Week 1: Forum – What are the benefits and constraints of online learning?

What are the benefits and constraints of online learning?

There are both benefits and constraints associated with online learning:

Reflect on your own personal experience, as an online student (eg on this PGCHE course) and / or as an online tutor.

I have found the online learning experience very beneficial for me to engage fully, fitting around my other current commitments. Geographically, it has also been helpful as I am located far away from Falmouth. I have enjoyed engaging with fellow peers also who come from diverse backgrounds and feel that this may not have been possible if only available in person.

My own experience with teaching online has allowed me to have full and engaging classes, teaching an otherwise niche subject worldwide. I started online teaching during the Covid lockdown, but continue to do it now, highlighting not only how popular it is as a learning tool, but also how it can support an inclusive teaching environment.

I have found that the main constraint I have experienced with online teaching is the importance of self-discipline and ensuring that I commit fully when I designate time to my learning. Distractions of home life can play into this and have taken some getting used to.

One thing I have found as a constraint as an online tutor is the ability to read the class. With students able to turn off their microphone or camera this can deem difficult to adjust and adapt teaching to engage all students if they are not visible. I think as well it can prove difficult to include every student, without singling out. This can be a balancing act.

RESPONSES:

Rabeea: Hi Alice, your insights resonate deeply with my own experience as both an online student and tutor. Like you, I’ve experienced the flexibility of online learning invaluable—being able to engage with this PGCHE programme. From afar while managing work and personal commitments the challenges experienced. The diversity of peers (us) enriches discussions in ways that a purely in-person cohort might not achieve, something I’ve also appreciated.

Your point about self-discipline is crucial; the autonomy of online learning is liberating but demands rigorous time management, especially when home distractions compete for attention. As a tutor, I agree with your challenge of gauging engagement when cameras are off or participation is passive. However, breakout rooms and directed questioning could help, but it’s never quite the same as reading a physical classroom’s energy.

Your observation about inclusivity in online teaching is particularly compelling. Digital platforms accessibility helps to niche studies by connecting learners (us) from anywhere, fostering equitable participation—as you highlighted—requires deliberate strategies to ensure all voices are heard. This could also helps to foster equal participation requires intentional strategies. Have you found any specific techniques effective in balancing inclusion without singling students out?

Thanks for sparking such a thoughtful reflection—your perspective reinforces both the potential and the nuanced demands of online education.

My Response: Hi Rabeea,

Thank you for your reflection on my writing, I really appreciate the time you have spent doing it.

In response to your question, I think in order to ensure that all students are included, yet not singled out I have made sure that my class sign ups have firstly been of quite a restricted size (for instance, a maximum of 6 students for my colouring clays class). I think the prospect of speaking up with strangers present in a big group can potentially induce anxiety, and further more when sharing or presenting work which could be personal and feel revealing. I think this is particularly evident in artistic practices, but is worth considering within other subject areas.

Another thing I have found useful is to ensure that I make it clear at the beginning of my classes that I am happy to answer questions throughout in this safe space, whether this is done through a raising of students hands, or through the online chat. I ensure that all students realise that there is no silly question and that we are all here to learn, play with clay and personally upskill.

I have also ensured that I read out anonymous relevant questions that may have been emailed to me before the classes, or after within the next session, which may be helpful and to ensure students who do not feel confident or able to speak up can feel heard.

Finally, if I have a class in which a student feels a lot more comfortable having their screen off, I have acknowledged this and said that it is completely fine, and repeated my point about ways that they can contact me further if they have further questions and said that I would be happy to help. 

Looking forward to catching up and learning with you this semester Rabeea :)