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Motivation of online learning

ONLINE LEARNING 6

Motivationof online learning

Onlinelearning

Motivationof online learning

Itis evident that the online learning process offers convenience and acomfortable learning environment (Kaushal Et al., 2016). With thelearning system, there is no need for physical class sessions.Rather, the reading materials and notes are available online for thestudents to study at their convenient time and location. The studentsin this cases do not face challenges such as commuting alongsidetraffic, trouble in finding parking space or being forced to leavetheir other programs unattended to catch a lesson. The student canprioritize on a more pressing issue such as completing workassignments and be able to study at a more convenient time. Thestudents also have the opportunity to study at the time they are atthe peak of their energy since the learning materials are availableonline regardless of the time they desire to access them.

Tosome students, the online system offers more opportunities forgreater interactions and concentration (Kim Et al., 2012). There areparticular students who in their nature find it hard to participatein the face-to-face discussions. With the system, such students havean opportunity to take part in the online discussions and chats whichare more comfortable for them. It is also easier for some students toconcentrate better during online sessions since there are nodistractions from other students.

Theonline learning system offers an opportunity for multitasking byallowing one to engage in studies while working at the same time (KimEt al., 2012). The result of the multitasking is professionaladvancements. Taking, for instance, an already working person whowould love to continue with their studies. The person does not haveto quit their employment courtesy of this learning system. The systemoffers flexibility in terms of time and location, and the alreadyworking person can enroll for an online course and study during thefree time because it does not have to interfere with the workprogram. The online learning materials are available at any time ofthe day, and the student can study very early in the morning beforeleaving for work or at night after finishing the work of thatparticular day.

Discouragementsof online learning.

Inas much as the online learning offers motivation to students, thereare certain aspects of the program which discourage this learningsystem. Such factors include the lack of a teacher-studentcommunication, lack of face-to-face communication, the lack of afeeling of being engaged in the learning process, lack of properdevelopment, lack of opportunity for the students to network and makeconnections who would be helpful in life, and the inability of onlinecourses to cope with a large number of students available. The onlinelearning advocates for independent studying without the guide of aninstructor. With the system, every required material for learningsuch as notes, assignments, and discussions is available online. Thesystem thus does not allow for any physical contact between theinstructor and the student. Such a system denies the student and theinstructor interactions which are crucial for the reinforcement ofthe lesson by an instructor for better understanding by the student(Ni, 2013). The scenario also implies a lack of teacher-studentcommunication which in some cases could result in the failure of thestudent to understand the exact information as intended by the tutor.

Thereis no proper development of students, not only in the study aspectsbut also in other aspects of life such as the appropriate humaninteraction with the online learning. With the traditional classroomlearning system, the students are in a position to learn how to makefriends, work on disappointments, and most importantly, how tocompete (Ni, 2013). These aspects are very crucial for properdevelopment of the students. For instance, competition breedsstimulation and students benefit from it to high dimensions. Thestudents will ensure they put more efforts in their studies tocompete with the rest of the students which translates to betterunderstanding and performance. Unfortunately, the online learningsystem does not allow for these aspects. There is no humaninteraction during process which inhibits proper development of thestudents. Equally, the students are not in competition with anyoneand will always be satisfied with the results they get.

Thisform of learning denies the users an opportunity to make realconnections with their professors, tutors, and fellow students (Toch,2010). The students miss out on connecting with these significantpeople who would have been of help in crucial life’s aspects suchas job seeking. For example, some of the professors might haveconnections with various organizations, and are likely to refer thestudents they have made physical connections during recruitmentprocess leaving out the online students. The students also fail toconnect with other colleagues in similar field who would have been ofhelp in securing job placement. The students equally lack anopportunity to make interactions with people already working and insimilar field of study who could be advancing their studies. Suchinteractions would have yielded job opportunities because peoplealready working in the organization have first-hand information whenemployment opportunities arise. As human beings, it is natural todesire to have real friends to share about life issues. The onlinestudents lack such an opportunity because the platform does not allowthem to interact physically with other students.

Theonline courses cannot cope adequately with the numerous studentsdesiring the program. During the instances when there are manystudents online at the same time, the sites could operate at slowspeeds demotivating the students in joining the discussions. Equally,the process could be complex if it is about disciplines involvingpractice. The system becomes inappropriate for the students duringsuch times because such disciplines require the presence of aninstructor for elaborations and discussions which is not possiblewith the system.

Duringonline learning, it is usually the student, his or her computer, anda working internet connection. This is in contrast to the traditionaleducation system which advocates for the presence of an instructor ina classroom passing information to students. In the online system,the student studies on their own and could in some cases result inthe feeling of not being engaged in the learning process. Thestudents could also in some cases find themselves researching onother aspects with no relation to the subject being studied becauseno instructor is controlling them. At the end of the lesson, thestudent may feel wasted because more time has been put in otherthings other than studies in comparison to those studying under theguidance of an instructor.

References.

KaushalKumar Bhagat, Leon Yufeng Wu, &amp Chun-Yen Chang. (2016).Development and Validation of the Perception of Students towardsOnline Learning (POSTOL).&nbspJournalof Educational Technology &amp Society,&nbsp19(1),350-359. http://www.jstor.org/stable/jeductechsoci.19.1.350

Kim,P., Kim, F., &amp Karimi, A. (2012). Public Online Charter SchoolStudents: Choices, Perceptions, and Traits.&nbspAmericanEducational Research Journal,&nbsp49(3),521-545. http://dx.doi.org/10.3102/0002831212443078

Ni,A. (2013). Comparing the Effectiveness of Classroom and OnlineLearning: Teaching Research Methods.&nbspJournalof Public Affairs Education,&nbsp19(2),199-215. http://www.jstor.org/stable/23608947

Toch,T. (2010). In an Era of Online Learning, Schools Still Matter.&nbspThePhi Delta Kappan,&nbsp91(7),72-73. http://www.jstor.org/stable/25655246