principles of Microeconomics.&quotJournalof Education for Business91.2 (2016): 59-68.

Hauser,Richard, Ravi Paul, and John Bradley. &quotComputer self-efficacy,anxiety, and learning in online versus face to face medium.&quotJournalof Information Technology Education: Research11.1 (2012): 141-154.

Magi,Trina J., and Patricia E. Mardeusz. &quotWhy some students continueto value individual, face-to-face research consultations in atechnology-rich world.&quot College&amp Research Libraries74.6 (2013): 605-618.

Wu,Ejean, and Shu Ching Yang. &quotExamining the impact of onlinelabeling on tutoring behavior and its effect on the English learningand motivation of low-achieving university students.&quot ComputerAssisted Language Learning29.2 (2016): 316-333.