Face-to-face vs. Distance Learning

There are many advantages of the face-to-face learning system and some of these are dependent on the accessibility if the course instructors as well as the consistency if classes. Face-to-face leaning not only has the advantage of enabling students to develop a culture of teamwork, but it also enables them to actively participate in the lecture. Professors are able to directly influence their students by teaching them the ideas which are propagated by their various schools of thought. It is for these reasons that the following statement comes true:

Students who prefer the traditional format (face-to-face) do so for several reasons, but they most commonly cite a preference for the instructor presence and the learning advantage of face-to-face interactions.

(Daymont, 2011: 156)

There are various disadvantages of face-to-face learning despite the fact that it is still the most popular mode of learning. Some of these disadvantages stem from the need for there to be an instructor present in order for lectures to take place and this added to the cost of transport imposed on the students may limit their access to education. Although it is emphasized by many that face-to-face learning is preferable, it is still quite limited:

For example, the learning outcomes of students in a traditional face-to-face system may be considered to be better than those of students learning in a distance learning system but the latter has the advantage of permitting greater access to education.

(Henry, 1998:117)

The distance learning system has an advantage over the face-to-face system because it enables many people to have access to education at their own convenience. This system is currently used by adults who, because of their busy schedules, cannot attend lectures frequently and their best and fastest option is to do so online. It is to the advantage of these students for them to have distance learning that is easier for them to cope with:

Factors that predispose undergraduates towards taking online classes were examined and it was found that the risk factors for non-completion of their degree prefer distance education courses since distance educations courses provide students with more convenient and flexible class schedules.

(Moore and Kearsley, 2011:150)

The distance learning system also has some disadvantages which face-to-face learning does not. Distance learning does not require the presence of a professor or instructor and this leads to less interaction between them. Furthermore, it is very difficult for a student to gain a full understanding of what the instructor is saying because responses to queries take a very long time to get. A further disadvantage is that it is very hard for the students being taught a course through distance channels to develop the necessary skills that are needed for teamwork, an advantage that face-to-face learning has over distance learning. Research has shown that many students still prefer face-to-face learning to distance learning because they feel that it is a better way of getting instruction from their professors. A study undertaken on various distance learning students showed:

Surprisingly, more students would like to have more turns when interacting with the instructor and this seems to contradict their earlier assertion that they did not want to focus more on listening and speaking.

(Zi-Gang, 2012: 291)

Cited Works

Daymont, T. and Blau, G., 2011. Deciding Between Traditional and Online Formats: Exploring the Role of Learning Advantages, Flexibility, and Compensatory Adaptation. Journal Of Behavioral & Applied Management, 12 (2), pp.156-175, Academic Search Premier, EBSCOhost, viewed 15 August 2012.

Henry, M., 1998. Using IT Effectively: A Guide To Technology In The Social Sciences. Oxon, United Kingdom: Taylor and Francis.

Moore, M.G. and Kearsley, G., 2011. Distance Education: A Systems View of Online Learning. Andover, United Kingdom: Cengage Learning.

Zi-Gang, G., 2012. Cyber Asynchronous versus Blended Cyber Approach in Distance English Learning. Journal Of Educational Technology & Society, 15(2), pp.286-297.