Online learning is a bad place to learn compared to a classic classroom

Despite my opponent being unable to construct an argument this round, I will provide a negative case of my own. Keep in mind that my opponent has the burden of proof, so I need not negate the resolution if my opponent never affirms it.Negative CaseA1: It is less intimidatingMany students are either introverted, reserved and/or shy. The physical presence of being inside a classroom with many other people may scare/disinterest them enough so that they do not engage in learning as well as they could. According to Anna Ya Ni of the California State Univeristy--San Bernardino, this is exactly what they found: "[in the online setting,} participation may be less intimidating and the quality and quantity of the interaction may be increased in online classes" [1]. The finding was corroborated with Karayan & Crowe (1997) and Smith & Hardaker (2000), both of which are cited in my first source (page 201). In Warchauer's study (1997), there is particular discussion of several studies which assess the impacts of a less intimidating, physical environment [2, page 473]. With computer mediated communication (CMC), several studies found that there was greater "equality" in the classroom, meaning that students could more openly express their thoughts without being subject to physical impacts (of which I will now elaborate). Sproull & Kiesler (1991) found that the reduction in social context cues helped null inequalities found within "race, gender, handicap, accent and status". In that same study, Sproull & Kiesler also found that CMC "allows individuals to contribute at their own time and pace". Finally, in an earlier study by Kiesler & Sproull, which included Finholt this time (1986), they found that CMC "reduces nonverbal cues, such as frowning and hesitating, which can intimidate people, especially those with less power and authority".Citera (1998) also found these same conclusions in her work. Specifically, her work found that with "[socially] dominating" students, there was little difference in participation within the classroom and the online classroom [3]. However, there was a sharp increase in participation of the less dominating students. This outcome was further corroborated in the journal: Innovations in Science Education and Technology, wherein it was reported, via the work of Greenlaw (1999), that in regards to CMC, “students reported working 40 to 50 percent longer outside of class than the average college course, and 31 of the 32 students reported learning more from course that included online discussion formats” [4].Finally, for foreign students who may not have the same command of the English language, online classrooms allow them to participate more. Sullivan and Pratt (1996), cited in Warchauer (1997), “found that 100% of the students in an ESL [English as a second language] study participated in electronic discourse and only 50% in face-to-face discussion” [2]. Similarly, Kern (1995, 1992), again cited in Warchauer (1997), found that “some students said nothing in person, while all participated online".So, there is extensive research to suggest that online learning leads to increased participation when compared to "a classic classroom". So, the impact here is that students generally feel better and more engaged in discussion in an online course.ConclusionAfter a couple hours of studying research related to this resolution, there is only one main contention difference between the two and that is students feel better and more engaged more in an online course. Out of the six studies I checked (of which cited another four in text), there was no study that found significant differences in educational attainment, and the ones that did admitted that the limitations of the study affected this result. So, I have presented to you the only real difference between the two and I have given it an impact accordingly. This, along with the fact that my opponent has failed to affirm the resolution, is why you should be voting Con, at the moment.References[1] http://www.naspaa.org...[2] http://www.education.uci.edu...[3] http://onlinelibrary.wiley.com...(SICI)1097-4571(199807)49:9%3C792::AID-ASI4%3E3.0.CO;2-K/abstract[4] http://static-content.springer.com...