How the Online Learning matches with the Classroom Education

How the Online Learning matches with theClassroom Education

How the Online Learning matches with theClassroom Education

The emergence of technology has affectedvarious platforms such as the transport, sports, and mass media aswell education. In this case, most of the students might want to jointhe online education but, they are hesitant because of the doubtsthat the platform is somehow inefficient. Hence, this essay willjustify how the online learning is the same as the classroomeducation too. As a beneficiary of the online learning, the twoplatforms are similar because they have features that help thestudents in succeeding. This essay will prove that the onlinelearning has the discussion forums it is convenient and providesenough academic materials that show how it is good just like theclassroom education. It will address how the forums help the studentsexchange ideas, and the way they can access the tutors through thelive chat and access the online library too.

The online learning platforms have the discussion forums that helpthe students to undertake more research and exchange concepts toassist them conclude their assignments. Kop (2011) reveals that theteacher-peer interaction might undermine the learning process becauseof certain formalities. However, he shows that the peer-to-peerinteraction helps the students in engaging in productive discussionsthat guide them in exchanging constructive ideas. For instance, thestudents will be free to connect through the online platform wherethey will take turns in discussing issues touching on theirassignments (Veletsianos &amp Navarrete, 2012). More importantly,the feature reveals that the online and the classroom learning sinceboth sides have found a way of interacting and undertaking sessionswhere they communicate and find solutions to their specific problems.Apart from the discussion forums, the online forums are alsoconvenient since one can connect with the teachers and find thelearning materials quite easily.

The online education is convenient since it helps the students toseek the teacher’s clarification through the live chat feature. Theclassroom learning helps the students in finding the lecturer’soffice where they will be guided by the step-by-step approach tohandle a certain assignment. However, the online learners also enjoythe same benefit since their tutors are often available through thelive chat feature (Boling et al., 2012). In fact, when one posts aquery in the live chat portal, the tutor will get a notification thatwill alert him or her to the issue. The tutor will respond with thesolution after a short period and that shows how convenient theplatform is (Means et al., 2013). Apart from that, the online studentis also able to access the assignments, timetable as well as thelearning materials easily.

Even if the on-campus classes help the students in reaching thelibrary to find materials, the virtual learners also access onlinedatabases where they access a multitude of peer-reviewed journalarticles. Blake (2011) argues that the online learner is able to geta wide variety of academic sources that include books, articles aswell as the journals. In this case, the students have access to thematerials that will support the arguments presented in theassignments (Capra, 2011). More importantly, they will get thesources provided they have the usernames and passwords to accesstheir online library. With the wide range of information, thestudents also will create different perspectives while looking at aparticular topic (Perry &amp Pilati, 2011). The scenario alsoreveals that the online learning matches with the classroom setting.

In conclusion, the online learning platform is beneficial since ithas various features that also match the classroom education too. Forinstance, the students will have forums where they can connect andexchange different concepts to create stronger arguments. Thepresence of the live chat also enhances the convenience while theywill still access enough learning materials through the onlinelibraries.


Blake, R. J. (2011). Current trends in online language learning.Annual Review of Applied Linguistics, 31, 19-35.

Boling, E. C., Hough, M., Krinsky, H., Saleem, H., &amp Stevens, M.(2012). Cutting the distance in distance education: Perspectives onwhat promotes positive, online learning experiences. The Internetand Higher Education, 15(2), 118-126.

Capra, T. (2011). Online education: Promise and problems. Journalof Online Learning and Teaching, 7(2), 288.

Kop, R. (2011). The challenges to connectivist learning on openonline networks: Learning experiences during a massive open onlinecourse. The International Review Of Research In Open AndDistributed Learning, 12(3), 19-38.

Means, B., Toyama, Y., Murphy, R. O. B. E. R. T., &amp Baki, M.(2013). The effectiveness of online and blended learning: Ameta-analysis of the empirical literature. Teachers CollegeRecord, 115(3), 1-47.

Perry, E. H., &amp Pilati, M. L. (2011). Online learning. NewDirections for Teaching and Learning, 2011(128), 95-104.

Veletsianos, G., &amp Navarrete, C. (2012). Online social networksas formal learning environments: Learner experiences and activities.The International Review of Research in Open and DistributedLearning, 13(1), 144-166.