There’s a lingering belief in the world of traditional educational institutions: that online learning is inferior to learning conducted in the classroom. In today’s post, we’re arguing that this view is outdated, with the latest evidence showing that when it’s well designed, online learning can equal or even exceed the outcomes of in-person learning.
It’s not hard to see where the view of online learning as the ‘lesser’ method came from. Early generations of online courses were clunky, as new technologies usually are: passive, text-heavy, poorly supported. Hardly the engaging experience students would expect to receive in the classroom.
Then came the COVID-19 pandemic and the enforced shift to “emergency remote teaching”, which Hodges et al (2020) show led to mixed results; unsurprising given that its aim was to provide reliable access to education in exceptional circumstances rather than to create a “robust educational ecosystem”. But this scenario – a rushed cobbling together of online resources by teachers used to supporting students face-to-face – was not the same thing as purpose-built digital learning, which has evolved into a mode of education now provably effective.
Online learning works
The myth of online learning as inferior makes the mistake of conflating “online” with “low effort” – but well-designed, quality online education design is in fact highly intentional and resource-intensive, providing an engaging learning experience. And there’s plenty of evidence that it works.
As early as 2010 a meta analysis by the US Department of Education was already finding that students in online or blended settings performed modestly better than those in face-to-face classes. Over a decade later, by which time online learning had developed significantly, a 2023 MIT study proved that students taking an online course scored as well as or better than in-person learners, despite less instructor time.
And the effectiveness of online learning isn’t just showing in outcomes – it’s also improving retention rates. The Research Institute of America found that online courses have increased student retention rates by anything from 25% to 60%, while the World Economic Forum points out that hybrid learning increases flexibility, boosts engagement and improves retention.
Finally, a bonus benefit: it’s better for the environment. The Open University have found that online courses result in an average of 90% less energy and 85% fewer CO2 emissions per student than traditional in-person courses. This means that online learning can contribute positively to an institution’s sustainability goals.
What actually drives learning quality?
Whether it’s online or offline, there are a few factors that affect learning quality, and first and foremost is instructional design. The structure of the course, and its interactivity, matters more than whether it’s online or offline – and in many ways online learning technology actually has more potential for introducing engaging course design to capture students’ imaginations.
For example, a 2021 EDUCAUSE Horizon study found that platforms that include quizzes, branching scenarios and discussion boards lead to higher completion and satisfaction rates. Video content has been shown to be highly effective, too: Forrester research shows that learners retain 95% of a message via video compared with just 10% via text.
When it comes to assessment and feedback, you might be forgiven for thinking that an in-person scenario offers more opportunity for rapid interaction with teachers. But again, today’s online learning platforms fare better, offering automated, formative feedback immediately and at scale – something that, according to Jisc (2021), accelerates learning.
Of course, for all the elements that can be automated, high-quality online learning still depends on teacher training, with OECD’s 2020 study highlighting that educators with online pedagogy training report higher student engagement and outcomes. To that end, both online and hybrid programmes are now subject to the same QA standards as in-person learning, helping institutions understand which providers offer a quality experience. Indeed, the UK’s QAA, Ofqual and CEFR-aligned assessments now increasingly accept digital formats, and a growing number of institutions worldwide are integrating LMS-based delivery and digital testing into mainstream operations.
Online versus in-person learning? That’s the wrong question
We’ve moved on from debating the relative merits of online versus in-person learning. With digital learning experiences now offering outcomes that are equal to or better than those of the classroom, the divide has shifted to good versus poor online learning design. The medium isn’t the issue – the method is. And with the right tools, structure and educator support, online learning is not only as good as in-person teaching, but often more scalable, accessible and data-informed.
Find out what good learning looks like and how OIDI could help your institution reap the benefits of online learning by getting in touch today.
