Sample Research Paper on Oppose Online Course in Public Schools

Online course, most commonly referred to as e-learning is a form of learning incorporating both uses of software and internet systems in education but not including;  videoconferences, printed correspondences, TV, broadcasting and independent academic software with no internet supported commands. Online courses usually are carried out to some extent or completely over the internet. There is no clear evolutionary explanation as to the origin of online education, but it has grown in several different forms since 1960’s, when very few academic institutions embraced academic appliance of computers. With the manifestation of the new technology-internet in 1990s, online courses have emerged as fast-paced new form of education, on a constant upward trend. Allen & Seaman, “ Conflicted Faculty and Online Education, 2012” explain that By the year 2002, 1.6 million students, approximately 20 percent of all college students, were taking at least 1 online course, and by the fall of 2011, over 6.7 million post-secondary students, which is 32% of the entire undergraduate population in the U.S, took at least one online course (88). Using internet as the media, this new education system tend to cost less than the traditional education. As stated by one of the most celebrated management gurus in business study, Peter Drucker, higher education cannot contend with the expediency and cost effectiveness of online education. In this paper, I intend to clarify the impacts of online education with main view on the need to disengage schools, colleges and universities in the application of online academic approaches within their syllabi.

Doyle revealed through research that, “online students tend to be older with an average age of 29 compared to the average age of 26 among on campus undergraduates” (55). He also stated that “most online students are likely to be female constituting 63% compared to 57% of all undergraduate students” (57). Meanwhile, students taking online classes are mostly dependent, compared to other students in classroom. Approximately 65 percent of students enrolled in online programs have at least a child (Doyle 57). Due to this dependence, scholars taking online courses presented reasonably better results, on average, against their counterparts taking the same course through classroom tuition. Online Courses are much more effective as they present a wider scope within the education sector providing varied content in several distinct learner approaches. It is an effective academic option for individuals in various aspects of the world’s population; Undergraduates, Postgraduate students and professionals in variety of academic as well as professional studies, physically disabled who cannot move far distances and the geographically and infrastructural isolated population (Pregitzer &Susannah 162). This level of efficiency coupled with the special characteristic of low-cost and ease of advertisement over the internet has largely contributed to the fast growth of e-learning and amassed numerous amounts of profit in academic results as well as business growth.

On the one hand, despite the efficiency and low cost of online education it comes with a lot of disadvantages. I would therefore rather express dissatisfaction and oppose this form of education as a choice for student that can go to public universities.

Use of the internet and modern technology was intensified much towards the end of 1990s. In education it was thought to be a sensitive factor influencing the outcome of one’s study, since many felt that it would be more efficient to the student to have contact to the service of a private instructor just like the ancient royalty received service each with a servant, in this time and age being in form of computers. Non-academic internet use in the classroom is negatively related to classroom learning regardless of intellectual ability, and as the result, laptop and use of smart phones are restricted in many programs. This is because; “Internet as media deepens some human senses thus limiting prospective ability of students. It is the main attributing factor mainly causing detachments of boundaries of character and human behavior” (Mayer 14). Constant use of computers entirely replaces human interpersonal relationship with unreasonable creative habits, deterring self control and deepening urge to indulge in several non academic internet experiences such as watching pornography since the power of the browser is fully in the hands of the students. Consistent use of internet contributes to online addiction which gradually weakens the ability of students to adapt to the complications of the real world. This result into deep imitation of the virtual reality into real life that generates lose of real human feeling and value hence disjointing from the real world through entire dependence on online solutions like shopping, diners which could be cost effective and time bound but interrupts our connection with the real society.

Formulation of Computers is the expansion of human intellect which can replace some reasonable function and sometimes exceed human brainpower. By using computer to solve issues, we directly transfer our thinking capabilities to the machine. In academic context therefore, this reduces Student’s contact with textual perspective hence frequently consulting for digital solutions. This highly restricts prospective abilities of the online students as compared to their counterparts in class. At the same time, online learning encourages constant interaction of students with computer systems leading to fragile sensible interpersonal accomplishment; which as Mayer elucidates, consequently “interrupts with individuals’ interpersonal emotion making it faint and causing them very low degree of socialization in the society” (15). Many student and teachers may feel comfortable with the online programs, but it is evident that “not all of them posses all the required skills” (Lynch 37).

Some online classes would allow students to take quiz and exam online at home, and will increase the chances of dishonesty in the process. Though many psychology studies show that after signing the rule which states that the student won’t cheat on the exam the percentage of student’s dishonesty in the exam will decrease significantly. Teachers still won’t leave students in the classroom by themselves during the exam. Some teacher even will let TA walk around the classroom or create two different format of exam to avoid student from copying answers from each other or looking at the notes. Comparing to what would happen in the classroom, simply leaving students along in their room with text book, notes, online lectures, and internet access seems to be really loose. This dishonesty in examinations would have adverse effects in the end product for the professional market contributing to high level of unprofessional services and errors at the workplace.

There is lack of effective class communication in online courses due to entire reliance on networks. To ensure the easy access and good recorded quality of the lecture, many online classes record lecture ahead and post it several days before the actual time student will listen to it. These develop a problem that students cannot get timely respond. If a student got confused by the lecture in the classroom, he or she could get quick respond by simply rise the hand or ask people seating by, but when it happens during online classes the question may be pushed off and would not be answered until student’s email get replied.

Students also cannot communicate to each other well in the online education system. When sitting together, student could get chance to get new friends and develop their social network, which some may argue that students come to class to study, but social network is also a very vital part in college life. People that have more friends will have more opportunity and become more successful after graduating. The online discussion group is also not as helpful as the actual one. Many times, internet communication is not timely and depends on student’s computer skill. The project participated by students from two postgraduate courses– the General Teaching Associates (GTA) and the Postgraduate Certificate in Learning and Teaching in Higher Education (LTHE) shows that students’ perceptions of e-communication were dependent on previous experience and this was particularly apparent when documenting student participation in the online asynchronous discussions (Winter et al. 74).

Meanwhile, online education is a completely new concept appeared recently, and the system is not matured as the traditional education. The traditional teaching in classroom has been practiced for hundreds of years, and today, it still has be questioned and reformed. Compared to the traditional method, the online education just started its way, and is full of problems. I believe it will grow bigger and take the place of the traditional education, but now it is not the best choice.

Though being opposed by the public, online courses are still on the course schedule for most universities, except for a small percentage of schools avoid online learning altogether, which are non-profit Baccalaureate-oriented colleges (Allen & Seaman, 87). Actually some think that the difference between the online teaching system in public and for -profit universities would be the evidence that could prove the superiority of public universities. In fact, in most public and non-profit higher educational settings, the systems and processes adopted for teaching online course are very similar to those used in traditional formats; a recent study found that 36% of universities with online programs operate them through Continuing Education, 26% through traditional academic departments, 26% through other units in the university, and 12% follow other structures such as highly decentralized academic units or outsourcing to a private contractor (Doyle 57). However, in profit oriented institutions, the whole approach to scheming and teaching online courses is diverse. Such take advantage of the potential of the medium to transform their business models for higher gaining. The statistics from this study showed the fact that the “online education system in public universities are in still an awkward position to undertake” (Doyle 57). Using similar methods to form general teaching for online courses is just like feeding dogs with coffee, which will not work very well.

Universities considered as Ivy League such as Stanford and Yale also offer online courses that have been structured as normal curricula. This involves the posting of lectures online, books, useful print materials, and other pertinent content. Additionally, there are exams that are undertaken online or physically depending on one’s proximity to the campus. All these curricula and online education system is performed by the university lecturers and professors, which is supposed to make the whole system authentic and attractive to potential students. However, these universities do not offer accreditation to the students defining their completion of the course undertaken, and also deny their professors and lecturers to issue such certification for proof of completion.

This is because they believe that the online education system, while considered as highly advantageous, it does not meet the necessary criterion for the production of quality students capable of being actively engaged in the professional and societal world. As compared to the traditional form of education, online education tends to deny the students the acquisition of sme crucial skills that would be beneficial to their ability to work cohesively and productively in the job market. Therefore, if well tuned and respected universities are opposed to online education system, why should the public also be willing to undertake this form of education as a means of enhancing their educational experience?

Furthermore, due to the virgin nature of the online education system, there is not ample laws, rules, and regulations that have been constructed to enhance these learning experience. The empirical research into online education does not offer quality studies since so many factors still lay not researched. This means that the use of online education does have a firm baseline to create the rules and regulations, if all the parameters guiding the knowledge into the online education system are still unknown. This means that data collected regarding online education has not been adequately researched quantitatively and analyzed to produce results that can be considered as being accurate and sufficient to form a complete understanding of such systems. This makes it prudent for students and researchers to oppose the proliferation and use of online education until viable and useful information, laws, rules, and regulations have been created. Additionally, the lack of proper exposure to the core needs of any education system and course outline makes this form of education an unattractive. For instance, how would it serve the practical course exposure for some scientific courses such as engineering or biochemistry courses?

Conclusively, even though online course has enormous influence on advancing education, it is still not the best alternative learning means since it is marred with a lot of challenges and cannot substitute practical classroom education. In this essence, much attention should be paid to these negative effects of online education mentioned in this paper including negative effects on our body organs such as the eye and the electromagnetic pollution caused by computers, so as to evade the extraordinary circles of academic technology.


Allen, Elaine & Seaman, Jeff. Conflicted Faculty and Online Education. New York: Neal-Schuman, 2012. Print

Doyle, William R. “Playing the Numbers: Online Education: The Revolution That Wasn’t.” Change 41. 3 (2009): 56-58. Print

Lynch, Clifford.  “Institutional Repositories:  Essential Infrastructure for Scholarship in the Digital Age.ARL Bimonthly Report, February 2003. Print

Mayer, Richard. “Introduction to Multimedia Learning”.  International Journal of Mobile Network Communications & Telematics, 3.2 (2005): 35-41. Print

Pregitzer, Michael & Susannah, N., Clements. “Bored with the core: stimulating student interest in online general education.”Educational Media International, 50. 3 (2013): 162-76. Print

Winter, Jennie et al.  “Effective E-Learning? Multi-Tasking, Distractions and Boundary Management by Graduate Students in an Online Environment.” ALT-J: Research in Learning Technology 18, 1 (2010): 71-83. Print