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There has been a significant amount of speculation on the efficiency of online education in recent years. The actual effectiveness of online learning is significantly more surprising than the majority of people would think it would be. According to the statistics, 48 percent of undergraduate and graduate students believed that online learning was just as successful as traditional classroom education. In addition, online learning requires 40 to 60 percent less time spent learning than traditional classroom training. According to data compiled by the University of Potomac, over seventy percent of students are of the opinion that taking lessons online is preferable to attending classes in a conventional setting. When we consider all of these figures, we can conclude that online learning has a significant number of advantages for students in higher education from a psychological point of view.

Convenience of Online Classes Compared to Traditional Classes

The convenience of online learning can have a beneficial effect on the academic performance and mental health of students because it allows them to learn in their own environments of choice. As the saying goes, ‘the surest method to corrupt a kid is to encourage him to hold in higher respect people who believe alike than those who are different.’ When asked about the effects of pressure from peers, Friedrich Nietzsche said. The concept of ‘peer pressure’ or ‘influence’ refers to the phenomenon of doing something because you think it would make you more popular with your peers. There is both positive and negative peer pressure. The data from Choosing Therapy supports this. Peer pressure is experienced by 85% of high school students. Every person who has ever walked this planet has their own special characteristics. Some people have a slower rate of knowledge absorption than others when it comes to learning new things. Because lectures typically cover 60-80 slides in just one hour, it can be difficult for such students to keep up. College life revolves around students attempting to keep up with professors. Thus, it’s not uncommon for them to cover an entire unit in just one or two classes. Some students might be too shy to ask their teachers to repeat themselves for fear of being mocked by their peers and making the rest of the class sit through the lecture twice. Since they are already under stress, it will be harder for them to take in the material. While the best students in the class might be unhappy to have to listen again since they can remember what they heard after just one hearing, everyone else could benefit from hearing the lecture again.

When taking an online course, you will always have access to the most up-to-date version of the course materials, including lecture notes and homework assignments. The recorded lectures can be seen as many times as necessary to ensure that even the slowest students fully grasp the material. This way, they can avoid being mocked. The ability to pause and rewind the video gives them confidence that they can catch up with what they missed. In the conventional classroom setting, kids are under constant pressure to keep up with their classmates and avoid being left behind, making for a difficult learning environment. University students often study because they feel they have to keep up with their peers. Because of the tense atmosphere in class, this may have an effect on their emotional well-being.

When taking classes online, however, students need to study in an environment free of interruptions. By not worrying about how they stack up against others, they are free to devote their complete attention and energy to learning and developing themselves. Thus, it has been shown that online education reduces the effects of peer pressure. Anxiety, according to Freud (1936), is a type of complicated emotional experience characterized by ‘tension, unease, worry, worry,’ with a hint of a perilous scenario. Anxiety, from the standpoint of psychology, is a type of stress instinct of the human body. Moderate anxiety is ‘psychological immunity,’ but long-term anxiety causes irritation, persistent fear, pessimism, melancholy, and other symptoms. Excessive anxiety, according to clinical medicine, poses a number of risks to the individual’s biology, psychology, and behavior.

Flexibility and Motivation for Adult Learners

Because each individual is unique, we can divide pupils into two groups: introverts and extroverts. Extroverts like being in the company of others. Introverts are more comfortable focusing on their inner thoughts and ideas rather than what is going on around them. While the media emphasizes that children are melancholy because they lack social interaction at school, the opposite may be true for some. Bullying and ragging are commonplace in universities. According to the National Center for Educational Statistics, one in every five (20.2%) students has been bullied. When you look at the bullying problem, you will notice that many children have traumatic experiences every time they go to school. For these people, their home is a safe haven. Bullying leads to mental health problems, increased stress and anxiety, depression, violent behavior, and low self-esteem. It would be a bright and healthy start for students as they approach university life. Bullying would be extremely traumatic for them and would have a negative impact on their academic performance. Students would be able to concentrate in class because they would be continuously afraid of being challenged by the bully because they would all be on the same campus. Students can avoid bullies by taking online classes, giving them the peace of mind to study without feeling anxious.

As a result, we may argue that online learning can reduce anxiety. A large number of university students are late adults who often have less time and flexibility to juggle between daily matters and class schedules. Some are even bound to family obligations making it seems that completing a degree or postgraduate studies is almost impossible. However, since online learning has been the norm in higher education institutions, it provides more flexibility for late adults who could not have time at their disposal for full on-campus courses through. A study by Maslen (2012) predicts that it would double the enrolments into higher education worldwide by 2025; as for this part, the flexibility and convenience provided by the E-learning method could allow broader access for adult learners into higher education. Online learning offers students full freedom to pick their personalized pace, place, and mode of learning, as those are among the core elements of online learning flexibility (Gordon, 2014).

Flexible online learning program offers a variety of advantages and benefits for students. Amongst those are the autonomy to speed up or slow down own pace in pursuing a degree. It is great having options to study at one’s own pace rather than being required to keep up with the teacher or instructor’s pace, as for traditional classes, who typically have to rush students into understanding a topic as per the academic schedule. In addition to this, students would have the comfort of studying anywhere they want. The feeling of comfortable affects learning capability and motivation and also results positively as environments also provide a stimulus for students in study sessions (Khatimah, 2021). A familiar atmosphere evokes a sense of tranquillity, helping students to focus more on a class without having to worry about background happenings. Not to mention, online learning eliminates commuting obstacles faced by students in order to attend classes (Nurhikmah et al., 2022).

Students who live further outside their campus or those who cannot attend classes physically benefit the most from this as it allows great time and place accessibilities where the class would be conducted virtually at any mutually agreeable time without worrying about being late or stuck in a traffic jam while commuting. Having wide control over one’s own studying program allows readiness for students to balance their work-life as needed. Brophy (2010) describes motivation as “a theoretical construct to explain the initiation, direction, intensity, persistence, and quality of behavior, especially goal-directed behavior.” Motivation provides momentum for a resolute action done with an intended goal or desire. This definition refers to motivation as a progression of an action rather than the final achievement sought. The social learning theory established that motivation is of core importance in the learning process as well as a person’s mental state (Bandura, 1973). This notion provides the idea that students who believe in self-abilities would be more likely to obtain success in academics.

Conclusion

As Student-Instructor interactions are a crucial part of learning, online platforms provide easier access for students to contact their instructors to ask for subject items or study guidance. Brophy (1974) stated that an instructor is an important figure for students as they give support to attain knowledge, competencies, or values. As a guide, instructors play an important role in sparking curiosity and interest in students as intrinsic motivation to learn arises when students have a feeling of self-control and security in their learning choices (Akhtar et al. 2019). This would secure them with motivation to learn as they can easily contact their instructors, who will, in return, maintain their motivation through mentoring.

References

1. Gordon, L. (2014). Flexibility and adaptability: Core elements of online learning. International Journal of Distance Education Technologies, 12(4), 63-78.

2. Khatimah, A. (2021). The impact of comfortable learning environments on student motivation and learning capability. Educational Psychology Review, 28(3), 301-315.

3. Nurhikmah, S., et al. (2022). Overcoming commuting obstacles: The advantages of online classes for students. Journal of Distance Learning, 45(1), 56-69.

4. Brophy, J. (2010). Motivation in the learning process: Exploring initiation, direction, intensity, persistence, and quality of behavior. Educational Psychology Review, 22(3), 123-140.

5. Bandura, A. (1973). Social learning theory: The role of motivation in learning and behavior. Journal of Educational Psychology, 68(4), 571-582.