Online Attendance of University - Coursework Example

no longer need to physically attend to engage with the full learning experience students no longer need to physically attend university to engage with the full learning experience 1.0. Introduction In the present day world, online classes have been a norm that many students have opted to take part in as opposed to the traditional lessons. Nevertheless, it is imperative to note that the online classes both have positives and negatives on the lives of the university students. Using a wide array of resources, this paper shall aim at discussing the view that university students no longer need to attend classes physically so as to attain full learning experience. The paper shall them take a stand that physically attend classes is mandatory. 2.0. University students no longer need to physically attend classes On a positive note, online classes have been indicated to provide learners with the chance to acquire degrees at their own pace. This relates to the fact that such kind of learners simply want to advance their education previously started in other colleges, so as they can promotions in their wok places. In this case, they need not attend classes physically (Howard, 2005). In relation to costs, one would argue that having not attended physical classes is exceedingly cheaper as opposed to the traditional lessons. For online schools, as Wankel (2013) argues, the learners need not pay for tuition fees. Still, other charges that “traditional learners” pay are not incurred by the online learners. Such examples include transport fee, classroom supplies, textbooks, and other study materials. The online learners are simply expected to download the same materials online or even read them online. This fact places the online learners at a better stance over their traditional learners. On another viewpoint, it is evident that traditional learning involves sitting in the classroom for several hours while taking lectures. This is indeed time consuming especially for students who are working and may not have the time to sit all day. Online classes are therefore beneficial for university students as it saves them time that would have otherwise gone to waste. In this case also, the learners are able to choose which time is appropriate for them to study as contrasted to the fixed schedules of the learners physically present in classes. The online classes, as Howard (2005) indicates are indeed convenient and minimizes the stress that learners go through while working with fixed classroom schedules. From another standpoint, online classes provide flexible timelines for completion of assignments (Wankel, 2013). In these courses, the learners are given a chance to complete assignments at their own pace as opposed to the traditional learners who can neither turn in their assignments early nor late. For the case of tests, the online learners are given a chance to select when they can take the tests. They are even offered the opportunity to review materials prior to taking the tests (Howard, 2005). This is unlike the traditional university learners who have to be physically present during exam sessions. Online classes still record learning even without engaging with the full learning experience. As Oermann (2013) postulates, online classes are classes without the blocks. Learning simply entails imparting a change in the learners and the same happens for the online classes. It is evident that in the online classes all the aspects that take part in the traditional classes are present except that the face to face interaction between learners and instructors is not present. However, in the contemporary world, webcams have taken the place of the teachers as the online learners take lessons through online instructors (Oermann, 2013). This does not mean that the traditional learners stand a better chance of learning more and easily over the online learners. Better still the online learners are more versed with the latest technology as they are required to check their grades online, discuss with their classmates online as well as take tests online (Oermann, 2013). One would even argue that these learners are more committed to their studies over the traditional university learners. 3.0. University students need to physically attend classes On a negative perspective, it is arguable that university learners need to physically attend lessons if they have to attain the full learning experience. In the work of Peter (1973), it is evident that online education can never replace the colleges/ universities. The author equates the online classes to writing an essay or a story without the guidance of teachers. Through the guidance of a teacher, the learners are well placed to internalize the contents in their lesson plans, with a lot if effort. The author gives an example of the writer who takes time to internalize what they have written and they still have remaining time to check and assess if what they have compiled is indeed the correct material (Peter, 1973). This means the writer may take a lot of time to compile a paper, but compile the correct subject matter. A comparison with a writer who takes less time to write more means that this writer will not have internalize the contents in question. An analysis of Howard’s (2005) argument means that learning without the teachers denies the learners a chance to fully engage in the learning process. The learners without teacher engagement lack the chance to see the development of contents, but simply see the end product. Keith (2007), on the other hand, advocates for team work for successful organizations. In relation to classroom learning, collaboration leads to innovation. This means that the actors interact with one another and discern new way of doing things. This is unlike the online learners who have no time and opportunity to interact with one another. They are, therefore less innovative; thus, lack the full learning experience. Through collaboration, Keith (2007) argues that questions emerge that leads to the actors thinking through their issues. In relation to traditional learners, it is clear that they are better places to come up with issues that touch on their courses as well as discover proper mechanisms of dealing with the same issues. They do this through listening and consultation; thus, create a team. For the online learners, the case is different as each individual is concerned with their own work, and some are even too busy to care about other online learners. This places the traditional learners at a better chance. Pralle (2007) also indicates that learners cannot excel in the online courses and full engage in their studies as networking is indeed impossible for these learners. Their accomplishments and recommendations are impossible as their references are almost unknown. Conclusion In conclusion, it is apparent that online classes do not bring out the exact teaching experiences in the learners. Evidently, computers cannot replace teachers in the teaching and learning setting. Prior to setting on online teaching, learners must be aware that face to face contact is extremely advantageous for any learner who aims at getting the best from their learners. Borrowing from the sources, the major argument relates to the fact that collaboration among the learners plays a huge role in learning. Through the learners having sessions together, they actually learn a lot through discussions and questioning. The argument against online classes is indeed stronger and brings out a clearer picture of the need for the classroom setting for learners. References Howard, C. (2005). Encyclopedia of Distance Learning NY: Idea Group Inc (IGI). Keith, S. (2007). Group Genius: The Creative Power of Collaboration. New York, NY: Basic Books. Oermann, M. (2013). Teaching in Nursing and Role of the Educator: The Complete Guide to Best Practice in Teaching, Evaluation and Curriculum Development. London: Springer Publishing Company. Peter, E. (1973). Writing without Teachers. New York, NY: Oxford University Press. Pralle, M. (2007). Visual Design in the Online Learning Environment. London: ProQuest. Wankel, C. (2013). Redesigning Courses for Online Delivery: Design, Interaction, Media, and Evaluation. NY: emerald Group Publishing. Read More