THE EFFECTIVINESS OF ONLINE CLASSES OF CAMPUS STUDENTS

Abstract

This study investigates the effectiveness of online classes in higher education, aiming to assess their

efficiency in meeting learning objectives and providing quality educational experiences. With the

rapid expansion of online education, there is a pressing need to evaluate its impact on academic

performance and student satisfaction. Drawing on a comprehensive literature review, this research

examines key themes such as academic performance, student satisfaction, and factors influencing

effectiveness in online learning environments. The study employs a mixed-methods approach,

combining quantitative analysis of academic performance, sstudent’s satisfaction, and factors

influencing effectiveness in online learning environments. The study employs a mixed-methods

approach, combining quantitative analysis of academic performance data with qualitative

assessment of student perceptions and experiences. Our findings illuminate that online classes

demonstrate numerous advantages and no significant disparity in performance compared to physical

classes. However, further refinement of online methodologies is necessary to enhance efficacy. In

conclusion, we recommend a blended approach to education, leveraging the strengths of both online

and physical classes to create a well-rounded educational environment that maximizes student

engagement and success. Our recommendation calls for further exploration and implementation of

blended learning models to harness the full potential of online education while preserving the

essential elements of in-person instruction.

INTRODUCTION

BACKGROUND

Learning has evolved from the traditional classroom to distance learning and now to online learning,

where students learn in “invisible classrooms” (Phillip, 1998; Sutherland, 1999). With the

advancement of technology and the Internet, educational institutions are changing their learning
techniques to meet demands of user in providing an ideal learning environment. The use of e-

learning methods involves the possibility of learning from information delivered electronically

through sending, receiving emails, online courses, online discussion forums, video conferencing, CD

Rom, etc. (Cappel, Hayen 2004). In 2020 ,the pandemic pushed millions of student into virtual

learning then after students returned, they continued to embrace the online classes. Universities and

higher education have partnered with information training vendors to create a virtual learning

environment in which a wide range of levels and disciplines of academic degrees and certificate

programs are managed through a consistent user interface standard throughout the institution.

Online only colleges and campus colleges offer some programs requiring students to attend some

campus Classes with orientations sessions. (Nunamaker et al, 2004).

Online learning method is more cost effective than traditional classroom learning but there are many

issues arising within the context of self- study independent study programs from the end users

perspective. There is a need to observe and analyze these situations in order to discover areas of

improvement in the design delivery methods employed. Online coursework generally yields worse

student performance than in-person coursework. The negative effects of online course-taking are

particularly pronounced for less-academically prepared students and for students pursuing

bachelor’s degrees. New evidence from 2020 also suggests that the switch to online course-taking in

the pandemic led to declines in course completion. However, a few new studies point to some

positive effects of online learning, too. This discussion this new evidence and its implications for the

upcoming academic year.

Statement of the problem

The rapid expansion of online education has raised questions about its effectiveness compared to

traditional classroom instruction. Despite its growing popularity, there remains a lack of

comprehensive understanding regarding the extent to which online classes meet the educational

needs of students across diverse demographics and subject areas. There is also need to check on the
gaps in order to be addresses soon in order for successful competence. This study aims to

systematically assess the efficiency of online learning platforms in terms of student engagement,

learning outcomes, and overall satisfaction, while also investigating potential factors influencing

effectiveness, such as technological barriers, instructor expertise, and student characteristics.

OBJECTIVES

 Evaluate how online classes impact student learning outcomes.

 Determine if online learning is as effective as traditional in-person classes.

 Effective methods of online classes.

 The gaps in online classes

Literature review

overview

Online education has transformed the landscape of higher education, offering flexibity and

accessibility to students worldwide. Amidst the COVID-19 pandemic, the shift to online learning

became a necessity for many campuses, prompting extensive research on the effectiveness of virtual

instruction. This literature review examines the evolving body of evidence regarding the effectiveness

of online classes for campus students, considering factors such as academic performance,

engagement, satisfaction, and equity.

Historical Evolution of Online Education

The beginning began with various waves in order to reach where we are .The technology of the first

wave in 1990s of online learning was based on slow-speed, dial-up modem lines. As a result, many of

the earliest online learning courses were text-based and relied heavily on asynchronous learning.

Digital multimedia was difficult and time-consuming to develop and was incredibly slow downloading
to student computers. The main pedagogical model was a highly interactive, asynchronous learning

network made popular by the Alfred P. Sloan Foundation’s grant program entitled Anytime/ Anyplace

Learning. By the early 2000s, Internet technology had advanced to the point where most people

were able to afford high-speed cable modems or DSL. The most important development of this

second wave was that online learning was no longer seen solely as a vehicle for distance education

but could be used in mainstream education in almost any class and for any subject matter. The

dominant pedagogical model of this wave was blended learning, as faculty and teachers from most

sectors of education began to use online facilities to enhance their courses and to replace seat time

in face-to-face courses. Also, during the second wave many colleges and universities scaled up their

online and blended learning activities. Third wave 2008 to 2013 The term “MOOC” (massive open

online course) was coined in 2008 by Dave Cormier and Bryan Alexander to describe an online course

led by George Siemens of Athabasca University and Stephen Downes of the National Research

Council. The course enrolled more than 2,000 students. n 2014, the fourth wave arrived, wherein

blended learning technologies that allow for more extensive and personal faculty interaction were

integrated with well-financed course content as developed by MOOC providers and others that

instructors can use as they see fit. As it progresses, the fourth wave model will extend and combine

the developments of the second wave (blended learning) and the third wave (well-designed MOOC

content) and will incorporate a variety of pedagogical approaches using multiple content forms and

instructional tools. Social and multimedia use is expanding, and students are relying on portable

devices (laptops, tablets, personal data assistants, smartphones) for accessing and participating in

course activities.

Academic Performance in Online Classes*

Studies investigating the impact of online classes on academic performance have yielded mixed

findings. While some research suggests comparable or even improved outcomes in online settings
(Means et al., 2009), others highlight challenges associated with remote learning, including

decreased motivation, difficulty in staying focused, and limited interaction with instructors and peers

(Rovai, 2002). students become more comfortable participating in class, it is more convenient to

their schedule, and they can have plenty of time to think about their responses for online

discussions. In addition, students were able to communicate effectively with their teachers. Factors

such as course design, instructional strategies, and technological support play crucial roles in shaping

the academic experiences of campus students in online environments.

Student Satisfaction and Engagement*

One of the key concerns with online classes is the potential for reduced student engagement and

interaction compared to traditional face-to-face instruction. However, evidence suggests that

effective online pedagogies, such as discussion forums, collaborative projects, and multimedia

presentations, can foster meaningful interaction and peer engagement in virtual classrooms

(Picciano, 2017). Moreover, advances in synchronous communication tools and virtual meeting

platforms have facilitated real-time interactions, simulations, and group activities, enhancing the

sense of community and connectedness among campus students in online courses (Pall off & Pratt,

2013).

Satisfaction and Perceptions:

Student satisfaction with online classes is a critical indicator of their overall learning experience and

perceived value of virtual instruction. Research indicates that while some students appreciate the

flexibility and convenience afforded by online learning, others express concerns about the quality of

instruction, technical challenges, and feelings of isolation (Waldis et al., 2015). Factors influencing

student satisfaction include instructor availability, course organization, clarity of communication, and
opportunities for feedback and support (Artino & Stephens, 2009). Addressing these factors is

essential for enhancing student satisfaction and retention in online programs.

Equity and Access:

Online classes have the potential to expand access to higher education by removing geographical

barriers and accommodating diverse student populations. However, concerns have been raised

regarding the digital divide, disparities in internet access, and technological literacy, which may

disproportionately affect underserved communities (Hao & Wei, 2020). Efforts to promote digital

equity and inclusivity through affordable technology initiatives, online support services, and

culturally responsive pedagogies are essential for ensuring equitable access to online education for

all campus students.

Factors Influencing Effectiveness

This section identifies and analyzes factors that influence the effectiveness of online classes. Key

considerations include instructor competencies, technological infrastructure, learner characteristics,

and institutional support mechanisms. The role of instructional design principles and pedagogical

approaches in enhancing online class effectiveness is also explored (Talent-Runnels et al., 2006;

Picciano, 2017).

Challenges and Solutions

The literature review concludes by outlining potential avenues for future research in the field of

online education effectiveness. Recommendations for advancing theoretical understanding,

improving methodological rigor, and addressing emerging trends and technologies are provided to

guide future scholarship in this area (Simonson et al., 2019; Shea et al., 2011).

Future Directions

Two-thirds of presidents of public institutions think that higher education is headed in the right

direction, as do well over half of their private-campus peers. Modality: An overwhelming majority of
presidents—three-quarters at private institutions and even more at public campuses—think that

blended courses that contain both face-to-face and online components will have a positive impact on

higher education. Focus: Presidents say that when it comes to innovation in higher education,

reformers pay too much attention to cutting costs and not enough to changing the model of teaching

and learning. Change Drivers: Two-thirds of public-institution presidents think that politicians are the

most influential drivers of change in higher education, and half of private-campus presidents agree

with that assessment. The presidents on both types of campuses believe strongly that faculty should

be the number-one drivers of change

Method

Research questions

On a scale of 1 to 10, how satisfied are you with your overall online learning experience? How

conducive is your home or school environment for online learning? Do you find the live session

method effective on content delivery? How often do you interact with your lectures and peers

during online classes? How often do you encounter any technical issues during online classes? How

well do you manage your time for online coursework? Prformance of online class compared to the

physical classes?

Hypotheses

Null Hypothesis (Ho): There is no considerable difference in the academic performance of students

between online and in physical class students.

Alternative Hypothesis (Ha): There is a considerable difference in the performance of students

between online and in physical class.

1. *Study Design:* This study will be conducted quantitative form through a cross-sectional study of

students enrolled in Meru University of science and technology. A mixed-methods approach will be

employed, combining quantitative analysis of academic performance data with qualitative

assessment of student. The primary type of data we would collect would be from a survey created by

the google forms. The secondary data could be obtained from the institution as such data is readily

available. Descriptive statistics will be generated using regression analysis to determine the results.

2. *Participants:* The study will include students who studied online classes and who studied

physical classes mostly physics and mathematics units across multiple disciplines and academic levels

and students enrolled fully on online classes. These two units were selected as they were found to be

the common undertaken by most student, regardless of their varying degree courses. These units

also have different methods of learning, ensuring representation of various methods in the results.

Physics is more theory and requires to carry out laboratory experiment while Mathematics is

calculations and analysis. This would enable to have a better and fairer comparison of the student's

academic performance for both online and in-class lessons and identify gaps in presenting them.

3. *Data Collection:* Academic performance data could be collected from institutional records.

Questionnaires in terms of google form will be conducted to gather qualitative data on student

satisfaction and perceptions. Observation of how students learn through the online classes was used.

4. *Data Analysis:* Quantitative data could be analyzed using statistical techniques such t-test also a

bar graph could be used on the units that were taught online ,physical, mathematical and physics to

compare academic performance each other to the other. Qualitative data will be thematically

analyzed to identify effective methods that are used in online classes and interactions’ of the

students to their peers and lecturers.

Results and discussions

These result were obtained from the data collected through survey , google forms of 20 students

from various courses and even from library research in various articles.
satisfaction with Online Learning: Satisfaction varies greatly among individuals. Some appreciate the

flexibility and convenience of online learning, while others miss the face-to-face interaction of

traditional classrooms.

Conduciveness of Environment: A quiet, well-lit space with a stable internet connection is generally

conducive for online learning. However, not everyone has access to such an environment, which can

impact their learning experience this leads to most students preferring. There are also technical

issues which occurs such as internet instability leading to ineffectiveness.

Effectiveness of Live Sessions: Live sessions can be very effective for content delivery as they allow

for real-time interaction and clarification of doubts. However, they require learners and educators to

be online at the same time and a stable internet which is not always possible. The students do not

take the online classes seriously they log in and do other businesses lacking the interactions of the

lectures and students since it requires a high level of self-discipline and time management skills.

Online vs Physical Classes: Online classes offer flexibility and convenience and offers more tools for

the lecturer to use. However, they lack the social interaction and hands-on experience that physical

classes offer. Most units of mathematics were not effective in being taught online though in theories

units if the lecturer was teaching very fast it may lead to great workload.

Recommendation and conclusion

In conclusion, our study has illuminated that there exists no significant disparity in performance

between online and physical classes. Moreover, online classes demonstrate numerous advantages,

underscoring the need for further investigation and refinement of their methodologies to bridge any

existing gaps and enhance their efficacy. The findings advocate for a strategic shift towards

prioritizing the development and optimization of online learning platforms, ultimately fostering an

environment where online classes can not only match but surpass the effectiveness of traditional in-

person instruction.
In light of these insights, we propose a blended approach to education, leveraging the strengths of

both online and physical classes. While online classes offer flexibility and accessibility, the integration

of physical classes can address the need for social interaction and hands-on learning experiences,

particularly in subjects like mathematics. By combining these modalities, we can create a well-

rounded educational environment that maximizes student engagement and success. Therefore, we

recommend further exploration and implementation of blended learning models to harness the full

potential of online education while preserving the essential elements of in-person instruction.

References

Artino, A. R., & Stephens, J. M. (2009). Academic motivation and self-regulation: A comparative

analysis of undergraduate and graduate students learning online. The Internet and Higher

Education, 12(3-4), 146-151.

Hao, Y., & Wei, Y. (2020). The digital divide in online education: The impact of socioeconomic

status on learning outcomes and access to online resources during COVID-19. Information and

Management, 58(1), 103-114.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based

practices in online learning: A meta-analysis and review of online learning studies. Washington,

DC: US Department of Education.

Palloff, R. M., & Pratt, K. (2013). Lessons from the virtual classroom: The realities of online

teaching. John Wiley & Sons.

Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated

model. Online Learning, 21(3), 166-190.

Rovai, A. P. (2002). Building sense of community at a distance. International Review of Research

in Open and Distributed Learning, 3(1), 1-16.

 Wladis, C., Conway, K. M., Hachey, A. C., & Zhao, Y. (2015). Investigating predictors of student

satisfaction in online courses. The American Journal of Distance Education, 29(2), 89-104

Dziuban, Charles, and Anthony G. Picciano. The Evolution Continues: Considerations for the

Future of Research in Online and Blended Learning. Research bulletin. Louisville, CO: ECAR, June

17, 2015