To find whether in-person classes are more effective than online classes

To find whether in-person classes are more effective than online classes

Authors

Ishan Verma

Nisarg maroo

Prachi Rai

Tejas Waghmare

 

Introduction:

The debate between in-person and online classes has intensified in recent years, particularly with the rise of digital education platforms. While online learning offers flexibility and accessibility, many argue that in-person classes provide a more effective learning environment through real-time interaction and engagement. This study explores the effectiveness of in-person classes in comparison to online learning, with a focus on educational outcomes and student satisfaction.

 

Objectives:

1. To compare the effectiveness of in-person and online classes in terms of student performance.
2. To assess the level of engagement and interaction in both learning modes.
3. To evaluate the impact of teaching methods on student understanding and retention.
4. To explore students’ and teachers’ preferences for either learning mode

Literature Review:

1. Cognitive Engagement and Retention: Research by Means et al. (2014) indicates that while online learning can provide convenience, students in face-to-face settings tend to exhibit higher cognitive engagement, which contributes to better knowledge retention. In-person environments foster active participation, spontaneous discussions, and immediate clarification of doubts, leading to enhanced learning outcomes. The study suggests that human interaction in traditional classrooms plays a vital role in deepening understanding and motivating students to stay engaged.
2. Effectiveness of Hybrid Models: According to Bernard et al. (2019), hybrid models combining online and in-person instruction often yield the best results in terms of student performance. Their meta-analysis reveals that students in blended learning environments often outperform those in either fully online or fully in-person formats. This suggests that while online classes may lack certain interactive features, when combined with in-person sessions, they can enhance flexibility without sacrificing the benefits of physical classroom dynamics.

 

Data collection:

The following questions were framed on likert scale with the help of google forms and students of ITM were surveyed.

1.I engaged more in in-person classes

2. It was easier to join discussion offline
3. I preferred in-person schedule
4. It was easier to network in in-person classes
5. I understood lecture better in in-person classes

 

DATA ANALYSIS:

Got a total of 121 responses. And for every question mean, standard deviation, Standard error and Z score was calculated to analyse the data.

Question	Mean	Standard Deviation	Standard Error	Z-value
I engaged more in in-person classes	2.63	1.40	0.13	-0.26
It was easier to join discussion offline	3.18	1.13	0.10	0.16
I preferred in-person schedule	3.18	1.16	0.11	0.16
It was easier to network in in-person classes	3.19	1.18	0.11	0.16
I understood lecture better in in-person classes	3.34	1.24	0.11	0.27

 

Result:

• A negative Z-value for “I engaged more in in-person classes” suggests that the mean response is below the population mean of 3.

 

• The other questions show positive Z-values, indicating that respondents generally felt positively about those statements relative to the population mean.

 

Conclusion:

1.Students disagree with the question that they engage more in-person classes.

2. Students generally agree that it was easier to join discussions in offline classes.
3. Students agreed that they preferred in-person schedules.
4. Students agreed that they found it easier to network in in-person classes.
5. Students strongly agreed that they understood lectures better in an in-person class.

 

References:

• Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2014). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record.
• Bernard, R. M., Borkowski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2019). A meta-analysis of blended learning and technology use in higher education: From the quantitative literature (2010–2015). Journal of Computing in Higher Education.