challenges of online classes essay

Impact of Online Classes on Students Essay

• Introduction
• Thesis Statement

Background study

• Impacts of online education

Introduction to Online Education

Online learning is one of the new innovative study methods that have been introduced in the pedagogy field. In the last few years, there has been a great shift in the training methods. Students can now learn remotely using the internet and computers.

Online learning comes in many forms and has been developing with the introduction of new technologies. Most universities, high schools, and other institutions in the world have all instituted this form of learning, and the student population in the online class is increasing fast. There has been a lot of research on the impacts of online education as compared to ordinary classroom education.

If the goal is to draw a conclusion of online education, considerable differences between the online learning environment and classroom environment should be acknowledged. In the former, teachers and students don’t meet physically as opposed to the latter, where they interact face to face. In this essay, the challenges and impact of online classes on students, teachers, and institutions involved were examined.

Thesis Statement about Online Classes

Thus, the thesis statement about online classes will be as follows:

Online learning has a positive impact on the learners, teachers, and the institution offering these courses.

Online learning or E learning is a term used to describe various learning environments that are conducted and supported by the use of computers and the internet. There are a number of definitions and terminologies that are used to describe online learning.

These include E learning, distance learning, and computer learning, among others (Anon, 2001). Distant learning is one of the terminologies used in E learning and encompasses all learning methods that are used to train students that are geographically away from the training school. Online learning, on the other hand, is used to describe all the learning methods that are supported by the Internet (Moore et al., 2011).

Another terminology that is used is E learning which most authors have described as a learning method that is supported by the use of computers, web-enabled communication, and the use of new technological tools that enhance communication (Spector, 2008). Other terminologies that are used to describe this form of online learning are virtual learning, collaborative learning, web-based learning, and computer-supported collaborative learning (Conrad, 2006).

Impacts of Online Classes on Students

Various studies and articles document the merits, demerits, and challenges of online studies. These studies show that online study is far beneficial to the students, teachers, and the institution in general and that the current challenges can be overcome through technological advancement and increasing efficiency of the learning process.

One of the key advantages of online learning is the ability of students to study in their own comfort. For a long time, students had to leave their comfort areas and attend lectures. This change in environment causes a lack of concentration in students. In contrast, E-learning enables the students to choose the best environment for study, and this promotes their ability to understand. As a result, students enjoy the learning process as compared to conventional classroom learning.

Another benefit is time and cost savings. Online students are able to study at home, and this saves them travel and accommodation costs. This is in contrast with the classroom environment, where learners have to pay for transport and accommodation costs as well as any other costs associated with the learning process.

Online study has been found to reduce the workload on the tutors. Most of the online notes and books are availed to the students, and this reduces the teacher’s workload. Due to the availability of teaching materials online, tutors are not required to search for materials. Teachers usually prepare lessons, and this reduces the task of training students over and over again.

Accessibility to learning materials is another benefit of online learning. Students participating in online study have unlimited access to learning materials, which gives them the ability to study effectively and efficiently. On the other hand, students in the classroom environment have to take notes as the lecture progress, and these notes may not be accurate as compared to the materials uploaded on the websites.

Unlimited resources are another advantage of online study. Traditionally, learning institutions were limited in the number of students that could study in the classroom environment. The limitations of facilities such as lecture theaters and teachers limited student enrollment in schools (Burgess & Russell, 2003).

However, with the advent of online studies, physical limitations imposed by classrooms, tutors, and other resources have been eliminated. A vast number of students can now study in the same institution and be able to access the learning materials online. The use of online media for training enables a vast number of students to access materials online, and this promotes the learning process.

Promoting online study has been found by most researchers to open the students to vast resources that are found on the internet. Most of the students in the classroom environment rely on the tutors’ notes and explanations for them to understand a given concept.

However, students using the web to study most of the time are likely to be exposed to the vast online educational resources that are available. This results in the students gaining a better understanding of the concept as opposed to those in the classroom environment (Berge & Giles, 2008).

An online study environment allows tutors to update their notes and other materials much faster as compared to the classroom environment. This ensures that the students receive up-to-date information on a given study area.

One of the main benefits of E-learning to institutions is the ability to provide training to a large number of students located in any corner of the world. These students are charged training fees, and this increases the money available to the institution. This extra income can be used to develop new educational facilities, and these will promote education further (Gilli et al., 2002).

Despite the many advantages that online study has in transforming the learning process, there are some challenges imposed by the method. One of the challenges is the technological limitations of the current computers, which affect the quality of the learning materials and the learning process in general.

Low download speed and slow internet connectivity affect the availability of learning materials. This problem is, however, been reduced through the application of new software and hardware elements that have high access speeds. This makes it easier to download learning materials and applications. As computing power increases, better and faster computers are being unveiled, and these will enable better access to online study facilities.

Another disadvantage of online learning as compared to the classroom environment is the lack of feedback from the students. In the classroom environment, students listen to the lecture and ask the tutors questions and clarifications any issues they didn’t understand. In the online environment, the response by the teacher may not be immediate, and students who don’t understand a given concept may find it hard to liaise with the teachers.

The problem is, however, been circumvented by the use of simple explanation methods, slideshows, and encouraging discussion forums between the teachers and students. In the discussion forums, students who don’t understand a concept can leave a comment or question, which will be answered by the tutor later.

Like any other form of learning, online studies have a number of benefits and challenges. It is, therefore, not logical to discredit online learning due to the negative impacts of this training method. Furthermore, the benefits of e-learning far outweigh the challenges.

Conclusion about Online Education

In culmination, a comparative study between classroom study and online study was carried out. The study was done by examining the findings recorded in books and journals on the applicability of online learning to students. The study revealed that online learning has many benefits as compared to conventional learning in the classroom environment.

Though online learning has several challenges, such as a lack of feedback from students and a lack of the proper technology to effectively conduct online learning, these limitations can be overcome by upgrading the E-Leaning systems and the use of online discussion forums and new web-based software.

In conclusion, online learning is beneficial to the students, tutors, and the institution offering these courses. I would therefore recommend that online learning be implemented in all learning institutions, and research on how to improve this learning process should be carried out.

Anon, C. (2001). E-learning is taking off in Europe. Industrial and Commercial Training , 33 (7), 280-282.

Berge, Z., & Giles, L. (2008). Implementing and sustaining e-learning in the workplace. International Journal of Web-Based Learning and Teaching Technologies , 3(3), 44-53.

Burgess, J. & Russell, J. (2003).The effectiveness of distance learning initiatives in organizations. Journal of Vocational Behaviour , 63 (2),289-303.

Conrad, D. (2006). E-Learning and social change, Perspectives on higher education in the digital age . New York: Nova Science Publishers.

Gilli, R., Pulcini, M., Tonchia, S. & Zavagno, M. (2002), E-learning: A strategic Instrument. International Journal of Business Performance Management , 4 (1), 2-4.

Moore, J. L., Camille, D. & Galyen, K. (2011). E-Learning, online learning and distance learning environments: Are they the same? Internet and Higher Education, 14(1), 129-135.

Spector, J., Merrill, M., Merrienboer, J. & Driscoll, M. P. (2008). Handbook of research on educational communications and technology (3rd ed.), New York: Lawrence Erlbaum Associates.

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7 top challenges with online learning for students (and solutions), share this article.

We'll discuss the biggest challenges of online learning and possible solutions to these problems to create a more impactful experience for students.

The COVID-19 pandemic put the world at a standstill. But not many things were transformed as much as the education system as the virus spread. Students’ education was abruptly interrupted and schools scrambled to find alternative ways to help students continue their education. 

And there was one glaring solution: Online learning.

Schools started investing in EdTech , and students started taking classes and assignments via Zoom, Google Meet, or some other video conferencing platform.

While distance learning has lowered costs, increased flexibility, and reduced the need for physical infrastructure for both students and teachers, it does not come without its downsides . 

Related: Advantages and Disadvantages of Online Learning

According to Statista, 38% of parents said that one of the major challenges of remote learning is that their children lack the motivation to pay attention and engage during classes. In another study done by Pew Research, 65% of students preferred in-person classes to remote or hybrid learning options. 

These statistics show that online learning has some disadvantages that teachers and students alike need to know about, and try to solve. 

In this piece, we’ll discuss the biggest challenges of online learning and possible solutions to these problems. This way, if you’re a teacher, you’ll know how to support students who are struggling. And if you’re a student, you’ll know what to do when you get into a difficult e-learning-related problem.

Skip ahead here:

• Tech Issues
• Distractions
• Time Management
• Barriers to learning (Disabilities / Special Needs)

Related: 10 Steps To Creating A Wildly Successful Online Course

7 Biggest Problems with Online Learning for Students

Below are the seven biggest challenges of online learning for students (and teachers), and how to solve them. 

Feelings of Isolation

Humans, by nature, are social animals. Most people like to interact with and get to know others, especially in social settings. And although students get to interact with their classmates over Zoom or Google Meet, it is not the same as physical interaction.  

Online learning affords students the ability to study, work, and pursue other interests all at the same time. But the absence of their coursemates and teachers in the immediate environment can cause students to feel isolated. They start to feel disconnected from the class and might not engage the way they normally would in a physical setting.

So it’s no surprise when students turn off their webcams and doze off during online classes. Not only does this foster indiscipline, it also causes students’ academic performance to suffer as teachers cannot personally attend to each student’s needs. 

It’s easy to get frustrated when you can’t talk to your teachers and classmates face to face and voice concerns immediately. However, there are things you can do to power through. Here are some of them: 

• Find out if your school has a student support system in place . Some online schools have advisors and academic staff that guide and support students throughout the duration of their online classes.
• Check if your school offers a networking opportunity for students. Some schools allow students to interact with their peers via chats and forums. It’s similar to interacting with classmates in a physical class, except students have to use online communication etiquette.
• Interact with your teachers and classmates during lectures as much as possible . Ask questions at the right time, organize team projects, and have group discussions with your peers.

For professors, try to make yourself available at certain hours for students who want to reach you. Be dedicated to your students and try to help them achieve their academic and life goals .  

Lack of Motivation

Most students start online classes pumped and ready to go, but as the courses progress, they find that they’re no longer motivated to even attend classes. 

Due to the lack of face-to-face interaction, some students find it hard to focus during online classes. The physical absence of teachers or classmates takes away the sense of urgency and motivation that students need to attend classes on time, meet deadlines, and make progress. This could lead to procrastination and declining grades. 

Contrary to popular opinion, long texts, learning assignments, and quizzes don’t help matters, and can even contribute to students losing motivation to attend classes. 

Lack of motivation is a common issue amongst students. Here are some ways students can maintain a work-life balance and succeed academically: 

• Set realistic long-term and short-term goals and plans to  help them stay on track with classes, assignments, and projects. To-do lists are also important for meeting deadlines. Crossing activities off a to-do list can be highly motivating.
• Students who need direction or help can check out websites and self-help books. 
• Practice positive affirmations. Giving yourself short pep talk to affirm that you can do whatever you set your mind to can motivate you, especially during tough times. 
• Try to interact with teachers and classmates as much as possible. Log in to class daily to see class discussions and course updates. Ask questions, share your opinions, and engage in healthy debate. Being active in class can provide a sense of belonging that keeps you motivated to continue.

Teachers can also incorporate gamification in their online courses  to motivate their students to attend and participate during classes.

Lack of Technical Equipment 

To attend online classes and succeed at remote learning, students need a device with a strong internet connection that they can type assignments on, e.g. laptop, desktop computer, and tablet with a keyboard. 

These devices don’t come cheap, especially for low-income students.

• Some schools give out devices to students that can’t afford them. So if you can’t afford necessary devices for your online classes, ask your school if they provide laptops or tablets to remote students. 
• Use a library. In some regions, public libraries have computers they allow students to use. If you have a library like this in your area, try to use it.
• Borrow from family or friends. If these don’t work out, you could ask relatives or friends who have a laptop to lend you theirs for some time till you’re able to get your own. 

Technical Issues 

Millennials and Gen Zs, as they’re called, are generally proficient in using computers and technology. But this doesn’t mean that they don’t face technical issues from time to time. Learning with computers requires students to understand how to use multiple software–some of which have steep learning curves. 

If a student facing technical issues were on a physical campus, they could easily ask for help from the IT department. With online classes, the student has to try to figure things out alone. If they’re lucky, they’ll have someone close by to help them, but chances are, the person won’t be available all the time. 

Technical issues are not limited to students, though. Teachers face them too–low internet bandwidth, spotty reception, and video glitches, among other things. These issues disrupt learning flow and make learning tedious.

To reduce the technical issues that students and teachers experience during online classes, here’s some measures they could take: 

• Before enrolling in an online class, students should check if they have access to the necessary technology they need to succeed at home. If they don’t, they should check if the school offers technical help (via phone, email, and live chat) to online students.
• When attending online classes, students and teachers should use a high-quality internet service provider (ISP) for fast connection . If they don’t have access to a good ISP at home, they can use free Wi-Fi at a public library or coffee shop nearby. 

There, they can attend classes, participate in group discussions, talk with teachers and coursemates, and turn in assignments. 

• Teachers should provide a comprehensive guide that contains technical times, digital literacy guidelines, and online attendance regulations.
• Teachers should record class sessions on their computer for students who couldn’t make it to class. 

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Online Distractions 

As wonderful as the internet is for learning purposes, it also comes with a ton of distractions. 

Constant notifications from blogs, videos, and social media platforms can distract students from their classes and assignments. And once they’re distracted by these notifications, it’s very easy for them to start scrolling through these platforms mindlessly.

This can cause them to forget that they have classes, assignments, quizzes, or exams.

To be productive in online classes, you need to identify things that can distract you and stop you from achieving your objectives. If you are getting distracted by the internet and social media, here are some things you can do to stop it:

• Turn on social media blockers during classes and exams. Or you can turn off your notifications completely. When you’re done studying, you can go back online or do some other fun activity. 
• Tell people around you about your daily schedule. This way, if they see you getting distracted by technology, they can remind you to do what you planned to do that day. Think of them like human alarm clocks. 
• Find a quiet place to complete your coursework. Even if it’s night, doing your work in a quiet place without your phone (or other unnecessary gadgets) present will help you pay maximum attention to your studies.

To help students pay more attention during classes, here are some things teachers can do:

• Use dynamic learning design to make classes engaging for students . Encouraging your students to build things, take surveys, and have debates can help them concentrate more on their studies, as opposed to the ‘teacher speak, student listen’ learning model.
• Organize tests and quizzes that require students to respond verbally. When students interact physically and mentally during a class, they become less inclined to look through social media and/or blogs.

Related: Easy Topics for Group Discussion With Your Students

Bad Time Management 

It’s hard enough to juggle your normal day-to-day activities without being a student. Online learning adds a few more items to a student’s to-do list, and it can be hard to navigate all these responsibilities. 

While online learning provides students with unparalleled flexibility to do other activities, they have to be good time managers to do their duties effectively and successfully. 

Time management is an important skill that helps students stay focused and disciplined. Students need to learn this skill to effectively manage their academic work and still have time for family, friends, and leisure. Here are few ways students can manage their time better: 

• Try to multitask. Doing two (or more) things at once will save time, and ensure that students will attend classes on time and meet deadlines.
• Make daily to-do lists. Not everyone can multitask. For some, doing multiple things at once can be stressful. If you cannot multitask, create a to-do list and assign times to do each task. When you complete a task, cross it off the list. With time, this habit will increase your overall productivity.

Good teachers can also help their students manage their time better by conducting periodic surveys. If you’re a teacher, these surveys will give you actionable insights into how your students spend their time in a day. 

If you find anything troubling about a student’s schedule, you can offer them personalized guidance and advice.

Disabilities and Special Needs 

Some students may have problems with online classes due to learning difficulties or disabilities. Students with dyslexia, autism, poor vision, hearing impairment, and other disabilities need extra attention to succeed academically. And they can only get that in a physical class.

If you, a teacher, have students with disabilities, check if your online course is universally accessible to all learners . If it isn’t, try to improve usability for everyone. Here are some ways to do that:

• Include captions to your audio and video resources for students with hearing impairments.
• Have voice-over descriptions of text and images.
• Provide alternative learning options like keyboard shortcuts for certain exercises.
• Use AI-powered personal assistants for students with special needs.
• What Is Learning Experience Design? (Tips And Examples)
• How To Design Your Online Course (Visually And Structurally)

Overcome The Challenges of Online Classes

Like most, if not all, things in life, online learning has its upsides and downsides. While it can be overwhelming to juggle attending lectures, working, and interacting with friends, always remember that there are things you can do to make online learning easier for you.

As you ask for help from friends and family, remember to ask your online school for support, too. If you feel stuck, talk to your classmates to see if they’re going through the same thing and how they’re coping.

Also, seek help from teachers and student advisors. And if you’re a teacher or advisor, be willing to support your students and create a conducive setting for learning.

If you, a student, ask for help and follow the tips outlined above, you’ll be able to navigate the challenges with online learning, stay on track, and achieve your goals. 

Colin is a Content Marketer at Thinkific, writing about everything from online entrepreneurship & course creation to digital marketing strategy.

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Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines

• Published: 28 May 2021
• Volume 26 , pages 7321–7338, ( 2021 )

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• Jessie S. Barrot   ORCID: orcid.org/0000-0001-8517-4058 1 ,
• Ian I. Llenares 1 &
• Leo S. del Rosario 1  

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Recently, the education system has faced an unprecedented health crisis that has shaken up its foundation. Given today’s uncertainties, it is vital to gain a nuanced understanding of students’ online learning experience in times of the COVID-19 pandemic. Although many studies have investigated this area, limited information is available regarding the challenges and the specific strategies that students employ to overcome them. Thus, this study attempts to fill in the void. Using a mixed-methods approach, the findings revealed that the online learning challenges of college students varied in terms of type and extent. Their greatest challenge was linked to their learning environment at home, while their least challenge was technological literacy and competency. The findings further revealed that the COVID-19 pandemic had the greatest impact on the quality of the learning experience and students’ mental health. In terms of strategies employed by students, the most frequently used were resource management and utilization, help-seeking, technical aptitude enhancement, time management, and learning environment control. Implications for classroom practice, policy-making, and future research are discussed.

Avoid common mistakes on your manuscript.

1 Introduction

Since the 1990s, the world has seen significant changes in the landscape of education as a result of the ever-expanding influence of technology. One such development is the adoption of online learning across different learning contexts, whether formal or informal, academic and non-academic, and residential or remotely. We began to witness schools, teachers, and students increasingly adopt e-learning technologies that allow teachers to deliver instruction interactively, share resources seamlessly, and facilitate student collaboration and interaction (Elaish et al., 2019 ; Garcia et al., 2018 ). Although the efficacy of online learning has long been acknowledged by the education community (Barrot, 2020 , 2021 ; Cavanaugh et al., 2009 ; Kebritchi et al., 2017 ; Tallent-Runnels et al., 2006 ; Wallace, 2003 ), evidence on the challenges in its implementation continues to build up (e.g., Boelens et al., 2017 ; Rasheed et al., 2020 ).

Recently, the education system has faced an unprecedented health crisis (i.e., COVID-19 pandemic) that has shaken up its foundation. Thus, various governments across the globe have launched a crisis response to mitigate the adverse impact of the pandemic on education. This response includes, but is not limited to, curriculum revisions, provision for technological resources and infrastructure, shifts in the academic calendar, and policies on instructional delivery and assessment. Inevitably, these developments compelled educational institutions to migrate to full online learning until face-to-face instruction is allowed. The current circumstance is unique as it could aggravate the challenges experienced during online learning due to restrictions in movement and health protocols (Gonzales et al., 2020 ; Kapasia et al., 2020 ). Given today’s uncertainties, it is vital to gain a nuanced understanding of students’ online learning experience in times of the COVID-19 pandemic. To date, many studies have investigated this area with a focus on students’ mental health (Copeland et al., 2021 ; Fawaz et al., 2021 ), home learning (Suryaman et al., 2020 ), self-regulation (Carter et al., 2020 ), virtual learning environment (Almaiah et al., 2020 ; Hew et al., 2020 ; Tang et al., 2020 ), and students’ overall learning experience (e.g., Adarkwah, 2021 ; Day et al., 2021 ; Khalil et al., 2020 ; Singh et al., 2020 ). There are two key differences that set the current study apart from the previous studies. First, it sheds light on the direct impact of the pandemic on the challenges that students experience in an online learning space. Second, the current study explores students’ coping strategies in this new learning setup. Addressing these areas would shed light on the extent of challenges that students experience in a full online learning space, particularly within the context of the pandemic. Meanwhile, our nuanced understanding of the strategies that students use to overcome their challenges would provide relevant information to school administrators and teachers to better support the online learning needs of students. This information would also be critical in revisiting the typology of strategies in an online learning environment.

2 Literature review

2.1 education and the covid-19 pandemic.

In December 2019, an outbreak of a novel coronavirus, known as COVID-19, occurred in China and has spread rapidly across the globe within a few months. COVID-19 is an infectious disease caused by a new strain of coronavirus that attacks the respiratory system (World Health Organization, 2020 ). As of January 2021, COVID-19 has infected 94 million people and has caused 2 million deaths in 191 countries and territories (John Hopkins University, 2021 ). This pandemic has created a massive disruption of the educational systems, affecting over 1.5 billion students. It has forced the government to cancel national examinations and the schools to temporarily close, cease face-to-face instruction, and strictly observe physical distancing. These events have sparked the digital transformation of higher education and challenged its ability to respond promptly and effectively. Schools adopted relevant technologies, prepared learning and staff resources, set systems and infrastructure, established new teaching protocols, and adjusted their curricula. However, the transition was smooth for some schools but rough for others, particularly those from developing countries with limited infrastructure (Pham & Nguyen, 2020 ; Simbulan, 2020 ).

Inevitably, schools and other learning spaces were forced to migrate to full online learning as the world continues the battle to control the vicious spread of the virus. Online learning refers to a learning environment that uses the Internet and other technological devices and tools for synchronous and asynchronous instructional delivery and management of academic programs (Usher & Barak, 2020 ; Huang, 2019 ). Synchronous online learning involves real-time interactions between the teacher and the students, while asynchronous online learning occurs without a strict schedule for different students (Singh & Thurman, 2019 ). Within the context of the COVID-19 pandemic, online learning has taken the status of interim remote teaching that serves as a response to an exigency. However, the migration to a new learning space has faced several major concerns relating to policy, pedagogy, logistics, socioeconomic factors, technology, and psychosocial factors (Donitsa-Schmidt & Ramot, 2020 ; Khalil et al., 2020 ; Varea & González-Calvo, 2020 ). With reference to policies, government education agencies and schools scrambled to create fool-proof policies on governance structure, teacher management, and student management. Teachers, who were used to conventional teaching delivery, were also obliged to embrace technology despite their lack of technological literacy. To address this problem, online learning webinars and peer support systems were launched. On the part of the students, dropout rates increased due to economic, psychological, and academic reasons. Academically, although it is virtually possible for students to learn anything online, learning may perhaps be less than optimal, especially in courses that require face-to-face contact and direct interactions (Franchi, 2020 ).

2.2 Related studies

Recently, there has been an explosion of studies relating to the new normal in education. While many focused on national policies, professional development, and curriculum, others zeroed in on the specific learning experience of students during the pandemic. Among these are Copeland et al. ( 2021 ) and Fawaz et al. ( 2021 ) who examined the impact of COVID-19 on college students’ mental health and their coping mechanisms. Copeland et al. ( 2021 ) reported that the pandemic adversely affected students’ behavioral and emotional functioning, particularly attention and externalizing problems (i.e., mood and wellness behavior), which were caused by isolation, economic/health effects, and uncertainties. In Fawaz et al.’s ( 2021 ) study, students raised their concerns on learning and evaluation methods, overwhelming task load, technical difficulties, and confinement. To cope with these problems, students actively dealt with the situation by seeking help from their teachers and relatives and engaging in recreational activities. These active-oriented coping mechanisms of students were aligned with Carter et al.’s ( 2020 ), who explored students’ self-regulation strategies.

In another study, Tang et al. ( 2020 ) examined the efficacy of different online teaching modes among engineering students. Using a questionnaire, the results revealed that students were dissatisfied with online learning in general, particularly in the aspect of communication and question-and-answer modes. Nonetheless, the combined model of online teaching with flipped classrooms improved students’ attention, academic performance, and course evaluation. A parallel study was undertaken by Hew et al. ( 2020 ), who transformed conventional flipped classrooms into fully online flipped classes through a cloud-based video conferencing app. Their findings suggested that these two types of learning environments were equally effective. They also offered ways on how to effectively adopt videoconferencing-assisted online flipped classrooms. Unlike the two studies, Suryaman et al. ( 2020 ) looked into how learning occurred at home during the pandemic. Their findings showed that students faced many obstacles in a home learning environment, such as lack of mastery of technology, high Internet cost, and limited interaction/socialization between and among students. In a related study, Kapasia et al. ( 2020 ) investigated how lockdown impacts students’ learning performance. Their findings revealed that the lockdown made significant disruptions in students’ learning experience. The students also reported some challenges that they faced during their online classes. These include anxiety, depression, poor Internet service, and unfavorable home learning environment, which were aggravated when students are marginalized and from remote areas. Contrary to Kapasia et al.’s ( 2020 ) findings, Gonzales et al. ( 2020 ) found that confinement of students during the pandemic had significant positive effects on their performance. They attributed these results to students’ continuous use of learning strategies which, in turn, improved their learning efficiency.

Finally, there are those that focused on students’ overall online learning experience during the COVID-19 pandemic. One such study was that of Singh et al. ( 2020 ), who examined students’ experience during the COVID-19 pandemic using a quantitative descriptive approach. Their findings indicated that students appreciated the use of online learning during the pandemic. However, half of them believed that the traditional classroom setting was more effective than the online learning platform. Methodologically, the researchers acknowledge that the quantitative nature of their study restricts a deeper interpretation of the findings. Unlike the above study, Khalil et al. ( 2020 ) qualitatively explored the efficacy of synchronized online learning in a medical school in Saudi Arabia. The results indicated that students generally perceive synchronous online learning positively, particularly in terms of time management and efficacy. However, they also reported technical (internet connectivity and poor utility of tools), methodological (content delivery), and behavioral (individual personality) challenges. Their findings also highlighted the failure of the online learning environment to address the needs of courses that require hands-on practice despite efforts to adopt virtual laboratories. In a parallel study, Adarkwah ( 2021 ) examined students’ online learning experience during the pandemic using a narrative inquiry approach. The findings indicated that Ghanaian students considered online learning as ineffective due to several challenges that they encountered. Among these were lack of social interaction among students, poor communication, lack of ICT resources, and poor learning outcomes. More recently, Day et al. ( 2021 ) examined the immediate impact of COVID-19 on students’ learning experience. Evidence from six institutions across three countries revealed some positive experiences and pre-existing inequities. Among the reported challenges are lack of appropriate devices, poor learning space at home, stress among students, and lack of fieldwork and access to laboratories.

Although there are few studies that report the online learning challenges that higher education students experience during the pandemic, limited information is available regarding the specific strategies that they use to overcome them. It is in this context that the current study was undertaken. This mixed-methods study investigates students’ online learning experience in higher education. Specifically, the following research questions are addressed: (1) What is the extent of challenges that students experience in an online learning environment? (2) How did the COVID-19 pandemic impact the online learning challenges that students experience? (3) What strategies did students use to overcome the challenges?

2.3 Conceptual framework

The typology of challenges examined in this study is largely based on Rasheed et al.’s ( 2020 ) review of students’ experience in an online learning environment. These challenges are grouped into five general clusters, namely self-regulation (SRC), technological literacy and competency (TLCC), student isolation (SIC), technological sufficiency (TSC), and technological complexity (TCC) challenges (Rasheed et al., 2020 , p. 5). SRC refers to a set of behavior by which students exercise control over their emotions, actions, and thoughts to achieve learning objectives. TLCC relates to a set of challenges about students’ ability to effectively use technology for learning purposes. SIC relates to the emotional discomfort that students experience as a result of being lonely and secluded from their peers. TSC refers to a set of challenges that students experience when accessing available online technologies for learning. Finally, there is TCC which involves challenges that students experience when exposed to complex and over-sufficient technologies for online learning.

To extend Rasheed et al. ( 2020 ) categories and to cover other potential challenges during online classes, two more clusters were added, namely learning resource challenges (LRC) and learning environment challenges (LEC) (Buehler, 2004 ; Recker et al., 2004 ; Seplaki et al., 2014 ; Xue et al., 2020 ). LRC refers to a set of challenges that students face relating to their use of library resources and instructional materials, whereas LEC is a set of challenges that students experience related to the condition of their learning space that shapes their learning experiences, beliefs, and attitudes. Since learning environment at home and learning resources available to students has been reported to significantly impact the quality of learning and their achievement of learning outcomes (Drane et al., 2020 ; Suryaman et al., 2020 ), the inclusion of LRC and LEC would allow us to capture other important challenges that students experience during the pandemic, particularly those from developing regions. This comprehensive list would provide us a clearer and detailed picture of students’ experiences when engaged in online learning in an emergency. Given the restrictions in mobility at macro and micro levels during the pandemic, it is also expected that such conditions would aggravate these challenges. Therefore, this paper intends to understand these challenges from students’ perspectives since they are the ones that are ultimately impacted when the issue is about the learning experience. We also seek to explore areas that provide inconclusive findings, thereby setting the path for future research.

3 Material and methods

The present study adopted a descriptive, mixed-methods approach to address the research questions. This approach allowed the researchers to collect complex data about students’ experience in an online learning environment and to clearly understand the phenomena from their perspective.

3.1 Participants

This study involved 200 (66 male and 134 female) students from a private higher education institution in the Philippines. These participants were Psychology, Physical Education, and Sports Management majors whose ages ranged from 17 to 25 ( x̅  = 19.81; SD  = 1.80). The students have been engaged in online learning for at least two terms in both synchronous and asynchronous modes. The students belonged to low- and middle-income groups but were equipped with the basic online learning equipment (e.g., computer, headset, speakers) and computer skills necessary for their participation in online classes. Table 1 shows the primary and secondary platforms that students used during their online classes. The primary platforms are those that are formally adopted by teachers and students in a structured academic context, whereas the secondary platforms are those that are informally and spontaneously used by students and teachers for informal learning and to supplement instructional delivery. Note that almost all students identified MS Teams as their primary platform because it is the official learning management system of the university.

Informed consent was sought from the participants prior to their involvement. Before students signed the informed consent form, they were oriented about the objectives of the study and the extent of their involvement. They were also briefed about the confidentiality of information, their anonymity, and their right to refuse to participate in the investigation. Finally, the participants were informed that they would incur no additional cost from their participation.

3.2 Instrument and data collection

The data were collected using a retrospective self-report questionnaire and a focused group discussion (FGD). A self-report questionnaire was considered appropriate because the indicators relate to affective responses and attitude (Araujo et al., 2017 ; Barrot, 2016 ; Spector, 1994 ). Although the participants may tell more than what they know or do in a self-report survey (Matsumoto, 1994 ), this challenge was addressed by explaining to them in detail each of the indicators and using methodological triangulation through FGD. The questionnaire was divided into four sections: (1) participant’s personal information section, (2) the background information on the online learning environment, (3) the rating scale section for the online learning challenges, (4) the open-ended section. The personal information section asked about the students’ personal information (name, school, course, age, and sex), while the background information section explored the online learning mode and platforms (primary and secondary) used in class, and students’ length of engagement in online classes. The rating scale section contained 37 items that relate to SRC (6 items), TLCC (10 items), SIC (4 items), TSC (6 items), TCC (3 items), LRC (4 items), and LEC (4 items). The Likert scale uses six scores (i.e., 5– to a very great extent , 4– to a great extent , 3– to a moderate extent , 2– to some extent , 1– to a small extent , and 0 –not at all/negligible ) assigned to each of the 37 items. Finally, the open-ended questions asked about other challenges that students experienced, the impact of the pandemic on the intensity or extent of the challenges they experienced, and the strategies that the participants employed to overcome the eight different types of challenges during online learning. Two experienced educators and researchers reviewed the questionnaire for clarity, accuracy, and content and face validity. The piloting of the instrument revealed that the tool had good internal consistency (Cronbach’s α = 0.96).

The FGD protocol contains two major sections: the participants’ background information and the main questions. The background information section asked about the students’ names, age, courses being taken, online learning mode used in class. The items in the main questions section covered questions relating to the students’ overall attitude toward online learning during the pandemic, the reasons for the scores they assigned to each of the challenges they experienced, the impact of the pandemic on students’ challenges, and the strategies they employed to address the challenges. The same experts identified above validated the FGD protocol.

Both the questionnaire and the FGD were conducted online via Google survey and MS Teams, respectively. It took approximately 20 min to complete the questionnaire, while the FGD lasted for about 90 min. Students were allowed to ask for clarification and additional explanations relating to the questionnaire content, FGD, and procedure. Online surveys and interview were used because of the ongoing lockdown in the city. For the purpose of triangulation, 20 (10 from Psychology and 10 from Physical Education and Sports Management) randomly selected students were invited to participate in the FGD. Two separate FGDs were scheduled for each group and were facilitated by researcher 2 and researcher 3, respectively. The interviewers ensured that the participants were comfortable and open to talk freely during the FGD to avoid social desirability biases (Bergen & Labonté, 2020 ). These were done by informing the participants that there are no wrong responses and that their identity and responses would be handled with the utmost confidentiality. With the permission of the participants, the FGD was recorded to ensure that all relevant information was accurately captured for transcription and analysis.

3.3 Data analysis

To address the research questions, we used both quantitative and qualitative analyses. For the quantitative analysis, we entered all the data into an excel spreadsheet. Then, we computed the mean scores ( M ) and standard deviations ( SD ) to determine the level of challenges experienced by students during online learning. The mean score for each descriptor was interpreted using the following scheme: 4.18 to 5.00 ( to a very great extent ), 3.34 to 4.17 ( to a great extent ), 2.51 to 3.33 ( to a moderate extent ), 1.68 to 2.50 ( to some extent ), 0.84 to 1.67 ( to a small extent ), and 0 to 0.83 ( not at all/negligible ). The equal interval was adopted because it produces more reliable and valid information than other types of scales (Cicchetti et al., 2006 ).

For the qualitative data, we analyzed the students’ responses in the open-ended questions and the transcribed FGD using the predetermined categories in the conceptual framework. Specifically, we used multilevel coding in classifying the codes from the transcripts (Birks & Mills, 2011 ). To do this, we identified the relevant codes from the responses of the participants and categorized these codes based on the similarities or relatedness of their properties and dimensions. Then, we performed a constant comparative and progressive analysis of cases to allow the initially identified subcategories to emerge and take shape. To ensure the reliability of the analysis, two coders independently analyzed the qualitative data. Both coders familiarize themselves with the purpose, research questions, research method, and codes and coding scheme of the study. They also had a calibration session and discussed ways on how they could consistently analyze the qualitative data. Percent of agreement between the two coders was 86 percent. Any disagreements in the analysis were discussed by the coders until an agreement was achieved.

This study investigated students’ online learning experience in higher education within the context of the pandemic. Specifically, we identified the extent of challenges that students experienced, how the COVID-19 pandemic impacted their online learning experience, and the strategies that they used to confront these challenges.

4.1 The extent of students’ online learning challenges

Table 2 presents the mean scores and SD for the extent of challenges that students’ experienced during online learning. Overall, the students experienced the identified challenges to a moderate extent ( x̅  = 2.62, SD  = 1.03) with scores ranging from x̅  = 1.72 ( to some extent ) to x̅  = 3.58 ( to a great extent ). More specifically, the greatest challenge that students experienced was related to the learning environment ( x̅  = 3.49, SD  = 1.27), particularly on distractions at home, limitations in completing the requirements for certain subjects, and difficulties in selecting the learning areas and study schedule. It is, however, found that the least challenge was on technological literacy and competency ( x̅  = 2.10, SD  = 1.13), particularly on knowledge and training in the use of technology, technological intimidation, and resistance to learning technologies. Other areas that students experienced the least challenge are Internet access under TSC and procrastination under SRC. Nonetheless, nearly half of the students’ responses per indicator rated the challenges they experienced as moderate (14 of the 37 indicators), particularly in TCC ( x̅  = 2.51, SD  = 1.31), SIC ( x̅  = 2.77, SD  = 1.34), and LRC ( x̅  = 2.93, SD  = 1.31).

Out of 200 students, 181 responded to the question about other challenges that they experienced. Most of their responses were already covered by the seven predetermined categories, except for 18 responses related to physical discomfort ( N  = 5) and financial challenges ( N  = 13). For instance, S108 commented that “when it comes to eyes and head, my eyes and head get ache if the session of class was 3 h straight in front of my gadget.” In the same vein, S194 reported that “the long exposure to gadgets especially laptop, resulting in body pain & headaches.” With reference to physical financial challenges, S66 noted that “not all the time I have money to load”, while S121 claimed that “I don't know until when are we going to afford budgeting our money instead of buying essentials.”

4.2 Impact of the pandemic on students’ online learning challenges

Another objective of this study was to identify how COVID-19 influenced the online learning challenges that students experienced. As shown in Table 3 , most of the students’ responses were related to teaching and learning quality ( N  = 86) and anxiety and other mental health issues ( N  = 52). Regarding the adverse impact on teaching and learning quality, most of the comments relate to the lack of preparation for the transition to online platforms (e.g., S23, S64), limited infrastructure (e.g., S13, S65, S99, S117), and poor Internet service (e.g., S3, S9, S17, S41, S65, S99). For the anxiety and mental health issues, most students reported that the anxiety, boredom, sadness, and isolation they experienced had adversely impacted the way they learn (e.g., S11, S130), completing their tasks/activities (e.g., S56, S156), and their motivation to continue studying (e.g., S122, S192). The data also reveal that COVID-19 aggravated the financial difficulties experienced by some students ( N  = 16), consequently affecting their online learning experience. This financial impact mainly revolved around the lack of funding for their online classes as a result of their parents’ unemployment and the high cost of Internet data (e.g., S18, S113, S167). Meanwhile, few concerns were raised in relation to COVID-19’s impact on mobility ( N  = 7) and face-to-face interactions ( N  = 7). For instance, some commented that the lack of face-to-face interaction with her classmates had a detrimental effect on her learning (S46) and socialization skills (S36), while others reported that restrictions in mobility limited their learning experience (S78, S110). Very few comments were related to no effect ( N  = 4) and positive effect ( N  = 2). The above findings suggest the pandemic had additive adverse effects on students’ online learning experience.

4.3 Students’ strategies to overcome challenges in an online learning environment

The third objective of this study is to identify the strategies that students employed to overcome the different online learning challenges they experienced. Table 4 presents that the most commonly used strategies used by students were resource management and utilization ( N  = 181), help-seeking ( N  = 155), technical aptitude enhancement ( N  = 122), time management ( N  = 98), and learning environment control ( N  = 73). Not surprisingly, the top two strategies were also the most consistently used across different challenges. However, looking closely at each of the seven challenges, the frequency of using a particular strategy varies. For TSC and LRC, the most frequently used strategy was resource management and utilization ( N  = 52, N  = 89, respectively), whereas technical aptitude enhancement was the students’ most preferred strategy to address TLCC ( N  = 77) and TCC ( N  = 38). In the case of SRC, SIC, and LEC, the most frequently employed strategies were time management ( N  = 71), psychological support ( N  = 53), and learning environment control ( N  = 60). In terms of consistency, help-seeking appears to be the most consistent across the different challenges in an online learning environment. Table 4 further reveals that strategies used by students within a specific type of challenge vary.

5 Discussion and conclusions

The current study explores the challenges that students experienced in an online learning environment and how the pandemic impacted their online learning experience. The findings revealed that the online learning challenges of students varied in terms of type and extent. Their greatest challenge was linked to their learning environment at home, while their least challenge was technological literacy and competency. Based on the students’ responses, their challenges were also found to be aggravated by the pandemic, especially in terms of quality of learning experience, mental health, finances, interaction, and mobility. With reference to previous studies (i.e., Adarkwah, 2021 ; Copeland et al., 2021 ; Day et al., 2021 ; Fawaz et al., 2021 ; Kapasia et al., 2020 ; Khalil et al., 2020 ; Singh et al., 2020 ), the current study has complemented their findings on the pedagogical, logistical, socioeconomic, technological, and psychosocial online learning challenges that students experience within the context of the COVID-19 pandemic. Further, this study extended previous studies and our understanding of students’ online learning experience by identifying both the presence and extent of online learning challenges and by shedding light on the specific strategies they employed to overcome them.

Overall findings indicate that the extent of challenges and strategies varied from one student to another. Hence, they should be viewed as a consequence of interaction several many factors. Students’ responses suggest that their online learning challenges and strategies were mediated by the resources available to them, their interaction with their teachers and peers, and the school’s existing policies and guidelines for online learning. In the context of the pandemic, the imposed lockdowns and students’ socioeconomic condition aggravated the challenges that students experience.

While most studies revealed that technology use and competency were the most common challenges that students face during the online classes (see Rasheed et al., 2020 ), the case is a bit different in developing countries in times of pandemic. As the findings have shown, the learning environment is the greatest challenge that students needed to hurdle, particularly distractions at home (e.g., noise) and limitations in learning space and facilities. This data suggests that online learning challenges during the pandemic somehow vary from the typical challenges that students experience in a pre-pandemic online learning environment. One possible explanation for this result is that restriction in mobility may have aggravated this challenge since they could not go to the school or other learning spaces beyond the vicinity of their respective houses. As shown in the data, the imposition of lockdown restricted students’ learning experience (e.g., internship and laboratory experiments), limited their interaction with peers and teachers, caused depression, stress, and anxiety among students, and depleted the financial resources of those who belong to lower-income group. All of these adversely impacted students’ learning experience. This finding complemented earlier reports on the adverse impact of lockdown on students’ learning experience and the challenges posed by the home learning environment (e.g., Day et al., 2021 ; Kapasia et al., 2020 ). Nonetheless, further studies are required to validate the impact of restrictions on mobility on students’ online learning experience. The second reason that may explain the findings relates to students’ socioeconomic profile. Consistent with the findings of Adarkwah ( 2021 ) and Day et al. ( 2021 ), the current study reveals that the pandemic somehow exposed the many inequities in the educational systems within and across countries. In the case of a developing country, families from lower socioeconomic strata (as in the case of the students in this study) have limited learning space at home, access to quality Internet service, and online learning resources. This is the reason the learning environment and learning resources recorded the highest level of challenges. The socioeconomic profile of the students (i.e., low and middle-income group) is the same reason financial problems frequently surfaced from their responses. These students frequently linked the lack of financial resources to their access to the Internet, educational materials, and equipment necessary for online learning. Therefore, caution should be made when interpreting and extending the findings of this study to other contexts, particularly those from higher socioeconomic strata.

Among all the different online learning challenges, the students experienced the least challenge on technological literacy and competency. This is not surprising considering a plethora of research confirming Gen Z students’ (born since 1996) high technological and digital literacy (Barrot, 2018 ; Ng, 2012 ; Roblek et al., 2019 ). Regarding the impact of COVID-19 on students’ online learning experience, the findings reveal that teaching and learning quality and students’ mental health were the most affected. The anxiety that students experienced does not only come from the threats of COVID-19 itself but also from social and physical restrictions, unfamiliarity with new learning platforms, technical issues, and concerns about financial resources. These findings are consistent with that of Copeland et al. ( 2021 ) and Fawaz et al. ( 2021 ), who reported the adverse effects of the pandemic on students’ mental and emotional well-being. This data highlights the need to provide serious attention to the mediating effects of mental health, restrictions in mobility, and preparedness in delivering online learning.

Nonetheless, students employed a variety of strategies to overcome the challenges they faced during online learning. For instance, to address the home learning environment problems, students talked to their family (e.g., S12, S24), transferred to a quieter place (e.g., S7, S 26), studied at late night where all family members are sleeping already (e.g., S51), and consulted with their classmates and teachers (e.g., S3, S9, S156, S193). To overcome the challenges in learning resources, students used the Internet (e.g., S20, S27, S54, S91), joined Facebook groups that share free resources (e.g., S5), asked help from family members (e.g., S16), used resources available at home (e.g., S32), and consulted with the teachers (e.g., S124). The varying strategies of students confirmed earlier reports on the active orientation that students take when faced with academic- and non-academic-related issues in an online learning space (see Fawaz et al., 2021 ). The specific strategies that each student adopted may have been shaped by different factors surrounding him/her, such as available resources, student personality, family structure, relationship with peers and teacher, and aptitude. To expand this study, researchers may further investigate this area and explore how and why different factors shape their use of certain strategies.

Several implications can be drawn from the findings of this study. First, this study highlighted the importance of emergency response capability and readiness of higher education institutions in case another crisis strikes again. Critical areas that need utmost attention include (but not limited to) national and institutional policies, protocol and guidelines, technological infrastructure and resources, instructional delivery, staff development, potential inequalities, and collaboration among key stakeholders (i.e., parents, students, teachers, school leaders, industry, government education agencies, and community). Second, the findings have expanded our understanding of the different challenges that students might confront when we abruptly shift to full online learning, particularly those from countries with limited resources, poor Internet infrastructure, and poor home learning environment. Schools with a similar learning context could use the findings of this study in developing and enhancing their respective learning continuity plans to mitigate the adverse impact of the pandemic. This study would also provide students relevant information needed to reflect on the possible strategies that they may employ to overcome the challenges. These are critical information necessary for effective policymaking, decision-making, and future implementation of online learning. Third, teachers may find the results useful in providing proper interventions to address the reported challenges, particularly in the most critical areas. Finally, the findings provided us a nuanced understanding of the interdependence of learning tools, learners, and learning outcomes within an online learning environment; thus, giving us a multiperspective of hows and whys of a successful migration to full online learning.

Some limitations in this study need to be acknowledged and addressed in future studies. One limitation of this study is that it exclusively focused on students’ perspectives. Future studies may widen the sample by including all other actors taking part in the teaching–learning process. Researchers may go deeper by investigating teachers’ views and experience to have a complete view of the situation and how different elements interact between them or affect the others. Future studies may also identify some teacher-related factors that could influence students’ online learning experience. In the case of students, their age, sex, and degree programs may be examined in relation to the specific challenges and strategies they experience. Although the study involved a relatively large sample size, the participants were limited to college students from a Philippine university. To increase the robustness of the findings, future studies may expand the learning context to K-12 and several higher education institutions from different geographical regions. As a final note, this pandemic has undoubtedly reshaped and pushed the education system to its limits. However, this unprecedented event is the same thing that will make the education system stronger and survive future threats.

Availability of data and materials

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

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Barrot, J.S., Llenares, I.I. & del Rosario, L.S. Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Educ Inf Technol 26 , 7321–7338 (2021). https://doi.org/10.1007/s10639-021-10589-x

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The Many Challenges Of Online Learning! How To Overcome Them?

Before the COVID-19 pandemic swept the world, online learning was growing in its popularity. With the rapid onset of the virus, many schools had to reposition themselves to operate online. There are many upsides to online learning, but there are also some challenges of online learning.

Here, we will break down what online learning means, the challenges of online education, and ways in which students can overcome the problems of online learning.

What is Online Learning?

Online learning refers to education that takes place over the internet. Online learning may also be called “e-learning.” It sits under the umbrella term of distance learning. This means that rather than learning within a classroom, students can access their course materials online and learn from a distance away from a school campus.

Online learning can take place with live lectures using video technology such as Zoom, or it can take place with pre-recorded lectures and materials. In the latter case, students have the flexibility to log online at their convenience and learn at their own pace.

Challenges of Online Learning and How to Overcome Them

There are many advantages to learning online, which we will cover shortly. But first, let’s take a look at some of the challenges of online learning and methods to transform the cons into pros.

Technical Difficulties

In any environment that relies on technology, technical difficulties are bound to arise. If a student is learning or a teacher is trying to teach, and the internet connection is disrupted, the class is put on hold. There are situations in which monitors are delayed, and it’s hard to stay in real-time with live lectures, or the WiFi is spotty, and you lose out on hearing key information.

While you cannot always control your internet connection, you can control how you deal with it. Should a technical difficulty occur while you’re trying to learn, inform your professor or the institution to let them know what’s happening. They may be flexible with the deadlines of your work or provide a recording of the class.

Time Management / Staying Motivated

Time management can be cited as a major pro to online learning, but it can also be considered a con. This is especially the case if you are easily distracted or unmotivated to pace yourself properly. With online learning, students have to have a lot of self-motivation and be proactive in removing distractions from their learning space. Distractions may be children, family members, friends, pets, or other technological devices such as phones.

To make the most of your online learning experience, it’s useful to set up a quiet and dedicated study space . Set short-term goals, and when you accomplish them, then you can reward yourself with a break. 

When you are used to a physical classroom setting, you are likely to show up in the mindset to be focused on learning. However, when you transfer your learning environment to wherever you have internet access, you may find yourself learning from home, a coffee shop, library, friend’s house, or even outside.

While this flexibility may be nice, it could also be hard to stay focused. Along with the point above of properly managing your time and study space, keep a running list of your short-term and long-term goals when it comes to your education. Refer back to that list whenever you feel distracted.

It may be useful to connect with your peers who are also learning online and work “together” even if you are physically in separate locations.

Socialization

On the point of conversing with your peers, some students may find that the online learning problems may affect one’s social life. When you’re in a classroom with other students, it’s easy to get to know one another and connect based on similar interests.

The good news is that even if you’re learning online, there is a lot of technology that can promote social interaction while you are in your online learning environment. For starters, many schools utilize learning platforms that allow for interaction.

For example, at the University of the People, students use Moodle to partake in forums with fellow classmates to share their perspectives with one another. You also can connect with fellow students via social media and grow the connection to meet in real life. 

The Benefits of Online Learning

Although it seems like the challenges of online learning may consist of a long list of hardships, the reality is that there are likely to be more upsides than downsides. This is especially true if you approach online learning with a positive mindset and focused attitude.

Students who choose to learn online, especially when it comes to higher education, can reap the benefits of:

• Flexibility: You no longer have to base your schedule around when lectures are offered. Instead, you can log on to your computer to learn whenever you can. This makes it easier to balance your social life, family commitments, work responsibilities, and more.
• Self-paced: It’s rare to find an entire classroom of students who all learn at the same pace. With online learning and pre-recorded lectures, students have the power in their hands to rewind, rewatch, and pause lectures to take notes, revisit topics, and learn at whatever pace is most conducive to their understanding.
• Global Perspective: With traditional college campuses, there exists a geographic barrier to entry for some students. For example, if a student in South Africa wishes to attend a college in Los Angeles, then there are extra costs that come along with doing so, as well as the need for a student visa. When it comes to online learning, the physical and geographic barriers are non-existent. This allows students from every corner of the globe to be placed in the same learning environment to connect and share diverse perspectives.
• Affordability: When you compare traditional on-campus college to online institutions of higher education, it’s common to find that the online option will be more affordable. Granted, online colleges have less overhead costs than large for-profit campuses, which translates into lower costs for students.

Take the University of the People as an example. Our 100% online and accredited university is tuition-free. Students from over 200 countries and territories are in attendance earning their degree or non-degree certificates from our selection of programs. 

Final Thoughts

The challenges of online learning are easy to overcome if you are willing to put in the work and address them. While some of the problems of online learning are not in your control (i.e., technical issues), most of the significant challenges are solvable with a positive mindset, planning, and a strong desire to learn.

Related Articles

Tackle Challenges of Online Classes Due to COVID-19

College students should proactively contact professors or support staff with any questions about the transition, experts say.

Tackling Online Classes During COVID-19

Hero Images | Getty Images

College students in online classes face challenges like distractions, technical issues and lack of in-person interaction.

Like many college students nationwide, 21-year-old Alyssa Ashford is facing the challenges of unexpectedly switching to online classes due to the coronavirus outbreak. The junior premed student at Washington University in St. Louis is finishing the semester remotely from her home in St. Louis.

During the week, Ashford's father goes to work for an essential job, while her mother stays home to watch her 4-year-old and 7-month-old cousins, which can cause distractions while she's studying. She sometimes goes to her grandfather's house so she can focus. Juggling family responsibilities with her coursework is also a challenge, which is why Ashford carefully plans out every day.

"I write down my most important tasks for the entire month, and then I also write a weekly planner that lists my goals, and then I write a daily planner to accomplish those goals," Ashford says. "And with the transition from in person to online, I had to make sure that I kept a rigid schedule now that I really do have to go to class on my own time."

In the middle of the spring semester, undergraduate students across the U.S. had to suddenly pack up their belongings and finish their courses away from campus , an adjustment for many who are accustomed to in-person classes. Some colleges have announced they will continue offering only online classes through the summer semester, but many have yet to decide on the fall.

In a survey of more than 400 college students whose schools recently switched over to online education – conducted in March by Barnes & Noble College Insights – 60% of students said they felt at least somewhat prepared for the change. This was particularly true among students who previously took an online course. Still, 64% of survey respondents expressed concerns about being able to focus and maintaining the self-discipline needed to study remotely.

More recent polling from College Reaction/Axios in April showed that 77% of more than 800 college students surveyed said they felt distance learning is worse or much worse than in-person classes.

Here are some of the most common challenges undergraduate students are currently facing with online classes along with specific tips on how to address them:

• Technical issues.
• Distractions and time management.
• Staying motivated.
• Understanding course expectations.
• Lack of in-person interaction.
• Adapting to unfamiliar technology.
• Uncertainty about the future.

Technical Issues

Unfortunately, experts say, technical issues are bound to happen in an online-only environment. Ashford says that while attending one of her classes live through videoconferencing, her computer suddenly shut down and she needed to restart the device. There are also moments when her Wi-Fi is spotty.

The solution: The most important step is to stay in touch with professors and inform them about what's happening, experts say. They will hopefully understand and be flexible about the situation, perhaps even recording class sessions as a backup.

"There will be technology issues, and I think it's important that every student understands they're not alone in that, to allow themselves the patience to work through the problem," says Dawn Coder, director of academic advising and student disability services at the online Pennsylvania State University—World Campus . She adds that there's usually a fix for whatever issue arises. A school's technical support services can be a valuable resource, Coder says.

Distractions and Time Management

While studying from home or wherever students may be, there can be more distractions than usual, especially with family and possibly younger siblings around, says Reggie Smith III, CEO and executive director of the nonprofit United States Distance Learning Association.

As a result of these distractions – and possibly having additional responsibilities – time management becomes more challenging.

The solution: "Try to think about building a schedule – figuring out when you're going to do what you're going to do and then sharing that with the other people in your house," says Beth Martin, senior lecturer in environmental studies at Washington University in St. Louis. Students should still prioritize their physical and mental health , even if life is busier than usual, she adds.

Students should also try to identify a quiet time and place in their house to complete their coursework, if possible – even if that time is late at night, Smith says. If their other responsibilities become too overwhelming, students should consider talking with their academic adviser about course load options for the semester, he says.

For instance, some schools are allowing students to switch at least some classes to a pass-fail grading system for the spring, which could help ease some anxieties, experts say – though the policy changes vary across colleges.

Staying Motivated

Given that students may not be attending class at a set time on a physical campus, finding the motivation to get started on coursework can be difficult, experts say.

"When you don't see your home as a space of work, it's kind of a struggle to get in that mindset," says Emily Effren, a senior at Texas Tech University majoring in journalism as well as electronic media and communications. "But I have different places in my house, where my room will be my little oasis, but my downstairs kitchen table is where I'll sit down and get my work done."

The solution: In addition to creating a daily schedule and finding a productive workspace, Coder says it can also help to simply focus on the ultimate goal.

"At the end of the day, look back on the day and check mark off all of those items that you've completed. Knowing that you did will help to motivate you as well," Coder says.

She adds that staying in touch with classmates, in addition to reaching out to faculty or academic staff as needed, can also help motivate students.

Understanding Course Expectations

The sudden switch to online learning has left some students confused about some course requirements for the rest of the semester. They may wonder, for instance, if a final group presentation is still happening given that students can no longer meet on campus, or if they need to complete labs for science classes.

Students may also wonder whether their classes will have live lectures through videoconferencing at a set time on a certain day, or whether students are expected to learn the material on their own time.

The solution: Experts say students should be proactive in asking their professors questions about course expectations for the spring and whether there are any changes to requirements given the transition. Whether classes will be held live varies depending on the school, professor and discipline.

"Knowing the expectations as an online learner will help with time management because, again, you can plan out and schedule what's really needed week after week," Coder says.

Lack of In-Person Interaction

The lack of in-person interaction with both instructors and classmates can be particularly challenging. Allison Proszowski, a senior at Rutgers University—New Brunswick , is taking her spring classes online from her off-campus residence near the school. The chemical engineering major usually leads a study group for younger students on campus.

On campus, "It would be about me and 20 students taking the class. So you have that in-person, face-to-face interaction; it's a smaller group, you talk to the students, they talk to each other," Proszowski says. "And now transitioning that to an online environment has just not been the same."

The adjustment can be particularly difficult for students taking classes that are better suited for the face-to-face format, like those with science lab components.

"I'm a hands-on person," says Ashford, who now watches physics labs in a digital recording and then takes a quiz afterward. "I consider myself a visual learner as well, but I prefer to play around with the materials as well as converse with other students to understand the material better."

The solution: Experts say students should take advantage of the tools at their disposal. While not ideal for all learners, the best alternative to actual face-to-face interaction may be videoconferencing programs like Zoom, Skype or FaceTime. Talking on the phone with classmates or a professor is also an option.

Proszowski says she has attended virtual office hours to speak with her professors directly. "You have your video on, the professor has their video on, and you can kind of talk to them and get a little bit of additional help," she says.

Adapting to Unfamiliar Technology

Given the transition to online classes, Martin and her students are now adapting to some digital tools, she says.

"I think all of us have had to learn to use technology in the last couple months that some of us have never heard of, some of us may have used just a little bit of," says Martin, who typically teaches classes on campus.

The solution: Use the resources available through the school, Coder says. While this can include reaching out to technical support, students should determine whether they can save themselves time by looking up answers to their technology questions online or watching a video tutorial.

Uncertainty About the Future

The sudden switch to online classes for the spring semester – and the summer, in some cases – has caused anxiety and raised questions among students about their academic futures. Some are considering taking the fall semester off if their school continues to stick with online classes, for instance, while others are concerned about upholding a full course load while juggling family responsibilities at home.

The solution: Smith recommends students speak with an adviser or student support services as needed to determine whether adjustments can be made to their spring course schedule or a future semester if needed. For example, he says, a student may want to take fewer course credits in a future semester if his or her school continues offering only online classes and the student finds this format challenging.

Regardless of the challenges that come with the transition to online classes, students should remember that assistance is available, Coder says.

"It can be a difficult transition," Coder says. "But it doesn't have to be because there are many people who are willing and able to help with it."

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The opportunities and challenges of digital learning

Subscribe to the center for economic security and opportunity newsletter, brian a. jacob brian a. jacob walter h. annenberg professor of education policy; professor of economics, and professor of education - university of michigan, former brookings expert.

May 5, 2016

Twenty years ago this week, one of my very first writings on education policy appeared in print. [i] It was an opinion piece I wrote while teaching middle school in East Harlem, in which I described my school’s struggle to effectively use classroom computers. Two decades later, as a professor of economics and education policy, I am engaged in several research projects studying the use and impact of digital learning. [ii]

Much has changed since I taught middle school. I am struck by the extent to which recent technological innovations have created many new opportunities to better serve traditionally disadvantaged students.

First, increasing speed and availability of internet access can reduce many of the geographic constraints that disadvantage poor students. Schools serving higher-resourced families are often able to recruit better teachers and administrators—perhaps the most important school resources—even without additional funding.

Unlike teachers, however, technologies have no preferences for the schools in which they work. The resources available on the internet, for example, are equally available to all schools with the same internet access and internet access costs the same for all schools in the same area, regardless of the student population served. Students can now access online videos that provide instruction on a wide variety of topics at various skill levels, and participate in real-time video conferences with teachers or tutors located a state (or even a continent) away. [iii]

Second, the evolution of touch-screen technology has enabled very young children to engage in technology-aided instruction. Prior to tablets, it was difficult for pre-school, kindergarten and even early primary grade students to work with educational software because it required use of a mouse or keyboard. Now there are a hundreds of applications that can effectively expose children to early literacy and numeracy skills.

Third, advances in artificial intelligence technology now allow teachers to differentiate instruction, providing extra support and developmentally-appropriate material to students whose knowledge and skill is far below or above grade level norms. The latest “intelligent” tutoring systems are able to not only assess a student’s current weaknesses, but also diagnose why students are making specific errors. [iv] These technologies could enable teachers to better reach students who are further from the average within their classroom, potentially benefiting students with weaker academic preparation.

And these technologies scale easily so that innovations (or even good curriculum) can reach more students. Much like a well-written textbook, a well-designed educational software application or online lesson can reach students not just in a single classroom or school, but across the state or country.

While technologies such as virtual instruction and intelligent tutoring offer great promise, unless the challenges that are associated with implementing them are fully understood and addressed their failure is almost surely guaranteed. To date, there is little evidence that digital learning can be implemented at scale in a way that improves outcomes for disadvantaged students.

Hundreds of thousands of students attend full-time online schools, [v] but a study released last year found that students of online charter schools had significantly weaker academic performance in math and reading, compared with demographically similar students in conventional public schools. [vi] Computer-aided instruction has been studied extensively over the past twenty-five years and the findings have not been encouraging. Consistently, programs that are implemented widely and evaluated with rigorous methods have yielded little to no benefit for students on average. [vii]

What are the key challenges?

Let’s start with student motivation. If technologies can draw in otherwise disenfranchised students through the personalization of material to a student’s interest or through gaming technology, they could benefit disengaged, poorly performing students. However, these technologies often reduce oversight of students, which could be particularly detrimental for children who are less motivated or who receive less structured educational supports at home. It is also possible that these technologies will be less able to engage reluctant learners in the way a dynamic and charismatic teacher can.

Moreover, approaches that forgo direct interpersonal interaction completely are unlikely to be able to teach certain skills. Learning is an inherently social activity. While an intelligent tutor might be able to help a student master specific math concepts, it may not be able to teach students to critically analyze a work of literature or debate the ethics of new legislation.

The experience of Rocketship, a well-known charter school network, illustrates this concern. Developed in the Bay Area of California in 2006, Rocketship’s instructional model revolves around a blended learning approach in which students spend a considerable amount of each day engaged with computer-aided learning technologies. The network received early praise for its innovative approach to learning and, most importantly, for the high achievement scores posted by its mostly poor, nonwhite student population. In 2012, however, researchers and educators raised concerns about graduates from Rocketship elementary schools, noting that they had good basic skills but were struggling with the critical analysis required in middle school. [viii]

More broadly, it is important to realize that technologies can be either substitutes for or complements to resources already in the school. To the extent that they are substitutes, they are inherently equalizing forces. For example, well-designed and structured online content might provide critical support to a novice teacher who is too overwhelmed to produce the same coherent and engaging materials that some more experienced teachers can create.

However, in many cases it may be more appropriate to think of technologies as complements—e.g., when they require skilled teachers or students with strong prior skills to be implemented well. In these cases, technologies must be accompanied with additional resources in order for them to benefit traditionally underserved populations.

Perhaps most importantly, systems that blend computer-aided and face-to-face instruction are notoriously difficult to implement well. In recent studies of the popular Cognitive Tutor math programs, teachers reported trouble implementing the program’s instructional practices that revolve around collaborative work, making strong connections between computer-based activities and classroom instruction, and maintaining the expected learning pace with many students who lacked prior math and reading skills. [ix]

Finally, even with the best implementation, digital learning is likely to benefit students differently depending on their personal circumstances and those of their school. For instance, non-native English speakers might benefit from online instruction that allows them to pause and look up unfamiliar words. Likewise, we might expect an online course to be more advantageous for students attending a brick-and-mortar school with very low-quality teachers.

Indeed, some recent research finds exactly this type of heterogeneity. A large IES-funded evaluation of computer-aided instruction (CAI) released in 2007 found that students randomly assigned to teachers using the leading CAI products fared no better than students in control classrooms. Several years later, then graduate student Eric Taylor, decided to reanalyze the data from the study, focusing on whether the impacts of these technologies varied across classrooms. His analysis suggests that the introduction of computer-aided instruction had a positive impact on students in classrooms with less effective teachers and a negative impact on students in classrooms with more effective teachers. [x]

In recent years, the worlds of online learning and computer-aided instruction have converged to some extent, morphing into what is often referred to as blended- or personalized-learning models. There are a number of interesting projects underway across the country, including pilots supported by the Gates Foundation’s Next Generation Learning Challenge, and the emergence of charter networks with a goal to provide truly personalized learning for every student, such as Summit Public Schools in California and Washington. [xi]

In order for these new endeavors to be successful, they must overcome the challenges described above.

[i] http://www.edweek.org/tm/articles/1996/05/01/08jacob.h07.html

[ii] In a recent publication, the International Association for K-12 Online Learning defined digital learning as “any instructional practice in or out of school that uses digital technology to strengthen a student’s learning experience and improve educational outcomes.”

[iii] This technology has even expanded opportunities for the long-distance professional development of teachers, enabling novice teachers to receive mentorship from master teachers regardless of distance.

[iv] http://www.apa.org/pubs/books/4311503.aspx?tab=2

[v] http://www.inacol.org/wp-content/uploads/2015/11/Keeping-Pace-2015-Report.pdf

[vi] https://credo.stanford.edu/pdfs/Online%20Charter%20Study%20Final.pdf

[vii] http://www.sciencedirect.com/science/article/pii/S1747938X13000031

http://psycnet.apa.org/journals/edu/105/4/970/?_ga=1.79079444.1486538874.1462278305

http://www.apa.org/pubs/journals/features/edu-a0037123.pdf

http://rer.sagepub.com/content/86/1/42.abstract

[viii] http://www.edweek.org/ew/articles/2014/01/21/19el-rotation.h33.html?qs=New+Model+Underscores+Rocketship%E2%80%99s+Growing+Pains

http://educationnext.org/future-schools/

[ix] http://epa.sagepub.com/content/36/2/127.abstract

http://www.tandfonline.com/doi/full/10.1080/19345741003681189

[x] https://scholar.google.com/citations?user=5LXmfylL6JAC

[xi] http://www.rand.org/pubs/research_reports/RR1365.html

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Essays About Online Class: Top 5 Examples and 7 Prompts

Essays about online class tell many stories. If you need to write about e-learning, discover the top examples and prompts for the subject in our guide.

With over 5.8 million American students attending in 2021, online classes are now one of the education sector’s most popular and modern learning methods. Although it became prevalent because of the pandemic, it’s believed that the concept of distance learning began in the late 1800s .

Online classes pose many benefits that many still take advantage of even after the pandemic. However, not everyone adjusts well to this technology-centered learning due to no face-to-face contact and difficulty learning without the back-and-forth of lesson question time. 

1. My Experience as an Online Student by Debra Sicard

2. how to succeed in online classes essay by anonymous on ivypanda.com, 3. essay on advantages and disadvantages of online classes by anonymous on selfstudymantra.com, 4. online school vs. traditional school essay by anonymous on gradesfixer.com, 5. short essay on online classes by anonymous on byjus.com, 7 helpful prompts on essays about online class, 1. online classes: defined, 2. my experience with online classes during lockdown, 3. how does online class work, 4. the best sites for online class, 5. the pros and cons of enrolling in online class, 6. review of a book about online class, 7. should online classes be the norm.

“I am not a traditional student, so I have non-traditional needs… online classes fit my lifestyle.”

Sicard shares her positive experience with online classes, primarily centering her essay on convenience. She says that with online courses, she can fit more lessons into her schedule, save her money on gas, and have more time with her family. In addition, she mentions she can work and do other things besides taking her credits.

To have a proper perspective of the topic, Sicard also includes the disadvantages of virtual learning, such as devices catching viruses and missing in-real-life interactions with her professors and classmates. But, she believes that an online student can learn as much or even more than what students learn in traditional classes.

“In an online class, a student can only achieve success if he is committed to time management, balancing personal obligations, finding an ideal study environment, asking questions, and applying more effort to completing the course requirements.”

This essay contains steps a non-traditional student can take to avoid failing online classes. The author says that students, especially multitaskers, must know how to manage and balance their time to avoid losing focus. In addition, having a dedicated study spot is necessary to avoid distractions.

“Online classes or online method of learning presents an easy and comfortable method to achieve knowledge. Online classes have now become a great alternative to traditional classes.”

The writer delves into the benefits and drawbacks of online versus traditional learning. Virtual classes offer students freedom regarding their schedules and whereabouts. Some schools also allow students to learn for free. E-learning effectively trains individuals to be responsible and disciplined. 

However, individuals who are not computer literate will find online classes frustrating. Plus, electronic devices can be bad for health, and a lack of personal interaction can hinder personality development.

“[Online course] will also help you become more self-motivated, a trait that will make you stand out in the workplace and beyond.”

By listing the similarities and differences between online and traditional schools, the author demonstrates what classes a student should pick. The writer concludes that while traditional schools prepare students for the real world by interacting with diverse people, online schools help students become more self-motivated to stand out.

“The advantages of online classes take over their disadvantages. If students want to learn, then they have immense opportunities to learn from online classes.”

The author defines online classes as a type of education system where students use electronic devices with an internet connection to learn. However, while online learning improves the quality of education, it can also make the student lazy and cultivates a sense of isolation. Ultimately, they believe that to have the best education system, school teachers and officials must learn how to combine the two methods.

If the topic you’re thinking of is still confusing and you don’t know where to start, here are seven easy writing prompts to inspire you:

Explain the topic to your reader and give a brief history of the origins of online classes. Then briefly compare it to the traditional class to make the differences clear. Finally, point out the distinct features of online classes that conventional learning doesn’t offer, such as face-to-face interaction and question-and-answer debates. You can also discuss various online classes schools offer, such as hybrid learning, interactive online courses, etc.

Tell your story if you’re a student with experience with online classes. Narrate how your school switched to virtual classrooms. Relay the challenges you encountered, including how you adapted. Finish your essay by stating your current preference and why. 

For example, you favor e-learning because it cuts your transportation expenses, helps you be more responsible for managing your time, and lets you sleep in the mornings.

Relate your experience when your school moved online. Discuss any equipment or devices you need to buy before enrolling in your online class. Explain how your school handles online courses and what it does when there are technical difficulties. Add how these challenges (such as unstable internet connection and sudden power outage), such as attendance and participation, impact a class.

To make your essay more intriguing, add the average price of your online classes and if you think it’s fair. For instance, you can argue that since schools don’t provide computers and save expenses on cleaning and utilities when physical classrooms are unused, they should cut their laboratory or miscellaneous fees. You may also be interested in these articles about back to school .

Zoom, Google Classroom, and Microsoft Team are just three of the most popular online teaching software for online classes. In this prompt, look for the most useful and efficient software sites teachers or schools should incorporate into e-learning. Find examples or reliable data that show the number of students or schools that use them. Finally, ensure the details you add are accurate to make your essay credible.

Do you want to write about technology instead? Check out our  essays about technology .

Discussing online classes’ positive and negative effects is a usual essay topic. To make your essay stand out, pick the most impactful points on everyone involved. Don’t just explore the students’ perspectives. Include how virtual learning influences teachers, parents, and businesses.

To give you an idea, you can look into businesses near the campus that closed down when the school shifted to virtual classrooms.

This prompt requires you to search for publications about online classes and share your opinion on them.

For example, John F. Lyons’s book, How to Succeed in an Online Class , published in 2011, introduced technology students encounter in online classes. Suppose you read this book. First, enumerate Lyons’ advice, tips, and learning techniques to prevent a student from failing their online course. Then, briefly explain them individually and include examples or proof that his advice helped.

Online schooling has been around for a long time but has only become widespread because of the pandemic. Use this prompt to write your opinion on whether schools should make virtual learning a permanent option for students. Whatever your answer is, explain your reason to your readers.If you’re interested in learning more about essays, check out our essay writing tips !

Maria Caballero is a freelance writer who has been writing since high school. She believes that to be a writer doesn't only refer to excellent syntax and semantics but also knowing how to weave words together to communicate to any reader effectively.

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• 4 Common Challenges Facing Online Learners

4 Common Challenges Facing Online Learners and How to Overcome Them

In 2018, about 3.3 million students attended college exclusively online, according to the National Center for Education Statistics . Online learning provides many benefits for students who want flexibility while attending college. Some advantages include:

• The ability to take courses on your schedule
• The opportunity to learn on any connected device, without having to relocate or attend class in person
• The opportunity to get to know students from different backgrounds in an online course setting

Between fall 2017 and fall 2018, the number of students who took at least some courses online grew 1.6% year-over-year. The benefits are clear, but online students may face some unique challenges compared to students who attend college on campus. Here are four issues to be aware of and how to overcome them.

1. Digital Literacy

To attend class online, you’ll need a certain degree of technological proficiency—including the ability to successfully log in, participate in classes, submit work, and communicate with teachers and classmates.

This includes understanding online communication etiquette and knowing student rights and responsibilities in an online learning environment.

How to Overcome This Challenge

Choose a school that provides access to a full range of support services, including technical support by phone, email, and live chat, which you can access when you have tech questions.

Pay attention to how your instructors ask that you label and submit files, and adhere to those requirements. Keep in mind these netiquette best practices for the online learning environment:

• Avoid typing in all caps (that’s perceived as yelling).
• Don’t be sarcastic.
• Contribute thoughtfully and meaningfully—only add comments or ask questions that are relevant.
• Be respectful.

Online learning may be a little different than what you are used to, so don’t be afraid to ask questions before you start participating in an online classroom.

You can learn more here about how online college works at Purdue Global .

2. Technical Issues

As an online student, you can access class wherever you have a connected device, but a strong internet connection is required. Low bandwidth and weak internet can affect how quickly you can connect and participate in class.

It may be easy to find a free Wi-Fi location, but the quality of that internet connection may be spotty. If you need to immediately work on something, you’ll need a fast connection.

For an online student, a reliable internet connection is key. If you plan on doing a lot of schoolwork at home, you’ll want a fast home internet connection. Opt for a high-quality home service, and know where to get help if you need technical assistance for your connection. It’s also good to have a list of reliable, Wi-Fi connected places you can visit nearby, such as a public library or coffee shop.

3. Time Management

Best Colleges surveyed 1,500 online students and found convenience and flexibility were the top reasons why students chose an online format.

Flexible scheduling is great for online students, but they often need it because they have responsibilities outside of school, such as work and family. This can make juggling school, work, and personal responsibilities a challenge. Great time management skills are crucial to succeed.

There are only 24 hours in a day. When you add school to your already-busy schedule, you must use your time wisely.

• Identify time-wasters. If you get distracted by social media or browsing the internet, use tools to block out these and other time-wasters when you need to focus on school. You can install a free website blocker app that blocks specific websites during certain times. When you complete a study task, reward yourself with a break to indulge in something fun and non-school related.
• Break down responsibilities. Create a to-do list for the week or every day with what you need to get done. Break down large responsibilities into smaller tasks, and use your list to determine the best times of day to tackle each task. Try to establish routines that make time management practices more habitual and easier to adhere to.
• Enlist help. Taking on the new challenge of being an online student means you’ll have less time to do the things you were used to. Ask family members, your partner, or your roommates to help with certain tasks and errands around home as you embark on this new journey.
• Avoid trying to multitask. It makes your work less effective and makes you less productive overall. Focus on completing one task at a time so you are constantly moving toward completing bigger goals.

Check out these additional time management tips for online students .

4. Motivation

Online learning requires motivation to complete tasks, stay engaged, and make progress. When you’re not surrounded by classmates and instructors in a physical setting, it may be tempting to procrastinate.

Some online learners may start out fully engaged and then discover that their motivation wanes. When this happens, they may fall behind.

Lack of motivation is a common challenge for all types of students. Be aware that this may be an issue and know how to overcome it.

• Show up. The more involved you are with your education, the more it's top of mind. Log in daily to see course updates and class discussions. Connect with other students and share questions or perspectives. Communicate with faculty. If you need help, ask for it.
• Schedule study time. You should make school a part of your schedule so you already have the time blocked off to check in. Remember to focus on one task at a time and use your time management techniques to make your study sessions more effective.
• Practice positive self-talk. Talking to yourself in affirming ways can help you stay focused on your goal and improve your confidence. Ultimately, you are the only person who determines your success. When you tell yourself positive statements regarding school, you'll start to ingrain those beliefs and reap the benefits.

It helps to keep your reason for pursuing your degree at the top of your mind, too; perhaps you want to provide a better life for your family or pursue your dream career.

Write down your reasons for attending school along with your short-term and long-term goals. Post them where you’ll see them, and cross off goals as you achieve them. Share your vision with a loved one, and ask them to check in with you regularly so you stay accountable.

Here are more tips for how to stay motivated when you go to college online .

No Matter What Challenges You May Face, You're Not Alone

Online learning may be new and different, but it also allows you to take the courses you need to earn the degree you want—all in a supportive and convenient setting.

Even if you’re facing challenges, believe that you can do this. Managing your time wisely and focusing on your goals are great ways to stay on track and accomplish what you want to get out of your program.

If you’re interested in going to college online while continuing to work, check out Purdue Global—we’re an accredited online university offering more than 175 degree programs.* Request more information today , and one of our friendly advisors will be in touch to discuss your goals.

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5 Challenges Students Face with Online Learning in 2022

Darius Goldman

Here are the challenges students are currently facing with online learning and specific tips on how to address them..

In the middle of the spring semester of 2020, undergraduate students across the U.S. had to suddenly pack up their belongings and finish their courses away from campus . In addition, the COVID-19 pandemic has forced many colleges and students to move to virtual learning or distance learning, an adjustment for many who are accustomed to in-person classes.

The coronavirus pandemic has transformed many aspects of life, especially higher education. Recent polling from College Reaction, New York in April, showed that 77% of more than 800 college students surveyed said they felt distance learning through the internet is worse or much worse than in-person classes .

Here are some of the most common challenges students are currently facing with online learning , along with specific tips on how to address them.

Distractions Everywhere

Distractions are a reality of distance learning, a delivery or one thing like a pet running into the home office can be disruptive for everyone involved if you’re in the middle of a virtual classroom session. As a result of these distractions – and possibly having additional responsibilities – time management becomes more challenging. Having a time management system is perhaps the most difficult challenge for students to overcome because it depends entirely on self-motivation. Students need to be serious about their education, learn how to manage time, set their daily schedule, and study despite constant distractions.

Minnesota State University lists some remote learning online student skills requirements . In this example, the university specifically addresses the importance and unique challenges in self-motivating absent the traditional influence of nearby peers doing the same. This can be a considerable challenge for some.

The solution:

Try to think about building a schedule – figuring out when you’re going to do what you’re going to do and then sharing that with the other people in your house.

Also, try to identify a quiet time and place to complete your coursework, if possible – even if that time is late at night. If you get distracted by social media or browsing the internet, use tools to block out these while distance learning and other time-wasters when you need to focus on school. Also, creating a to-do list for the week or each day with what you need to get done can help you determine the best times to tackle each task.

Staying Motivated

Given that students may not be attending class at a set time on a physical campus, finding the motivation to get started on coursework can be difficult.

When you don’t see your home as a space of work, it’s a struggle to get in that mindset, but designating different places in your house that are specifically for schoolo can help you get your work done.

In addition to creating a daily schedule and finding a productive workspace, it can also help to focus on the ultimate goal. It helps to keep your reason for pursuing your degree at the top of your mind; perhaps you want to provide a better life for your family or pursue your dream career. 

Write down your reasons for attending school, along with your short-term and long-term goals. Post them where you’ll see them, and cross off goals as you achieve them.

Staying in touch with classmates, in addition to reaching out to faculty or academic staff as needed, can also be motivating. The more involved you are with your distance education, the more it’s top of mind. Log in daily to see course updates and class discussions. Connect with students and teachers and share questions or perspectives.

Technical Issues

Unfortunately, technical issues are bound to happen in an online-only environment. This may sound obvious but technical issues, and internet connection only add to the online environment’s frustration and interrupt new distance learning sessions. Sometimes your computer will shut down, or there are moments when your wifi is spotty, and weak monitors can make it challenging to keep up with your virtual classmates and learning environment.

The most important step is to stay in touch with professors and inform them about what’s happening. They should understand and be flexible about the situation, perhaps even recording class sessions on your computer through learning platforms as a backup.

There will be technical issues, and it’s important to realize you aren’t the only one with this problem. If your school has technical support services, they can be a valuable resource.

Some Students Being Left Behind

In the traditional classroom, teachers can monitor the students and adjust their pace to accommodate anyone who needs extra time. In an online learning environment, it’s more difficult to do so. Since it is harder to read body language virtually, learners may stay silent or “put on a brave face” and then leave the class feeling discouraged, frustrated, and having learned nothing.

Set yourself up for success by asking for information on any relevant apps you may not understand or how to access the classes. Also, be sure you know how to raise concerns to your teacher, whether it be during the online course, through email, or a different form of communication.

Diminished Social Aspects

The final spot in our list of the challenges of online platforms goes to the loss of many social aspects with the online route. Within the layouts of most degree programs, there are certainly many opportunities given in social interaction with peers. This can be through virtual classroom activities or even “social lounges” set outside the digital classroom. All of this is great but still not the same as physical, in-person relations. Interacting in person creates more considerable bonds, a camaraderie founded on common work and goals, and many other supportive attributes for the student. This indeed is a challenge harder to face for some than others.

The adjustment can be challenging for many students in, say, a google classroom that is better suited for the face-to-face format, like those with science lab components.

It can be easy to get frustrated due to the lack of human contact, not being able to raise concerns immediately, the absence of a teacher, only remote learning from online teaching, and an inability to discuss problems with classmates. Sometimes, the online world, no matter how enriching it may be, can become too small, and you need a physical space where you can resolve your queries and practice with real tools.

If this is the problem, one solution is to foster personal interaction within the online course as much as possible. For example, you can organize webinars, group work, or forums where students can discuss and resolve their queries.

These common issues are only a few that many students face during remote learning . The sudden switch to online classes and online learning has caused anxiety and raised questions among students about their academic futures. It’s easy to be concerned about your future education during this time, but it’s important to remember that you aren’t alone.

COVID-19 has changed the world permanently . Although college students have been dramatically affected by this crisis, learning to be adaptable is an essential part of life. f you’re looking to learn a new skill then check out our Students page!

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✍️Essay on Online Classes: Samples in 100, 150, 200 Words

• Updated on  
• Oct 20, 2023

Online classes, also known as virtual classes, have over time revolutionized education. They are known for providing students with the flexibility to access educational content and at the same time interact with professors in the comfort of their homes. With time, this mode of learning has gained huge popularity due to its accessibility and the ability to cater to diverse learning styles.

In this digital age, online classes have become a fundamental part of education, enabling all individuals to acquire knowledge, skills etc. Are you looking to gain some more information about online classes? Well, you have come to the right place. Here you will get to read some samples of online classes. 

This Blog Includes:

What are online classes, essay on online classes in 100 words, essay on online classes in 150 words, essay on online classes in 200 words.

Also Read: Online Courses

Online classes are educational courses or learning programs which are conducted over the Internet. They provide students with the opportunity to study and complete their coursework remotely from the comfort of their homes. Online classes are a part of formal education. They can be taken in schools or colleges or can be offered by various online learning platforms. 

Online classes may include a variety of digital resources as well as tools. These may include quizzes, assignments, video lectures, discussion forums, connecting with friends via email, chat video calls etc. This type of learning offers the student flexibility in terms of when and where they can access their coursework and study. It is also helpful for those who study part-time have busy schedules and prefer remote learning. 

With the onset of COVID-19 , online classes became a huge hit hence the evolution of online classes. It offers one with different levels of education, skill training and much more. 

Online classes have become a central aspect of modern education. They offer flexibility, accessibility, and convenience, allowing students to learn from the comfort of their homes. The rise of online classes was accelerated during the COVID-19 pandemic, making a shift from traditional classrooms to virtual learning environments. 

However, there are many disadvantages to online classes. Students may struggle with distractions, lack of in-person interaction, and technical issues. Additionally, they have opened up new avenues for global collaboration and lifelong learning. In an increasingly digital world, online classes are likely to remain a significant part of education.

Online classes have become a prevalent mode of education, especially in the past two years. These digital platforms offer several advantages. First, they provide flexibility, allowing students to learn from the comfort of their homes. This is especially beneficial for those with busy schedules or who are studying part-time. 

Second, online classes often offer a wider range of courses, enabling learners to explore diverse subjects. Additionally, these classes promote self-discipline and time management skills as students must regulate their own study routines.

However, there are challenges associated with online learning. Technical issues can disrupt classes, and the lack of face-to-face interaction may hinder social development. It can also be isolating for some students.

In conclusion, online classes offer convenience and a variety of courses, but they also present challenges related to technology and socialization. The future of education likely involves a blend of traditional and online learning methods, catering to diverse learning needs.

Also Read: Online Learning

Online classes have become a prevalent mode of education. However, this shift has brought about both advantages and challenges.

One significant benefit of online classes is accessibility. They allow students from diverse backgrounds and locations to access quality education without any constraints. This inclusivity promotes diversity and global learning experiences. Additionally, online classes often offer flexible schedules, enabling students to balance their studies with other responsibilities.

However, online classes present challenges too. Technical issues and a lack of face-to-face interaction can hinder effective learning. Students may even struggle with self-discipline and motivation, leading to a decline in academic performance. Moreover, the absence of physical facilities like libraries and laboratories can limit hands-on learning opportunities.

In conclusion, online classes have revolutionized education by providing accessibility and flexibility. Yet, they also pose challenges related to technical issues, motivation, and practical experiences. 

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Every student has their own pace of study, and this is where distance learning’s benefits really shine. You can go at your own speed in online classes, go over the material as needed, and complete the work in a method that best suits your learning preferences.

Online courses can be successful provided they are well-designed and delivered, just like any other course or programme. However, this depends from person to person as not every student is meant for online classes. 

In online education, students get to study online using a computer/laptop and only need a proper internet connection. 

For more information on such interesting topics, visit our essay-writing page and follow Leverage Edu ! 

Malvika Chawla

Malvika is a content writer cum news freak who comes with a strong background in Journalism and has worked with renowned news websites such as News 9 and The Financial Express to name a few. When not writing, she can be found bringing life to the canvasses by painting on them.

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The pros and cons of online learning

What to look for in an online course.

By: MIT xPRO

If you’re at a point in your life where you’re considering continuing your education, you may wonder if online learning is the right path for you.

Taking an online course requires a notable investment of time, effort, and money, so it’s important to feel confident about your decision before moving forward. While online learning works incredibly well for some people, it’s not for everyone.

We recently sat down with MIT xPRO Senior Instructional Designer and Program Manager Luke Hobson to explore the pros and cons of online learning and what to look for in an online course. If you’re waiting for a sign about whether or not to enroll in that course you’ve been eying, you just might find it here.

Pros of Online Learning

First, let’s take a look at the true value of online learning by examining some of the benefits:

1. Flexibility

Online learning’s most significant advantage is its flexibility. It’s the reason millions of adults have chosen to continue their education and pursue certificates and degrees.

Asynchronous courses allow learners to complete work at their own pace, empowering them to find the optimal time to consume the content and submit assignments.

Some people are more attentive, focused, and creative in the mornings compared to the evenings and vice versa. Whatever works best for the learners should be the priority of the learning experience.

2. Community

When Luke asks people about their main reason for enrolling in a course, a common answer is networking and community.

Learners crave finding like-minded individuals who are going through the same experiences and have the same questions. They want to find a place where they belong. Being in the company of others who understand what they’re going through can help online learners who are looking for support and motivation during challenging times and times that are worth celebrating.

Some learners have created study groups and book clubs that have carried on far beyond the end of the course-it’s amazing what can grow from a single post on a discussion board!

3. Latest information

“Speed is a massive benefit of online learning,” and according to Luke, it often doesn’t get the attention it deserves.

“When we say speed, we don’t mean being quick with learning. We mean actual speed to market. There are so many new ideas evolving within technical spaces that it’s impossible to keep courses the way they were originally designed for a long period of time.”

Luke notes that a program on Additive Manufacturing , Virtual Reality and Augmented Reality , or Nanotechnology must be checked and updated frequently. More formal learning modalities have difficulty changing content at this rapid pace. But within the online space, it’s expected that the course content will change as quickly as the world itself does.

Cons of Online Learning

Now that we’ve looked at some of the biggest pros of online learning, let’s examine a few of the drawbacks:

1. Learning environment

While many learners thrive in an asynchronous learning environment, others struggle. Some learners prefer live lessons and an instructor they can connect with multiple times a week. They need these interactions to feel supported and to persist.

Most learners within the online space identify themselves as self-directed learners, meaning they can learn on their own with the right environment, guidance, materials, and assignments. Learners should know themselves first and understand their preferences when it comes to what kind of environment will help them thrive.

2. Repetition

One drawback of online courses is that the structure can be repetitive: do a reading, respond to two discussion posts, submit an essay, repeat. After a while, some learners may feel disengaged from the learning experience.

There are online courses that break the mold and offer multiple kinds of learning activities, assessments, and content to make the learning experience come alive, but it may take some research to find them-more on what to look for in an online course later in this article! Luke and his colleagues at MIT xPRO are mindful of designing courses that genuinely engage learners from beginning to end.

3. Underestimation

Luke has noticed that some learners underestimate how much work is required in an online course. They may mistakenly believe that online learning is somehow “easier” compared to in-person learning.

For those learners who miscalculate how long they will need to spend online or how challenging the assignments can be, changing that mindset is a difficult process. It’s essential to set aside the right amount of time per week to contribute to the content, activities, and assignments. Creating personal deadlines and building a study routine are two best practices that successful online learners follow to hold themselves accountable.

Experience the Value of Online Learning: What to Look For in an Online Course

You’ve probably gathered by now that not all online courses are created equal. On one end of the spectrum, there are methods of online learning that leave learners stunned by what a great experience they had. On the other end of the spectrum, some online learning courses are so disappointing that learners regret their decision to enroll.

If you want to experience the value of online learning, it’s essential to pick the right course. Here’s a quick list of what to look for:

• Feedback and connection to peers within the course platform. Interacting regularly with other learners makes a big difference. Luke and the MIT xPRO team use peer-reviewed feedback to give learners the opportunity to engage with each other’s work.
• Proof of hard work. In the online learning space, proof of hard work often comes in the form of Continuing Education Units (CEUs) or specific certifications. MIT xPRO course participants who successfully complete one or more courses are eligible to receive CEUs , which many employers, licensing agencies, and professional associations accept as evidence of a participant’s serious commitment to their professional development.

Online learning isn’t for everyone, but with the right approach, it can be a valuable experience for many people. Now that you know what to look for in an online course, see what Luke and the MIT xPRO instructional design team have to offer by checking out the latest MIT xPRO courses and programs .

Originally published at http://curve.mit.edu on August 8th, 2022.

The pros and cons of online learning was originally published in MIT Open Learning on Medium, where people are continuing the conversation by highlighting and responding to this story.

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Home / Essay Samples / Education / Homeschooling / My Online Class Experience

My Online Class Experience

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