Part 1: Impact of Transition of Learning from Physical Classrooms to Online Platform
In recent years, there is an increased transition of learning activities from face-to-face models to online platforms. The reason for this development is the advancement of technology and social factors like the current Covid-19 pandemic. This transition has impacted various aspects in the education sector in one way or another while other areas remain unaffected by this development. First, the change of the learning process from the face-to-face model to the online platform has impacted on how the program inventory is prepared (Van Bruggen, 2005) . In the academic sector, this system involves the listing of all the degrees and certificates offered by a particular institution. Online learning impacts program inventory by transferring most of the functions away from physical systems. The students can register for various courses remotely without visiting a physical office.
The second aspect which is affected by the transition of learning activities from the physical classroom to online classes is in recording the students’ progress. With tutors and supervisors unable to monitor the daily activities of the learners, they might not comprehensively record how the learners are progressing with their studies. Third, the transition from physical classes to an online platform has impacted how filing and recordkeeping are done in most institutions. The administrators are now allowing students more access to the school systems where they can store their information or important documents unlike when they depended on physical learning. The fourth area impacted by the shift of learning activities from face-to-face to online models is student recruitment. Various institutions are currently able to admit students from various geographical locations without requiring them to visit a physical office. Learners can also access learning materials through an online platform through the use of their personal computers or internet-enabled smartphones. The fifth area where the transition from face-to-face learning to online platforms is having a significant impact is the program budget. As digital learning requires little physical movement, various institutions can cut the amount of money and resources they spend in undertaking various programs. This in turn reduces the cost of learning for students. Other areas that have experienced a significant impact as a result of the transition of learning from physical classroom to digital platform include live work and the development of a resource file. Institutions have reduced the number of hours allocated to live work as more lessons move to online classes (Livingston & Condie, 2006) . However, this transition has had no impact on such areas as lab safety, advisory committees, and career and technical student organizations (CTSOs). The students are expected to practice the same security measures they were practicing when classes were on a face-to-face basis. They are also carrying out their organizations’ affairs as before with no interruption from this development. Lastly, learners are forced to visit physical offices when seeking advisory services from various school committees.
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Part 2: Processes and Resources Involved in Transitioning to Online Learning
The transition from face-to-face learning to online classes has several challenges. The first problem of this development is the reluctance of learners and tutors to adopt it. As many of them are used to the traditional classroom model, they may be unwilling to shift to online classes. The second difficulty of this transition is the lack of interaction between the tutor and the learner (Course, 2003) . The communication in the online platform is a one-way type and the students and the teachers may not have a question and answer session like it is the case in face-to-face learning. This lack of interaction greatly affects the relationship they have and in turn affecting the general learning.
To effectively teach hands-on learning concepts, there are various methods the tutor can use to make it succeed. First, the teacher needs to identify the primary objectives of a particular lesson or unit to the learner. This is done to ensure that the activity is aligned with the goals set on the course. The tutor will, therefore, concentrate on the key elements as he/she teaches through an online platform. The second method involves the identification of the major concepts the student needs to learn. This saves him/her time and energy in trying to understand the unit being taught. The last method involves considering options by selecting activity and tools to be used.
There is access to the necessary technology in carrying out the transition from face-to-face learning to online platforms. In recent years, there has been rapid advancement in technology enabling more people to have access to the appropriate equipment necessary for this exercise. They include smartphones, laptops or desktops, and projectors. The transfer of content to online platforms can be an easy exercise depending on several factors. First, it is appropriate to determine the number of people with basic computer knowledge. If only a few have those skills, it would be difficult to carry out online learning as many might not be able to operate various equipment. Second is the availability of the appropriate resources which include computers, smartphones, internet accessibility, and projectors. Lack of such equipment might hinder the learning process through online platforms. Lastly, the nature of the course dictates how online learning will be carried out and whether the process will be difficult or not. Courses that require much fieldwork might be hard to transition to a digital platform. However, with different modifications, it is possible to move many education courses from physical classrooms to online platforms. This is because many units in this course can be adjusted to suit the prevailing circumstances with much ease. The availability of resources and skills makes the process realistic.
References
Course, E. (2003). Impact and Challenges of E-Learning. Supporting E-Learning in Higher Education .
Livingston, K., & Condie, R. (2006). The impact of an online learning program on teaching and learning strategies. Theory into Practice . https://doi.org/10.1207/s15430421tip4502_7
Van Bruggen, J. (2005). Theory and practice of online learning. British Journal of Educational Technology . https://doi.org/10.1111/j.1467-8535.2005.00445_1.x
