Online Learning VS Face to FaceThe rapid growth of Internet and WEB technologies have revolutionized educational organizations and changed the face of education. In fact, online learning which embraces a wide set of technology applications and learning processes, can enhance teaching and learning quality (Urdan & Weggen, 2000). In a comparative study, Dabbagh and NannaRitland (2005) examined the differences between traditional and online learning environments and argued that traditional learning environments are (a) bound by location and presence of instructor and student, (b) presented in real time, (c) controlled by an instructor and (d) are linear in teaching methods. According to Keengwe et al. (2009), e-learning as a complement or replacement for traditional classroom methods enables students to engage with their learning through various web technologies alongside or instead of face-to-face delivery. Online learning offers new possibilities to integrate various types of learning content according to the learners’ need and is additionally compatible with the learners’ preferred learning styles (Little, 2001). Broadly speaking, “E-learning system can be analysed as an inventive approach for delivering, learner-centered, interactive, and facilitated learning environment to anyplace, anyone, anytime by utilizing the features and resources of different digital technologies along with other types of learning materials suited for an open, distributed, and flexible learning environment” (Khan 2005, p. 3). In fact, the convenience and flexibility of “anytime, anywhere, any pace” access to information for students is a benefit of e-learning. Similarly, Jethro, Grace, and Thomas (2012) stated that increased accessibility to information, ease in updating content, personalized instruction, ease of distribution, standardization of content, and accountability are other important advantages of e-learning. In line with this idea, Boettcher and Conrad (2010) reviewed the great advantages of taking online courses and reported that learners are more active in online courses than traditional classes. “They do more thinking, writing, sharing, reflecting, and peer reviewing as part of a community of learners. They have control over the content, learning sequence, pace of learning, time, and, often, media, which allows them to tailor their experience to meet personal learning objectives” (Boettcher & Conrad, 2010, P.7). Similarly, Jethro et al. (2012) stated that “e-learning is more efficient because learners gain knowledge, skills, and attitudes faster than through traditional instructor-led methods” (P.204). This efficiency is likely to translate into improved motivation and performance. According to Boettcher and Conrad (2010), a teacher’ role in online courses changes from information giver to facilitator, counsellor, advisor, guide, coach, co-learner, mentor, resource and technology managers. Instructors can spend their time for “preparing short mini-lectures and introductions, preparing facilitation and community building experiences, and monitoring and guiding students in their learning experiences” (Boettcher & Conrad, 2010, P.7). In an online learning environment, students have an opportunity to interact with one another, actively engage with the content resources to construct their knowledge and learn deeply. It is clear that when students construct their own understanding of scientific ideas within the framework of their existing knowledge, they learn better (Dabbagh & NannaRitland, 2005). Yang and Cornelius (2004) carried out a qualitative study and examined positive and negative experiences of students regarding the quality of online learning. According to the results of this study, factors that contributed to students’ positive experiences were flexibility, cost-effectiveness, electronic research availability, ease of connection to the internet, and well-designed class interface. Factors that contributed to students’ negative experiences were delayed feedback from instructors, unavailability of technical support from instructors, lack of self-regulation and self- motivation, the sense of isolation, monotonous instructional methods, and poorly-designed course contents (Yang & Cornelius, 2004). According to Behar-Horenstein and Niu (2011), online learning as a convenient and cost-effective learning tool can enhance students’ creativity. Creativity and critical thinking are crucial skills that enable students to generate novel and useful ideas, evaluate the arguments of others and their own, resolve conflicts, and come to well-reasoned resolutions to complex problems” (Behar-Horenstein & Niu, 2011, p.25). In addition, Saadé and her colleagues (2012) conducted a quantitative study on critical thinking among 490 participants taking a first year university online course and found that assessment in an online environment, which is interactive, was perceived to contribute to critical thinking. They also added that critical thinking in on-line learning environments is the results of interplay between content chunks (as opposed to book), interactivity and design (pedagogy and system). Therefore, e-learning needs to be carefully crafted and expertly executed to achieve this goal.
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