Weaknesses of Online Learning
While online programs have significant strengths and offer
unprecedented accessibility to quality education, there are weaknesses
inherent in the use of this medium that can pose potential threats to the
success of any online program. These problems fall into six main categories:
Equity and Accessibility to Technology
Before any online program can hope to
succeed, it must have students who are able to access the online learning
environment. Lack of
access whether it be for economical or logistics reasons will exclude
otherwise eligible students from the course. This is a significant
issue in rural
and lower socioeconomic neighborhoods. Furthermore, speaking from an
administrative point of view, if students cannot afford the technology
the institution
employs, they are lost as customers. As far as Internet accessibility
is concerned, it is not universal, and in some areas of the United
States and other countries, Internet access poses a significant cost to
the
user.
Some users pay a fixed monthly rate for their Internet connection, while
others are charged for the time they spend online. If the participants’ time
online is limited by the amount of Internet access they can afford, then
instruction and participation in the online program will not be equitable
for all students in the course. This is a limitation of online programs
that rely on Internet access.
Computer Literacy
Both students and facilitators must possess a minimum level
of computer knowledge in order to function successfully in an online environment.
For example, they must be able to use a variety of search engines and be
comfortable navigating on the World Wide Web, as well as be familiar with
Newsgroups, FTP procedures and email. If they do not possess these technology
tools, they will not succeed in an online program; a student or faculty
member who cannot function on the system will drag the entire program down.
Limitations of Technology
User friendly and reliable technology
is critical to a successful online program. However, even the most
sophisticated technology is not
100% reliable. Unfortunately, it is not a question of if the equipment
used in an online program will fail, but when. When everything is running
smoothly, technology is intended to be low profile and is used as a tool
in the learning process. However, breakdowns can occur at any point along
the system, for example, the server which hosts the program could crash
and cut all participants off from the class; a participant may access
the class through a networked computer which could go down; individual
PCs
can have numerous problems which could limit students’ access; finally,
the Internet connection could fail, or the institution hosting the connection
could become bogged down with users and either slow down, or fail all
together. In situations like these, the technology is neither seamless
nor reliable
and it can detract from the learning experience.
While an online method of education can be a highly effective
alternative medium of education for the mature, self-disciplined student,
it is an inappropriate learning environment for more dependent learners.
Online asynchronous education gives students control over their learning
experience, and allows for flexibility of study schedules for non traditional
students; however, this places a greater responsibility on the student.
In order to successfully participate in an online program, student must
be well organized, self-motivated, and possess a high degree of time
management skills in order to keep up with the pace of the course. For
these reasons, online education is not appropriate for younger students
(i.e. elementary or secondary school age), and other students who are
dependent learners and have difficulty assuming responsibilities required
by the online paradigm.
Lack of Essential Online Qualities
Successful on-ground instruction does not always translate
to successful online instruction. If facilitators are not properly trained
in online delivery and methodologies, the success of the online program
will be compromised. An instructor must be able to communicate well in
writing and in the language in which the course is offered. An online
program will be weakened if its facilitators are not adequately prepared
to function in the Virtual Classroom.
An online instructor must be able to compensate for lack
of physical presence by creating a supportive environment in the Virtual
Classroom where all students feel comfortable participating and especially
where students know that their instructor is accessible. Failure to do
this can alienate the class both from each other and from the instructor.
However, even if a virtual professor is competent enough to create a
comfortable virtual environment in which the class can operate, still
the lack of physical presence at an institution can be a limitation for
an online program. For the faculty as well as the participants, such
things as being left out of meetings and other events that require on-site
interaction could present a limiting factor in an online program.
Some environments are disruptive to the successful implementation
of an online program. Administrators and/or faculty members who are uncomfortable
with change and working with technology or feel that online programs
cannot offer quality education often inhibit the process of implementation.
These people represent a considerable weakness in an online program because
they can inhibit its success.
Sometimes administration cannot see beyond the bottom line
and look at online programs only as ways to increase revenues and are
thus not committed to seeing online programs as a means of providing
quality education to people who would otherwise not be able to access
it. In such a case, an institution that is not aware of the importance
of proper facilitator training, essential facilitator characteristics,
and limitations of class size would not understand the impact that these
elements can have on the success of an online program.
Levels of Synergy
Online learning has its most promising potential in the
high synergy represented by active dialog among the participants, one
of the most important sources of learning in a Virtual Classroom. However,
in larger classes (20 or more students), the synergy level starts to
shift on the learning continuum until it eventually becomes independent
study to accommodate the large class. At this point, dialog is limited
as well as interaction among participants and the facilitator. The medium
is not being used to its greatest potential.
What Should Not Be Taught Online
In the excitement and enthusiasm for online programs that
has been generated recently, it is important to recognize that some subjects
should not be taught online because the electronic medium in its current
state of development does not permit the best method on instruction.
Examples are hands-on subjects such as public speaking, surgery, dental
hygiene, and sports where physical movement and practice contribute to
the achievement of the learning objectives. These subjects are probably
best taught in a face-to-face traditional learning environment. Hybrid
courses may represent a temporary solution to this problem thus making
that portion of the course more accessible to a greater number of people
who would otherwise have difficulty getting to campus. However, solutions
of that sort still underline the fact that online teaching cannot satisfy
all educational needs and goals. Just because it may be technologically
possible to simulate a physical learning experience, this does not necessarily
mean that it is the best way to teach it.
The curriculum of any online program
must be carefully considered and developed in order to be successful.
Many times, in an
institution’s haste to develop distance education programs, the
importance of the curriculum and the need for qualified professionals
to develop it is overlooked. Curriculum and teaching methodology that
are successful in on-ground instruction will not always translate to
a successful online program where learning and instructional paradigms
are quite different. Online curriculum must reflect the use of dialog
among students (in the form of written communication), and group interaction
and participation. Traditional classroom lectures have no place in a
successful online program. Education of the highest quality can and will
occur in an online program provided that the curriculum has been developed
or converted to meet the needs of the online medium.
Today is a very exciting time for technology and education.
Online programs offer technology-based instructional environments that
expand learning opportunities and can provide top quality education through
a variety of formats and modalities. With the special needs of adult
learners who need or want to continue their education, online programs
offer a convenient solution to conflicts with work, family and study
schedules. Institutions of higher education have found that online programs
are essential in providing access to education for the populations they
wish to serve. In order for an online program to be successful, the curriculum,
the facilitator, the technology and the students must be carefully considered
and balanced in order to take full advantage of the strengths of this
format and at the same time, avoid pitfalls that could result from its
weaknesses.
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