challenges of e learning essay

Instructional Design

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.

We live in a world where anything and everything you could ever want to know is ~ literally ~ at your fingertips. Thanks to the internet and the rapid growth of technology, online learning has never been more popular and effective. 

While there are some great perks associated with online learning, such as accessibility, flexibility, and affordability, that’s not to say that online learning doesn’t come with its downsides… online learning can be challenging to get accustomed to at first, and there are some obstacles that come with the territory. 

In this blog we will go into depth on the different problems encountered in online learning, and provide valuable solutions for the problems faced by students in online classes. 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 face challenges with online learning. 

Continue reading or jump ahead: 

• Types of online learning  

Synchronous learning

Asynchronous learning, microlearning, mobile learning (m learning).

• Gamification  
• Isolation  
• Lack of motivation 

Time management 

Distractions .

• Technical issues  
• Communication 

Personal barriers 

Overview of top solutions to overcome online learning challenges.

Check out: Thinkific Online Learning Trends 2024

What is online learning?

Before we dive into all of the problems faced by students in online classes, let’s go over exactly what online learning consists of, and break down the different types of online learning out there. 

Online learning – also commonly referred to as eLearning – has rapidly grown in popularity over the past few years, and eLearning is essentially any kind of learning you can do from your own device and an internet connection. The best part is that you can be anywhere in the world while learning online. 

Online learning has earned its seat in the education industry as it provides more accessibility and flexibility for students, allowing them to choose a learning style that works best for them. It can also be more cost efficient for both students and teachers, cutting back on the overhead expenses that are associated with in-person learning. 

Think of online learning as an umbrella term for all of the different types of eLearning out there. There are multiple ways in which you can learn or teach online, and there is no one right way to approach online education. 

Below we have listed some of the most common forms of online learning that are currently being offered. 

Types of online learning 

First off, there are two ways in which you can consume information online: asynchronous or synchronous learning. 

Asynchronous online learning involves a self-paced learning environment where learners can access the course material and complete assignments at any time and from any place in the world. This is a major appeal for most people when it comes to online learning. 

On the other hand, synchronous online learning is an interactive and live teaching style that mimics in-person instruction, and uses real-time participation and active discussions to facilitate learning goals, regardless of location. This is very similar to learning in-person, however with the added convenience of not having to leave your bed if you don’t wish to!   

Here are some other common forms of online learning: 

• Microlearning – Short-form lessons that mainly involve bite-sized, digestible content. The goal of microlearning is to focus on learning core concepts and theories, while consuming this information within 5 and 10 minutes for better understanding. This style of eLearning weeds out the fluff and unnecessary details, so that students can grasp key points more efficiently.   
• Mobile learning (M Learning) – The use of mobile technology like smartphones to facilitate  educational purposes. With M Learning,  students are able to learn on-the-go through videos, podcasts, and bite-sized lessons. Students are more likely to take up M Learning as it is flexible and convenient, and it’s easy to form a habit or routine this way. 
• Gamification – Involves the use of game elements in the learning process. Examples of this include point systems, leaderboards, and rewards to incentivize learning. This style boots student engagement and creates an immersive environment where learning doesn’t have to feel like a chore. 

Related: The Advantages and Disadvantages of Learning in Online Classes in 2023

Top challenges with online learning 

Now that we’ve covered our basis and explored the various types of online learning, let’s go deeper into some of the challenges faced with these specific modalities of eLearning. 

While distance education and short-form learning techniques have lowered costs, increased flexibility, and reduced the need for physical infrastructure for both students and teachers, it does not come without its downsides. Listed below are some common challenges with online learning. 

Synchronous learning is great for student participation, however there are some key challenges that are worth noting. This particular online learning style closely mimics in-person lectures, so for those who learn best in-person, this is your next best option as there is an emphasis on live lectures and student participation. 

However, synchronous courses don’t always have the flexibility that is often desired when it comes to online learning. In fact, it can be tough for those in different timezones to engage with this type of eLearning. It can also be difficult for some students to find a quiet and private environment to be fully engaged with lectures. As well, if there are any internet troubles, then you are potentially missing out on valuable class time, especially if lectures aren’t recorded.  

Asynchronous classes can be very similar to synchronous learning, just without the live “in-person” component. While there are deadlines and due dates to meet, students have more flexibility with how and when they learn, and can allocate their time in a way that works with their schedule. 

The top problem with asynchronous learning is the lack of personal interactions and peer-to-peer support. Another big challenge is that it can be tough to receive immediate instructor feedback or help – there will most likely be a d elay before an instructor can respond to a query, which negatively impacts the learning experience. Asynchronous courses are also known for having a lack of structure, which can make learning confusing and unmotivating for students.

Microlearning caters to those looking to quickly grasp the concept of a subject, and is generally for learners with limited time. Due to this time constraint, it is challenging to learn complex problems or skill development with microlearning. This limits microlearning to only a few concepts, or more of a surface-level learning experience. 

Microlearning also runs a high risk of fragmented learning if the course is not managed correctly, which can be frustrating for learners. Because of this, it can sometimes be a struggle to keep track of student success and progress with microlearning. 

Worldwide, there are approximately 6.94 billion smartphones – which means that M Learning is only increasing in popularity. The ability to learn from your smartphone is a huge breakthrough in the online learning industry, however there are some noteworthy challenges with this learning style. 

A major challenge is content compatibility. Most times, content created for eLearning doesn’t always smoothly transfer over to mobile devices, affecting both the student and instructor. In this case, content has to be refurbished or recreated so mobile learners can access it properly, which can be very time-consuming.  

Other challenges include small screens, difficulty reading text, and learner retention. M Learning typically produces ultra-short-form content, also making it difficult to learn in-depth concepts. 

Gamification 

Gamification learning uses play for educational goals, and many smartphone apps have mastered the art of game-based learning. While this is a fantastic short-form learning technique that is rapidly growing, some challenges include it being seen as “mandatory fun,” difficulty boosting user engagement, and misaligned motivation to earn rewards instead of retaining core concepts. 

Gamification can also be prone to technological issues such as accessibility, usability, and reliability – which can easily deter potential learners. 

Related: Top Advantages and Disadvantages of Mobile Learning

Problems faced by students in online classes

Now that we’ve gone over some of the problems encountered in online learning, let’s switch gears to the more specific problems faced by students in online classes. 

Noting these challenges will be beneficial for both students and teachers, which is why we will also provide some key solutions to overcome these challenges with online learning. 

Listed below are some of the most common challenges (and solutions) with online learning that students face: 

Humans, by nature, are social animals. One of the biggest obstacles to overcome with online learning is isolation – it can be incredibly lonely to enroll in an online course, and students can often feel disconnected from their peers and instructors. Although students sometimes get to interact with their classmates over Zoom or Google Meet, it is not the same as physical interaction.  

Feeling isolated can lead to students feeling disconnected from class, and they may not engage the way they normally would in an in-person setting. This is especially prevalent with asynchronous learning, where there is even less of a chance to interact with other students.

It’s easy to get frustrated when you can’t talk to your teachers and classmates face-to-face and voice the concerns you have immediately. However, there are things you can do to power through, including:  

• Find out if your course has a student support system in place. Some online courses have advisors who guide and support students throughout the duration of their online program .
• Check if your course offers networking opportunities for students. Some courses allow students to interact with their peers via chats and forums. It’s similar to interacting with classmates in a physical class, except it requires a little more effort to reach out. 
• Interact with your teachers and classmates during your online classes as much as possible. You can do this through social media outlets like Facebook groups and WhatsApp, email chat rooms, and classroom forums. To facilitate more interactions, be sure to ask lots of questions, organize group projects, and participate in discussions with your peers.

Combating isolation with online learning will take some effort on the students’ behalf, however once you’ve laid the foundation of pushing yourself out of your comfort zone to communicate with others, the rest will be easy! 

Online instructors, you can also help students overcome feelings of isolation by creating group projects and encouraging classmate interactions. As well, try to make yourself available at certain hours for students who want to reach you.

Lack of motivation

Feeling isolated also trickles into our next big problem that online students face, which is a lack of motivation to participate. Lack of motivation is a common issue amongst students. It requires a significant amount of self-discipline to learn online, and this is often a skill that needs to be consistently worked on. 

Due to a 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 to attend classes on time, meet deadlines, and make progress. This could lead to procrastination and declining grades. 

Staring at a screen for hours on end – even outside of online classes – can also deter learners from attending classes and completing their coursework in a timely manner. Learning online is not always as exciting as in-person lessons, so it can take a while to adjust. 

Here are some ways that students can increase their motivation to learn online and succeed academically: 

• Set realistic short-term and long-term goals to help stay on track with classes, assignments, and projects. To-do lists are great reminders for meeting deadlines, and crossing activities off a to-do list can be highly motivating.
• Reach out to a classmate (this also helps combating isolation) and hold each other accountable for attending online lectures, completing coursework, and finishing assignments and projects. 
• Practicing positive affirmations will help increase your motivation and drive to succeed with online learning. Giving yourself short pep-talk to affirm that you can do whatever you set your mind to will help keep you on track during tough times. 
• Regularly participating in class can provide a sense of belonging that keeps you motivated to continue learning. Ask questions, share your opinions, and engage in healthy debate. 

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

It’s hard enough to juggle your normal day-to-day activities without being a student. Adding online learning into the mix can make it even more of a challenge to navigate all these responsibilities. 

While online learning provides students with unparalleled flexibility to do other activities, the tradeoff is being able to manage your time in a responsible and effective manner. It can be extremely easy to fall into the habit of letting things slip, and before you know it you’ll be struggling to keep up with your online course. 

Time management is an important skill that helps students stay focused and disciplined – keeping your priorities in line will help you not only with online courses, but in all aspects of your life. 

Here are some ways to manage your time better for online classes: 

• Set a schedule and stick to it. This will help build discipline and keep yourself accountable. Make sure to include lots of mini breaks so that you don’t exhaust yourself!
• Create a priorities list, and work from most to least important. With time, this habit will increase your overall productivity.
• Set early deadlines so that you’re not scrambling to stay on top of your assignments. 
• Break tasks into smaller chunks instead of trying to complete them all at once. Trust us, your brain will thank you!

Teachers can also try to make it a priority to check-in on students, especially with asynchronous learning.  

We all know how easy it is to become distracted, nevermind learning online at home with ALL the distractions that you could ever imagine present! It takes some serious dedication and commitment to work successfully from the comfort of your own space. 

Along with in-person distractions, such as your TV, bed, making food, or roommates, there are also online distractions to be wary of. As wonderful as the internet is for learning purposes, it also comes with constant notifications from blogs, videos, and social media platforms. This can easily distract students from their classes and assignments, and it’s dangerous territory for falling into that rabbithole of mindless scrolling. 

If you’re getting distracted by your surroundings or procrastinating with social media, here are some things you can do to focus: 

• Dedicate a quiet area of your home that is free of distractions. This will help focus your mindset on the task at hand, which are your online classes. 
• Turn on social media blockers during classes and when you are working on assignments .
• Tell people around you about your daily schedule. You become more accountable when you tell others about your commitments and plans. Think of these people like human alarm clocks. 
• Leave your phone (and any other distractions) in a different room while you complete your coursework. You will feel less compelled to procrastinate, leaving you with a more efficient study sesh. 

If you are an instructor, you can help combat any learning distractions by using a 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.

Technical issues 

Technical issues are the culprit of disengagement for online learning. Learning online requires teachers and students to understand how to use multiple forms of technology – some of which have steep learning curves.

From low internet bandwidth, spotty reception, and video glitches (to name a few), these issues disrupt the flow of learning and make it a tedious task.

With online learning, students need to find proactive ways to become their own IT department, as technological assistance may not always be available right away. 

To reduce technical issues that students and teachers experience during online classes, here’s some preventative measures to 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. 
• As an online student, search engines are your best friend! More often than not, you can find the answer to your tech problem by plugging your question into Google. 

Teachers should provide a comprehensive guide that contains IT information and digital literacy guidelines to streamline the process for students if something goes wrong. It’s also very helpful for teachers to record class sessions in case some students miss lectures due to tech issues.

Communication

It can be more challenging for students to communicate with their peers and instructor in an online environment. Learning online doesn’t come with the option to walk up to the teacher after class (unless your instructor allows questions in synchronous classes), so students can feel more alone if they are confused. 

Even when a student asks a question online, they might not receive a response right away depending on the availability and timezone of their instructor. 

• Most of the time, the answers will be in the student syllabus. Make sure you carefully go over the course outline, as you may have missed the answer you are looking for. 
• Post your questions in student groups. Chances are, one of your peers will be able to help you out, especially if they’ve already asked the same question or have taken the course before. 
• Take advantage of online office hours if the teacher provides them. Then you know an exact time for when your instructor can provide assistance. 

As a teacher, you will want to be proactive when planning your course. Be sure to provide you students with an in-depth outline of the course that covers common questions and solutions. This will help in the long run, so you don’t have a herd of students banging on your virtual door looking for answers!

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. 

Online learning is praised for its adaptability and inclusivity, which means that if you inquire about accommodations, the course creator or institution could most likely work with you to improve usability. 

As an instructor, here are some ways you can make your online course more universally accessible to all learners, including those with learning disabilities: 

• Include captions to your audio and video content 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.
• Hold extra office hours for those who need extra assistance.
• Offer assignment extensions.

Related: The Most Common Barriers to Learning – And How to Overcome Them

Since we’ve covered A LOT of information in this post on how to overcome challenges with online learning, here is a summary of the most important takeaways: 

• Practice self-discipline by creating an online learning schedule 
• Connect with classmates to motivate each other 
• Increase motivation by practicing good online study habits 
• Take study breaks to avoid burnout and lower screen-time levels 
• Dedicate a quiet study space with no distractions
• Be proactive when looking for answers – but don’t be shy when asking questions
• Set early deadlines to stay on top of assignments 
• Become familiar with online support systems in place 

There you have it! A complete overview of the top challenges with online learning, and how to effectively manage these obstacles.

We hope you are able to implement these solutions into your online learning journey, and embrace online education with confidence. 

If you’re an online creator looking to break into the lucrative industry of online teaching, try Thinkific today. 

This blog was originally published in August 2022, it’s since been updated in April 2024 to become even more useful.

Highly creative and curious about life, Megan is a blog writer and content creator who loves to inspire and uplift people with the written word. During her free time she is an avid yogi, travel junkie, beach enthusiast, and reader.

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The Rise of Online Learning: Benefits and Challenges

he rapid advancement of technology has revolutionized the field of education, paving the way for online learning to become increasingly popular. Online learning offers a flexible and accessible approach to education, providing learners with opportunities to acquire knowledge and skills from the comfort of their own homes. This article explores the benefits and challenges associated with the rise of online learning.

Benefits of Online Learning

1. Flexibility: Online learning allows students to create their own schedules and learn at their own pace. They can access course materials and complete assignments at a time and place that suits them best.

2. Accessibility: Online learning eliminates geographical barriers, making education accessible to individuals who may have limited access to traditional educational institutions. It provides opportunities for learners from diverse backgrounds to pursue their educational goals.

3. Personalized Learning: Online platforms often offer adaptive learning technologies that can personalize the learning experience. Students can receive customized feedback and access additional resources based on their individual needs and learning styles.

4. Collaboration and Global Connections: Online learning promotes collaboration among students from different geographic locations, allowing them to share ideas, perspectives, and cultural experiences. It fosters a global learning community.

5. Skill Development: Online learning equips students with essential digital literacy and technological skills. They learn to navigate online platforms, communicate effectively in virtual environments, and utilize various digital tools.

Challenges of Online Learning

1. Technical Issues: Online learning relies on technology, and technical glitches or internet connectivity issues can hinder the learning experience. Students and educators need to have the necessary technological infrastructure and support to ensure smooth online interactions.

2. Self-Discipline and Time Management: Online learning requires self-motivation and discipline. Students must manage their time effectively and stay organized to complete assignments and meet deadlines.

3. Lack of Face-to-Face Interaction: Online learning may lack the face-to-face interaction that traditional classrooms provide. Some students may miss the social connection and immediate feedback from teachers that in-person learning offers.

4. Limited Practical Hands-On Experience: Certain subjects, such as lab-based sciences or performing arts, may require hands-on practical experience that is challenging to replicate in an online setting. Finding alternative ways to provide practical learning opportunities is crucial.

5. Digital Divide: Access to technology and reliable internet connections may not be equitable for all students. The digital divide can create disparities in access to online learning resources and opportunities.

Despite the challenges, online learning continues to grow and evolve, offering a flexible and accessible education option for learners around the world. By harnessing the benefits of online learning and addressing the challenges, educators can create engaging and inclusive virtual learning environments that empower students to succeed in the digital age.

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The Challenges of Online Learning during the COVID-19 Pandemic: An Essay Analysis of Performing Arts Education Students

• Roy Martin Simamora Indonesia Institute of the Art, Yogyakarta

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Peer-reviewed

Research Article

The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff

Roles Conceptualization, Data curation, Methodology, Supervision, Writing – original draft, Writing – review & editing

* E-mail: [email protected]

Affiliations Department of Community, Environmental and Occupational Medicine, Faculty of Medicine, Zagazig University, Zagazig, Egypt, Department of Family and Community Medicine, College of Medicine, Taibah University, Medina, KSA

Roles Conceptualization, Data curation, Resources, Writing – original draft

Affiliation Department of Community, Environmental and Occupational Medicine, Faculty of Medicine, Zagazig University, Zagazig, Egypt

Roles Conceptualization, Data curation, Formal analysis, Methodology, Writing – original draft, Writing – review & editing

• Marwa Mohamed Zalat, 
• Mona Sami Hamed, 
• Sarah Abdelhalim Bolbol

• Published: March 26, 2021
• https://doi.org/10.1371/journal.pone.0248758
• Reader Comments

e-learning was underutilized in the past especially in developing countries. However, the current crisis of the COVID-19 pandemic forced the entire world to rely on it for education.

To estimate the university medical staff perceptions, evaluate their experiences, recognize their barriers, challenges of e-learning during the COVID-19 pandemic, and investigate factors influencing the acceptance and use of e-learning as a tool teaching within higher education.

Data was collected using an electronic questionnaire with a validated Technology Acceptance Model (TAM) for exploring factors that affect the acceptance and use of e-learning as a teaching tool among medical staff members, Zagazig University, Egypt.

The majority (88%) of the staff members agreed that the technological skills of giving the online courses increase the educational value of the experience of the college staff. The rate of participant agreement on perceived usefulness, perceived ease of use, and acceptance of e-learning was (77.1%, 76.5%, and 80.9% respectively). The highest barriers to e-learning were insufficient/ unstable internet connectivity (40%), inadequate computer labs (36%), lack of computers/ laptops (32%), and technical problems (32%). Younger age, teaching experience less than 10 years, and being a male are the most important indicators affecting e-learning acceptance.

This study highlights the challenges and factors influencing the acceptance, and use of e-learning as a tool for teaching within higher education. Thus, it will help to develop a strategic plan for the successful implementation of e-learning and view technology as a positive step towards evolution and change.

Citation: Zalat MM, Hamed MS, Bolbol SA (2021) The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff. PLoS ONE 16(3): e0248758. https://doi.org/10.1371/journal.pone.0248758

Editor: Gwo-Jen Hwang, National Taiwan University of Science and Technology, TAIWAN

Received: November 11, 2020; Accepted: March 4, 2021; Published: March 26, 2021

Copyright: © 2021 Zalat et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Data Availability: within the manuscript.

Funding: The author(s) received no specific funding for this work.

Competing interests: The authors have declared that no competing interests exist.

Introduction

COVID-19, a public health crisis of worldwide importance, was announced by the World Health Organization (WHO) in January 2020 as a new coronavirus disease outbreak and was reported as a pandemic in March 2020 [ 1 ].

Egypt reported the first German tourist death due to the virus on March 8. The increase in the number of cases to more than 100 cases by mid-March forced the government to make more rigid regulations. For one month, Egypt closed schools and universities and facilitated online distance electronic learning (e-learning) [ 2 ].

The pandemic of COVID-19 caused several schools and colleges to remain temporarily closed. Face-to-face education has ended by numerous schools, universities, and colleges. This will have negative impacts on educational activities, as social distance is crucial at this stage. Educational agencies are trying to find alternatives ways to manage this difficult circumstance [ 3 ]. This shutdown stimulated the growth of online educational activities so that there would be no interruption to education. Many faculties have been involved in how best to offer online course material, involve students, and perform evaluations [ 4 ].

This crisis would make the new technology accepted by organizations that were previously resistant to adapt. This was a difficult time for the educational sectors to deal with the current situation; professional education, particularly medical education, was more challenging [ 5 ].

Online e-learning is described as learning experiences using various electronic devices (e.g. computers, laptops, smartphones, etc.) with internet availability in synchronous or asynchronous environmental conditions. Online e-learning could be a platform that makes the process of education more student-centered, creative, and flexible [ 6 ]. Online delivery of courses is cost-effective and easily accessible especially when delivering curriculum to students in rural and remote areas [ 3 ]. The United online e-learning is seen by the United Nations (UN) and the WHO as a helpful tool for meeting educational needs, especially in developing nations [ 7 ]. Medical colleges have implemented numerous creative strategies to combat the crisis, using various software/apps such as Google Classroom, Zoom, and Microsoft Teams to take online courses. In order not only to complete the course but also to stay in constant contact with the learners, this virtual class of e-learning was initiated to grow the certainty and confidence of the students in their faculty during the COVID-19 pandemic [ 5 ].

It is anticipated that with the implementation of e-learning, the role of faculty members will be transformed from the traditional teacher-centric to student-centric model which serves the current new curriculum applied at our college of medicine. Therefore, this study aims to estimate the university staff perceptions, evaluate their experiences, recognize their barriers, and assess their challenges to e-learning during the COVID-19 pandemic. Additionally, the study will investigate factors influencing the acceptance of e-learning as a tool for teaching within higher education which could help future endeavors aimed at implementing e-learning not only during the pandemic but in other non-pandemic situations throughout the teaching life.

Materials and methods

Study design and setting.

A cross-sectional study was conducted from September 1st to October 1st, 2020 at the Faculty of Medicine, Zagazig University, Sharkia Governorate, Egypt.

Study population and sample size

The medical staff of both basic science and clinical departments who are engaged in the development and teaching of online courses were invited to participate in the study. While, those who refused participation, retired, or on leaves (e.g. sick, maternity, or any type of leaves) were excluded.

The required sample size was calculated to be 346 staff members. Calculations have been done using the sample size software online for prevalence studies [ 8 ]: the total number of staff members in both basic science departments (i.e. anatomy, physiology, pathology, histology, biochemistry, parasitology, pharmacology, microbiology), and clinical departments (i.e. internal medicine, surgery, gynecology & obstetric, pediatrics, community medicine, family medicine …..etc.) was 3439 at the faculty of Medicine, Zagazig university at the time of the study, assuming a prevalence of 50%, a precision of 5% at confidence interval 95% and power of test 80%.

Tools of data collection

A semi-tailored electronic questionnaire was used and contains four parts:

First Part : questions on socio-demographic and occupational data of the participants as age, gender, marital status, residence, work sector (academic or clinical), current employment status, years of teaching experience, whether they have taught an online course before or not, and their experience duration.

Second part : questions on university staff perceptions and experiences of online courses adapted from a previous study [ 9 ]. The questions are rated on a 5-point scale ranging from strongly disagree = 1 to strongly agree = 5 by which the staff member could express their agreement levels.

Third Part : questions on barriers and challenges towards online learning. Medical staff should rank the challenges facing distance education in order of their seriousness (1–10 scale, 1 being the least serious, 10 being the most serious) [ 10 ].

Fourth part: questions based on the validated Technology Acceptance Model (TAM) [ 11 ], for exploring factors that affect university medical staff acceptance and use of e-learning as a teaching tool. It consisted of three items namely perceived usefulness, perceived ease of use, and acceptance on a 5-point scale ranging from ‘‘strongly disagree” to ‘‘strongly agree.”, Acceptance was categorized as accept and don’t accept according to the median (median = 2.5), scores above 2.5 indicate acceptance while rated scores <2.5 indicate refusal.

Data analysis techniques used for detection of the percentage of respondents’ response is described in detail in the work of Napitupulu et al. [ 12 ] and the range of results compared to the following categories: 0–25% Strongly Disagree, 26–50% Disagree, 51–75% Agree, 76–100% Strongly Agree.

Procedures of data collection

The electronic questionnaire was designed on Google forms, and the invitation link for participation in the survey was shared via mail and on social media such as each department WhatsApp group, by the researchers, through the departments’ coordinators. Another two reminders were sent every 10 days to increase the participants’ response rate. A cover letter was presented on the first page of each electronic survey explaining the purpose of the study, emphasizing its importance and significance, therefore encouraging cooperation by the respondents.

Pilot study

The questionnaire was tested on 10 staff members. The necessary modifications, changes, and corrections were done to ensure ease of understanding and clarification of all questions. For testing the questionnaire reliability, Cronbach’s alpha test was used and was >0.70 for most of the items.

Data management

Data were analyzed using the SPSS version 20.0. The Shapiro-Wilk test was used to assess the normality of data distribution. Descriptive analysis was performed for quantitative data by mean, standard deviations and for qualitative data by frequencies and percentages as applicable. A Multivariate regression analysis was performed to predict potentially significant determinants of acceptance and use of e-learning in education. A P-value of < 0.05 was considered statistically significant.

Ethical considerations

The necessary official permissions were obtained from the Zagazig University Institutional Review Board (Ref No #6385-1-9-2020#). Consent from the participant after being informed about the purpose of the study and research objectives was obtained at the start of the online survey. Privacy and confidentiality were assured.

A total participant in this study was 346 university medical staff members. Most of the participants are females (87.9%) with a mean age of 47 years most of them are married (72%). Most of the staff members live in the same city where they work (76%) with a mean of 19 years of teaching experience, and more than half of them (63.9%) were from the basic science departments. Half of the teaching staff are professors (52%) and taught online courses before (40.2%) for more than 2 years and taught both theoretical and practical sessions ( Table 1 ).

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https://doi.org/10.1371/journal.pone.0248758.t001

Study results revealed that all the staff members agreed that the online course design permits staff to educate at their own speed (36.1% strongly agreed and 63.9% agreed), followed by 88% of the staff members agreed that the technological skills acquired from teaching online courses increased their educational experience (56.1% strongly agreed and 32.1% agreed). While 44.2% of staff members disagreed that tests in an online course are more difficult for students (4% strongly disagreed and 40.2% disagreed) compared to 43.9% agreement (7.8% agree and 36.1% strongly agree) ( Table 2 ).

https://doi.org/10.1371/journal.pone.0248758.t002

Applying the Technology Acceptance Model (TAM) to university medical staff members showed that the percentage of the respondent’s answer on perceived usefulness was 77.1%, this means that university medical staff found that e-learning is very helpful in improving and progressing the educational process. The percentage of the respondent’s answer on perceived ease of use was 76.5%, this means that users assess e-learning systems implemented by being highly easy to use and operate. While the percentage of the respondent’s answer on acceptance of e-learning was 80.9%, this means that based on user perception, the e-learning system implemented was with high acceptance level. This was obtained because perceived ease of use and perceived usefulness have been assessed to be adequate for the users ( Table 3 ).

https://doi.org/10.1371/journal.pone.0248758.t003

Studying the barriers of e-learning as reported by the university staff members showed that (40%) reported insufficient/ unstable internet connectivity followed by inadequate computer labs (36%), lack of computers/ laptops (32%), and technical problems (32%) ( Table 4 ).

https://doi.org/10.1371/journal.pone.0248758.t004

Statistical analysis was conducted to identify risk factors in terms of unadjusted OR. Teaching experience duration (years) followed by the online courses they taught before COVID-19, age of staff members (years), and work sector whether academic or clinical were the significant factors that influence acceptance of e-learning. A logistic regression analysis was done to study the significant independent factors affecting e-learning acceptance and showed that age under 40 years, teaching experience less than 10 years, and being a male are the most important indicators affecting e-learning acceptance ( Table 5 ).

https://doi.org/10.1371/journal.pone.0248758.t005

e-learning is not considered a new phenomenon, there was an increasing global trend of using electronic learning or e-learning in the last decade and some higher education institutes in developing countries have adopted this trend recently [ 13 ]. However, this technology has not been evenly dispersed throughout all nations and cultures [ 14 ].

More than nine months have passed since the WHO declaration of COVID-19 as a pandemic, with an abrupt shift to online teaching and electronic learning. Furthermore, the uncertain future concerning returning to normal life and stopping this pandemic results in maximum dependency on e-learning especially in higher education [ 15 ].

Like other countries, Egypt faced significant challenges in higher education and transferred its in-person educational system to virtual learning. A particular urgent challenge was for face-to-face university courses to be delivered online [ 16 ]. In this study, the e-learning perception, challenges, and predictors of its acceptance as a method for education during the COVID-19 pandemic were investigated among the university medical staff members.

The majority of the participants agreed (32.1%) and strongly agreed (56.1%) that the technological skills to provide online courses increase the educational value of the experience of the faculty staff members. Similarly, these findings from our research support the results of previous studies [ 17 – 19 ].

The majority of our participants agreed (59.5%) on the advantages of time flexibility of teaching the online course. In contrast, other previous studies [ 19 ], reported that faculty members considered that e-learning can take time and can lead to student monitoring difficulties and can reduce the interest in direct traditional teaching.

These various perceptions might be related to unfamiliarity with the e-learning medium, different technological knowledge, and skills of the participants which highlight the need for formal training and workshops on using various technological methods and platforms for strengthening the e-learning activities.

The current study showed that 36.1% and 63.9% of the participants strongly agreed, and agreed respectively that the online course enables staff to teach at their own pace. Similarly, a previous study appreciated the self-pacing of online learning [ 20 ].

Also, most of our participants disagreed/ strongly disagreed (44.2%) that exams in an online course are harder for students. The reason for this staff perception might be attributed to the fact that most of the online tests are based on multiple-choice questions which allow testing a large number of students quickly, and across a vast expanse of content than essay questions. Furthermore, the automated marking of the tests saves the staff members efforts and time [ 21 ]. On the contrary, another study by Hannafin et al. [ 22 ] noted that many observational and participatory evaluations of distant learning were difficult. Likewise, Oncu & Cakir [ 23 ] noticed that because of the lack of face-to-face interaction, informal assessment can be challenging for online instructors. Nevertheless, there are indeed best practices and techniques for conducting assessments securely with a sort of protection system in the online environment.

In the present study, the application of the TAM on our participants revealed that a higher percentage of the respondents agreed with the perceived usefulness of e-learning which means that university medical staff accepts that e-learning is valuable in improving and progressing the teaching and learning process. Meanwhile, prior research by Poon et al. [ 24 ] reported that their participants at several local universities were not fully comfortable with e-learning as a tool for teaching and attributed this perception to many factors as technological challenges, difficult interactions and discussions with students, lack of adequate internet connectivity and personal learning preference [ 25 ].

Inconsistent with Choreki [ 26 ], our survey findings bring to light that most of the respondents agreed on the ease of use of e-learning which means that medical staff assesses e-learning systems implemented by being profoundly simple to use and operate. This could be attributed to the fact that our college was recently started their new blended learning program (i.e. the combination of e-learning technology with the traditional face-to-face teaching) short times before the COVID-19 pandemic with intensive training for all staff members on the online courses, planning and designing the teaching materials before its formal application for students.

In our college, both synchronous (live or in real-time) and asynchronous (recorded or self-paced) e-learning strategies were implemented through learning management systems (LMS) with their applications (e.g. Zoom and Microsoft Teams). Synchronous e-learning was offered in the form of interactive teaching and clinical case discussions in small and large group formats. Asynchronous e-learning included preparation of course materials for students in advance of students’ access (e.g. recorded lectures, supportive videos, external links for recommended websites, and additional resources such as electronic books). These enhance the staff adoption of the new technology and its integration into their teaching activities [ 19 ].

This study showed that the e-learning system was implemented with a high acceptance level. Several studies were done in different countries [ 27 – 29 ] reported that the user adoption and acceptance of e-learning were influenced by a diverse individual (e.g. readiness to use e-learning), social (e.g. interpersonal and instructor influence), and organizational (e.g. technological facilities, financial and infrastructure) factors within a specific culture, in addition to the perceived benefit and ease of use of e-learning systems.

Studying the barriers of e-learning as reported by our survey revealed that reported insufficient/ unstable internet connectivity, inadequate computer labs, lack of computers/ laptops, and technical problems were the highest challenge for adapting to e-learning. In alignment with these findings, recent research by Nguyen et al. [ 30 ] demonstrated that the main obstacles to e-learning are based on several stakeholder perspectives of infrastructure, technology, management, support, execution, and pedagogical aspects. Likewise, another study illustrated that e-learning tools should meet the users’ requirements to gain their trust and improve their acceptance of e-learning [ 31 ]. Additional study classified e-learning barriers into learners, teachers, curriculum, organizational and structural factors that need more collaboration for their solutions [ 32 ].

As regards the factors predicting the acceptance of e-learning, the logistic regression analysis showed that age under 40 years, teaching experience less than 10 years, and male gender are the most important indicators affecting e-learning acceptance. This could be clarified by the reality that younger staff already using technology in general than older, which would increase their abilities, willingness, and acceptance to use other e-learning technology. Furthermore, this result is in agreement with Fischer et al. [ 33 ] who stated that older staff with long traditional teaching experience usually has limited interaction with technology and lacking the development of their necessary skills.

Adamus et al. [ 34 ], reported women’s preference for accepting e-learning than men’s. In contrast, past studies showed unfavorable differences for women due to mental overload, stress, and difficulties with work-life balance [ 35 , 36 ].

Meanwhile, other studies reported scarce differences between males and females in their use of e-learning, their motivation, and satisfaction [ 37 ]. The reason for this difference may be related to different gender representation in the studies.

Limitation of the study

This study has some potential limitations. Being a cross-sectional study, the participants’ perceptions may change over time. Therefore, a further longitudinal study is required to enhance the understanding of determinants that are critical to the adoption of e-learning systems in our community. Also, the present study was conducted in one medical college. So, in the future, additional studies need to be done using subjects from other universities to assess the adoption and acceptance of e-learning in higher educational institutes.

Conclusions

e-learning was underutilized in the past, especially in developing countries. However, the current crisis of the COVID-19 pandemic enforced the entire world to rely on it for education.

In the current study, the majority of participants strongly agreed with the perceived usefulness, perceived ease of use, and acceptance of e-learning. The highest challenge for accepting e-learning were insufficient/ unstable internet connectivity, inadequate computer labs, lack of computers/ laptops, and technical problems. The significant indicators affecting e-learning acceptance were age under 40 years, teaching experience less than 10 years, and male gender. This study highlights the challenges and factors affecting the acceptance of e-learning as a tool for teaching within higher education, in developing countries and may lead to strategic development and implementation of e-learning and view technology as a positive step towards evolution and change.

Supporting information

S1 dataset..

https://doi.org/10.1371/journal.pone.0248758.s001

Acknowledgments

We would like to acknowledge all the medical staff members who participated in and contributed samples to the study for their cooperation and help in facilitating data collection.

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Challenges of Distance Learning for Students

Distance learning enables students to access and engage with quality educational content, all from the comfort and convenience of home. Though COVID-related restrictions will likely begin to relax as the pandemic wanes and vaccination rates rise, it seems unlikely that the e-learning industry, which experienced explosive growth in 2020 , will become obsolete in 2021. On the contrary, the virtual education industry had a value of $171 billion in 2019 — that is, prior to the coronavirus pandemic — “and is expected to grow [by] 10.85% by 2025,” according to PR Newswire . 

While it’s easy to see both the benefits and relevance of distance education, such as increased flexibility, mobility, and affordability, it’s equally important to acknowledge the potential challenges with distance learning for students. From grade-schoolers to graduate students, e-learners at all age levels must overcome obstacles that are unique to virtual education, such as asynchronous communication and ever-present opportunities for time-wasting distractions. E-learners also face challenges that, while often present in the traditional classroom, can be amplified in a virtual setting, such as delayed or unclear instructor feedback. 

As an educator or aspiring teacher, it’s important for you not only to understand and empathize with the challenges of online education for students — but even more critically, to help implement effective solutions. While e-learning may pose certain difficulties for students, it also creates exciting educational opportunities, opening doors for young and adult learners alike. To help your students seize these opportunities, learn about the challenges of online distance learning they face — and what steps you can take as a digital instructor to help your e-learners succeed. 

What Are the Challenges of Online Learning for Students?

What are the challenges of distance education for students who attend classes online? Here are nine virtual learning disadvantages that educators need to be aware of. 

1. Ineffective Time Management 

Research has proven that successful “time management is associated with greater academic performance and lower levels of anxiety in students.” Unfortunately, the same research also uncovered that “many students find it hard to find a balance between their studies and their day-to-day lives” — and worse, that ineffective time management was associated with outcomes like “poor sleep patterns” and “increased levels of stress.” Effective time management can be especially difficult in a distance learning environment, where students are challenged to pace themselves — without the support from friends and peers that would help them stay focused in class. 

2. Lack of Communication 

In an in-person setting, communication happens instantaneously, making it easy for students to get answers and clarify points of confusion. In an e-learning setting, communication is often asynchronous, which means there’s a gap between teacher and student. It’s easy for misunderstandings to develop in these gaps — sometimes, allowing a problem to snowball before it can be corrected. 

3. Not Receiving Timely Feedback  

Providing feedback is one of the most important and meaningful ways that a teacher engages with a student. When feedback is delayed by additional days or weeks because of an online format, students can become confused or uncertain about your expectations, their progress, and their performance in your class. 

4. Not Receiving Clear Instructions or Expectations

It’s always crucial to set clear expectations for students. Otherwise, they can only guess at whether they’re performing tasks and projects correctly. While setting clear standards is a challenge in any classroom, asynchronous communication can make it a greater obstacle. 

6. Technical Difficulties

Technical issues represent a significant barrier to effective online learning. Many students face challenges related to inadequate access to technology or unreliable internet connectivity. These technical difficulties can disrupt the learning process, leading to frustration and disengagement. Institutions and educators must ensure that students have access to the necessary technological resources and provide support for those who encounter technical issues. This may include offering alternatives for students with limited access to high-speed internet or providing technical support hotlines.

7. Isolation and Lack of Social Interaction

The absence of physical presence in a classroom setting can lead to feelings of isolation among online learners. The lack of face-to-face interaction with peers and instructors can diminish the sense of community and support that is often found in traditional educational settings. To address this challenge, educators can create opportunities for social interaction through virtual study groups, online discussion boards, and live video conferencing sessions, helping students feel more connected and supported.

8. Adapting to New Learning Styles

Online learning requires students to adapt to new styles of learning that may differ significantly from traditional classroom experiences. This adaptation process can be challenging, as students must become proficient in navigating digital platforms and learning resources. The shift to online learning necessitates the development of new skills, such as researching online databases and effectively communicating through digital mediums. Educators can facilitate this transition by providing comprehensive guides and tutorials on using online learning platforms and digital tools.

9. Distractions at Home

The home environment, while comfortable, is often filled with distractions that can impede the ability to focus on studies. From household chores to social media, numerous distractions can detract from the learning experience. Students must find strategies to minimize these distractions, such as setting up a dedicated study space and using time management tools to allocate specific times for studying. Educators can support students by offering advice on creating an effective learning environment at home and encouraging regular breaks to maintain focus.

Challenges for Adult Learners

Adult learners face a unique set of challenges when engaging in online learning. Balancing work, family responsibilities, and education is a complex juggling act that requires significant time management and organizational skills. Moreover, re-adapting to an educational setting after a prolonged absence from formal learning environments can present additional hurdles. Let’s delve deeper into these challenges and explore strategies to navigate them successfully.

Balancing Work, Family, and Education

The task of balancing work and family responsibilities with educational pursuits is a significant challenge for many adult learners. Unlike traditional students, adult learners often have full-time jobs, family obligations, and other life responsibilities that demand their time and attention. This can make dedicating time to coursework and studying a challenge.

Now that we’ve explored the challenges of online learning for students, let’s focus on something even more important: how to overcome them.

6 Practical Solutions to Distance Learning Problems for Students

Fortunately, it’s possible for educators to mitigate distance education issues and challenges for students. Here are four steps that teachers can take to help position e-learners for greater success in the virtual classroom.

1. Share Time Management Apps and Resources for Students

Effective time management is a fundamental skill for distance learners. Encourage your students to take advantage of the numerous time management apps and resources that are available to e-learners — many of them for free. For example, National University offers a comprehensive suite of time management resources for students , including daily planner worksheets, infographics, links to apps, helpful time management tips , and even a time management calculator. 

Education experts also recommend periodically surveying your students, which provides you with actionable insights into how your students allocate their time toward various tasks. Once you identify the trouble spots that are slowing your students down, you can offer them tailored guidance — especially if you notice patterns emerging in your survey data. 

2. Overcoming Technical Challenges

To mitigate technical issues and boost digital literacy, it’s crucial for institutions to offer robust technical support, guiding learners through any technical difficulties encountered. Furthermore, providing digital literacy training enhances students’ ability to navigate online platforms and digital tools with ease. Ensuring that learning platforms are accessible on mobile devices allows students the flexibility to engage with their coursework from anywhere, at any time, making online learning more adaptable to their lifestyles.

3. Building a Community

Cultivating a sense of community is vital in online learning environments. By promoting the creation of virtual study groups using tools like Zoom or Google Meet, students can collaborate and support one another academically. Online forums and platform-specific social media groups offer spaces for learners to connect, share insights, and foster a supportive network. These initiatives are key to making online education a more interactive and socially connected experience.

4. Utilize Educational Technology (“EdTech”)  

Just because communication occurs over the internet doesn’t mean it has to be lagged or asynchronous. In fact, there are countless tools — many of them free to use — to help students and teachers communicate in real-time. For example, you can use video conferencing software to have live conversations with your students, either one-on-one or in group settings. This gives your students a chance to ask you questions, raise concerns, and work through complex course material more successfully. In addition to video conferencing software, you can also use instant messaging apps for students who prefer to communicate via text. Examples include Skype, Google Meet, FaceTime, Zoom, and Google Hangouts. 

5. Increase Peer Review 

Students need timely, meaningful feedback in order to gauge and improve their performance. There are several ways you can improve the feedback your students receive. 

One method is to schedule one-on-one or group sessions with your students — for instance, on a weekly or bi-weekly basis — that are dedicated to providing feedback on recent assignments. Providing verbal feedback lets you save time on writing and editing documents, without sacrificing the detail or quality of your evaluation. As a result, your students receive better feedback, sooner. 

Another method is to let your students engage in more peer review, or the process of providing feedback on each other’s work. In one fascinating experiment, a Duke University instructor permitted 100% of grading to be handled by a peer review process, with unsurprising results : increased satisfaction for students, and decreased stress on instructors. 

Want to take a deeper dive into this subject? Here are even more tips on providing effective feedback to online students .

6. Provide Clear Grading Rubrics  

Rubrics and syllabi are important tools in the traditional classroom. Make use of them in the virtual classroom, too! Be sure to provide your online students with a clear and detailed overview of the course, including information about: 

• What type of material you’ll be covering
• What items each student will need
• How each type of assignment will be graded
• How to share or upload documents
• What to do if they experience technical issues
• Deadlines, exam dates, days off, and other special calendar events 
• How to contact you 

While there are many distance education issues and challenges for students to overcome, there are also countless opportunities for them to seize — and the approach you take as an educator can make all the difference. We hope that, by sharing some of these solutions and strategies, we’ve made it a little easier for you to help your e-students turn their challenges into success stories. 

Future of Online Learning

Addressing these challenges can significantly shape the future of online education, making it more accessible, engaging, and effective. Innovations in technology and pedagogy will continue to transform online learning, offering personalized, flexible learning experiences that meet the needs of diverse learners.

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Through the Sanford College of Education , NU offers dozens of NCATE-accredited programs in exciting areas like special education , teacher education , educational counseling , and educational leadership . Whether your goal is to become a teacher in California , earn an advanced degree, or improve your teaching skills so that you can take your career to the next level, you’ll find a program to suit your needs at National University. Whether you prefer to take classes on campus or 100% online, NU gives you the flexibility to learn in the way that works for you. And with credit transfer options , financial aid and scholarships , and a military-friendly student community , reaching your goals has never been more achievable. 

Find out what just 30 days can do for your career in education. To learn more about our accredited teaching programs and how you can apply , contact the National University admissions office today.

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Impact of Online Classes on Students Essay

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• 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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Advantages and Challenges of E-Learning

Table of contents, introduction, advantages of e-learning, various methods involved in e-learning, emerging issues and challenges of e-learning.

• Global Connectivity: E-learning provides fast and vast access to learning resources. There is no meaning of the campus boundary of institutions in e-learning. We can connect ourselves around the globe. We can chat or contact via e-mail to our resource persons and fellow learners. It allows us to use various e-repositories. It provides us the opportunities to create various groups of worldwide learners and teachers with common interests.
• Fast Access: Fast access to knowledge resources is an important feature of e-learning. We can get into the endless e-resources by just one mouse click. We can have access to various e-books and e-journals in few seconds only. We can easily compare this new facility with the painful and time taking old day’s library hunt.
• Flexibility: E-learning gives choices to the learners of time of learning and place of learning. In the conventional classroom, based learning method learning time and place are fixed. Students are bound to come into a particular classroom at a particular time. E-learning allows learners to learn according to their convenience. Learners can see their course material anytime and anywhere. They can have recorded audio-video lectures at any time and at anywhere. The concepts of online and on-demand examinations are a complete revolution in the traditional education system. The examination was most heavy and fearful part of the traditional education system. If a student misses that particular day and time of the examination, he/she will lose his/her whole year. Now examinations are quite flexible due to e-learning tools. Students can go for the examination according to their convictions.
• Quick Creation, up-gradation, and revision of course material: In eLearning, we can update study materials faster than any other mode of education. All technical supports are available to create vivid e-learning study materials. We can use our day to day equipment to develop study materials with a combination of text, audio, video, graphics, and photographs. We can use our cell phones to take useful photographs, audio clips and upload them on e-learning platforms.
• Ability to serve a large number of students at low cost: Providing education to all is the biggest challenge for a developing country like India. India has a huge population and limited resources. Research and studies are showing that we need thousands of universities and colleges but financially it is not feasible to open universities and colleges in such a large number. In this scenario, e-learning is the way of hope. We can educate a large number of students at a comparatively low cost. E-learning is a combination of quality and low cost but we need basic internet infrastructure all over the country.
• New forms of the multimodal interface to support learning.
• New techniques to understand and support learning communities.
• The development of systems to support mobile communities of learners.
• Personalization techniques that meet user personal needs and current activity.
• Techniques to promote and support interaction.
• Discovery of new learning communities.
• Support for time to time assessment services

Developing New Knowledge Facilities for E-learning:

• Development of learning and reasoning theories for uncertain and incomplete knowledge.
• Support for the development of large-scale learning facilities.
• Support for a dynamic learning process.
• Support for information sharing across different learning facilities.
• Developments of lightweight knowledge capture technique for the promotion of lifelong learning.

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Essays About Online Learning: Top 6 Examples And Prompts

If you are writing essays about online learning, you can start by reading some essay examples and prompts in this article. 

People often regard online learning as kids stuck at home, glued to their devices. However, there is so much more to it than this simplistic concept. Many parents may see it as an “easy way out” for students to slack off on their studies while still passing their classes, but online learning has not reached its full potential yet. 

It has dramatically impacted how education is handled globally, for better or worse. It has forced teachers to take on extra work , while students say it has helped reduce their stress levels. It is undoubtedly a contentious topic. 

If you need help writing an essay about online learning, here are some essay examples you can use for inspiration.

1. Disabled Students Urge Universities To Make Online Learning More Accessible by Lucia Posteraro

2. why are more and more students taking online classes by perry mullins, 3. the benefits of online learning: 7 advantages of online degrees by kelsey miller, 4. why is online learning important by clare scott, 5. is online learning as effective as face-to-face learning by kelli wilkins, 6. i’m a high school student. i don’t want online learning to end. by rory selinger, prompts on essays about online learning, 1. how has online learning affected you, 2. compare and contrast online and in-person classes., 3. what can you learn from an online setup, 4. what is the future of online learning, 5. which is better- online or face-to-face learning, 6. can online learning be sustained long-term.

“Autism may hinder the ability to follow complex conversations, especially with background noise – but Charli’s lectures did not have subtitles. Moreover, extensions for group projects were too short for her extenuating circumstances.’

Posteraro tells the stories of students who want online learning to be more accessible. For example, Charli, a student with autism, was greatly affected by the transition from in-person to online classes during the COVID-19 pandemic. Unfortunately, online learning has not catered to her special needs, so she urges schools to take action to make online education more inclusive. You might also be interested in these essays about knowledge .

“The result of taking online classes is that students who take them become more proficient and comfortable with using computers. Students can learn to connect with one another online and with information in meaningful and useful ways. With that said more and more students are taking online classes because it’s the best way to save money work at your own pace and not have to be stressed about going to class.”

In his essay, Mullins discusses why more students prefer online learning. First, it lessens expenses, as students learn from the comfort of their rooms. Second, it helps students avert the fear of talking to strangers face-to-face, helping them communicate better. 

“It’s clear, then, that learning online helps prepare professionals for this shift toward online work. Below, explore what online courses entail, explore seven key benefits, and get the advice you need to determine if online courses are right for you.”

Miller briefly explains what online learning is, then proceeds to discuss its advantages. These include a self-paced schedule, improved communication, and new technical skills. However, he reminds readers that everyone is different; regardless of the benefits, they should only choose online learning if they believe it will work for them.

“Boil it right down and the answer is simple: change is constant. You must move with it. The true beauty of online learning is that it lends itself perfectly to your lifestyle. By its very nature, it can fit around you. Also, no longer are we taught how to do a job, it’s usually a case of figuring it out for yourself—and that’s where online learning can amplify your skills.”

Scott presents the importance of online learning. Similar to Miller, she mentions self-paced, giving students new skills. However, the most important lesson is that change is constant. Online learning exemplifies this precept, and these skills help us move along.

“While both ways of learning have advantages and disadvantages, what is more effective is based off of the student themselves. Students can weigh the costs and benefits between online learning and face-to-face learning. They can decide for themselves what would be best for them. Online learning can be as effective as face-to-face learning if the student is committed to putting their time and effort to study alone.”

Wilkins questions the notion that online learning is inferior to a face-to-face classes. She begins by listing the benefits of online classes, including comfort and easier schedules, as with Miller and Scott. However, she also mentions its disadvantages, such as the possibility of students being distracted and a lack of bonding between classmates. But, of course, it’s all up to the student in the end: they should decide which type of education they prefer.

“One thing I hope people now realize is that education is not a one-size-fits-all model. While the self-disciplined nature of remote learning is not for everyone, it has allowed students like me to flourish unimpeded by the challenges presented by typical classroom settings.”

A 14-year-old student, Selinger wishes to continue her education online as schools return to physical classes amid the pandemic. She discusses the relief she feels from the lack of peer pressure, judgment, and a rigorous schedule. Controlling your study schedule relieves students of pressure, and Selinger believes this is optimal for success. She believes online learning opens a path to be better rather than to “return to normal.”

In this essay, you can write about your experience of online learning. Whether you have had online coursework from school or college or taken an online course for your own interests, we’ve all had some experience learning online. Discuss how you benefited from online learning and the challenges you faced. For a compelling essay, conduct interviews to back up your experience by showing others who felt the same way.

Create an exciting comparative essay between online and in-person learning. You can compare and contrast the experiences and show the positives and negatives of each. Start by making a list or Venn diagram, and organize your essay. Include the structure, advantages, and disadvantages of each method of learning. 

Online learning can teach you some skills to succeed in the real world. In this essay, write about the unique skills you can gain from online learning. Perhaps you learn valuable IT skills, virtual note-taking, and basic administrative skills. Then, look into how these skills can benefit you in future studies or when trying to step into a new career path. 

We have barely scratched the surface of technology. In this essay, look to the future and imagine how online education will look. Then, research up-and-coming online learning technologies and see what will come next. Will the development of more online learning technology benefit students? Look into this exciting topic for an engaging discussion.

For this topic, writing an excellent argumentative essay is easy. First, from research and your own experience, list the benefits and downsides of each type of learning and determine which is more effective. Then, you can use Google and the essay examples above to support your argument.  

Online learning is most commonly used for students who are ill or during situations such as a global pandemic. It is meant to be temporary; however, can schools stick to a completely-online method of instruction? Include some advantages and disadvantages of online learning in your essay.

Tip: If writing an essay sounds like a lot of work, simplify it. Write a simple 5 paragraph essay instead.

If you’re still stuck, check out our general resource of essay writing topics .

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Digital Education: Learning amid the Pandemic

• 22 Jan 2021
• GS Paper - 2
• Government Policies & Interventions

This article is based upon “Digital Education cannot Substitute for Real Learning” which was published in The Times of India on 21/01/2021. It talks about how the pandemic has completely shifted the present education system into a digital mode of learning and if it is actually substituting real learning or not.

The Covid-19 outbreak has disrupted children’s lives, pushed out many, and stalled classes and examinations across the country. To ensure students do not miss out on studies, schools shifted the classes to online mode.

With the pandemic forcing the teaching and learning process to migrate to the online mode, the education system has faced an upheaval like never before. Many of the students have been left clinging to their phones and computer screens.

However, the 2017-18 National Sample Survey suggested that less than 15% of rural Indian households have Internet as opposed to 42% of their urban counterparts.

Therefore, this shift to the e-learning system has sparked a debate on whether it helped the students to learn or has impeded their progress, social and emotional well-being, and more importantly if this is indeed education.

Digital Education

• Exploring the use of digital technologies gives educators the opportunity to design engaging learning opportunities in the courses they teach, and these can take the form of blended or fully online courses and programs.

Government Initiatives for Smooth Conduct of E-Learning

• E-PG Pathshala: An initiative of the Ministry of Human Resource Development to provide e-content for studies.
• SWAYAM : it provides for an integrated platform for online courses.
• NEAT : It aims to use Artificial Intelligence to make learning more personalized and customized as per the requirements of the learner
• Other initiatives include: National Project on Technology Enhanced Learning (NPTEL) , National Knowledge Network, (NKN) , and National Academic Depository (NAD), among others.
• Under the PRAGYATA guidelines, only 30 minutes of screen time per day for interacting with parents is recommended for kindergarten, nursery and pre-school.
• Schools can hold live online classes for a maximum of 1.5 hours per day for Classes 1-8, and 3 hours per day for Classes 9-12.

National Programme on Technology Enhanced Learning

• The NPTEL is a project of MHRD initiated by seven Indian Institutes of Technology (IIT), along with the Indian Institute of Science Bangalore.
• It was created in 2003 to provide online education.
• The aim was to have web and video courses in engineering, sciences, and management.

Technology as a Saviour

• Flexibility: Online education enables both the teacher as well as the students to set their own learning pace plus provides the flexibility of setting a schedule that fits everyone’s agenda. Consequently, providing a better work-study balance.
• A growing number of universities and higher education schools are coming forward to offer online versions of their programs for various levels and disciplines.
• With the online mode of learning, the money spent on study materials along with commute charges is considerably less.
• A Comfortable Learning Environment: Online learning allows students to work in the environment that best suits them.

The Other Side of the Coin

• Students learn more from each other while engaging in challenging collective tasks and thinking together.
• There is substantial learning that is lost when education goes online. Staring at a screen prevents them from using their mind and acting as remote receptors of what is beamed.
• Due to this, the mental stress that students have to undergo is very high.
• Moreover, the National Education Policy that talks about the digitization of education is also in contradiction with the right to education.
• Other health issues like neck and back pain etc. due to bad posture and lack of movement have been noticed in older students.

Way Forward

• Staggering teacher-student interactions in physical mode with not more than 50% of the total strength attending schools on alternate days.
• Giving priority to the less advantaged students who do not have access to e-learning.
• Genuine efforts must be invested to ensure every child gets good quality equitable education as a fundamental right.
• The teacher’s role has to go beyond just being in control of the class to being a facilitator for the transfer of knowledge.
• The system should not just heartlessly push the students and teachers in only finishing the course regardless of any gain of knowledge, stress should be upon quality learning and not quantity cramming.

‘Equality of Opportunity’ is one of the basic principles of the Indian Constitution. Shifting to a system that benefits only a section of people and leaves behind the neediest ruins the very notion of this statement.

Moreover, digital education is something where India is not successful yet. There is still a lot to do in terms of checking if students’ entitlements are not being compromised or in providing meaningful academic curriculum alternatives.

This editorial is based on “President Biden: Hope And Responsibility” published in The Economic Times on January 21 th , 2020. Now watch this on our Youtube channel.

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Advantages and Disadvantages of E-Learning Innovations during COVID-19 Pandemic in Higher Education in Poland

Associated data.

Data are contained within the article.

The paper presents the results of the research on the advantages and disadvantages of innovative e-learning during the COVID-19 pandemic in higher education. In the first stage, an internet questionnaire was used for the study. The research was carried out in Poland on a sample of 621 students. The results allowed the researchers to determine variables that are important for the proper implementation of innovative e-learning, and the emergent perspectives for this form of education after the end of the COVID-19 pandemic. Among the most significant disadvantages, there was a lack of direct contact with colleagues, difficulties with teaching practical subjects, lack of direct contact with the teacher, and too much time spent in front of a computer/telephone or other mobile device. The most important correlations included the following: students satisfied with e-learning assess the advantages highly and the disadvantages lower; all the advantages of innovative e-learning are positively correlated with the student’s assessment of the ease of acquiring content in e-learning, and negatively correlated with the student’s assessment of the ease of acquiring content in traditional education; the easier the student assimilates innovative e-learning content, the higher the student’s evaluation of the advantages of e-learning; students who perceive e-learning content as difficult to absorb have low motivation to learn remotely; the better the student knows information technology, the more highly the student evaluates the advantages of innovative e-learning; the better resources to participate in e-learning activities the student has, the higher the student’s evaluation of the advantages of e-learning; the more often innovative e-learning solutions are used in a given university, the better the student assesses the advantages of e-learning.

1. Introduction

During the COVID-19 pandemic, many universities around the world, including Polish ones, which previously used mainly traditional education [ 1 ], were forced to switch to e-learning. This new, innovative solution can be used in many universities to adjust the way of learning to the changing situation. The perception and evaluation of e-learning by students during the pandemic, and the identification of the advantages and disadvantages of this type of education, are interesting and worthy of investigation. It is also important to determine what variables may influence students’ perception of particular advantages and disadvantages of e-learning. This knowledge will allow researchers to determine variables that are important for the proper implementation of e-learning, and the understand the perspectives which are posed for this form of education after the end of the COVID-19 pandemic.

Based on the analysis of the literature on the advantages and disadvantages of e-learning [ 2 , 3 , 4 ], comparison of traditional and e-learning [ 5 , 6 , 7 , 8 ], practical e-learning [ 9 ], improving quality of teaching [ 10 , 11 ], e-learning innovative tools [ 12 , 13 , 14 , 15 , 16 , 17 , 18 ] and services usage in e-learning [ 19 , 20 ], we have found the research gap in terms of advantages and disadvantages of innovative e-learning in higher education during the COVID-19 pandemic. It is worth noting that there has been no research about variables influencing the advantages and disadvantages of innovative e-learning. In the research, the following goals were set:

• • G1: To analyze the advantages and disadvantages of innovative e-learning that are the most important from the point of view of university students.
• • G2: To analyze the relation between the advantages and disadvantages of innovative e-learning at universities.
• • G3: To analyze the relation between the evaluation of advantages and disadvantages of innovative e-learning and the ease of acquiring content in traditional learning and e-learning by students.
• • G4: To analyze the relationship between the assessment of the advantages and disadvantages of innovative e-learning, and other investigated variables.

To realize the mentioned goals, the following scientific expectations were formulated:

• • E1: The most important advantages of innovative e-learning refer to the reduction in travel time and study expenses.
• • E2: Good contact with teachers and the teachers’ ability to communicate about the use of remote tools are important variables positively influencing e-learning.
• • E3: The easier the student assimilates e-learning content, the higher the student evaluates the advantages of e-learning.
• • E4: The better the student knows information technology, the higher the student evaluates the advantages of e-learning.
• • E5: The better resources to participate in e-learning activities the student has, the higher the student evaluates the advantages of e-learning.
• • E6: The more often innovative e-learning solutions are used in a given university, the better the student assesses the advantages of e-learning.

2. Literature Review

E-learning is a method that has been known and used for many years, long antedating the COVID-19 pandemic [ 21 , 22 , 23 , 24 ]. The term e-learning has emerged because of the integration of Information and Communication Technology (ICT) in education fields [ 22 ]. The development of computer technology has made remote tools and methods more and more popular—this is also the case in education. Despite the fact that educational institutions mostly use traditional methods to provide knowledge to students, it has been predicted that e-learning’s popularity will grow [ 25 ]. According to Global Market Insight [ 25 ], the COVID-19 pandemic has had a positive impact on e-learning industry revenue. Employee safety concerns have encouraged corporations to implement work-from-home practices. The telecommunications and broadband sector has increased accessibility to economical internet connectivity plans. Nearly 4.9 billion individuals use the internet globally, while in 2019 it was 4.1 billion. As the number of internet users increases, more and more people will be able to access e-learning platforms to take courses or complete degrees. In addition to education, the use of remote work methods [ 26 , 27 , 28 ] and tools [ 29 , 30 , 31 , 32 ] is also observed in different work areas. The COVID-19 pandemic had a strong impact on e-learning popularization and the change in the usage of innovative e-learning tools in university education [ 33 ]. According to research [ 33 ], the percentage of students familiar with the analyzed e-learning tools has increased significantly during the pandemic. There has been a visible rise, especially in the usage of the following tools: MS Teams, Zoom, and Google Classroom. Students have also used e-learning platforms. It is worth noting that e-learning tools were not used on a large scale before the pandemic [ 34 , 35 ].

On the other hand, the younger generation has been raised with the usage of mobile technology and the Internet. Children with smartphones follow YouTube channels, play games, and record and post videos—this is something common these days. Young people’s getting used to using mobile devices may make it difficult for them to focus on traditional lectures. Because of this, educators should also strive to use modern technologies and apply them to teaching purposes and involve students in lectures [ 36 , 37 ]. Mobile technologies enhance the e-learning opportunity [ 38 ]. Remote education meets the needs of young generations because, among other reasons, it is based on mobile technologies [ 39 ]. E-learning is a great opportunity to better adapt to the expectations of modern students [ 40 ]. Furthermore, social media can also be used for education [ 41 ]. However, it should be emphasized that e-learning should be accompanied by high standards of quality [ 42 ]. The usage of information technologies at universities is very attractive and fruitful; however, it does not always mean that the implementation of e-learning is easy and is done correctly [ 43 ]. Additionally, changes in learning can also lead to increased sustainability at universities [ 44 ].

The introduction of remote education is not sufficient if it is not followed by good quality content, teaching method, materials, ways of verifying knowledge and skills, and last but not least, competent academics [ 45 ]. Bylieva et al. [ 46 ] noticed that an important parameter that influences the behavior of students and their educational progress in general is precisely the focus on practice. In Assareh and Bidokht’s [ 47 ] research, four kinds of e-learning barriers were outlined. They include the following barriers:

• • Learners—who can have financial problems, motivation issues, problems with assessment of their progress, isolation from peers’ matters, inadequate skills and experience in distance learning, and problems with affection and the social domain;
• • Teachers—with barriers such as lack of adequate knowledge about the e-teaching environment, difficulty in the assessment of progress in the different domain;
• • Curriculum—ambiguity, quality, resources, teaching process, evaluation;
• • School—in this area, there are organizational and structural factors.

Overcoming the groups of barriers mentioned above requires more cooperation from such participants as curriculum developers, teachers, students’ parents, social authorities, technology specialists, and also the preparation of virtual and real interaction between students, teachers, and society [ 47 ]. According to Becker et al. [ 48 ] the critical issue in order to successfully implement e-learning is to ensure that users know about the nature of e-learning and to address concerns about its validity and usefulness. Providing opportunities to actively engage with the material, and potentially with other learners, is also very important. In many cases, it can only be accomplished by implementing a quality learning product that can then be experienced by individual learners. What is more, people responsible for e-learning adoption need to be aware of the fact that organizational issues such as support and time allocation should be part of any strategy to adopt e-learning. Knowing the barriers to the implementation of e-learning will help to successfully overcome them.

Some of the barriers are related to the disadvantages of e-learning. Hence, the identification of disadvantages, but also advantages [ 49 , 50 , 51 , 52 ], of e-learning is an important issue [ 53 , 54 , 55 ]. There is much research on the topic of advantages and disadvantages, to name a few (e.g., [ 2 , 3 , 4 , 5 , 6 ]). Some of the research [ 9 , 10 , 11 ] is focused on the challenges and advantages of e-learning. There is also more detailed research which discusses the positive sides of e-learning with the use of WhatsApp [ 12 , 13 , 14 ], YouTube [ 19 , 20 ], tablet PCs [ 17 , 18 ], and smartphones [ 15 , 16 ]. Some authors [ 7 , 8 ] compare e- and traditional education in terms of pros and cons. From the university’s point of view, e-learning leads to some organizational savings, better use of the infrastructure, and increased flexibility in time [ 56 ]. More significantly, this type of learning offers greater opportunities for post-graduate study, and better attendance at classes [ 57 ]. On the other hand, e-learning leads to limited interpersonal contacts and isolation from peers, which might have affected the mental well-being of students [ 58 ]. It is worth noting that the results of research conducted on smaller research samples differs from each other; namely some results show that e-learning does not necessary cause isolation [ 59 ], and some other research pays attention to isolation among teachers [ 60 ]. An important issue related to the quality of e-learning is verification of the results, and this topic is broadly described in the literature, including e-cheating and its prevention [ 61 , 62 , 63 , 64 , 65 , 66 , 67 , 68 , 69 ]. It is worth emphasizing that both traditional [ 1 ] and e-learning [ 7 ] have many positive sides and it is difficult to clearly define which of them is unambiguously better.

The possibility exists of using innovative learning solutions based on the use of widespread e-learning in recent years, especially due to the COVID-19 pandemic [ 70 , 71 , 72 , 73 , 74 ]. Using e-learning, we could base our approach upon the traditional innovation approach or use open innovation [ 75 , 76 , 77 ]. We can describe open innovation as a combination of external and internal ideas and a path to develop something, especially using new technology [ 78 ]. In e-learning, the open innovation approach can base its approach upon mixing external solutions—computer programs, applications, and technical solutions—with the internal experiences from within the organization [ 79 , 80 , 81 , 82 ]. This approach can lead to an increase in the effectiveness of innovative solutions used in the university’s learning. It is especially important to look for experience and expertise outside of the organization, because in the open innovation approach, external experts can create a significant amount of added value. Many e-learning solutions have an open character because we can use them without paying for them if we do not need the full version of the application. Such is the case, for example, with the use of Zoom platform in e-learning [ 83 , 84 , 85 , 86 , 87 , 88 ].

Usually, when discussing advantages and disadvantages, the authors refer to the period before the pandemic; however, some research on e-learning during the COVID-19 pandemic has also been published lately. These works usually discuss the process of organization and the application of the e-learning method and tools in the education field [ 57 , 89 , 90 , 91 , 92 , 93 , 94 , 95 ]. Some authors [ 89 , 90 , 96 , 97 ] noticed that the implementation of remote learning in universities was a great challenge. Universities, even technological ones, did not expect a rapid need to switch to distance learning [ 98 ] from traditional learning [ 1 ]. Therefore, to continue courses during the so-called waves of the pandemic, education had to face the challenge of preparing and operating educational or videoconferencing platforms, acquiring e-learning skills and knowledge, and overcoming barriers, as well as resistance to the new. One important issue is also the motivation of students to learn online. Authors [ 99 , 100 ] conducted a study identifying factors influencing student motivation in remote learning during the pandemic.

Based on the analysis of research publications, it can be claimed that there is much research on the advantages and disadvantages of e-learning that was done before the pandemic. There is also some research on e-learning during the pandemic. However, there is a lack of papers that discuss and identify advantages and disadvantages of e-learning during the pandemic of COVID-19. We found only two papers that refer to the topic of pros and cons of e-learning during the pandemic. The first one [ 53 ], is focused only on advantages. The other one [ 101 ] discusses the challenges and opportunities, therefore it can be treated as discussing advantages. However, there are no satisfactory studies on identifying and evaluating advantages and disadvantages by students during the pandemic of COVID-19. Therefore, it was justified to conduct research on this topic.

3. Methodology

The paper presents the results of the research conducted in Poland in December 2021. The participants included a sample of 621 students from Polish universities. An internet—Google—questionnaire was used for the study. Google Forms offers survey administration, which means that in addition to the possibility of creating a form with questions, it allows researchers to automatically collect data and save them to an MS Excel file. We used in our research a non-random process approach to collect our data, but a convenient sample. It was not possible to use a random sample, because we did not have the list of all students. Questionnaires were sent to and posted on Facebook pages of Polish technical universities. In the research, a quantitative data collection method was used. The next stage included the statistical analysis of the collected data. In our data analysis we used the following quantitative technics: standard deviation analysis, histograms analysis, and Spearman’s rank correlation.

In the below text and tables, correlations statistically significant at the level of statistical significance α = 0.05 are shown in bold and green.

According to the calculator of the minimum research sample, for an unknown population size and the assumed statistical significance α = 0.05, the sample is 386 students [ 102 , 103 , 104 , 105 ]. The number of questionnaires obtained meets the condition of the minimum research sample. A five-point Likert scale was used for all questions in the survey.

The first part of the research referred to the advantages of using e-learning in higher education.

In this case, the following variables were used:

• • A1—Saving time;
• • A2—Lack of travel necessity;
• • A3—Possibility of learning from own home country/city;
• • A4—Lower costs;
• • A5—Individualization of the learning process;
• • A6—Easy access to materials;
• • A7—Good contact with the teacher;
• • A8—Higher availability of academic teachers;
• • A9—Ease of student progress tracking;
• • A10—Less mental and physical stress;
• • A11—Possibility of interaction (discussion on the forum, sending reactions);
• • A12—Convenience;
• • A13—Limiting the spread of the SARS-CoV-2 virus.

The second part of the questionnaire contained variables concerning the disadvantages occurring in the case of using e-learning in the university. The following disadvantages were taken into account in the research:

• • D1—Lack of direct contact with the teacher;
• • D2—Lack of direct contact with colleagues;
• • D3—Necessity to purchase e-learning equipment (computer/laptop/smartphone/headphones/microphone etc.);
• • D4—Low quality of e-learning materials;
• • D5—Difficulties with motivation to learn;
• • D6—Discomfort resulting from the use of information technology;
• • D7—Poor preparation of academic teachers for e-learning;
• • D8—Difficulties with teaching practical subjects;
• • D9—Difficulties in accessing traditional academic resources (e.g., libraries, reading rooms);
• • D10—Lack of possibility of using other academic activities (e.g., science clubs, sports sections);
• • D11—Difficulties with collaborating with colleagues;
• • D12—Cyber-threats;
• • D13—Risk of being recorded/photographed/“screenshot” etc.;
• • D14—Lack of possibility to verify student’s knowledge/skills reliably (e.g., due to the ease of cheating during tests via the Internet);
• • D15—Lack of/decreased privacy;
• • D16—Technical problems on the part of the lecturer;
• • D17—Technical problems on the part of the participants;
• • D18—Too much time spent in front of a computer/telephone or other mobile device
• • D19—Increase in electricity costs;
• • D20—Excessive use of own equipment;
• • D21—Difficult conditions to use e-learning in the place of residence.

During studying the variables influencing the advantages and disadvantages of e-learning at university, the following variables were taken into account in the survey:

• • Students’ evaluation of acquiring content in traditional education [ 1 ];
• • Students’ evaluation of acquiring content in e-learning;
• • The student’s familiarity with information technology;
• • Having the proper resources by students to participate in e-learning activities;
• • Innovative e-learning solutions used by the university.

The STATISCICA-13.3 software was used to analyze the collected data.

In the first stage of the research, the advantages of using innovative e-learning at universities were studied. Table 1 presents the results of the analysis for all variables. They included values of the averages, medians, and standard deviations.

The advantages of innovative e-learning in higher education.

Source: Authors.

As important advantages the students evaluated the following ones (rated over 4.0 out of 5.0, as already stated):

• • Lack of travel necessity—4.82;
• • Possibility of learning from own home country/city—4.62;
• • Saving time—4.54;
• • Lower costs—4.45;
• • Convenience—4.44;
• • Limiting the spread of the SARS-CoV-2 virus—4.37;
• • Easy access to materials—4.14.

For all the variables mentioned above, the median value was 5—which is the highest possible level.

It is worth noting that the highest-rated advantages are mostly those related to the convenience of studying and savings—time and money (related to travel to the university). In Poland generally, a substantial portion of the students come from outside of university cities [ 106 , 107 ]. Also, in recent years, we can observe an increasing number of students outside Poland studying in Polish universities [ 108 , 109 ]. This situation can have an impact on problems connected with costs of traveling to and from university and the cost of living in university cities. The use of innovative e-learning significantly reduces the cost of studying and facilitates studying for people from smaller towns, for whom, in the case of traditional education, the costs of travel and accommodation in a large city can be a great obstacle to studying. Ease of access to materials, despite the fact that it is also important, is a factor of less importance compared to the aspects related to saving time and money.

Another very important factor was limiting the spread of the SARS-CoV-2 virus. It is interesting that, although innovative e-learning was introduced in Polish universities due to the pandemic, limiting the spread of the virus was rated only in the sixth place among the examined advantages. It proves that even though the pandemic initiated the widespread use of e-learning at universities, its use made students pay attention to other advantages of this type of learning. The results may suggest that e-learning could also be used after the end of the pandemic. Perhaps it will not be the basic form of teaching for all students, but its advantages may make it an alternative to traditional classes in some fields of study. Some earlier studies after the time of the pandemic pointed out the advantages of e-learning over traditional learning from the point of view of learners’ satisfaction. For example R. Tawafak [ 110 ], Alghazo [ 111 ], Titthasiri [ 112 ] or Hurlbut [ 113 ] wrote about it.

The rest of the studied advantages were rated below 4.0. In particular, it is worth noting that the lowest-rated advantage was good contact with the teacher (3.06). This suggests that e-learning does not improve contact with teachers and, thus, traditional learning works better.

We have analyzed histograms for the two highest rated advantages, which are lack of travel necessity and the possibility of learning from own home country/city. They are characterized by asymmetry—skewed—towards upper values in the scale. Most of the surveyed students (556) considered the lack of necessary travel to be a very important advantage of e-learning. Among the respondents, only six people decided that this advantage was not significant (1 or 2 points on the five-point Likert scale). In the case of the possibility of learning from their own home country or city, 493 people assessed this issue as very important (5 points), while 22 people considered it as unimportant (1 or 2 points).

Table 2 presents the results of research on the studied disadvantages of using e-learning. The average, median, and standard deviation values are given for each disadvantage. The research shows that the students did not consider any of the studied disadvantages of e-learning to be very significant;the average never exceeded 4.0, and the median never reached a value of 5.0. It should be noted that significant disadvantages are those whose average value exceeds 3.0, and whose median is 4.0. In this category, there are the following disadvantages: lack of direct contact with colleagues (rate 3.71), difficulties with teaching practical subjects (3.60), lack of direct contact with the teacher (3.41); too much time spent in front of a computer/telephone or other mobile device (rating 3.31).

The disadvantages of innovative e-learning in higher education.

The data analysis shows that the most important drawbacks of e-learning are connected with the reduction of social contacts; first of all, it concerns contacts between students, but also contacts between the student and the lecturer. Human beings are naturally social beings, and the lack of interpersonal contacts or limiting them to the Internet is not a natural and healthy matter. Many studies have shown the problematic effects of e-learning on social contacts between students and students and teachers. For example, the problem was analyzed by H. Baber [ 114 ], Di Pietro at al. [ 115 ], and Al Rawashdeh et al. [ 116 ]. A long-term reduction of direct social contact is a very important barrier [ 117 , 118 ]. Overcoming this issue largely determines the effectiveness of using e-learning in teaching at the level of higher education.

It should also be noted that not all fields of study are suitable for e-learning in the same way. The respondents indicated that an especially significant problem is the difficulty in teaching practical subjects. While there are no major difficulties in teaching theoretical subjects with the use of e-learning, efficient remote education is hard to realize in the case of practical skills and subjects. Research results suggest that practical courses/subjects should be taught in a traditional way after the end of the COVID-19 pandemic, while e-learning can be used to teach theoretical subjects. This approach can permit universities and students to use the advantages of e-learning, i.e., reducing the costs and time of traveling, as well as offer the study of efficiently practical skills, while at the same time not exposing students to social isolation.

The obtained results support the E1 expectation, which was formulated as follows: the most important advantages of innovative e-learning refer to the reduction in travel time and study expenses.

Subsequently, the disadvantage of e-learning may also be the difficulties with motivation to learn (the average value of 3.04, and the median value of 3.0), and the presence of technical problems on the part of students (the average value 3.14, at the median value of 3.0).

Research has shown that students do not feel discomfort resulting from the use of new technologies (2.08). In addition, the surveyed students did not consider the threats related to cybersecurity (rating 3.25) and the decrease in the level of privacy (rating 2.14) to be significant.

Table 3 contains an analysis of the relationship between the advantages and disadvantages of e-learning perceived by the surveyed students. Spearman’s rank correlation coefficient was used to analyze the relationship between the variables. The respective values of the coefficients are presented in Table 3 .

Spearman’s rank correlation between variables concerning the advantages and disadvantages of e-learning in universities.

When analyzing Table 3 , negative correlation coefficients between assessments of advantages and disadvantages by the studied students are observed in most cases. Students who are not satisfied with e-learning evaluate the disadvantages higher and the advantages lower. It is worth noting that the average value of advantages is higher than the average value of disadvantages. It shows that the university students who participated in the survey believe that the advantages of e-learning outweigh its disadvantages.

The analysis of cases for which the correlations have the highest values leads to interesting conclusions—they are statistically significant and exceed 0.4. This kind of situation can be observed for the D5 variable—difficulties with motivation to learn. This variable is negatively correlated at the level below −0.4 with the following variables: A7 (good contact with the teacher), A8 (high availability of academic teachers), A10 (less mental and physical stress), and A11 (possibility of interaction). The conducted research shows that to avoid problems with motivation in e-learning, students should be provided with good-quality contacts with academic teachers, including easy access to them via electronic means and the possibility of interaction with both teachers, and other students. This reduces stress and motivation problems.

Variable D11—difficulties with collaborating with colleagues—is also negatively correlated at a level below −0.4 with several studied advantages. They include the following: A7 (good contact with the teacher), A8 (higher availability of academic teachers), A9 (ease of student progress tracking), A10 (less mental and physical stress), and A11 (possibility of interaction). In this case, a similar phenomenon as for the discussed variable D5 can be observed: good contacts and the possibility of interaction with the teacher and students “protect” against problems related to the difficulties of cooperation with colleagues from the group.

Similar results were obtained for the D1 variable—lack of direct contact with the teacher; D2—lack of direct contact with colleagues; D8—difficulties with teaching practical subjects; and D14—lack of possibility to verify student’s knowledge/skills reliably (e.g., due to the ease of cheating during tests via the Internet).

Based on the conducted research, it can be claimed that good contact with academic teachers has a significant impact on reducing the occurrence of e-learning disadvantages. The teachers must be properly prepared to give e-learning classes. In particular, such classes must be easily accessible and enable students to quickly and separately contact their teacher and classmates. Good contact with teachers, as well as their high communication skills with the use of remote tools, can significantly reduce the occurrence of many disadvantages of e-learning. The obtained results support the expectation E2, which was formulated as follows: good contact with teachers and their ability to communicate on the use of remote tools are important variables positively influencing e-learning.

In the next stage of the research, an analysis of the Spearman correlation between the advantages and disadvantages of e-learning and the assessment of the ease of acquiring content during traditional classes and e-learning classes by students were performed. Accordingly, Table 4 presents Sperman’s correlations between the advantages of using e-learning and the ease of acquiring content by students in traditional learning and e-learning, and Table 5 shows the results of correlations between the disadvantages of using e-learning and the ease of acquiring content by students in traditional learning and e-learning.

Sperman’s rank correlations between the advantages of using innovative e-learning and the ease of acquiring content by students in traditional learning and e-learning.

Sperman’s rank correlations between the disadvantages of using innovative e-learning and the ease of acquiring content by students in traditional learning and e-learning.

All calculated correlation coefficients are statistically significant at the level of statistical significance α = 0.05. Research shows that all the advantages of e-learning are positively correlated with the student’s assessment of the ease of acquiring content in e-learning by students, and negatively correlated with the student’s assessment of the ease of acquiring content in traditional education. The obtained research results support the expectation E3 formulated as follows: the easier the student assimilates e-learning content, the higher the student evaluates the advantages of e-learning.

The opposite situation occurs for the disadvantages of e-learning. They are positively correlated with the ease of acquiring the content in traditional learning, and negatively correlated with the ease of acquiring the content in e-learning. On the basis of the results, we can say that the worse the student assimilates e-learning content, the higher the student evaluates the disadvantages of e-learning.

When analyzing the data on the advantages of e-learning, it can be observed that the highest level of correlation (above 0.5) between the studied advantages and the student’s perception of the ease of acquiring e-learning content occurs for the following variables: good contact with the teacher (correlation coefficient at a level of 0.56); possibility of interaction (0.52); higher availability of academic teachers (0.52), and less mental and physical stress (0.51). Again, the importance of the preparation of academic teachers for interpersonal communication with the use of remote tools is observed. The results support the expectation E2—good contact with teachers and their ability to communicate on the use of remote tools are important variables positively influencing e-learning.

In the case of the relationship between the disadvantages of using e-learning in universities and the ease of acquiring traditional and e-content, it can be observed that the highest negative correlation coefficient (−0.64) occurs between the ease of acquiring e-learning content and difficulties in motivation to learn. There are many international research efforts about the advantages and disadvantages of using e-learning in high education. For example, the topic is described V. Arkorful and N. Abaidoo [ 2 ], M. Curelary et al. [ 119 ] and A. Alsoud and A. Harasis [ 120 ]. People who perceive e-learning content as difficult to absorb have low motivation to learn remotely. The problem of importance of motivation in effectiveness of e-learning was analyzed by N. Elayan [ 121 ], M. El-Seoud et al. [ 122 ] and M. Ja’ashan [ 123 ]. The perceived difficulties of the content discourage them from this type of learning and make them not motivated enough. The problems connected with the impact of difficulty of content on e-learning was also analyzed by G. Bora [ 124 ] and L. Li and H. Zhang [ 125 ]. A similar relationship occurs in the case of cooperation with colleagues within groups. The problems connected with the impact of e-learning on collaboration between students was analyzed by Hurajowa et al. [ 126 ].

The last stage of the research considers the relationship between the advantages and disadvantages of e-learning, and variables such as the student’s knowledge of information technology, the student’s possession of resources necessary for e-learning, and the level of innovation of e-learning solutions used by university at which the given student studies.

The Spearman’s rank correlation coefficient was used for the analysis. Table 6 shows the results for the advantages, and Table 7 the disadvantages.

Sperman’s rank correlations between the advantages of using e-learning and the student’s knowledge of information technology, the student’s possession of resources necessary for e-learning, and the innovation of e-learning solutions used by university at which the given student studies.

Sperman’s rank correlations between the disadvantages of using e-learning and student’s knowledge of information technology, student’s possession of resources necessary for e-learning, and innovation of e-learning solutions used by university in which the given student studies.

In the case of the advantages of e-learning, the following relationships were observed in the study:

• • All studied advantages are positively correlated with students’ knowledge of information technology;
• • All studied advantages are positively correlated with the student’s possession of resources necessary for e-learning,
• • All studied advantages are positively correlated with innovation of e-learning solutions used by university in which the given student studies.

The results confirm expectations E4, E5, and E6. The mentioned expectations were formulated as follows: E4—the better the student knows information technology, the higher the student evaluates the advantages of e-learning, E5—the better resources to participate in e-learning activities the student has, the higher the student evaluates the advantages of e-learning, 6—the more often innovative e-learning solutions are used in a given university, the better the student assesses the advantages of e-learning.

In the case of e-learning disadvantages, all correlation coefficients in Table 7 are statistically significant. The results for which statistical significance does not occur are marked with an asterisk.

The following relationships were observed in the research:

• • The studied disadvantages (except for two) are negatively correlated with the student’s knowledge of information technology;
• • All studied disadvantages are negatively correlated with the student’s possession of resources necessary for e-learning;
• • The studied disadvantages (except for one) are negatively correlated with the innovation of e-learning solutions used by university in which the given student studies.

The results of the research permit the conclusion that Polish university students’ knowledge of information technology and possession of resources necessary for e-learning are variables that positively affect the implementation of the e-learning process at a university. Students in Polish universities with the mentioned knowledge and resources assess the advantages of e-learning at a higher level and its disadvantages at a lower level. The efficiency of e-learning in Polish Universities is, to a large extent, conditioned by possession of the proper equipment which is sufficient for the comfortable e-learning and the level of knowledge and skills that allows for trouble-free operation during e-learning.

Another factor that positively influences the evaluation of e-learning by students in Polish universities is the use of innovative e-learning solutions at a given university. When such solutions are used at a given Polish university, students perceive all advantages of e-learning higher and evaluate most of its disadvantages lower.

5. Discussion and Conclusions

Many papers refer to advantages and disadvantages of innovative e-learning, but usually they are theoretical, descriptive, debatable, or review-based [ 2 , 4 , 5 , 9 ]—this refers also to the papers from the last two years, for example: [ 53 , 54 , 55 ]. In our research, the advantages and disadvantages were evaluated with a questionnaire. The students, as evaluators, were able to show their points of view on the advantages and disadvantages of e-learning. This research has been useful and justified to conduct since it provides measurable and quantitative data. A comparison of our research with the practical research of other authors is presented below.

In our research, the importance of advantages of innovative e-learning was rated higher than the importance of disadvantages. In the literature, there are also some research projects, in which the advantages are placed on the first place. Kaliyaperumal and Raman [ 49 ] investigated the satisfaction and sense of comfort with e-learning of nursing students in a Coimbatore college. The sample was 382 students. The students were highly satisfied with various aspects of the lecture, such as the teacher’s motivation, the question session at the end of the lecture, and the virtual film about the procedure, according to the results. Students were at ease attending e-learning classes since they are used to using a computer device, according to the findings. At this point, another research limitation can be identified. Our study referred to e-learning in general and was not focused on the given subject of study. Concentrating on the specific subjects, like mathematics, management etc. may bring different results. Other authors—Naveed et al. [ 50 ]—emphasize the advantages of e-learning, such as flexibility, no need to travel to school, and low costs. In another research study [ 51 ], the following positive aspects of online education were identified among teachers: the ease of teaching online, the flexibility of the work schedule, the adaptability to broad learning styles, the variety of tools available at hand, and the ease in monitoring and documenting teaching activities. The students and parents surveyed identified flexibility in work time, the comfort of working from home, as well as the variety of sources of documentation as the main advantages of the e-learning system. Gherheș et al. [ 52 ] also identified the advantages and disadvantages of e-learning. The main three advantages of e-learning, as pointed out by the respondents, were time efficiency, convenience, and accessibility. On the other hand, the respondents believed that lack of interaction was the main drawback of e-learning, supported by those who stated that they missed interacting with their peers. The rest of the important disadvantages were the technical problems encountered during the Internet connection, and lack of practical applications, which could mean a huge problem for students undertaking technical studies.

Our research has shown that in the case of Polish universities, the most important drawback of e-learning in the universities is the reduction of social contacts. This concerns contacts between students in the first place, but also includes contacts between the student and the lecturer. Rutkowska et al. [ 58 ] share the same opinion in their research. Isolation from peers and distance learning have significantly limited interpersonal contacts, which might have affected the mental well-being of students. The aim of their study was to investigate the prevalence of depressive symptoms and the level of perceived stress during e-learning among Slovak students and to identify the variables that have the most significant impact on mental health among students. The study included 3051 participants with a mean age of 22.37 years. Almost all study participants were characterized by an increased stress level and 47% of them were depressed. Furthermore, isolation affected women more, especially in terms of social life and economics. Other research has shown similar results [ 51 ]. According to them, students’ main dissatisfaction is the lack of student/teacher interactions, the lack of socialization with colleagues, and the lower level of quality of teaching.

Ibraheem et al. [ 59 ] in their paper described the results of a study using a method similar to the one that we used in our research. The research sample consisted of 199 male and female students from the College of Education for Human Sciences and College of Education for Pure Sciences, University of Basra, for the academic year 2020–2021. The results showed the following: the research sample does not suffer from social isolation; there are no statistically significant differences in social isolation according to the gender variable; there are statistically significant differences in social isolation according to the ‘class’ variable; there are no statistically significant differences in social isolation according to the field or specialization variable. To the contrary, Parte and Herrador-Alcaide [ 60 ] conducted isolation research during the COVID-19 pandemic among teachers. It was concluded that the isolation perception of tutors was not high, while the sense of belonging among the teaching community was high.

Article [ 57 ] summarizes the interviews of 15 respondents from Lithuanian higher education institutions and how their informants met changes, opportunities, and identified quality variables addressed to the successful e-learning during a pandemic period. Based on the results of this study, the advantages and disadvantages of e-learning can be identified. The research differs from ours because we utilized questionnaires and they employed interviews as a research method. Using only a questionnaire with closed questions can be assumed to be a research limitation. Extending the survey with, for example, interviews would further increase the quality of the research. The interviews allowed authors the collection of more detailed information and more subjective opinions from specific academics. However, the research was limited as it was carried out on only 15 people, while our research allowed more than 600 respondents to be examined. According to their results, e-learning has been a great opportunity and can bring many advantages. They emphasized flexible schedules and communication, time and cost savings, greater opportunity for post-graduate study, and better attendance at classes. It is worth noting that the authors found that theoretical lectures can be conducted at a distance, but that the laboratories and exercises should be offline. The interviewers claimed that in active classes there are things that cannot be changed due to the use of e-technology. In our research, the respondents did not consider the disadvantage of “difficulties with teaching practical subjects” to be very significant (average value 3.6, median value 4 out of 5). The reason for this difference in both studies is the respondents: in our research they were students, and in the authors’ research they were teachers. It means that teachers see more obstacles in learning practical subjects, whereas students find it easy to prepare and take on. It is because the perspectives of teaching and learning are different. Moreover, the authors also noticed that it is not possible to provide absolutely everything remotely because social skills will be lost. E-learning limits body language as well. For teachers, it is difficult to assess what they actually see on the other side of the screen. To the contrary, Bylieva et al. [ 46 ] concluded that an important parameter that influences the behavior of students and their educational progress in general is precisely the focus on practice. Thus, the predominance of the online component in blended learning is appropriate for practical courses. Within the theoretical and general education courses, the predominance of face-to-face learning can positively affect the educational process and results of learning. In this research, the authors have applied Moodle data mining from learning portfolios of 1500 students (N = 1500). Comparative analysis of the courses under review showed significant differences in the behavior of the same students. For the theoretical course, students spent less time than for the practice-oriented one. The progress of the students in the form of points and the demand for non-binding elements of the course differed significantly in favor of the practical course.

The issue of cheating in e-learning is interesting from the research point of view. The disadvantage of “lack of possibility to verify student’s knowledge/skills reliably (e.g., due to the ease of cheating during tests via the Internet)” was rated low (average value 2.72, median value 3) by the students. After conducting a literature review, it appeared that there are many papers on e-learning’s quality which refer to the e-cheating problem. The authors of other papers usually find e-cheating very easy and common. The authors of [ 2 ] claim that since tests for assessments in e-learning are possibly done with the use of a proxy, it is be difficult, if not impossible, to control or regulate bad activities like cheating. According to Jones et al. [ 61 ] cheating in e-learning is a major disadvantage and has a high risk of occurrence. The existence of a wealth of information on a wide range of topics helps, and at the same time, tempts. Connors [ 62 ] notices that academics who once praised the Internet for giving students more access to information are now worried it is providing students with easy access to pre-written essays. Using the Internet to cheat during online tests also poses the threat of collecting incorrect and unreliable information written by random people [ 63 ]. Nowadays, e-cheating is a subject of research; for example, Shoaib and Zahran [ 64 ] have concluded that academic misconduct was directly influenced by a rapid transition to e-learning, social culture, and subjective norms, all of which contributed to shifts in ethical perceptions, leading to increased reports of cheating. The study was carried out with ten graduates of the Saudi Arabian English as a Foreign Language program in a higher education institution through in-depth interviews through qualitative interpretative phenomenological analysis. Another research [ 65 ], in which 214 participants from different institutes and fields of study from Peter the Great St. Petersburg Polytechnic University took part, revealed that students do not notice any serious forms of deception and they evaluate the motives for cheating quite neutrally, but at the same time demonstrate their propensity and interest in the possibility of cheating. On the other hand, solutions are also sought to the apparent problems of online cheating. Some studies find ways to prevent cheating [ 66 , 67 ], and some work on smart cheating detection [ 68 , 69 ].

Because of the COVID-19 pandemic, universities around the world were forced to switch to e-learning. Innovative e-learning was a great opportunity to continue learning despite the limitations and restrictions related to the occurrence of the SARS-CoV-2 virus. In this paper, a study of the identification and evaluation of advantages and disadvantages of e-learning has been presented. The students considered as the most important the following advantages (average value rated over 4.0): lack of travel necessity (4.82), possibility of learning from own home country/city (4.62), saving time—4.54, lower costs (4.45), convenience (4.44), limiting the spread of the SARS-CoV-2 virus (4.37), easy access to materials (4.14). For all the variables mentioned above, the median value was 5—which is the highest possible level. As the most significant disadvantages, in turn, the students rated lack of direct contact with colleagues (3.71), difficulties with teaching practical subjects (3.60), lack of direct contact with the teacher (3.41), too much time spent in front of a computer/telephone or other mobile device (3.31). For the mentioned variables, the average value exceeded 3.0, and the median was 4.0. It is worth noting that the advantages of e-learning were evaluated as being more important than its disadvantages. It means that, according to the surveyed students, the positive sides of e-learning are much more important than its negatives. The results allow one to draw a conclusion of an overall positive assessment of e-learning used during the COVID-19 pandemic in Poland. The results confirmed that e-learning could also be used after the end of the pandemic. Its advantages may make it an alternative to traditional classes in some fields of study. It is worth noting that although it is not necessary for health safety reasons, some e-learning tools, for example the remote education platform, are used at our university all the time. Also, we should know that e-learning is especially effective when we use a mixed, open innovation approach using both internal and external knowledge.

Other important conclusions from the research include the following:

• • Innovative e-learning significantly reduces the cost of studying and facilitates studying for people from smaller towns, for whom the costs of travel and accommodation in a large city can be a great obstacle to studying in the case of traditional education;
• • Students satisfied with innovative e-learning assess the advantages highly and the disadvantages lower; on the contrary, students who are not satisfied with e-learning evaluate the disadvantages higher and the advantages lower;
• • Limiting the spread of the virus was rated only in the sixth place among the examined advantages. It proves that even though the pandemic initiated the widespread use of e-learning at universities, its use made students pay attention to other advantages of this type of learning;
• • Good contact with academic teachers has a significant impact on reducing the occurrence of e-learning disadvantages; the teachers must be properly prepared to give e-learning classes; classes must be easily accessible and enable students to quickly and separately contact the teacher and classmates;
• • Good contact with teachers as well as their high communication skills with the use of remote tools can significantly reduce the occurrence of many disadvantages of e-learning;
• • All the advantages of e-learning are positively correlated with the student’s assessment of the ease of acquiring content in e-learning by students, and negatively correlated with the student’s assessment of the ease of acquiring content in traditional education; the easier the student assimilates e-learning content, the higher the student evaluates the advantages of e-learning;
• • The disadvantages are positively correlated with the ease of acquiring the content in traditional learning, and negatively correlated with the ease of acquiring the content in e-learning; the worse the student assimilates e-learning content, the higher the student evaluates the disadvantages of e-learning;
• • Students who perceive e-learning content as difficult to absorb have low motivation to learn remotely; the perceived difficulties of the content discourage them from this type of learning and make them not motivated enough;
• • The better the student knows information technology, the higher the student evaluates the advantages of e-learning;
• • The better resources to participate in e-learning activities the student has, the higher the student evaluates the advantages of e-learning;
• • The more often innovative e-learning solutions are used in a given university, the better the student assesses the advantages of e-learning.

Author Contributions

Conceptualization, K.S. and R.W.; literature review, K.S. and R.W.; methodology, K.S. and R.W.; validation, K.S. and R.W.; formal analysis, R.W.; investigation, K.S. and R.W.; writing—original draft preparation, K.S.; writing—review and editing, K.S.; funding acquisition, K.S. and R.W. All authors have read and agreed to the published version of the manuscript.

This research received no external funding.

Institutional Review Board Statement

According to our University Ethical Statement, following, the following shall be regarded as research requiring a favorable opinion from the Ethic Commission in the case of human research (based on document in polish: https://prawo.polsl.pl/Lists/Monitor/Attachments/7291/M.2021.501.Z.107.pdf ): research in which persons with limited capacity to give informed or research on persons whose capacity to give informed or free consent to participate in research and who have a limited ability to refuse research before or during their implementation, in particular: children and adolescents under 12 years of age, persons with intellectual disabilities persons whose consent to participate in the research may not be fully voluntary prisoners, soldiers, police officers, employees of companies (when the survey is conducted at their workplace), persons who agree to participate in the research on the basis of false information about the purpose and course of the research (masking instruction, i.e., deception) or do not know at all that they are subjects (in so-called natural experiments); research in which persons particularly susceptible to psychological trauma and mental health disorders are to participate mental health, in particular: mentally ill persons, victims of disasters, war trauma, etc., patients receiving treatment for psychotic disorders, family members of terminally or chronically ill patients; research involving active interference with human behavior aimed at changing it research involving active intervention in human behavior aimed at changing that behavior without direct intervention in the functioning of the brain, e.g., cognitive training, psychotherapy psychocorrection, etc. (this also applies if the intended intervention is intended to benefit (this also applies when the intended intervention is to benefit the subject (e.g., to improve his/her memory); research concerning controversial issues (e.g., abortion, in vitro fertilization, death penalty) or requiring particular delicacy and caution (e.g., concerning religious beliefs or attitudes towards minority groups) minority groups); research that is prolonged, tiring, physically or mentally exhausting. Our research is not done on people meeting the mentioned condition. Any of the researched people: any of them had limited capacity to be informed, any of them had been susceptible to psychological trauma and mental health disorders, the research did not concern the mentioned-above controversial issues, the research was not prolonged, tiring, physically or mentally exhausting.

Informed Consent Statement

Not applicable.

Data Availability Statement

Conflicts of interest.

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Essay on E Learning

Students are often asked to write an essay on E Learning in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on E Learning

What is e learning.

E Learning is a way of learning using digital tools. It’s like a classroom, but online. You can use a computer, tablet, or phone to learn. It can be done anytime, anywhere. You don’t have to be in a school building.

Benefits of E Learning

E Learning has many benefits. You can learn at your own pace. You don’t have to rush or wait for others. It’s flexible. You can learn when it suits you. It can also be fun. Many online courses use games and videos to make learning more enjoyable.

Challenges of E Learning

E Learning can also be challenging. Not everyone has a computer or internet. Some people find it hard to stay motivated. It can also be lonely without classmates. But there are ways to overcome these challenges.

The Future of E Learning

E Learning is likely to grow in the future. More schools and universities are offering online courses. More people are learning new skills online. It’s a new way of learning that’s here to stay. It’s changing how we learn and teach.

250 Words Essay on E Learning

E Learning, or electronic learning, is a way of studying using digital resources. It’s like having a classroom on your computer, tablet, or phone! You can learn from anywhere, at any time. It’s a great way to make learning fun and flexible.

E Learning has many benefits. It lets you learn at your own pace, which means you can spend more time on tough topics and breeze through the ones you find easy. It also saves time and money as you don’t need to travel to a school or buy lots of books. Plus, it’s eco-friendly as it reduces the need for paper and other physical resources.

How Does E Learning Work?

E Learning usually involves a mix of videos, readings, quizzes, and interactive activities. You can often talk to your teachers and classmates online, just like you would in a normal school. Some courses even give you a certificate when you finish!

Despite its benefits, E Learning can also be challenging. It requires self-discipline and good time management skills. Sometimes, you might miss the face-to-face interaction you get in a traditional classroom. But with the right mindset and support, these challenges can be overcome.

E Learning is growing fast and is likely to play a big part in the future of education. It can make learning more accessible and personalized. As technology continues to improve, E Learning will only get better!

500 Words Essay on E Learning

E Learning, or electronic learning, is a type of education where students use computers or other electronic devices to learn. This can happen anywhere and at any time, as long as there is an internet connection. It’s like having a classroom in your pocket! E Learning includes online courses, virtual classrooms, and digital resources.

E Learning has many benefits. First, it is flexible. You can learn at your own pace, whenever and wherever you want. This is great for students who have other responsibilities, like sports or part-time jobs.

Third, E Learning can be interactive. Many online courses use videos, quizzes, and games to make learning fun and engaging. This can help students to remember what they have learned.

Despite its benefits, E Learning also has some challenges. For example, not everyone has access to a computer or the internet. This can make E Learning difficult for some students.

Lastly, E Learning can sometimes feel lonely. Without classmates to talk to, some students may miss the social aspect of learning.

Future of E Learning

The future of E Learning looks bright. More and more schools are using technology in the classroom. There are also more online courses available than ever before.

In the future, we might see more use of virtual reality in E Learning. This could make learning even more interactive and fun.

Despite the challenges, E Learning has the potential to make education more accessible and personalized for all students.

In conclusion, E Learning is a flexible and interactive way to learn. It has many benefits, but also some challenges. As technology continues to improve, E Learning is likely to become an even more important part of education in the future.

Remember, the key to successful E Learning is to stay motivated and make the most of the digital tools available. Happy learning!

(Word count: 500)

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Essay on Pros and Cons of E-Learning

Introduction

Education is an important asset to the eradication of poverty and the achievement of better standards of living. In the recent past, most governments have considered education a fundamental pre-requisite for social and economic development. Due to digital advancements in almost every sector, education has been made available online remotely. The discussion as to whether it is beneficial to the society has emanated, and the study needs to compare and contrast the pros and cons associated with e-learning and on-campus learning (Bornstein, 2012). For many years now, anybody who has an interest in learning had to visit an institution physically for enrollment and attending lessons. The use of the internet globally has increased rampantly for decades, making it possible for e-learning to work. Today, anyone who wishes to learn without physically attending lessons at the campus can have access to education. The introduction of e-learning as an alternative to on-campus education is transforming the face of the sector. Many learning institutions in the world have embraced the advancement, and have put in place the right infrastructure to support e-learning. The paper aims to compare and contrast e-learning versus on-campus education in the 21 st  century, reviewing their merits and demerits, and importantly, what is expected in the future of the two (Chai & Kong, 2017).

Online Learning

E-learning has been made possible by the high spread of internet use globally. The first merit that is associated with e-learning is the flexibility of online programs. People with jobs and other family responsibilities can be able to create time to attend to lessons online and take exams. Research indicates that most of those who have enrolled for online degrees are people with families, jobs, and other responsibilities to handle. Second, online education is relatively affordable as compared to on-campus learning. There are no expenses that are attached to commuting, food, shelter, and clothing. For instance, when one enrolls for on-campus education, they incur traveling expenses, food expenses, and other related expenses, making e-learning way much affordable (Garrison, 2016).

Third, e-learning has no judgment as it does not feature the age, ability, or needs of any student enrolling. This fact makes it suitable for those with special needs and capabilities. Fourth, e-leaning allows students to access a wide range of materials, which makes it easier for one to conduct their research. Notably, online education uses the internet to provide the necessary materials to students. With the internet, one can be able to access any resource available remotely. On-campus education is limited to resources that one can be able to access physically within a given period (Garrison, 2016). Lastly, individuals with impairments such as vision, hearing, and others can conveniently learn through online programs. As such, e-learning is perceived to be an essential introduction to the education sector (Chai & Kong, 2017).

On the other hand, e-learning has associated demerits that make it inconvenient for others. First, it requires the learner to have different levels of computer knowledge depending on the course one enrolls. This might be difficult for some who do not have the necessary skills, making it less convenient for them. Second, there is no personal contact with classmates, making learners lack a sense of belonging. This makes it seem more of one-way education as one does not engage with the rest of the class (Edmundson, 2012). Third, a person with credentials acquired through e-learning has fewer chances of being hired than one who attends classes on campus. Fourth, e-learning requires self-discipline of the highest order since there are many distractions, especially when one is studying from home. Equally, one has to develop the ability to multitask, work in isolation from others, and be stress-tolerant. Lastly, e-learning provides fewer options for degrees that students can be able to choose online. For instance, if one is interested in learning a science-related course that requires them to visit the lab, e-learning cannot offer such programs online, making it less effective.

Time is an essential value in the world, and accessing of classrooms and other services online saves time a lot. In the 21 st  century, many are finding it easy to adopt the digital way of learning due to its convenience. With more advancement in technology, the future of e-learning is changing and becoming more popular. Institutions are also working hard to ensure that all those courses, which can be offered online, are rolled out for those interested (Edmundson, 2012). Studies indicate that many have embarked on using digital means to study as they can access more resources online. With time, there is a likelihood that those taking degrees available online need not to physically attend lessons or visit the campus premises totally. Through e-learning, institutions can integrate learning systems online that allows them to share crucial information on various matters that relate to education.

On-Campus Learning

On-campus education has faced reputable competition from the emerging e-learning programs. It is essential to examine what advantages and disadvantages that are associated with on-campus learning in the 21 st  century. First, on-campus learning enables students to bond with others and develop a sense of belonging with others. Moreover, with online campus, one can share and form a networking bond with the rest through group discussions and other programs that are only possible at campus premises. Second, on-campus learning allows a student to choose a variety of available degrees, unlike e-learning, that has specific courses that one should choose from. Technical courses that require one’s presence cannot be offered through e-learning. Third, students who enroll for on-campus education can access a variety of learning styles, including lectures, discussion groups, and study groups, audio, and visual methods, among others. Lastly, access to college amenities is a boost for those who enroll in on-campus training. Students can access laboratories, computers, libraries, the gym, and student’s social events, among others.

On-campus learning has disadvantages that make it less convenient over e-learning programs. Attending classes at the campus is often associated with rigid structures, which are mandatory, time-consuming, and obliging. Second, it attracts additional expenses of commuting, food, books, dormitories, and higher tuition fee due to administration overhead costs. High costs associated might prove unaffordable to some hence the need for them to enroll for e-learning. Third, the campus environment might not be suitable for individuals with special needs and those who are socially inept. Also, people with obligations and other responsibilities might find it hard enrolling in on-campus education. Lastly, on-campus education requires one to physically look for employment after graduation, which has proved challenging for many.

On-campus education has experienced tremendous changes over the last few decades. However, with the increased use of the internet and the emergence of e-learning, most institutions are finding it easy to adopt new developments, which have reduced the popularity of on-campus education. Currently, there is a close competition between e-learning and on-campus learning. Those students with obligations, jobs, and family responsibilities are enrolling for e-learning, while those who are less engaged tend to register for on-campus education (Bornstein, 2012). The choice of approach one uses depends on some factors, including financial implications associated, obligations that one has, and the availability of programs that they need online, among others. For instance, the fact that some courses cannot be studied online due to their technicality makes on-campus education remain relevant in the 21 st  century. There is a need for institutions to improve services in a bid to lure many to enroll for on-campus learning.

To sum it up, online learning seems to be the real deal in the 21 st  century as many people and institutions are shifting interest. An institution without the infrastructure to support e-learning might not have much to show off in the education sector. Notably, thirty years ago, education had a different face than what it seems now. This is due to changes that have been experienced in the IT sector, which have made it possible for institutions to come up with e-learning programs for students. Instant innovation in the education sector has also contributed to dynamic changes in the education sector, necessitating adjustment from institutions. Information sharing for learning purposes is on the rise as made possible by internet use. Many are considering education as a significant incentive towards poverty reduction and development within the society.

Bornstein, D. (2012). Open education for a global economy.  The New York Times .

Chai, C. S., & Kong, S. C. (2017). Professional learning for 21st century education.  Journal of Computers in Education ,  4 (1), 1-4.

Edmundson, M. (2012). The trouble with online education.  The New York Times ,  19 .

Garrison, D. R. (2016).  E-learning in the 21st century: A community of inquiry framework for research and practice . Routledge.

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Less is More: From Content Overload to Performance Improvement

Learn to create impactful e-learning by shifting from content-heavy courses to performance-focused training that delivers measurable business outcomes.

Transform your e-learning approach for better business results

Are you struggling with e-learning courses that overwhelm learners with information but fail to improve performance? This post explores how to shift from content-heavy training to focused, performance-based e-learning that delivers real business value and engages learners effectively.

Something we often encounter is the pervasive myth that more content equals better training. It’s a tempting belief. After all, if we include everything, surely the learners will absorb what they need, right? Unfortunately, this “fire hose” approach to training often leads to disengaged learners and poor learning outcomes. This wastes time and doesn’t deliver the business results the organization expects. 

Let’s look at how to overcome this and other challenges in creating performance-based e-learning.

Dealing with content overload

Many customers and subject matter experts (SMEs) operate under the assumption that if we could just cram more information into learners’ heads, performance would improve. This mindset often stems from a fundamental misunderstanding of how people learn. As e-learning developers, part of our responsibility is getting our clients to see things differently. Here are a few ways to steer them in the right direction.

Educate customers on the benefits of performance rather than explainer courses 

The default position for many customers is that training is the right solution because people need more content. So they want to build courses where the learners primarily consume content. When they insist on including everything, try these strategies.

Share the science

Introduce concepts like cognitive load theory . Explain how overloading learners with information can actually hinder learning and retention. Have a good spiel to share to keep it simple so you don’t sound like Cliff Claven. I’d share an easy-to-read blog post like the ones I write here so they get the gist of what you’re trying to communicate.

Use analogies

Compare learning to eating. Just as we can’t consume a month’s worth of food in one sitting, we can’t effectively process vast amounts of information in one go. That may seem a bit odd, but you can find your own analogy. For example, when I talk to my training team, I always say that “we (Articulate) build post hole diggers and our customers build fences.” This helps us focus on what training we need to create for our customers so that they’re successful using our tools. 

Provide case studies

Share examples of streamlined, performance-based courses that produced better results than content-heavy alternatives. It’s a good idea to have some sort of simple before and after examples. For many people, this is a challenge because none of the courses are performance-based. In this case, take one of the courses you do have and create a better one as a prototype of what could be done.

Demonstrate the cost

Show how bloated courses take longer to develop, longer to complete, and often result in poorer learning outcomes—all of which impact the bottom line. I worked with a client once that built 30 training courses. Each one was an hour long and was going to be delivered to the entire organization. That’s almost a week’s worth of content. And none of the courses had any performance expectations. Let’s see, 30 hours X 10,000 learners at $75/hr equals $22 million. That’s a lot of money to pay with no results. 

Focus on critical outcomes

Remember, your e-learning course doesn’t need to be an exhaustive resource. You can always create mechanisms in the course to access additional content. 

• Prioritize ruthlessly : Work with stakeholders to identify the most critical outcomes. What skills or knowledge will have the biggest impact on job performance?
• Create a learning journey : Position your e-learning course as one step in a longer learning journey . Provide resources for further learning for those who want to dive deeper.
• Use the 80/20 rule : Focus on the 20% of content that will drive 80% of the results.
• Implement microlearning : Break content into small, focused modules that address specific outcomes. This allows for more flexible, targeted learning.

Tackle the challenge of defining measurable outcomes

A lot of course developers struggle with defining clear, measurable outcomes. One of the reasons is that we’re often order-takes who are assigned the task of building the course and didn’t have a seat at the table when it was decided to do training in the first place. Here’s how to make it easier:

• Start broad, then refine : Look over the content you have. Begin with broad goals, then gradually refine them into specific, measurable outcomes. Always ask, “What are they supposed to do with this?”
• Use action verbs : Frame outcomes in terms of what learners will be able to do. Use verbs like “demonstrate,” “apply,” “analyze,” or “create.”
• Make it observable : Ensure that the outcome is something that can be observed or measured in some way.
• Align with job performance : Tie outcomes directly to on-the-job performance. Ask, “How will this improve their work?”

A practical example: from a content to performance focus 

Let’s look at how this might play out in a real-world scenario.

Initial stakeholder request : “We need a comprehensive course on our company’s project management methodology. It should cover the history of project management, all 12 steps of our process, the 7 key principles, and include case studies of all our major projects from the last 5 years.”

Performance-focused approach :

• Educate the key stakeholders : Explain how a more focused approach will lead to better application of the methodology rather than just knowledge of it.
• Identify critical outcomes : Work with the subject matter experts to determine the most crucial skills . For example: “Successfully initiate a project using our methodology” and “Effectively manage project risks using our risk assessment matrix.”
• Define measurable objectives : Refine these into specific, measurable objectives. For example: “By the end of this course, learners will be able to correctly complete a project initiation document for a given scenario, as assessed by their supervisor.”
• Focus content : Instead of covering everything, focus on the key steps and principles that directly contribute to these outcomes.
• Design targeted assessments : Create practical exercises where learners apply the project management methodology to realistic scenarios.
• Provide resources for deep dives : Offer additional resources (like the case studies and historical information) as optional further reading.

The result? A streamlined course that is focused on action and directly improves job performance. This produces more engaged learners and customers who are happy that the course made an impact.

Key takeaways for creating performance-focused e-learning

Shifting to a performance-based approach isn’t always easy when building e-learning courses.. It requires us to challenge long-held beliefs about training and how people actually learn. However, by prioritizing critical outcomes, defining measurable objectives, and focusing on practical application, you can create e-learning courses that drive tangible improvements in job performance. 

Remember, effective e-learning isn’t about cramming in more content—it’s about empowering learners to apply knowledge in ways that benefit your organization.

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Trump and Allies Forge Plans to Increase Presidential Power in 2025

The former president and his backers aim to strengthen the power of the White House and limit the independence of federal agencies.

Donald J. Trump intends to bring independent regulatory agencies under direct presidential control. Credit... Doug Mills/The New York Times

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By Jonathan Swan Charlie Savage and Maggie Haberman

• Published July 17, 2023 Updated July 18, 2023

Donald J. Trump and his allies are planning a sweeping expansion of presidential power over the machinery of government if voters return him to the White House in 2025, reshaping the structure of the executive branch to concentrate far greater authority directly in his hands.

Their plans to centralize more power in the Oval Office stretch far beyond the former president’s recent remarks that he would order a criminal investigation into his political rival, President Biden, signaling his intent to end the post-Watergate norm of Justice Department independence from White House political control.

Mr. Trump and his associates have a broader goal: to alter the balance of power by increasing the president’s authority over every part of the federal government that now operates, by either law or tradition, with any measure of independence from political interference by the White House, according to a review of his campaign policy proposals and interviews with people close to him.

Mr. Trump intends to bring independent agencies — like the Federal Communications Commission, which makes and enforces rules for television and internet companies, and the Federal Trade Commission, which enforces various antitrust and other consumer protection rules against businesses — under direct presidential control.

He wants to revive the practice of “impounding” funds, refusing to spend money Congress has appropriated for programs a president doesn’t like — a tactic that lawmakers banned under President Richard Nixon.

He intends to strip employment protections from tens of thousands of career civil servants, making it easier to replace them if they are deemed obstacles to his agenda. And he plans to scour the intelligence agencies, the State Department and the defense bureaucracies to remove officials he has vilified as “the sick political class that hates our country.”

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