The Efficacy and Acceptance of Online Learning vs. Offline Learning in Higher Learning Institutions: A Systematic Review
Abstract
Overview: Online learning has emerged as a flexible and accessible alternative, allowing students to engage with course materials at their own pace and from various locations. This systematic review on the efficacy and acceptance of online versus offline learning in higher learning institutions revealed significant insights into the evolving landscape of education.
Body of Knowledge: The study explored the comparative effectiveness and receptiveness of online and traditional face-to-face learning modalities. It synthesized a wide range of empirical research to assess the educational outcomes, student satisfaction, and institutional acceptance of these two learning approaches.
Methods: The study employed both the qualitative and quantitative methods and a descriptive survey design that sampled faculty Heads of departments, Lecturers, and Students. The study was conducted from four higher learning institutions within Lusaka district of Zambia with a sample size of 100 respondents. Data was obtained from the respondents by means of interviews, surveys and questionnaires. The quantitative data collected through the questionnaires were analyzed using appropriate statistical methods, such as descriptive statistics using SPSS and Microsoft excel whereas the qualitative data from semi structured interviews were analyzed thematically.
Results: The findings revealed that online learning offers flexibility and accessibility, leading to enhanced student engagement and learning autonomy. However, challenges such as technological barriers, lack of face-to-face interaction, and varying levels of student self-discipline impact its efficacy. In contrast, offline learning continues to be valued for its structured environment and direct interaction, which are critical for collaborative learning and immediate feedback.
Recommendation: The study emphasized the need for strategic integration of both learning methods to optimize educational outcomes in higher learning institutions.
