Annotated Bibliography

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I need an annotated bibliography based off the following essay.

  

                                                      Online Vs. Traditional Classes

Traditional “brick and mortar” classes are starting to lose their monopoly as the learning places. The internet has introduced online classes, and students do not have to attend physical classes to learn. Even more, educational institutions are increasingly adopting online classes as the learning delivery approach. As educational institutions continue to make this move, there is an ongoing concern over which delivery method is more effective, traditional or online classes. Online classes are effective in enhancing learning by eliminating learning barriers while offering convenience, flexibility, creating active online learning communities, and customized learning over traditional classes. 

Flexibility is one of the most important attributes of online classes in promoting learning. Online classes offer flexibility for learners to study at their convenient locations and time, allowing learning to become a continuous activity spread out across multiple locations and time zones (Hurlbut 255). Online classes know no location, distance, and time zones. The combination of asynchronous and synchronous mechanisms facilitates learning. The asynchronous online class enables students to access learning materials anytime, and synchronous allows for real-time interactions between instructors and students (Anderson 347). Thus, online classes offer learners the ability to maintain a balance between classwork and job, family, and life commitments. As such, learners do not have to give up learning or drop out of school to meet other commitments. While just like traditional classrooms, there are deadlines in online classes, there is flexibility in the day learners choose to study, listen to lectures, and complete assignments. 

Online classes support enhanced learning by offering a chance for flexibility and content revision in situ, which is not offered by traditional classes. The enormous learning and content resources on the internet and its ability to allow many various interaction forms facilitate content and activity negotiation and a consequent rise in self-sufficiency and control (Anderson 346). Educators are not limited to the monolithic package construction with the inability to be adapted in line with the needs of each student. Thus, online learning provides for content and activity negotiation to satisfy the unique needs of the students, which improves learning.

Also, online classes offer students an opportunity to control their learning which is not the case with traditional classes. Additionally, students have become more informed formal education consumers and participants, and thus, they are demanding more input into the control of their learning (Anderson 346). Online classes meet this demand through their flexibility and negotiation of control features. Learning activities in the online learning environment are designed to encourage independent study and community building, allowing students to widely explore content knowledge (Pilcher 04). The ability of the internet to access gigantic content respiratory on every single imaginable subject, including content that teachers and fellow students create, makes study resources previously available on research libraries accessible almost every home and workplace, allowing students to explore content and create knowledge independently (Anderson 344).

Online classes establish learning communities, which further facilitate learning. Learners work together in online classes to collaboratively construct new knowledge. Students in an online community challenge and support each other, and this leads to relevant and effective construction of knowledge (Anderson 51). There is a common sense of belonging, trust, learning expectations, and commitment to take part in and input to the community, which increases learners’ experiences. Online classes have a community focus. They are learner-centered, designed to emphasize student strengths, and create a sense of security and safety, thereby making students comfortable to explore and construct knowledge without fear of unconstructive judgment (Pilcher 05). 

Besides, online students bond earlier than traditional setting students due to the anonymity level online, which promotes widespread interactions (Pilcher 08). These interactions promote learner-centered learning, facilitate extensive student involvement, and cultivate more reasoned and exhaustive discussions than in a “brick and mortar” class (Ni 201). Wider interactions in an online class than a traditional one are supported by the fact that an online environment is less intimidating among students, and there is less time pressure on learners. Online discussions encourage even more reticent learners to take part to a greater extent. Ni (202) further adds that there is less sense of instructor control in an online class which facilitates extensive interactions and discussions. 

Prolonged engagement with content associated with online classes is linked to higher learning levels (Pilcher 08). Online classes emphasize active learning and offer learners multiple opportunities to interact with content and work together. Online classes support content captured in various formats such as text, video, and multimedia which offers access to educational content that exploits all media features (Anderson 344). Additionally, discussion boards, emails, and group projects are vital online learning components. All these create a learning environment that allows learners to create conversations outside course content, which is instrumental in creating a learning community and consequently facilitating learning. 

Online classes support customized learning which is an important element in effective learning. Online classes include online instructions that accommodate individual differences and learning styles (Shachar and Yoram 327). Delivery of content in various formats allows learners to choose formats that suit their learning style, and this improves learning. For example, learners can choose text, audio, or visual formats to suit their learning styles (Samsuri et al. 142). Besides, since learners access learning material online, it makes it possible for teachers to direct the students to fitting information founded on learner needs. Online classes allow instructors to identify the needs and present expertise level of each student and thus dispense suitable material for students to choose from to realize their desired education outcomes. 

Delivering education online improves learning. Scholars have documented that specialized delivery technologies offer effectual and on-time access to educational materials (Anderson 15). Shachar and Yoram (337) demonstrate that learners achieve noteworthy learning benefits from a computer or audiovisual media, inherent in online cases, as opposed to conventional instructions in traditional classes. The reason for these benefits is the instructional approaches embedded into education materials in an online class. 

In conclusion, online classes are effective in enhancing learning due to convenience and flexibility, extensive interactions, active online learning communities, and customized learning. Online classes offer flexibility for learners to study at their convenient locations, space, and time. It allows students to control their learning and facilitate the creation of active learning communities, important elements in content exploration and knowledge construction. Promote widespread interactions and prolonged engagement with course content, thereby promoting learning. Customized learning is a vital attribute of online classes that is absent in traditional classes. Learners in online classes choose content formats that suit their learning styles, and instructors assign materials to students based on their needs. Thus, online classes are effective in improving learning as compared to traditional classes.

                                                                    Work cited

Anderson, Terry, ed. The theory and practice of online learning. Athabasca University Press, 2008.

Hurlbut, Amanda R. "Online vs. traditional learning in teacher education: a comparison of student progress." American Journal of Distance Education 32.4 (2018): 248-266.

Ni, Anna Ya. "Comparing the effectiveness of classroom and online learning: Teaching research methods." Journal of Public Affairs Education 19.2 (2013): 199-215.

Pilcher, Amy J. "Establishing community in online courses: A literature review." College Student Affairs Leadership 3.1 (2016): 6. https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1032&context=csal

Samsuri, Nur Nazleen, Fazyudi Ahmad Nadzri, and Kamarol Baharen Mohamad Rom. "A study on the student's perspective on the effectiveness of using e-learning." Procedia-Social and Behavioral Sciences 123 (2014): 139-144.

Shachar, Mickey, and Yoram Neumann. "Twenty years of research on the academic performance differences between traditional and distance learning: Summative meta-analysis and trend examination." MERLOT Journal of Online Learning and Teaching 6.2 (2010): 318-334.

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