Should Online Education Replace Traditional Learning?

Introduction

The delivery of education has remained unchanged for many years. Traditionally, students have been required to be physically present for classes. However, over the last few years, learning has undergone an unprecedented transformation. Notably, more and more institutions are offering their students the option of learning using digital technologies (Umpstead, 2009). The increased popularity of online learning is owed to this. Interestingly, while online learning is gaining wider adoption, traditional education has not lost its relevance. Traditional education remains the dominant approach to delivering insights to learners. That traditional education continues to be applied indicates that it presents a wide range of benefits that have inspired institutions to remain faithful to this approach. This has led to conflicting views on the most appropriate approach to learning. The increased adoption of online learning has raised the question of whether this approach to learning should replace the traditional learning model. This discourse is timely particularly given that on a global scale, the quality of education is important. In this dissertation, it is argued that the two approaches to learning should complement each other. This is because when implemented solely, the weaknesses inherent in each approach are likely to render it ineffective. The dissertation will first offer a background to education management in which case the traditional approach to education will be explored in the context of education management. This will then be contrasted with online learning. The rise in online learning will then be highlighted. Notable aspects to be covered include its historical perspective and the nexus of learning and technology. The subsequent chapter will outline the principles, benchmarks as well as characteristics of online education. This elucidation will be aimed at contrasting this approach with the traditional face-to-face approach. After this, the best practices in online teaching practices will be shared with the aim of indicating what separates online learning and teaching from other approaches. The case of massive online open courses (MOOCs) will be shared as a way of showing the implementation of online learning. In this pursuit, a brief history of their emergence will be shared followed by their challenges. Traditional and online learning will then be compared in a bid to inform the question of whether or not the latter should replace the former. The last section is aimed at answering the dissertation's central question and builds upon the information contained in the preceding sections. This is then followed by a conclusion.

Education Management: A Background

Traditional Approach to Learning and the Changing Education System

The traditional approach to learning has been in existence for decades. Simon et al. (2013) reckon that this approach is synonymous with classroom teaching, focusses on numerous elements, and is carried out in a synchronous environment. This implies that both the students and instructors have to be at the same place simultaneously. This arrangement ensures that the students can derive instruction and motivation from not only the teacher but also their fellow students. This approach to learning has obtained popularity over the years owing to the argument that the students are likely to improve their thinking as well as deepen understanding of concepts being taught if they can share their ideas as well as respond to reactions from their colleagues (Simon et al., 2013). Thus, the basis of traditional classroom learning is the fact that the synchronous environment gives the educators the opportunity of identifying the individual students’ needs. It also ensures that the instructors can motivate their students individually. The traditional classroom can be conceptualized as a learning space in which the instructor offers face-to-face instructions to his or her students. In the same breath, communication is done face-to-face (Wang, 2009). Despite its strengths in the delivery of instruction, the traditional classroom approach to learning is experiencing unprecedented challenges owing to the changing education system. For instance, students are currently demanding more freedom in choosing not only what to study but also how to study. Currently, the education system is undoubtedly changing in unprecedented ways. For example, globally, academic institutions are implementing new methods and techniques in a bid to improve pedagogy (Simon et al., 2013; Umpstead, 2009; Wang, 2009). Consequently, there is a rise in progressive education. In this case, more and more learning institutions are rebelling against the prevailing rules as set by traditional learning. Inherent in this phenomenon is the yearning by the institutions to embrace new approaches to both studying and teaching. The changing education system is built on principles. Contrary to traditional learning, the goals of the emerging system of education are changing as well. Educators, thus, have come to terms with and embrace the ongoing change and progress. However, there is a consensus amongst scholars that modern education is not going against all the existing traditional values. Instead, it is aimed at altering these values in order to come to terms with the present realities (Simon et al., 2013; Umpstead, 2009; Wang, 2009).  Today, the education system is characterized by an innovative approach both in its forms as well as in the process of studying (Simon et al. (2013). On the one hand, students have evolved into active participants in planning, classroom discussions as well as in learning generally. On the other hand, teachers have ceased to be mere ‘dictators.' Rather than lecturing students as is the case in traditional learning, teachers act as facilitators of the learning process. They also offer the support network that is vital in guiding and encouraging thinking. Moreover, knowledge in the modern-day classroom is assembled through interactive games, tasks as well as social cooperation (Wang, 2009). Further, intelligence is perceived as a multi-dimensional phenomenon whose expression is not limited to academic abilities and grades. A key driver of the ongoing change is technology. Specifically, modern learning is characterized by the use of the internet via computers and numerous multimedia devices. This combination has given rise to online education. The growing popularity of online education is driven by the quest for new ways of achieving efficiency in education (Umpstead, 2009). Likewise, it is driven by the need for a form of education that suits everyone. For instance, online courses are useful for adults and thus have to be short and effective. Overall, given the hectic lives that the modern-day individuals lead, whether young or old, the need for online learning cannot be overstated.

Online Teaching and Traditional Education from Educational Management Standpoint 

Online learning and traditional education are the primary means through which educators deliver insights to learners today. These approaches to education are rather broad. To gain an in-depth understanding, it is critical to examine the approaches from an educational management perspective. Fundamentally, educational management is concerned with the processes, structures, and operations that are put in place for the running of educational institutions (Tomlinson, 2013). Strong and inspired leadership plays a critical role in educational management (Amanchukwu et al., 2015). As regards online teaching and traditional education, educational management is concerned with ensuring that these approaches facilitate the effective and efficient delivery of quality education. Therefore, when examining these approaches from an educational management perspective, the focus should be given to such factors as the cost effects, impacts on academic performance, convenience, among other issues. 

The Rise of Online Learning

Online Learning: Historical Perspective

The adoption of online learning is unprecedented in both developing and developed countries. This trend is fueled by the increased demand for student enrolment and adoption of technology. Consequently, there is a need to understand the origin of the movement towards the adoption of online learning. This is of particular importance so as to understand the implications of the movement with regard to its financial and social costs as well as benefits in the countries where it has been adopted (Alsaaty et al., 2016). Revisiting the history of online learning is vital in demonstrating the contribution of institutions and individuals in advancing education as well as sharing skills and knowledge globally. Different authors have used the term online learning interchangeably with ‘distance education,' ‘online education,' ‘distance education' and ‘distance learning.'  Pappas (2013) reckons that in the United States (U.S), the term ‘distance education' was first used at the University of Wisconsin-Madison. However, the modern-day internet-based learning has its roots in Boston in 1728 (Alsaaty et al., 2016; Ferriman, 2014). This followed the advertisement of a correspondence course in a Boston-based Gazette newspaper. Despite this early conceptualization of online learning, access to higher learning was limited in 1800. This is largely due to the long geographical barriers that existed between education institutions and potential learners. This situation changed in 1892 when a correspondence study program was introduced by the Pennslyvania State University. Another major development in the movement towards mainstreaming of online learning took place in 1922 when the University of Chicago began to broadcast courses over the radio (Miller, 2014). Consequently, the institution became the first to achieve this feat (Alsaaty et al., 2016). The next break took place in 1953 when the University of Houston became the first institution to offer televised college classes. The transition of learning from the traditional approach to modern day online learning has its roots in the U.S Department of Defence’s Advanced Research Projects Agency Network (ARPANET) (Alsaaty et al., 2016; “How the Internet was born,” n.d.).  This network was aimed at linking computers over telephone lines in research institutions that were funded by the Pentagon. Ultimately, the ARPANET became the basis of the internet and consequently online learning. For instance, while ARPANET’s development was aimed for use by the military, an increasing number of academic facilities ended up connecting to it. It is only then that the network assumed a tentacle-like structure as initially envisioned by the U.S military. The internet has retained this form to date. It is also the same architecture that powers online learning.

The Nexus of Learning and Technology

All educational sectors globally have recently embraced the use of Information Communication Technologies (ICTs) in both teaching and learning. Consequently, it has resulted in unprecedented changes to the nature of the traditional teaching model and led to the rise of online as well as blended models. Nevertheless, the infusion of ICTs into education has brought with it not only challenges but also opportunities for learners and their teachers. In this regard, as more and more learners embrace online learning, it is important to understand what makes a teacher effective, going by his or her practices and roles. This has resulted in the narrative that academics have to transition into being researchers in teaching (Redmond, 2011). This is with the aim of enhancing change and innovation in university teaching as demanded by technology, knowledge industry and students.  For instance, the available technologies and the student body have both changed in nature. This has necessitated the academics to make changes to their approach to teaching so as to ensure that the students' learning outcomes are improved. Currently, those that have been teaching in traditional environments are faced with the burden of moving with the times and thus embracing online and blended models of teaching. The latter is also be conceptualized as flexible learning, hybrid deliver or mixed mode of teaching. It is defined as the implementation of two or more different methods of training.  A previous study that explored online education in the U.S argued that this form of learning accounted for up to 80% of the overall content that is delivered online. Consequently, the authors reckoned that an online course was one in which at least 80% of the content is delivered online (Redmond, 2011). The use of technologies in learning today has enabled students, instructors as well as other stakeholders to participate effectively in learning and learning at the times and places that are most convenient to them. Informed by this, universities globally have since been offering distance education in which case learning and teaching are offered off campus. In his study, (Redmond, 2011) outlines four different approaches to integrating technology in learning. Firstly, technology can be applied at the same time and in the same place. This approach is undertaken in the traditional face-to-face classroom environment whereby the learners and their instructor are operating in the same geographical location and at the same time. In this environment, synchronous technology tools can be integrated to enable interaction of this group of learning with a distant one simultaneously and in the same virtual space. A possible technology tool in this regard is Skype. The use of this virtual space replicates numerous aspects of face-to-face learning environments since all learners gain access to similar files, resources as well as the synchronous discussion at the same time. Secondly, technology can be employed at different times but in the same place. In this case, participant interactions in the teaching and learning process take place at a time of their choosing but in the same place.  This approach is synonymous with asynchronous online discussions. Thirdly, technology can be integrated into learning at the same time but in different places. This can be conceptualized as a situation in which individual students are allowed to work independently but at the same time. Thus, while the students may be located in different geographical places, they can use different media to connect. This feat can be actualized through the use of Skype, phone or video conferencing. Lastly, technology can be employed at different times and places. In this case, instructors and learners are separated by both time and geographical location. However, they can choose the place and time of the asynchronous interaction. The use of technology has significantly impacted the changing learning and teaching spaces. Consequently, the abandonment of the conventional mode of learning and shift towards technology-driven fully online as well as blended learning has resulted in a change in the academics' roles. The roles and expectations of learners and instructors have been challenged with the transition from the conventional face-to-face learning to online learning. For instance, since the instructors have to change their teaching methodology, they are likely to feel threatened by the changes. Majority of instructors tie their professional identity to their previous engagement in traditional teaching. This is because of their level of expertise, in that case, is unquestionable. Meloncon (2007) reckons that as educators are forced to embrace change, they have to transform themselves particularly in line with the changing teaching environment. It takes time for an individual instructor to redefine his or her teaching practices as well as professional identity. Consequently, devoid of training, the instructors are likely to replicate the existing pedagogical practices and course design as they transition from the conventional teaching to the online or blended approaches. If this happens, the instructors are bound to fail. This is because the traditional approaches do not maximize on the dynamism exhibited by today’s technologically powered learning and teaching environments. As the transition takes place, failure is inevitable. For instance, one of the approaches that academics have embraced in their approach to teaching is one that is geared towards the creation of learning environments in which students can co-construct knowledge via interactions. This is as opposed to the dissemination of information. Vaughan (2010) is of the opinion that the philosophy and pedagogy of this approach ought to be re-examined. The challenges of transitioning from face-to-face approach to teaching to online or blended teaching cannot be overstated. This is because the roles, nature of teaching as well as the distribution of workload changes with the shift (Redmond, 2011).  Majority of the experienced face-to-face teachers become novices when they begin teaching online. In some instances, this phenomenon has resulted in increased resistance towards the shift. The shift from a face-to-face environment that is mostly teacher oriented to an online one calls for the redesigning of learning and its reorientation towards a constructivist approach. This leads to changes in various aspects. These include the roles and responsibilities of instructors; presence; perceived reduction in prestige; relationships; and lastly in the use of technology. For instance, presence, in this context, refers to the automatic ability to know whether communication partners are available as well as their status. This phenomenon provides an impression to other individuals that one is present or ‘there.'   Teaching presence is crucial in ensuring that learning is impactful. The phenomenon also entails three vital roles which include facilitation of discourse; instructional organization and design; and lastly, direct instruction. From the students’ perspectives, the different elements of teaching presence may be conceived as the verbal contributions or visible actions that the instructors make throughout a particular course. Thus, teaching presence can be used as an indicator of the quantity and quality of the interactions made by an instructor as well as his or her leadership. For example, it is an instructor’s role to offer intellectual leadership in a particular course and shape the students’ learning experiences through such categories of teaching presence as facilitation of discourse, organization and design, and lastly, direct instruction. The adoption of technology in education has led to changes in the nature of teaching as well as the instructor's role. This is likely to be a significant source of concern in case the instructors are not well prepared to deal with the changing nature of teaching. This is because teaching presence is bound to influence student satisfaction even in online courses. In line with this, Redmond (2011) is of the idea that for online teachers to be effective, they require a range of knowledge and skills. These may be centered in such areas as management; effective pedagogical approaches that enable facilitation, design as well as an assessment of particular courses; understanding of the content; technical capabilities; and support the student's emotional and social well-being. The increased adoption of technologies in education implies that it is critical to understand the academics’ perspectives as they transition to online teaching from face-to-face teaching with the help of ICTs. While the academics gain confidence in the new teaching and learning environments, there is a need to improve the students’ satisfaction as well as the quality of their learning experiences.

The Principles, Benchmarks, and Attributes of Online Education

Principles and Benchmarks of Online Learning

According to the Hanover Research Council (2009), three principles are vital for online pedagogy to be effective. Firstly, the students should be encouraged and allowed to do most of the work. This principle reckons that learners are more likely to absorb more if they are given enough time to engage with the materials online. In this case, the students do more of the work while the instructors' role becomes supportive. This can be attained using such strategies as student-led discussions; allowing the students to find as well as discuss various web resources; allowing the students to assist each other in learning; giving students the opportunity to grade their assignments, and allowing them to analyze case studies. Secondly, there is a need for interactivity if the instructors are to attain effectiveness while ensuring that the learning process is asynchronous. However, for the interaction to be fully effective, it has to go beyond the simple student discussions. The students, in this case, interact with among others their colleagues; teachers; the course material and the internet. Interaction is also achieved through participation in the class; group work; and when engaging with a study partner. Besides discussing the particular course content, the students ought to interact in completing assignments solving problems, analyzing case studies or in undertaking laboratory activities. According to this principle, interactivity should be part of any course. The third standard is the need to achieve presence in the pursuit of online learning. The online learning environment should seek to achieve presence in tripartite ways. These are socially, cognitively, and in the course of teaching. With regard to social presence, the students undertaking a particular online course should be encouraged to develop a community of learning. They can achieve this by ensuring that all their personal characteristics are projected into any form of discussion that they engage in. By this doing, the Hanover Research Council (2009) argues that the students end up presenting themselves as real people. Three forms of social presence are likely in this regard. These include being affective, interactive and cohesive. Affection refers to the expression of one's feelings, mood, and emotions while interaction entails evidence of attending, reading, understanding as well as thinking about the responses of others. Lastly, cohesion entails the responses that not only build but also sustain togetherness, common objectives, and goals and group commitment. Cognitive presence can be conceptualized as the ability of students and their instructors to establish as well as approve meaning by engaging in continued discussions regarding the matter in question. This form of presence can be demonstrated through the infusion of conceptual, factual as well as theoretical knowledge into the ongoing discussions. The value of this kind of response is dependent on the clarity, source, comprehensiveness as well as accuracy of the knowledge in question. Teaching presence refers to the direction and facilitation of the social and cognitive processes so as to attain impactful learning outcomes (Redmond, 2011; Hanover Research Council, 2009). Instructors and students can incorporate teaching presence into a discussion in two ways namely facilitating the discussion and directing instruction. Facilitation of a discussion can be achieved by identifying the areas of disagreement and agreement; striving to reach an understanding or consensus; acknowledging, encouraging and reinforcing the contributions of students; setting the right climate for learning; prompting discussion or drawing in participants; and lastly assessing the processes' efficacy. On the other hand, directing instruction can be attained by focussing and summarizing the ongoing discussion; confirming understanding; diagnosing any misconceptions; injecting knowledge from different sources to enrich the discussion and responding to any technical concerns that may arise. The three principles also inform the benchmarks for online teaching. For instance, engagement and interaction are crucial best practices in online learning and teaching, as well as course development. There are three notable benchmarks for online learning and teaching. Firstly, an adequate interaction between students and faculty as well as other students is essential. This is a vital characteristic of online learning and teaching and can be facilitated through e-mail or voice-mail among other avenues.  Secondly, the feedback given to student questions and assignment should not only be constructive but also should be offered in time. Thirdly, students ought to be instructed in the proper method of effective research in which case the validity of the resources used should be assessed. There are also three benchmarks for course development. Firstly, guidelines on minimum standards ought to be used in course development, design as well as delivery. On the other hand, as opposed to the availability of existing technology, the learning outcomes should be the determinants of the technology used in delivering the course content. Secondly, instructional materials should be reviewed periodically in a bit to ensure that the program standards are met. Lastly, the various courses should be designed with the aim of ensuring that students are engaged in synthesis, analysis, and evaluation as part of the program and course requirements.

Key Attributes of Effective Online Education

There are five key characteristics of effective online education as envisaged by Hanover Research Council (2009). The council reckons that effective online learning is characterized by five key attributes. These attributes play a crucial role in designing learning environments in which student ownership is fostered. The five characteristics are explored further as follows:

Visible

A notable attribute of an online classroom is the fact that as opposed to the conventional approach, text replaces face-to-face, in-person, verbal communication. Due to this phenomenon, students are likely to feel like their instructors are not participating in the learning process. Consequently, the students may be tempted to assume a passive role also. In this regard, the absence of visibility may force the students to develop negative attitudes towards their instructors’ effectiveness resulting in lowered levels of affective learning. In an online course, this visibility may be demonstrated through the use of both private and public communication channels. Notable avenues in pursuit of this include the presence of a section of the course website bearing the instructor’s professional and personal information; timely return of feedback and assignments; regular postings and updates on the course website coupled with regular updates to the shared assignment calendar; and lastly, personal as well as mass e-mail communication with all the students undertaking the particular course.

Organized

A significant proportion of learners, in choosing to undertake an online course are motivated by the assumption that such a course is likely to offer more flexibility given their busy schedules. In this regard, these learners need to know what is expected of them in advance so as to enable them to organize their time in a manner that allows them to meet the respective course requirements. This implies that there is an increased responsibility of the learners to manage their time. By extension, this also calls on the course instructor to be more organized. Thus, to ensure that online instructors meet the needs of their students, they can request the students to undertake an online test that is aimed at self-assessment and reporting on what they think characterizes a successful online student. Secondly, they ought to prepare assignment and syllabus due dates carefully and in advance so as to ensure that all students know what is expected of them and when. Thirdly, the instructors can prepare a Do’s and Don’ts document for their courses and incorporate such aspects as web etiquette, communicating any concerns that may arise with the instructors, posting comments in various discussion forums among other issues. The instructors should also anticipate and prepare non-instructional avenues for carrying out online discussions. They should also make use of varying formats for online resources and clearly label each so as to ensure that the students use the most preferred format. Lastly, the instructors should make full use of the capabilities of the available educational technology so as to enhance student learning.

Compassionate

Online learning environments may be characterized by intimacy. This is mainly because the use of such tools as the email offers a combination of distance and privacy which are absent in traditional classrooms (Hanover Research Council, 2009). This characteristic enhances the need for instructors to ensure that they are compassionate about their students' needs and feelings. To accomplish this, the students can be allowed to communicate directly with their instructors. Secondly, they can encourage avenues that force learners to introduce themselves and share personal information. In this pursuit, they can also incorporate various ice-breaker techniques that require the students to share personal information amongst themselves. Lastly, when necessary, they can remind the students of what is expected of them in terms of participation, conduct as well as the instructor’s response to the unanticipated problems.

Analytical

The ability of instructors to manage the assignments so as to ensure that the students complete their assignments and ultimately achieve the set learning outcomes determines the effectiveness of online learning. This is exemplified by the timely return of all the assignments and student data analysis. The instructors are also expected to determine whether or not any assignment given out is appropriate to the subject in question. Various strategies can be employed by instructors to ensure that online learning critical. Firstly, they can make use of shorter but more frequent assignments throughout the entire course. This would be aimed at reducing test anxiety and providing the learning with opportunities for processing course content and concepts. Secondly, the instructors can use satellite offices where possible to facilitate administration of face-to-face exams. Thirdly, they can specify the format as well as file naming convention for the assignments that are submitted online with the aim of ensuring that there is ease of organization and alphabetizing of assignments. Lastly, they should offer students the opportunity to provide feedback on the particular course and also give clear expectations as well as guidelines for assessing student participation.

Leading-by-example

In online learning, the instructor is expected to set the tone for his or her students' performance through enhance teacher-student interactions. Thus, instructors should seek to model best practice strategies with the aim of assisting the students to learn. Instructors can model good online behavior and learning through numerous strategies. Notable among these include fostering introductions in which the instructors share with students their personal information either informally or formally; modeling responsibility by ensuring that all assignments are returned within the time period that was communicated before course commencement; and modeling the most appropriate way for the students to hold online communication. The instructors can also make use of private and public communication to enhance visibility. Lastly, the instructors can plan for as well as implement an activity at the end of the class that offers closure, reinforces what was learned and acknowledges the students' contributions.

Best Practices in Online Teaching Practices

The Hanover Research Council (2009) reckons that the most critical attributes of online teaching can be grouped into three and are dependent on the course of instruction. The three components are vital in determining the effectiveness of an online learning environment and thus instructors ought to be aware of them.  The three are as follows:

Planning and Development

A fundamental element of planning and developing online courses is the need for the instructors to recognize that although wide array of course management tools and educational tools are available for use in online teaching, only specific technologies are likely to be appropriate matches to particular subjects being taught as well as the pedagogical strategies and styles of the teachers. Therefore, it is critical for the instructors to ensure that the pedagogical principles adopted ultimately drive the technology adopted as opposed to the other way around. Therefore, regardless of the medium used in teaching, instructors have to ensure that they achieve particular learning standards. This implies that course planning should be undertaken before the instructors can narrow down on the technology and the management system to be used for the particular course. The development of learning objectives is the first step in planning for online courses. Various elements are vital for the success of this process. Firstly, the learning objectives should be in the form of observable behavioral outcomes. In this regard, targeted and explicit verbs should be used in communicating to students the expected outcomes of the learning activities envisaged in a particular course's learning activities. Secondly, the learning objectives have to be student-centered. In this case, the objectives should explain the student performance, behavior, and understanding. Thirdly, the learning objectives have to be specific and targeted at one aspect of understanding. Notable conditions of the objectives include references, tools as well as the aids that the students should be provided with. Further, each particular learning objective has to be measurable and include student assessment criteria. In this regard, standards are crucial because they inform students of the performance expectations and provide insights into how these expectations can be measured  Once the core learning intentions are developed, and the unique requirements of learners are considered, instructors can then embark on selecting the technological option most appropriate for a particular course. In this pursuit, the instructors have to note that while the potential technologies are numerous, the field of online learning is hugely dynamic that thus both course administrators and instructors have to keep abreast with the emerging trends and other associated best practice (de Freitas et al., 2015). Notable developments in this regard include smart objects, artificial intelligence, and cloud computing among others. While these technologies in online education are yet to be full entrenched as educational tools, others such as discussion forums, web-pages, audio and video tools as well as course management systems are already well mainstreamed in the area of online instruction. There is also need to note that each technology brings with it various planning considerations that are critical for online instructors to reflect upon even as they develop courses as well as choose technologies that are most appropriate for instruction. Another critical factor to consider when planning and developing an online teaching strategy is the need to ensure that the online courses are delivered in such a way that they foster a sense of community among the students and their instructor (McInnerney & Roberts, 2004). This is in a bid to counter the students’ sense of reduced self-directedness and isolation. For instance, to fight the isolation factor, most successful online courses come up with established protocols for building, maintenance as well as evaluation of student-to-faculty and student-to-student interactions. Such teaching methods as training online learners on various technologies; interactive teaching that fosters mentoring; critical dialogue; out-of-class activities for groups; cooperative peer learning; and the use of web-based announcements and e-mail as avenues of informing students on the existing opportunities for interaction should be incorporated into the  design of online courses so as to enhance the student learning.

Teaching in Action

The effectiveness of online instruction is highly enhanced by increased levels of interaction amongst the students as well as between the instructor and his or her students. Distance education has been confirmed to offer numerous opportunities for fostering interactive classrooms. Notable among these are student collaborations on assignments and online discussion forums both of which are vital in promoting interactivity. For instance, the use of online discussion forums has been cited as one of the most effective ways of facilitating interactions as well as learning in online classrooms. This is chiefly due to the ability of the forums to promote constructivist thinking, critical thinking as well as higher-order thinking (Hanover Research Council, 2009). The strategy also aids in distributing knowledge amongst all the students in the online class. Also, discussions offer a relatively simple avenue of encouraging interactions in the online environments. For instance, interactive learning can be effectively promoted by using electronic discussion tools, e-mail, or Google’s Wiki. Nevertheless, irrespective of the technologies adopted, online discussion forums are likely to be rendered ineffective if the instructor does not develop relevant and thoughtful questions. The same occurs if the instructor fails to moderate the responses. Thus constructivist thinking in online pedagogy and discussions can be promoted by posing a stimulating question to the students, brainstorming the likely answers to the question, comparing ideas, and fusing the question to the curriculum. In the course of a discussion, it is crucial for an instructor to manage the students' ideas as well as facilitate interactions. In case the online discussions are progressing well in the absence of instructor feedback, the instructors are advised not to interrupt the discussions until they sense that the students' responses are declining. When this happens, the instructors may opt to ask the learners prompting questions in a bid to recharge the discussion or summarize the discussion using key points. While the instructors may perceive learn-to-leaner interactions and learner-to-instructor interactions to be important factors in enhancing the quality of online instruction, the students may hold the alternative view. The deviation in student opinions with regard to the need for interactivity may be associated with the differences in the students' personalities and learning styles. It also may be due to the students lowered expectations regarding the quality of interaction that is achieved in online instruction. Based on this, there is a need for instructors to identify the specific needs of their students in pursuing online interaction (Hanover Research Council, 2009; Wang, 2009). Overall, there is a consensus amongst scholars that both students and teachers consider interaction to have a positive influence on the effectiveness of online instruction.  Apart from the two key pedagogical strategies other best practices and strategies may be used to enhance the success of online instruction. These include preparing the students for online learning; specifying the course goals, policies and expectations; creating an inviting and warm environment for building a learning community; promoting active learning; modeling effective online interactions; and monitoring the students' progress while encouraging those that may be lagging. Others include assessing the students' messages in online discussions; sustaining the students' motivating while providing support and feedback; encouraging the students to regulate their learning; understanding the impacts of multiculturalism; and lastly, ensuring that conflicts are dealt with promptly.

Data Evaluation and Student Assessment

The best practice recommendations for carrying out assessments of student learning in online environments are numerous. These include using an evaluation process that incorporates various methods and uses particular standards for student learning; carrying out regular reviews of the intended learning outcomes with the aim of ensuring utility, clarity and appropriateness; pursuing timely evaluations which are carried out at regular intervals with the aim of increasing the flexibility of a particular course for the sake of students;  and ensuring that proctoring or monitoring policies are put in place in the process of carrying out assessments of student learning. Others include integrating some kind of verification method in order to promote academic integrity; allowing the learners to assess their own progress, identify the areas that need a review and re-establish both immediate lesson or learning goals; ensuring that the strategies used are not only varied but also closely aligned to the instructional goals; and lastly, making sure that the assessment criteria are all articulated clearly. Apart from carrying out assessments, there is a need for instructors to gather as well as analyze the student evaluation data so as to improve the pedagogy and course content. Data on online learners can be collected and utilized in numerous ways. These include the use of a discussion board as an avenue for collecting anonymous feedback on the course; encouraging and rewarding the students who note and report significant errors that may be present in the course content; and reviewing the faculty evaluations so as to offer feedback to aid in redesigning the course in the future Online instructors should also be keen in following intellectual property guideline, engage with the existing online teaching community so as to learn from their peers as well as manage their time effectively. Regarding the latter, the ability of instructors to manage their workload and time effectively is particularly important because the hours allocated for online instruction are not set or limited (Hanover Research Council, 2009). This implies that online instructors are highly likely to be overwhelmed. Instructors can, however, employ a number of strategies to ensure that they don't get overwhelmed. These include setting limits; making sure that they are not available to the learners all the time; establishing clear priorities to help in dealing with the messages left behind by the learners; ensuring that all discussions have time limits; and providing the learners with predetermined answers to the frequently asked questions. Other strategies include encouraging the learner to find local mentors and tutors; hiring teaching assistants to assist in responding to the students where possible; and lastly acknowledging receipt of students' queries promptly and setting a period within which all the required feedback is given.

Online Learning in Practice: The Example of Massive Online Open Courses

Massive online open courses are also popularly referred to as MOOCs. They refer to online course offerings that are undertaken at no cost and often include open access to media-rich online interactions and material which are made available to large numbers of students (de Freitas et al., 2015). In higher education, these courses have given rise to a somewhat polarized global debate. Proponents of MOOCs reckon that these courses should be viewed as the most significant innovation that has taken place in education in recent centuries. Their opponents, conversely, reckon that through MOOCs institutions of higher learning are taking a failed teaching model and subsequently placing online. Parr (2013) shares this view of the courses. The debate on the effectiveness of MOOCs is also laden with other concerns. For instance, it is claimed that as key providers of MOOCs aim to boost the coverage of MOOCs to reach 1 billion learners globally, only a small percentage of those that enroll complete the courses. However, this setback does not water down the attractiveness of this system of education. For instance, this system targets to offer higher education to an unlimited number of global audiences for free and serve international learners from varying background for their entire lifetime. This in line with many universities visions of spreading knowledge and engaging new audiences. There is general acknowledgment that the rise of MOOCs may aid in addressing such issues as learning equity and the widening participation in education. Despite this, questions remain as to whether or not MOOCs will aid in reducing the high costs associated with higher education as well as whether these courses pose a threat to the formal higher education. According to Barber et al. (2003), the latter is a concern since some individuals reckon that MOOCs may be dangerous due to the introduction of commercial competition for formal learners joining universities illegally. Higher education has been conventionally restricted due to controls in the form of centralized assessment as well as quality frameworks. In this context, massification of education and open access as envisaged in MOOCs is likely to impact education. On the one hand, numerous universities seek to address this by partnering with providers of the MOOCs. On the other hand, others have beefed up efforts to integrate the provision of MOOCs into their repertory. Overall, the primary questions that academics are currently concerned with are, first, whether these courses present a severe threat to the conventional education. Secondly, the academics have queried whether the MOOCs are capable of offering educational content delivery whose quality can guarantee advancement to such further education opportunities as graduate study programs. Likewise, concerns exist regarding whether or not these courses can meet the set standards.

The Emergence of MOOCs

Online learning has been in existence for years. The same applies to promises of the digital revolution in the education sector. However, de Freitas et al. (2015) cite that MOOCs have enjoyed unprecedented publicity in recent times. The growth of this mode of learning has been occasioned by a combination of reasons. These include the growing access to internet connectivity using the broadband globally, adoption of various technologies, and lastly, the peoples' overreliance on these technologies particularly as manifested by the increasing number of social media communities. These factors have collectively been involved in the creation of an environment that has facilitated the growth of MOOCs (de Freitas et al., 2015; Nyoni, 2013; De Waard et al., 2011). However, it is the advent of online course delivery in the 90's that paved the way for the emergence of MOOCs. de Freitas et al. (2015) argue that by 1994, early online delivery of course materials had begun. However, the early tools were not comprehensive enough to drive pedagogy. For instance, due to their failure to drive pedagogy and reuse of content, these tools did not appeal, on a large scale, to both tutors and teachers. The tutors, for instance, preferred to not only generate their own materials but also to offer them to learners in simple ways. Despite this, key characteristics of the management systems such as cost reductions and scalability as well as their student monitoring capabilities increased their popularity (Stacey, 2013). As a result, the systems eventually become indispensable management and performance monitoring tools for institutions of higher learning. With time, online learning technologies and capabilities enhanced learning, particularly in the professional and training areas of university activities. Yoshida (2013) argues that these technologies were, in most cases, applied in a task-centered manner and emerged out of computer-based instruction and training. These used linear and text-based approaches in presenting information and were complemented with online activities and quizzes. The earliest platform that deviated from the traditional learning management systems was an open learning platform launched by Columbia University in the year 2000 (de Freitas et al., 2015). Known as fathom.com, the launch of this platform was done in collaboration with museums, libraries and other institutions of higher learning. This platform was anchored on quality, shareable digital content. However, its establishment as a wide learning tool was hampered by a number of factors. These included various technical issues, declined motivation for pedagogical change, and lack of adequate broadband connectivity (de Freitas et al., 2015; Carson, 2012). At the same time, the Massachusetts Institute of Technology (MIT) began experimenting with the idea of availing open access learning content. Dubbed OpenCourseWare Programme, the idea was based on the position that the web could be utilized in supporting the institution's mission of advancing knowledge and educating students. Consequently, the institution pursued the idea of publishing all the course materials online in the process making them available to everyone. By 2002, approximately 50 courses had been published online. It is due to such initiatives that the term ‘open educational resources' was born in the same year. This supported what the United Nations Educational, Scientific and Cultural Organization (UNESCO) reckoned was in a bid to develop universal educational resources that would be availed to the entire world (UNESCO, 2002). The MIT, by the year 2012 had availed about 2,150 courses and recorded 127 million visits to this website. These figures point towards the success of this initiative. Owing to this, the model was deemed successful in showcasing how universities can boost their reach and enhance their impacts on students via open access content. Borrowing from this, hundreds of universities have adopted this approach and availed various course materials online for open access.  The emergence of MOOCs has its roots in the OpenCourseWare Programme. Their adoption has however been fanned by such aspects as the rise in the internet as a source of information that can be trusted as exemplified by crowd-sourced information platforms like Wikipedia. Likewise, there has been a rise in blogging and platforms such as YouTube that facilitate self-publication. These developments have increased access to ad hoc educational resources. The earliest examples of MOOCs were availed as open online courses in 2007 and 2008. The pioneer institutions included Utah University and the University of Regina and delivered the content through open wiki technology. Notable versions include the cMOOCs and xMOOCs. The popularity of the latter was engineered by Stanford University following massive enrolment in one of its courses titled Introduction to Artificial Intelligence in which up to 160,000 students enrolled. xMOOCs boast a web home page and are anchored on a learning management system that includes assignments and lectures and is capable of being customized. Notable providers of MOOCs that have emerged since then include Udacity, Coursera, Udemy, and EdX.

Challenges of MOOCs

Massive online open courses are characterized by a delivery mode of learning content that is different from that of traditional forms of higher learning. However, this has been confronted by such challenges as student retention and quality of learning design and experience. This is particularly the case in relation to quality assurance as well as standards (de Freitas et al., 2015; Morris, 2013; Dennis, 2012). The low rates of completion that characterize most MOOCs translate into key challenges to accessibility and equity. They also imply that online students are likely to fail in formal learning contexts. Stevens (2012) sought to explore this phenomenon. In his study, the scholar established that a positive link existed between pre-attendance and independent study course withdrawal on a course offered by the OpenCourseWare. Based on retention, quality control, and assurance, it can be argued that MOOCs do not yet present a real threat to the formal education. For instance, the high attrition rates have affected wider uptake of online courses (Simpson, 2013). Likewise, the high dropout rates that are associated with MOOCs make their replacement of traditional education a mirage. In this regard, past research has shown that the MOOCs boast completion rates of between 7-10% (Daniel, 2012). The low completion rates have been found to be common in all the platforms offering MOOCs. In his study, Clow (2013) argues that all online courses are characterized by ‘funnel' participation. In this case, the number of students that enroll for such courses is conspicuously high. This can be attributed to the fact that the courses are non-accredited and are offered for free. However, only a small proportion of this number eventually completes the courses. This can be attributed to several factors. On the one hand, these online courses are characterized by minimal tutorial contact. On the other hand, the students are not fully motivated, engaged or committed, and thus bound to drop out. Some of those dropping out do so in the early stages of the course. There are no straightforward approaches for widening the ‘funnel’ of participation in MOOCs or increasing participation in them. However, a number of strategies can be explored. For instance, there might be a need to create more opportunities for social interactions and incorporate more interactive assignments. Also, the providers can explore introducing fees and offering credit options. However, some of these strategies are likely to attract delivery and development costs. For example, universities may opt to outsource their content, set up subsidiary organizations to aid in delivering their content or form partnerships with other large entities with the aim of producing and delivering educational content. However, when this happens, the quality of this content becomes an issue that has to be put into consideration. This may not just be in terms of benchmarking and quality assurance. Rather, such issues as de-skilling of tutors and plagiarism have to be considered. For instance, regarding the latter, the internet makes such phenomena as ‘cut and paste’ common, considerably reducing originality in the different areas of higher education. Young (2012) highlighted the widespread plagiarism in various MOOCs. It is argued that the increased incidences of plagiarism are bound to have an impact on the cost of offering the courses. This is because there might be a need to develop more advanced methods of testing plagiarism, subsequently resulting in increased costs on online course delivery (Parry, 2012). 

Perspectives on Online Learning

The advent of online learning technologies has tremendously transformed education. Aided by rapid growth in ICTs, online learning is not only considered revolutionary but is also envisaged to disrupt the conventional instructor-led mode of learning. This approach ensures that learning can take place anywhere irrespective of location and period and hence it’s flexible. Online learning has resulted in considerable changes to the students' evolving needs. Several factors have driven this phenomenon. Notable among these include the students' increased mobility; the rise in the number of women entering the workforce with a need to update their knowledge and competencies; the employers' requirement for long and more flexible hours; increased demand for academic growth; and time wastage especially due to traffic congestion while on transit. The latter is especially the case for universities situated in busy areas. The ongoing disruption of business environments and emerging technologies necessitate comprehensive skills upgrade. Thus, the flexibility of place and time offered by online learning offers students a chance to improve their professional skills and academic qualification without disrupting their family responsibilities and work. However, the effectiveness of online learning varies with the course in question. Mishra & Mishra (2011) reckon that online learning is not suitable for all courses. For instance, it may be suitable for training programs and academic courses that require cognitive learning which entails memorization, learning concepts, evaluating data, using analytical skills and eventually using the knowledge acquired to find solutions. A good example is the augmentation of a person's knowledge of economics, psychology, accounting and political science. Taylor (2002) supposes that on the other hand, programs that are aimed at changing such student attitudes as behavioral training or dealing with cultural differences are not likely to work online. Notable among the latter include flying and auto mechanics among others.

Attributes of Importance in Articulating Different Perspectives on Online Learning

In some studies, scholars have established that the effectiveness of online learning is better than and in some cases equals that of the face-to-face approach. However, there has been an intensified debate on the quality of online learning. In this regard, Ponzurick et al. (2000) observed that students tend to favor online learning due to convenience as opposed to quality. Thus, as e-learning continues to grow, there is a need to understand and articulate the teachers’ and learners take on the same. However, before this, there is a need to explore the attributes of online learning whose significance is vital in articulating these perspectives. The first attribute is the effect of a student's experience and background in online learning. Compared to their traditional counterparts, online learning is more interactive. As a result, virtual competence and prior ICT experience not only affected online learning but also positively influenced its outcomes. Conversely, lack of ICT skills and experience may hinder online learning. For instance, in the absence of ICT experience, online learners are likely to experience anxiety, and as a result, their ability to function correctly is affected. On the other hand, those with more experience are likely to perform better. Also, online learning may favor the slow learners who are in need of more response time for them to participate.  The second attribute is concerned with the cultural differences in online education. Since online learning has been globalized both corporate organizations and educational institutions are providing online learning opportunities that entail the involvement of learners and students from multiple cultures and countries. This makes cultural differences an important consideration in pursuing online learning (Mishra & Mishra, 2011). In this regard, Milani (2008) reckons that evidence of this importance is exemplified by the increased focus on the issues that may arise owing to the merging of western and non-western cultures during the learning process. The latter, in most instances, covers Arabian and Asian students. There are also deliberate efforts to focus on the students' behavior. The argument, in this case, is that awareness of cultural differences and knowledge of dealing with them is crucial. The third attribute is the learners’ motivation in undertaking online learning (Mishra & Mishra, 2011). This is because technology results in numerous innovative features whose use can make instruction more appealing to the learners. Thus, there is a possibility of implementing systematic approaches that can be used to establish the motivational requirements of students in online learning settings. This can be coupled with the development of motivational enhancements that can be geared towards improving the students’ performance and motivation in a predictable way. In this case, the faculty can play a crucial role in motivating the leaners (Keller & Suzuki, 2004).  The fourth attribute entails online learning delivery methods. In a previous study comparing the different course delivery modalities, it was established that regardless of the delivery mode, students acquire the course content equally. In the study, Liao & Lu (2008) found the existence of a relationship between users’ perceptions of the attributes of e-learning websites and the motivation to use them. Likewise, the adoption intentions of such websites were associated with such perceptions as compatibility and relative advantage of the websites. Thus, the development of online learning platform ought to consider such factors as the communication services, equipment, facilities and lastly, flexibility. The fifth attribute is the need of support from the faculty. The creation of a constructive learning environment is dependent on a faculty support system that is well designed. Consequently, this environment allows individuals to learn from each other. Therefore, with the increased adoption of online learning, there is a need for the faculty's professional development. This is mainly because it may be hard for them to keep up with the evolving technology which results in frustrations and intimidation. In this regard, continuous training of the faculty is crucial in order to keep them up to date. Moreover, there is a need to understand that the required skills go beyond the mere use of software but rather are varied. The sixth attribute is concerned with faculty participation and the success of online learning. During the implementation of online learning systems, the teaching staff ought to be not only highly competent but also well-prepared since the effectiveness of a course's online delivery is dependent on them. This is the case because as opposed to technology alone, the effects of learning are determined by the instructional use of the particular technology. Accordingly, learning outcomes are influenced by such faculty attributes as teaching style, attitude towards technology and control of the specific technology. In a quest to understand this phenomenon, Bailey & Card (2009) interviewed experienced and award-winning online learning instructors. Subsequently, they unearthed the eight pedagogical practices that determine the effectiveness of online learning. These include timeliness, organization, fostering relationships, high expectations, flexibility, communication, engagement, and technology as corroborated by Golden et al., (2006). The authors reckoned that online learning by a faculty is associated more with their confidence and attitude as opposed to their background and institutional context.  The seventh attribute is the flexibility of time and location. Five dimensions are critical in this regard. These include flexibility in relation to program or course content; entry requirements; time; logistics and delivery; and lastly the instructional approach, whether andragogy or pedagogy. A close relationship exists between the challenges associated with flexibility and access, and lack of convenience, particularly from the student perspective. Mason (2001) reckons that in the era of online learning, time has replaced distance. This suggests that as opposed to long distance, lack of time is the primary reason that most online students withdraw from their courses. Thus, a key motivator of teaching online is the availability of flexible schedules. This is because, in the presence of an internet connection, teaching is not limited by space and time. The eighth important attribute is the importance of discussion forums. In this case, discussion questions, particularly those focused on comprehension, opinion and evaluation are highly likely to promote a deeper level of the content being taught and stimulate thoughtful deliberations among students. However, availing a discussion forum alone is not enough. Instead, the faculty also has to be an effective motivator. The last attribute pertains to online learning resources and materials. In this regard, the effective organization of learning content is dependent on useful combinations and description of the learning materials. Therefore, the online learning materials ought to be enriched. Besides the instructors' notes and customized content, there is a need to invest in electronic textbooks. Ultimately, the quality of such books, other online learning materials, and assessment methods play a crucial role in the success of online learning.

Teacher and Student Perspectives on Online learning

Song et al. (2004) cite that on being interviewed in a past study, online students reckoned that they thought more deeply about their content when responding in the form of writing in comparison to using verbal responses. This is because they could repeatedly reflect upon the reflections of their colleagues. This was made possible by the permanent and public display of all the discussion postings on the internet. The argument, in this case, is that when required to respond in the form of writing, students are forced to think critically. Supporting this notion, others have claimed this level of reflection is not likely to be experienced in traditional learning environments. In his study, Vonderwell (2003) sought to explore student perceptions of asynchronous online learning. The students argued that asynchronous learning environments made them write more carefully about their ideas. For instance, the posted discussion questions required not only the submission of answers but also reflection. Besides thoughtfulness, asynchronous learning environments are more likely to foster responsible comments. This is because students are compelled to be more thorough due to the fact that their thoughts are visible to the public. Several reasons can explain this. However, key among them is the fact that students know that the comments made are available to all their colleagues, and by extension, the entire world. Another reported strength of online learning according to the students is flexibility. This characteristic allows students to work in collaborative groups without the need to change everyone’s schedule. This is a requirement in a face-to-face scenario (Song et al., 2004). Apart from flexibility with time, the choices associated with learning experiences are deemed to be positive. Likewise, some students have highlighted that their exposure to numerous learning experiences implies that they can ultimately embrace the experiences that they have a keen interest in. Students have also supported the fact that online learning allows for more convenience. For instance, with regard to student participation in an online course that is discussion-oriented, the students are likely to participate in the online discussions at times that are most convenient to them. This can take place during the weekends when the students are less busy. Access to the course materials is also likely to take place via home computers, further resulting in more convenience. Moreover, reading and responding to the comments shared in the online discussions takes place during the most convenient times such as late evening and early morning. Online learning is also characterized by several setbacks from the students’ perspective. Firstly, delay in responses is inevitable in online learning. Students have claimed to have felt a lack of immediacy in responses when learning in online contexts compared to what takes place in the traditional face-to-face environments (Song et al., 2004). This is particularly the case in asynchronous online discussions since students have to wait for their colleagues to read and give feedback on their email messages or bulletin board postings. Delays have also been cited in obtaining feedback from instructors. This results in frustrations on the students' part. Perceived level of expertise is also an issue of concern in online learning. While the students may be comfortable with their instructors' expertise, they may be skeptical of that of their peers'. Students have also cited a lack of connection with their instructors. In this case, students cannot discern the exact personality of their instructors. A sense of isolation and declining sense of community has also been cited.  Teachers, on the other hand, reckon that writing is a vital skill for all students, particularly those undertaking online classes. This is because everything is written. Consequently, good writers have an advantage over their colleagues. Nevertheless, online learning aids in improving the students writing skills. This is because the different writing styles are required on a discussion board helps the students to not only optimize their writing for thoughtful and focused communication but also helps them to develop their style. According to online teachers, the learners experience a stronger immersion in a particular course's subject matter; strong analytical thinking as well as more significant exposure to exploration and research.

Advantages and Disadvantages of Online Learning and Traditional Education

Enabling institutions to address the challenges that traditional education poses is one of the pros of online learning (Cavanaugh et al., 2009). Some of these challenges include overcrowding and the need to offer accommodation to learners. Online learning does not necessarily require educational institutions to set up physical locations. It allows students to study remotely, thereby sparing them the need of being physically present in class. As they adopt online learning, educational managers can usher their institutions into the 21st century where the focus is placed on availing the most appropriate learning experience for students. Enhancing access to quality education is among the mandates of educational managers. Research has shown that online learning promotes this access (Park & Choi, 2009). This is the case because online learning does not require the infrastructure that is needed for the delivery of traditional education. For example, educational institutions do not need to set up brick and mortar classrooms. Instead, once they have reliable internet and other digital infrastructure, they allow learners to access content remotely.  The advantages of online learning identified above contrast sharply against the drawbacks of traditional education. That it takes longer for students to complete learning is one of the numerous shortcomings of traditional education (Işik & Güler, 2012). Today, many individuals lead high-paced lives. As a result, they are seeking approaches which are efficient and allow them to achieve their goals. Given its inefficiencies, traditional learning is not ideal for the modern student. If traditional learning is to retain its relevance, this approach should be overhauled. Educational management practitioners should take steps to rid the traditional learning of its inefficiencies.   To survive in the competitive job market, employees are forced to update their knowledge and acquire new skills periodically. The challenge for many employees is that it is challenging to balance the demands of their jobs with the pressure of attending classes. Online learning delivers reprieve for these employees. It is established that through online learning, employees are able to expand their education while remaining committed to their jobs (Ritke-Jones, 2010). This advantage is an educational management issue because it shows that through online learning, educational institutions are responding to the plight of learners who desperately desire to acquire education but are held back by certain challenges.  In the discussion above, online learning has been presented as an approach that adapts to the needs and circumstances of learners. However, the situation with traditional education is entirely different. The traditional approach to learning does not take note of the uniqueness of individual students. Many institutions that are still using the traditional model have adopted a one-shoe-fits-all approach. Essentially, using this approach, the institutions deliver the same content to all students, regardless of differences in academic competence and needs (Donohue, 2015). It is thus expected that many students find that traditional education does not adequately address their needs, thereby leading to frustration. The standard approach that traditional education has adopted gives educational managers the opportunity to enhance learning. These managers need to lead efforts that will usher in a new regime where learning is tailored to the unique needs and preferences of students.   Convenience and variety are other advantages that online learning presents. As noted earlier, when undertaking an online program, learners do not need to attend classes where face-to-face instruction is offered. Instead, they are able to access materials and guidance from instructors remotely and using a wide range of digital devices. This is the essence of convenience. Online learning also delivers variety (Drennan et al., 2005). Today, there are dozens of cost-effective online programs that offer an extensive selection of courses. Learners are able to select the options that best suit their needs and circumstances. For example, a student undertaking an online course can select a program that fits into their schedule. This is as opposed to traditional learning where learners are forced to align their schedules with the operations of the institution. Administrative efficiency is another benefit that institutions witness when they adopt online learning (Tang & Byrne, 2007). These advantages concern educational management because they demonstrate how, by adopting online learning, educators are able to offer education to a wider student population in a cost-effective and convenient fashion. As they consider the advantages of online learning, educational managers should not forget the numerous shortcomings of traditional education. This approach is prohibitively expensive. The high cost of education is among the factors that are hampering the efforts of American students to acquire a decent education. Today, thousands of Americans are struggling to repay student loans that they used to finance their studies. Previous research shows that the total amount of student loans stands at over $1.5 trillion (Hess, 2018). The high level of student loans can be attributed to the expenses related to traditional learning. Notable among these expenses are those incurred by the average student for accommodation as well as in purchasing the required learning materials (Green, 2017). Educational management practitioners need to join the US government in making education affordable. The traditional approach is unsustainably costly and is making it difficult for students who are hungry for education to partake in classes fully.  When a revolutionary phenomenon is being introduced, it is usually treated with skepticism and suspicion. This is the response that online learning has received. For instance, a significant number of institutions have held on to their traditional approaches and refused to embrace online learning. However, having recognized that online learning holds the key to the modernization of teaching, a more significant number of institutions have adopted this learning approach. The MOOCs have challenged institutions to begin accepting credit transfers from online programs (Sandeen, 2013). This means that students who have undertaken online learning and wish to revert to traditional education can do so seamlessly. Therefore, while it departs significantly from traditional education, online learning still accommodates the needs and desires of learners who prefer traditional education.  Based on the above, it is evident that online learning provides many benefits. However, this learning approach is also fraught with challenges and drawbacks which impair its effectiveness. Among these drawbacks is that online learning may force educational institutions to overhaul their processes and systems (Umpstead,  2009). For example, in an effort to deliver content through online platforms, an institution may need to set up digital infrastructures and hire new personnel. These undertakings can be costly. While setting up the processes and infrastructure needed to deliver online learning is usually costly, traditional education is not a compelling alternative. Also, the cost of delivering education through the traditional model is prohibitively high. The onus is on educational managers to establish the most cost-effective approach. They need to determine if the cost savings that will be accrued in the long-term outweigh the initial costs of adopting online learning.  It is true that educational institutions are primarily designed for the delivery of insights. However, these institutions also serve as platforms for social interactions. A notable challenge of the online model is the fact that it is hard for learners to engage in these interactions. Students who take online classes tend to suffer isolation (McInnerney & Roberts, 2004). One may wonder what isolation in online education has to do with educational management. This individual needs to be challenged to understand that educational managers should enhance the experiences of learners. They need to ensure that even as they gain practical skills and knowledge, learners are also able to participate in exciting social experiences. Traditional education allays the fears of educational managers who agree that online learning denies students of the opportunities for social interactions. Typically, traditional education requires students to participate in learning with other students. This way, this learning approach allows the students to engage in rewarding social interactions (Wang, 2009). Furthermore, traditional education makes it possible for instructors to become actively involved in the learning process. Therefore, as they partake in traditional education, students are able to experience high levels of engagement with their instructors and fellow learners.  Self-drive is among the attributes that students need to excel in their academic pursuits. However, for many students, self-drive proves insufficient. It is necessary for self-drive to be combined with direct supervision and guidance from instructors. Since online learning happens in digital spaces, instructor involvement is limited (de Freitas et al., 2015). It is difficult for instructors to monitor the conduct of students and ensure that they are making progress. Educational managers need to understand that while they will be poised to enjoy many advantages when they adopt online learning, it will be extremely challenging for students to develop close and direct relationships with their instructors. The shortcomings of online learning should inspire educational managers to understand that the traditional approach is still relevant. Traditional education leverages its rigid structure to enhance discipline among learners these benefits (Brown, 2016). As opposed to online learning where direct supervision of student conduct is lacking, traditional education enables teachers to play a direct role in learning. Consequently, the teachers are able to ensure high levels of discipline. With regard to educational management, discipline is necessary because it allows for seamless and uninterrupted learning.   Online learning has introduced many changes to learning. However, there are some aspects of learning that have remained unchanged. The failure by instructors to keep up with reforms in education is one of these aspects. Online learning usually comes with sophisticated software that instructors need to familiarize themselves with. Whereas many instructors are committed to understanding how these software functions, some instructors face challenges. Essentially, online learning has drastically transformed education, and many instructors are unable to keep up (Kumar, 2015). For example, an instructor who is used to issuing handouts would have a difficult time adopting digital technologies as part of online learning. The hardships that instructors encounter are an issue that educational managers should look into. It is essential for the managers to ensure that instructors are adequately prepared for reform.   Online learning offers diverse courses. However, it is undeniable that the range of services and opportunities that online learning provides is somewhat limited. Access to scholarly content and instruction is perhaps the central service that students can expect when they sign up for online classes. The situation in traditional education is starkly different. Institutions which have remained faithful to the traditional model of education are able to deliver extracurricular activities to their students (Shernoff, 2013). For example, in most traditional schools, students can participate in athletic and sports programs. This is as opposed to online learning where such opportunities are lacking. The relevance of the extra opportunities that traditional education offers to educational management lies in the primary mandate of educational managers. This is because these managers are expected to facilitate the development of learners. While the provision of opportunities for academic fulfillment is important, the managers also need to ensure the leaners' holistic development. They are able to execute this mandate through traditional education.  When students enroll in education programs, they are often driven by the expectation that they will obtain qualifications which will serve as evidence of their competence. Compared to the certifications gained through online programs, the qualifications obtained through traditional education enjoy greater recognition, acceptance, and respect. Their physical locations and the fact that many have been offering quality education for years make it reasonably easy to verify the diplomas and certificates that providers of traditional education issue. While this is also true for some online learning institutions, many of these institutions struggle to establish reliability and recognition (Zupek, 2010). Employers tend to treat certificates from online institutions with suspicion. Some employers flatly refuse to recognize or accept online degrees (Zupek, 2010). Therefore, as they engage in traditional learning, students can expect an attractive return on their investment in the form of enhanced employment opportunities. Practitioners in educational management need to recognize that while it has drawbacks, traditional education is still respected and enables learners to gain recognition from employers.

Should Online Teaching Replace Traditional Learning?

The advent of MOOCs brought with it concerns that such modes of online learning were bound to disrupt higher education. However, since the first MOOC was launched, no significant change has occurred to the traditional approaches to learning. Instead, the increased adoption of MOOCs has forced policymakers and tutors to start re-thinking about the best ways of delivering courses to students. Consequently, some stakeholders have embraced MOOCs choosing to foster a symbiotic relationship between them and the traditional approach to delivering course content. This has given rise to the blended/hybrid learning approach or the flipped classroom concept (Andone et al., 2015). The blended approach allows a learner to pursue some aspects of the course through the digital and online medium and at the same time attend some face-to-face classroom lessons which are offered in brick-and-mortar settings. The flipped classroom concept, on the other hand, is an extension of blended learning and is conceptualized as a situation in which both school and non-school settings are embraced. Face-to-face settings are then pursued to either as questions or solve practical or homework activities. Given that most universities have, for many years, offered online courses, there is nothing new about MOOCs. Likewise, some of the technologies used in MOOCs are not any different from those utilized in either distance or on-campus students. However, the scale of MOOCs sets them apart from many learning approaches. Nevertheless, MOOCs have not been as disruptive as initially envisaged. This is mainly because most have not had e-learning specialists as part of their development team. Subsequently, most MOOCs are characterized by videos of tutors giving lectures that are not any different from those availed by teachers in a face-to-face set up. It is due to this characteristic that Andone et al. (2015) reckon that the phenomenon cannot be termed as an educational paradigm shift. Likewise, the traditional model boasts advantages that cannot be duplicated online. For instance, Mazoue (2013) is of the opinion that the on-campus experience, despite being unaffordable to many students, offers numerous networking and socialization opportunities. Nevertheless, the advantages of online learning cannot be downplayed. Consequently, in a bid to give students holistic learning experience, there is a need to integrate online learning approaches into the traditional ones. A blended learning approach exposes students to high-quality learning materials from the most revered academics globally, modern approaches to learning and an intellectually charged space that is comprised of global minds. For instance, previous studies have established that the tutors facilitating blended courses that have integrated MOOCs require new skills and tasks. Some of these may include complex course management and design; curation of MOOCs; evaluation of collaborative and distributed student activities; facilitation of the local learning community; and the ability to nurture the integration of a MOOC in the global community of MOOCs among other skills (Holotescu et al., 2014). However, while integrating MOOCs into the traditional curricula, one has to be careful about three vital components of the curriculum. These include the learning activities, learning outcomes, and lastly, assessments. For instance, in the development of learning activities, an instructor may find such components of a MOOC as quizzes and video clips to be helpful and relevant. In this case, the tutor ought to refer his or her students to these components (Zhang, 2013). Also, a tutor may choose to encourage his or her students to enroll for a MOOC on the same subject offered by another university. In this case, the students are required to watch the lecture videos as well as complete the online tests as required by the MOOC and at the same time go through the readings provided in the brick-and-mortar setting. Despite the challenges that may arise in such cases, the benefits to the tutor and the students cannot be overstated (Andone et al., 2015; Fisher, 2012; Smith & Brame, n.d). Given their benefits, online learning approaches as exemplified by MOOCs can be integrated into the traditional classrooms. For instance, the cost of producing and distributing online course materials to millions of students has been reduced significantly. Likewise, the adopters of the blended approach to learning are inevitably likely to enjoy reputational as well as institutional benefits. This calls for the need to integrate online learning approaches into traditional ones in order to come up with a hybrid approach (Sandeen, 2013) In America, the adoption of online learning was driven by research that indicated that there was no difference between this model and traditional learning approaches. For instance, Allen & Seaman (2013) reckon that while less than half the universities and colleges polled in 2002 indicated that online learning was a key long-term strategy, almost 77% of academic institutions shared the same position in 2013. Therefore, while online learning was embraced cautiously initially, currently, the majority of universities have invested and are continuing to invest heavily in it. Likewise, these institutions view online learning as capable of scaling up reusable learning content development particularly due to the increased competition in higher education. This competition has been occasioned by the digital commercialization of learning content as well as education by the large corporations. The rise of online learning in America is supported by the fact that more than six million students are currently likely to complete a minimum of one online course. This constitutes about a third of all university enrolments.  The increased technological advances are setting the stage for the ongoing transformation of higher education. This calls for an in-depth understanding of online learning. A notable breakthrough in this regard is the growing evidence, as articulated by various scholars that the variance between traditional and online learning is minimal. Earlier on, while the numerous studies that aimed at comparing the two learning approaches established that the variation was significant; online learning was mostly viewed negatively. This is particularly the earlier versions that were seen as being insufficiently interactive and inflexible (Driscoll, 2010). Likewise, there were concerns that online learning would eventually replace the face-to-face model. Owing to these early biases against online learning, the blended approach has been embraced. This model combines both online and traditional modes of course delivery. The acceptability of this approach is owed to the fact that it does not suffer from the same low retention rates as is the case for purely online learning approaches. On the other hand, recent studies have established that blended learning is significantly different from either of its constituent approaches and is also more effective as opposed to using a single approach. Therefore, using both online and computer-mediated or face-to-face learning approaches is likely to result in enhanced learning since it leverages the strengths of either (Moskal et al., 2013). Moreover, a meta-analysis of comparative studies between face-to-face learning and online learning established that online learning was as effective as the traditional face-to-face learning. It also established that blended learning was superior and more effective when compared to the sole use of either online learning or traditional learning. Thus, online teaching is not likely to replace traditional learning but rather, their combined use is likely to enhance learning for the average student.

Conclusion

Traditional education is the dominant method that educational institutions have used to deliver insights and skills to learners. Over the last few years, this approach has gradually been losing its dominance and relevance. Online learning is envisaged to disrupt the traditional approach. However, it possesses benefits and challenges. The advantages include lower costs, convenience and wider choice. Students who opt for the online approach are able to gain knowledge without the high cost associated with traditional education. The main cons of online learning include isolation and the lack of direct supervision. Nevertheless, while it may be outdated, traditional learning still presents a number of advantages. These advantages range from greater engagement between instructors and students to the provision of extracurricular opportunities. Institutions are abandoning this approach owing to its many limitations. High costs and the lack of tailored teaching are some of these limitations. Both traditional learning and online education are attractive in their own right. However, proponents of the online learning approach argue that it is undoubtedly the best option. This is because it presents benefits that traditional education has failed to deliver. The benefits include lower costs and greater convenience. Consequently, it has been argued that the future of learning online, and thus academic institutions need to adopt it. Moreover, some have argued that education managers should do away with the traditional model which has proven to be ineffective. To remain relevant, learning institutions have been urged to respond to changes and move with the times. However, this radical suggestion of totally doing away with the traditional approach has been downplayed. Educational institutions in the U.S are beginning to recognize the need for an approach which blends online learning with traditional education. Owing to this, a significant number of institutions have adopted the hybrid approach. It is reasonable to argue that these institutions, in making this decision, are being driven by the desire to enjoy the benefits of the hybrid approach. One of the advantages of the hybrid approach is that it enables institutions to focus on the needs of learners. In an earlier section, it was observed that traditional education employs a standard approach which does not account for the unique needs and capacities of learners. The hybrid approach addresses this drawback. The hybrid approach also fixes the shortcomings found in online learning. For example, online learning does not leave room for social interaction and direct instructor supervision. By adopting the hybrid approach, institutions are able to leverage their social resources to facilitate collaboration and interactions among learners.  When adopted separately, the traditional model and online learning are inefficient and inadequate for the effective delivery of education. However, when combined to create a hybrid, these approaches revolutionize learning. Combining the two approaches provides institutions with multiple platforms for delivering education. An institution is able to determine whether to use online platforms or traditional classrooms for teaching. For example, when it wishes to deliver theoretical insights, an institution could opt for online learning. For more practical insights, the institution can turn to traditional education. Essentially, the hybrid approach makes it possible for institutions to match the delivery method to the needs and circumstances of learners. While students derive the most benefit from the blended approach, educational management practitioners also enjoy the gains. For example, using the hybrid approach, leaders of educational institutions are able to transform these institutions into efficient drivers of the economy and society at large. Therefore, online teaching should not replace traditional learning but rather should complement it.

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