Face-to-Face Learning Methods

Face-to-face learning is an instructional method in which students engage with course content and participate in activities in a physical setting. Physical presence enhances engagement for both students and instructors, allowing for deeper interaction through the observation of cues and body language. Face-to-face learning, regarded as the most traditional instructional method, facilitates immediate interaction between learners and instructors. Classes follow designated schedules and locations, with instructors determining the pace of the sessions (Bali, 2018). 

Moreover, face-to-face learning constitutes a teacher-centered approach to education. Face-to-face learning comprises several components, including lectures, discussions, assignments, and examinations. Students initially acquire knowledge through synchronous lectures conducted in a traditional classroom setting. Discussions occur within face-to-face learning environments, frequently integrated into lengthy lectures. Subsequently, assignments such as research papers and laboratory work may be conducted in face-to-face learning settings. Assignments are typically submitted in person. Examinations and quizzes are generally conducted at designated times. In-person learning enhances accountability regarding academic progress and allows students to establish informal connections with peers (Panos, 2022).

In the last decade, online learning has overtaken traditional face-to-face instruction as the predominant mode of education, extending from classroom environments to workplace training.

The COVID-19 pandemic expedited the shift to online learning as one of the dominant modes of education. In subsequent years, online learning has progressively supplanted traditional in-person formal learning for certain types of training. Online learning has emerged as the preferred method for employee training, facilitated by flexible, self-paced learning tools that offer readily accessible information. Despite its increasing popularity among learners, the effectiveness of online learning compared to traditional, face-to-face learning remains a pertinent question (Dimeff, 2015).

2.1 Although each has its advantages and disadvantages, can one be considered superior to the other?

This section unit will examine the primary advantages and disadvantages of online learning compared to face-to-face learning. This analysis will compare the key differences between the two learning methods to ascertain their effectiveness for organizations and learners.

Online learning refers to the process of acquiring knowledge and skills through digital platforms, enabling education to occur remotely via the Internet. Online learning, also known as eLearning, encompasses any form of education that takes place through a web browser. Currently, virtual learning predominantly refers to asynchronous learning, which enables learners to interact with instructional materials at their own pace, from any location, and at any time. Online learning promotes self-paced education and encompasses a range of options, from remote courses on platforms such as LinkedIn Learning to comprehensive virtual degree programs. Learning management systems are employed in both educational and corporate environments to develop and disseminate courses, link learners with resources, track progress, and evaluate performance.

2.2 Advantages of online education

eLearning offers distinct benefits for learning and development professionals, end-user learners, educational institutions, and enterprise organizations. The items include:

• • It is more economically efficient. Online learning eliminates the need for in-person training, resulting in cost savings on travel and associated expenses. Digital learning experiences eliminate the necessity for purchasing physical learning materials such as books, tests, and videos.

• • Scaling is more straightforward. The consideration of room capacity is no longer necessary.

• • It is accessible at the time and location required by learners. Online learning is accessible from any location with an internet connection at any time. This approach offers a more accommodating solution for non-traditional learners, such as remote employees or parents pursuing their degrees during weekends.

• • It exhibits greater consistency. Online learning diminishes the reliance on individual instructors, resulting in course material being less contingent on the teaching personnel. This facilitates a learning experience that is less influenced by biases or subjective opinions.

• • It exhibits increased interactivity. Online learning enables instructors to adopt a multimodal approach, incorporating links, videos, text, assessments, and additional resources.

• • Rural schools and workplaces can access subject matter experts and instructional designers globally, facilitating the dissemination of knowledge across diverse locations.

2.3 Drawbacks of online education

Online learning offers distinct advantages; however, it also introduces challenges absent in traditional face-to-face learning environments. Several barriers to online learning exist:

• • Online learning necessitates self-motivation. In the absence of an instructor overseeing students, learners must exhibit motivation and self-direction.

• • Numerous distractions exist. The absence of instructor supervision presents a challenge, as learners encounter increased opportunities for distraction, ranging from social media to domestic interruptions such as pets and children. Discipline is essential for online learners. This poses challenges for individuals with ADHD and other neurodivergent learners, as it necessitates robust time management skills.

• • Online learning necessitates a reliable internet connection and access to a computer, thereby highlighting issues of technical inequality in eLearning.

• • Digital literacy is essential for learners, as online education necessitates the use of technology. Students are required to utilize a Learning Management System (LMS), employ tools such as Google Docs and PowerPoint, and engage in activities including file upload and download, video recording, and screen sharing. 

• • The emphasis on discussion is diminished in many online learning environments, which are often asynchronous and involve pre-recorded lessons or self-guided learning modules created by instructors. There is an absence of discussion or dialogue between students and instructors and a lack of debate among students. 

• • Increased emphasis on classroom facilitation: In in-person learning environments, students receive information and feedback regarding learning materials and their performance from the class. In online learning, students rely increasingly on assignment support and instructor guidance.

Face-to-face learning denotes the conventional, classroom-centered approach to education. This learning approach consists of instructor-led in-person sessions. In this context, the instructor determines the learning pace, resulting in students assuming a passive role in the learning process. Face-to-face learning is deemed effective owing to the advantages of real-time interaction between the instructor and the cohort of learners or students. Learners are responsible for their progress through attendance in designated classes or training sessions, engagement with peers, and real-time interaction with instructors (Paechter, 2010).

2.4 Advantages of in-person education

In-person learning offers advantages that online learning does not provide. The benefits encompass:

• • Social dimension. Collaborative learning in a shared physical environment enhances the educational experience, distinguishing it from online learning modalities. The entire group is concurrently engaged in learning in a shared location.

• • Personalized education. In-person, face-to-face learning enables instructors to create individualized learning plans and establish relationships with learners that are not replicable in an online environment.

• • Engagement and cooperation. Participation in an in-person group offers nuances that online forums cannot replicate. Students may engage in debates within a lecture hall or prompt an instructor to explore a topic more thoroughly.

• • Reduced distractions: In-person learning mitigates the distractions associated with online education, such as easy access to a web browser or the presence of a pet requiring attention.

• • Mandatory and active participation: Instructors may prompt learners to engage with learning materials at any time and challenge them to maintain focus. This indicates that individuals with lower self-motivation are compelled to engage in active learning. Research indicates that teacher-led in-person instruction exhibits a fivefold higher completion rate compared to online learning.

• • The social aspect of face-to-face learning facilitates networking among learners. This enables learners to support each other in the event of class absences, seek additional assistance or tutoring, and engage in collaborative study sessions. It also offers future prospects for career advancement, references, and employment opportunities. This often unites individuals from diverse backgrounds who would not typically interact.

2.5 Drawbacks of in-person education

Face-to-face learning poses several challenges for learners, the most significant of which include:

• • Temporal limitations. Face-to-face learning operates on a predetermined schedule, resulting in reduced flexibility and posing challenges for individuals with additional commitments, such as full-time employment, familial responsibilities, or substantial workloads.

• • Necessitates a physical location. Traditional classroom learning necessitates that students participate in face-to-face sessions at designated times and locations. 

• • Higher cost. Face-to-face learning incurs various expenses, including travel costs for instructors and learners, rental or maintenance of physical spaces, technological requirements such as projectors and speakers, utilities, and additional costs.

• • Limited personalization: Conventional face-to-face education adopts a uniform approach. This approach may benefit specific learners or subjects; however, it frequently marginalizes those with particular challenges and preferences. 

• • The emphasis is on the success of the group. In face-to-face learning environments, instructors must maintain the pace of instruction, as accommodating one or two struggling learners can impede the progress of the entire group, particularly in large classes.

• • Disruptions and interruptions are significant phenomena that warrant examination. Disruptive students can divert attention in a classroom setting. Weather events or unforeseen circumstances, such as a pandemic or political unrest, may lead to class cancellations or hinder learners’ ability to attend classes.

Identifying subject matter experts. In rural areas, schools, organizations, and workplaces face significant challenges in locating or recruiting experts for in-person instruction.

Both learning types can be advantageous, contingent upon the lesson plan’s objectives. The following are key distinctions between online learning and face-to-face learning (Johnson, 2000).

3.1 The Educational Context

In traditional face-to-face learning, classes are organized and structured based on a predetermined schedule. This learning system is consequently more structured. Classroom learning occurs in a group context, potentially enhancing discussion, interaction, and engagement. 

Online learning exhibits greater spontaneity in contrast to structured, in-person sessions. Learners can enroll in an online course or learning module at their convenience, driven by inspiration or curiosity. They have the flexibility to proceed at their own pace and at their chosen times. This form of learning occurs without the presence of a live instructor, resulting in the learner being alone in this environment.

3.2 Classification of Learning Materials

Face-to-face learning methods typically utilize conventional educational resources, including textbooks and lecture notes. Although they may incorporate video or multimedia, they are typically presented to the entire classroom without the option for individual students to pause or review content. Face-to-face learning provides the opportunity for physical interaction with educational content.

Online learning offers greater interactivity compared to traditional methods and features a variety of training formats. It encompasses various modalities, including videos, audio materials, interactive assessments, recordings, digital textbooks, live chat support, community forums, and online discussion boards, among others. Students can pause, rewind, or restart these mediums at their convenience. The advancement of technology and adaptive learning platforms enables eLearning modules to adjust according to individual learner inputs and factors, thereby personalizing educational experiences.

3.3 Learning Velocity

In face-to-face learning, the instructor dictates the pace of instruction within a traditional classroom environment, resulting in a tendency for students to engage in passive learning. The opportunity for learners to pause and revisit challenging concepts in a live, instructor-led environment is limited, as this can impede the progress of the entire group.

In online learning environments, learners have the autonomy to progress at their individual pace. Participants have the option to pause as necessary and review modules for enhanced understanding prior to continuing with the remainder of the course. The incorporation of assessments and interactive tools throughout the learning module transforms the learner from a passive participant to an active contributor in the educational process.

3.4 Types of Assessments

In traditional learning environments, instructors typically assess students following the presentation of a predetermined set of learning modules. This is likely a monitored in-person examination scheduled for a specific date, time, and location.

Assessments in eLearning contexts typically exhibit greater flexibility compared to traditional methods. Currently, eLearning modules incorporate regular knowledge checks and brief training assessments to verify content comprehension and enable training facilitators to evaluate training effectiveness. Examinations in an eLearning context may be subject to time constraints and utilize screen recording technology to maintain integrity.

3.5 Asynchronous and Synchronous Interaction

Face-to-Face Learning: Traditional classroom instruction entails direct interaction between an instructor and students, enabling immediate discussions and clarification of queries.

In online learning environments, interaction between learners and instructors frequently occurs asynchronously. Asynchronous learning allows learners to progress at their own pace; however, questions are typically submitted to an online forum for instructor response. This results in a delay in interaction, which can be reduced through prompt virtual support.

Both online and in-person learning modalities possess distinct advantages and disadvantages. Although numerous learners may favor the structure and familiarity of in-person education, the significant advantages of online learning are undeniable. The self-paced aspect of eLearning benefits contemporary learners, including non-traditional individuals such as remote employees and parents returning to education, as well as organizations seeking innovative methods for employee development and training in the digital environment.

Online learning offers greater flexibility compared to traditional learning, making it more suitable for contemporary learners in both higher education and professional environments. Many learners continue to favor the presence of a live instructor for improved content assimilation due to the distinct benefits of instructor-led training. Both learning methods demonstrate high effectiveness. The selection of a specific training type is contingent upon an individual’s learning style, preferences, and the nature of the course material (Gherheș, 2021).

4.1 What does the literature indicate?

A 2023 study titled “Remote and In-Person Learning: Utility Versus Social Experience” indicated that undergraduates in higher education favored in-person learning, reporting greater levels of engagement, comprehension, and overall learning outcomes. Senior students, having established relationships with instructors and peers through in-person interactions, perceived online learning as easier and more effective. The freshman experienced difficulties in establishing connections through remote learning, resulting in increased dissatisfaction with online education. 

A 2015 study titled “Investigating Bang for Your Training Buck: A Randomized Controlled Trial Comparing Three Methods of Training Clinicians in Two Core Strategies of Dialectical Behavior Therapy” examined the effects of on-the-job training versus online training for healthcare professionals. Workers who underwent in-person training reported greater satisfaction and motivation, whereas those who engaged in online learning demonstrated enhanced knowledge improvement.

4.2 What Is Blended Learning?

Both face-to-face and online learning offer distinct advantages for the acquisition of knowledge and skills. Consequently, numerous organizations and educational institutions have implemented a blended approach to learning.

Blended learning integrates face-to-face and online learning into a hybrid model, enabling learners to leverage the advantages of both educational methods. This learning style is prevalent in corporate environments, where learning and development leaders utilize data to develop an adaptive learning approach tailored to the specific needs of various roles and departments. 

4.3 The Final Verdict on Face-to-Face vs. Online Learning

Online learning has introduced innovative solutions that facilitate instruction and enhance learner empowerment. It has introduced novel methods for individuals to gain skills and acquire knowledge regardless of their geographical location, time constraints, and other variables. 

Face-to-face learning is an established method that is unlikely to diminish in importance, nor should it be disregarded. Online learning experiences are inferior to the interactive and dynamic qualities of in-person training.

L&D teams, instructional designers, and educational institutions should integrate both forms of learning to create a more customized, multi-faceted educational experience that leverages the advantages of each approach.

Gherheș, Vasile, et al. “E-learning vs. face-to-face learning: Analyzing students’ preferences and behaviors.” Sustainability 13.8 (2021): 4381. https://doi.org/10.3390/su13084381

Bali, Sandro, and M. C. Liu. “Students’ perceptions toward online learning and face-to-face learning courses.” Journal of Physics: conference series. Vol. 1108. IOP Publishing, 2018. https://doi.org/10.1088/1742-6596/1108/1/012094

Johnson, Scott D., Steven R. Aragon, and Najmuddin Shaik. “Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments.” Journal of interactive learning research 11.1 (2000): 29-49. https://www.learntechlib.org/primary/p/8371/

Paechter, Manuela, and Brigitte Maier. “Online or face-to-face? Students’ experiences and preferences in e-learning.” The internet and higher education 13.4 (2010): 292-297. https://doi.org/10.1016/j.iheduc.2010.09.004

Dimeff, Linda A., et al. “Investigating bang for your training buck: a randomized controlled trial comparing three methods of training clinicians in two core strategies of dialectical behavior therapy.” Behavior Therapy 46.3 (2015): 283-295. https://doi.org/10.1016/j.beth.2015.01.001

Photopoulos, Panos, et al. “Remote and in-person learning: Utility versus social experience.” SN Computer Science 4.2 (2022): 116. https://doi.org/10.1007/s42979-022-01539-6