DOI: https://doi.org/10.36719/2663-4619/126/49-52
Shalala Bunyadzade
Baku State University
https://orcid.org/0009-0007-7854-6352
shalalabunyadzadeh@gmail.com
Are Online Classes as Effective as Traditional Classes?
Abstract
This article examines whether online classes are as effective as traditional face-to-face instruction in higher education. It argues that the effectiveness of learning cannot be evaluated solely based on the mode of delivery, but rather depends on several interacting factors such as subject type, student motivation, learning styles, and technological conditions. By reviewing recent academic studies, the paper highlights that theoretical subjects are generally well suited to online environments, while practical and skill-based disciplines require in-person instruction for effective learning. The study also discusses how self-discipline and learner autonomy play a crucial role in online education success, whereas traditional classrooms provide stronger social interaction, immediate feedback, and structured learning conditions. Furthermore, technological limitations and digital inequality are identified as major challenges affecting online learning outcomes. The findings suggest that neither online nor traditional education is universally superior; instead, a blended learning approach that integrates digital tools with face-to-face teaching may offer the most effective and inclusive model for modern universities.
Keywords: online education, traditional education, learning effectiveness, higher education, blended learning, student motivation, subject type, educational technology