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The Value of Face-to-Face Classes: An Argumentative Exploration of In-Person Learning
Table of contents, effective communication and engagement, social interaction and collaboration, personalized learning and motivation, holistic development, 1. real-time interaction, 2. non-verbal communication, 1. peer learning, 2. networking opportunities, 1. tailored instruction, 2. motivation and accountability, 1. soft skills enhancement, 2. emotional connection.
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- Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 3, 7.
- Friedman, T. L. (2013). Revolution hits the universities. The New York Times, A25.
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- Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). Jossey-Bass.
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Home — Essay Samples — Education — Online Vs. Traditional Classes — Online Learning vs Face-to-Face
Online Learning Vs Face-to-face
- Categories: Online Vs. Traditional Classes Technology in Education
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Words: 768 |
Published: Aug 24, 2023
Words: 768 | Pages: 2 | 4 min read
Table of contents
Advantages of online learning, disadvantages of online learning, advantages of face-to-face education, disadvantages of face-to-face education.
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The dilemma of face-to-face classes
One key feature of this pandemic is the extremely difficult choices it has forced governments and people in general to make. Like the challenge of ensuring public safety and health while preventing the collapse of the economy and the loss of livelihood of a great number of people, the resumption of face-to-face classes is another tough dilemma being faced by policymakers.
President Duterte recently rejected a proposal by the Department of Education (DepEd) to resume face-to-face classes while vaccines are not available. This is a sensible approach to take, given that vaccines are key to not only minimizing risks in reopening the economy but also to regaining a semblance of normalcy. However, given that most vaccines currently approved for use around the world under emergency use authorization are not recommended to be administered to children under 16 years old, getting young people back into the classrooms needs serious consideration by the education sector and parents.
In response to the pandemic in March last year, schools shut down as stringent community quarantine or lockdown was put in place by the government. As the restrictions started to slowly ease up from enhanced to general community quarantine in various parts of the country in the latter part of 2020, schools adapted and started implementing online and/or distance learning. The results of that experience have not been encouraging so far, and certain issues continue to be highlighted, particularly the inequities faced by marginalized and vulnerable segments of society who have fewer resources to make full use of alternative modes of learning.
Unicef Philippines has also voiced out the negative effects of school closures among children, such as learning loss, high dropout rates, and mental health and socio-emotional issues. A World Bank study on the impact of COVID-19 on Philippine households cited by the UN body found that only 20 percent of school-aged children were engaged in learning activities while adhering to community quarantine guidelines.
There is no question that something needs to be done about the education of children during this pandemic. This is a dilemma that many governments and families are grappling with around the world. School closures are taking a toll on the education of the young, and online and distance learning modes are proving to be not that effective. At most, these are stop-gap or complementary measures, because being in school learning and socializing with their peers is a crucial part of children’s education and growth as human beings.
But, just as the need to resume classes is crucial to the education and well-being of children, the question of health and safety is as important. Data from the World Health Organization suggest that children under the age of 18 make up 8.5 percent of reported cases with relatively few deaths from COVID-19, compared to other age groups. This group generally experiences mild disease at most. However, there are reports of critical illness among children with preexisting conditions. The risk of infection for children exists, so this is a gamble every parent will have to weigh. And that is apart from the health and well-being of teachers, which should have a preeminent place as well in the consideration of policymakers wrestling with options for pandemic-era education.
Perhaps it’s just best to consider the 2020-2021 school year as a lost year. Perhaps the national government should just ride out what’s left of the school year and decentralize the process. Let the provincial units of the DepEd, for instance, work with local government units in adopting approaches suitable to the health situation in their areas in terms of closing out the school year. In the meantime, the education department, with other relevant agencies, can start focusing on and preparing for the coming 2021-2022 school year. Learn from the experiences and lessons of this lost year, so that necessary measures and policies can be implemented to ensure that children are able to resume their education in a safe environment.
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Moira G. Gallaga served three Philippine presidents as presidential protocol officer.
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Face-to-face classes during COVID-19: a call for deliberate and well-planned school health protocols in the Philippine context.
Author information, affiliations.
- Sarmiento PJD 1
- Sarmiento CLT 2
- Tolentino RLB 3
ORCIDs linked to this article
- Sarmiento PJ | 0000-0002-2679-027X
Journal of Public Health (Oxford, England) , 01 Jun 2021 , 43(2): e305-e306 https://doi.org/10.1093/pubmed/fdab006 PMID: 33554250 PMCID: PMC7928711
Abstract
Free full text .
Face-to-face classes during COVID-19: a call for deliberate and well-planned school health protocols in the Philippine context
Philip joseph d sarmiento.
Christian Living Education Department, Holy Angel University, Angeles 2009, Philippines
Cora Lyn T Sarmiento
Sto. Rosario Elementary School, Department of Education-Schools Division of Angeles City, Angeles 2009, Philippines
Rina Lyn B Tolentino
Angeles Elementary School, Department of Education-Schools Division of Angeles City, Angeles 2009, Philippines
Schooling is one of the most affected aspects of human life due to coronavirus disease-2019 (COVID-19) pandemic. In a recent correspondence published, the authors reminded every country of their responsibility to come up with strategies to reopen schools safely. This paper reiterates the adherence of school health protocols as significant in the delivery of face-to-face classes following national and international guidelines in mitigating the effects of COVID-19 pandemic as a public health crisis.
Schooling is one of the most affected aspects of human life due to coronavirus disease-2019 (COVID-19) pandemic. Since the rise and threat of the pandemic, many countries around the world have decided to temporarily close schools that have affected millions of students. 1 Consequently, students who are mostly children have been facing a learning crisis due to the pandemic. 2 In a recent correspondence published in this journal, the authors cited that every country has the responsibility to come up with strategies to reopen schools in a safe manner. 3
In the Philippines, the government’s Department of Education has come up with guidelines to implement online and modular distance learning delivery of instruction. 4 This is to safeguard students from being infected by the disease. However, plans to conduct the pilot implementation of limited face-to-face delivery in low-risk areas of COVID-19 transmission for January 2021 have been approved by the president 5 but later recalled 6 due to the threat of the new strain of COVID-19. Predicaments are raised whether the country is ready to open its schools for students to go for face-to-face learning despite having been one of the longest and strictest lockdowns in the world.
School reopening for face-to-face interactions must be carefully planned to ensure the safety of students as well as teachers and school staff in a staged fashion especially in following physical distancing. 7 , 8 Planning and execution of school health protocols during this pandemic must be supported by the truthful data 9 being given by various institutions. Last 11 December 2020, the World Health Organization (WHO) has published a checklist to support school reopening and the preparation for the possible resurgence of COVID-19. 10 WHO cited that ‘The checklist is aligned with, and builds upon, existing COVID-19-related WHO guidelines and is structured around protective measures related to: 1) hand hygiene and respiratory etiquette; 2) physical distancing; 3) use of masks in schools; 4) environmental cleaning and ventilation; and 5) respecting procedures for isolation of all people with symptoms.’ 10 The checklist helps policymakers and school officials to enhance compliance and adherence to public health protocols in the time of the pandemic. 10
In conclusion, school health protocols in conducting face-to-face classes must be planned carefully following national and international guidelines to ensure that students will be safe or at least mitigate the effects of COVID-19. After all, students’ lives matter as education does to them. That is the responsibility of every government to ensure its fulfillment.
Acknowledgment
No funding was received from this paper.
Contributor Information
Philip Joseph D Sarmiento, Christian Living Education Department, Holy Angel University, Angeles 2009, Philippines.
Cora Lyn T Sarmiento, Sto. Rosario Elementary School, Department of Education-Schools Division of Angeles City, Angeles 2009, Philippines.
Rina Lyn B Tolentino, Angeles Elementary School, Department of Education-Schools Division of Angeles City, Angeles 2009, Philippines.
Conflict of interest
The authors declare no conflict of interest in this paper.
Authors’ contribution
All authors contributed to all aspects of the manuscript.
Full text links
Read article at publisher's site: https://doi.org/10.1093/pubmed/fdab006
Citations & impact
Impact metrics, citations of article over time, article citations, concern about the spread of covid-19 in regular basic education teachers when returning to face-to-face classes..
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Behav Sci (Basel) , 13(4):346, 20 Apr 2023
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Exploring conditions of possibility for the teaching internship in the Philippines during the COVID-19 pandemic.
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Resumption of face-to-face classes should be a ‘shared responsibility’ –DepEd exec
DISINFECTION A man disinfects a classroom as a precaution to prevent the spread of the coronavirus. —INQUIRER FILE PHOTO
MANILA, Philippines — An official of the Department of Education (DepEd) on Friday expressed concern that the Education department would be solely blamed if learners will be exposed to the coronavirus disease (COVID-19) once face-to-face classes are resumed.
During a Senate basic education committee hearing on Friday, Education Undersecretary Nepomuceno Malaluan said the “assignment of responsibility” should be among the factors that should be considered in the resumption of face-to-face classes.
“If we reintroduce it (face-to-face classes), we believe that there should be a strong agreement of shared responsibility of key stakeholders including the parents, and the local government units and probable other stakeholders in the community because without this, we feel that the DepEd will surely be blamed solely for any incidence of exposure or infection,” Malaluan told senators.
“This concern is not just political on our part because it can really put at risk learning continuity altogether. In other words, it will strengthen the position and arguments of those that are advocating for academic freeze…when things like this and episodes like this happen,” he added.
Further, the DepEd official said that health and safety management should also be considered, especially in terms of protocols should there be cases of COVID-19 transmission in schools.
“We will certainly have episodes or incidence of infection or exposure and it’s different with respect to teachers and personnel because there are certain mechanisms, but if we add the students then what is the management protocol in case there is infection or exposure,” he said.
While protocols are “very strong on the preventive side,” Malaluan admitted that there are gaps in the “management side.”
“It requires cooperation not just within the Department of Education but also with the Department of Health,” pointed out.
“We cannot internalize all the aspects of management that can include isolation and treatment and other things. It’s difficult as it is even for our personnel and teachers, how much more if we include the students into the picture,” he added.
DepEd is now finalizing its report and recommendation on the matter that would be submitted by Education Secretary Leonor Briones to President Rodrigo Duterte, according to Malaluan.
Citing DepEd data, Malaluan told the Senate committee that the number of enrollees for the current school reached 90.21 percent—over 25 million—of the number of students who enrolled last year.
As schools were forced to shut down due to the threat of COVID-19, DepEd has implemented blended learning for the current school year, which opened on October 5.
The DepEd solution required schools to shift from conventional to “hybrid” learning, so called because it involved a mix of distant online learning and modules delivered to students’ doorsteps or picked up from DepEd sites.
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Home / Essay Samples / Education / Online Classes / Comparing the Contrast: Online Classes VS Face-to Face Classes
Comparing the Contrast: Online Classes VS Face-to Face Classes
- Category: Education
- Topic: Online Classes
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Benefits of Online Classes
- Flexibility: One of the most significant benefits of online classes is flexibility. Students can access course materials and complete assignments at their own pace and time, making it easier to balance academic pursuits with other commitments such as work or family.
- Access to Digital Resources: Online classes offer access to a wealth of digital resources, including e-books, online libraries, and video tutorials. This allows students to access information and materials beyond what may be available in a traditional classroom setting.
- Comfortable Learning Environment: Online classes allow students to learn from the comfort of their own homes or any other place with internet access. This can create a more relaxed and comfortable learning environment for students, leading to improved focus and retention.
- Lower Cost: Online classes are generally more affordable than traditional face-to-face classes as they do not require physical facilities or transportation costs. This can make higher education more accessible to individuals who may not have the financial means to attend traditional classes.
Disadvantages of Online Classes
- Limited Personal Interaction: Online classes lack the personal interaction that face-to-face classes provide, making it difficult for students to develop strong relationships with instructors and peers. This can limit opportunities for discussion, collaboration, and feedback.
- Lack of Structure: Online classes require self-discipline and motivation to stay on track, as students are responsible for managing their time and completing assignments without direct supervision. This lack of structure can be challenging for some students and may lead to procrastination or lack of engagement.
- Technical Issues: Online classes rely heavily on technology, such as high-speed internet and specific software. Technical issues can arise that can disrupt learning, and students may need to be proficient with technology to succeed.
- Cheating: Online classes can make it easier for students to cheat on assignments or exams, as there is less direct supervision and oversight.
Benefits of Face-to-Face Classes
- Personal Interaction: One of the most significant benefits of face-to-face classes is the personal interaction that takes place between students, instructors, and peers. This creates opportunities for discussion, collaboration, and feedback that are not possible in an online environment.
- Structured Learning Environment: Face-to-face classes provide a structured learning environment that can be beneficial for some students. This can help students stay on track, manage their time effectively, and stay engaged with the material.
- Active Learning: Face-to-face classes often incorporate active learning strategies such as group work, role-playing, and hands-on activities. This can enhance the learning experience and help students develop practical skills that may be difficult to learn in an online environment.
- Networking Opportunities: Face-to-face classes provide networking opportunities that can be beneficial for students' future careers. This can include building relationships with instructors and peers, attending events, and joining student organizations.
Disadvantages of Face-to-Face Classes
- Limited Flexibility: Face-to-face classes have set schedules and attendance requirements, which can be challenging for students who have other commitments such as work or family.
- Cost: Face-to-face classes can be more expensive than online classes as they require physical facilities, transportation costs, and materials such as textbooks.
- Commuting: Face-to-face classes require commuting to a physical location, which can be time-consuming and costly.
- Limited Access to Digital Resources: Face-to-face classes may have limited access to digital resources, such as e-books and online libraries, which are readily available in an online environment.
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