Comparative study of online learning and face-to-face learning

Department of Psychology, Durham University, Durham, DH, United Kingdom

^* Corresponding author: hpjh97@durham.ac.uk

Abstract

Online learning is prompted by the pandemic and has become the second main learning method. Considering the differences between face-to-face (F2F) and online learning, there should be significant differences in students’ learning experiences between the two learning methods. This study uses a course experience questionnaire (CEQ) and an online course experience questionnaire (OCEQ) to investigate and compare students’ perceptions of two learning methods from six factors. The result indicates that the differences between the two learning methods are significant in terms of the total score of the questionnaire, the factor of good teaching (GT), the factor of clear goals (CG) and the factor of appropriate assessment (AA). The lack of social interaction on campus could be the reason for this phenomenon based on the theory of constructionism. That suggests online learning platforms and instructors take more action to increase the interactivity of online learning to motivate students. The difference in the factor of emphasis on independence is not significant, which is inconsistent with the findings from the previous study. The reason could be attributed to the increasing flexibility of the combined learning methods.