名古屋外国語大学論集

第9号

2021年7月

ArticleOnline Learning During COVID-19
Lidija ELLIOTT

Abstract
This paper will focus on what some of the largest advantages and disadvantages of online education have been for students and educators, while dealing
with COVID. This will be split into four distinct sections: Advantages forStudents, Advantages for Educators, Disadvantages for Students, Disadvantages
for Educators. Despite being in similar situations, there is a prominent divide
between the circumstances faced by each. Knowing as an educator what challenges students face, or knowing as a student what challenges educators face,can bridge the divide, and hopefully create a mutual understanding between
each group.
Keywords: online, education, advantage, disadvantage, students, educators.

Introduction
The year 2020 will go down in the history books as one of the most peculiar
years in modern history. What has driven most of the frustration in 2020 is
the novel Coronavirus (COVID-19). According to Zhu & Niu (2020, p. 1),“Since December 2019, a new type of coronavirus called novel coronavirus123

(2019-nCoV, or COVID-19) was identified in Wuhan, China” which persists at
this time (early 2021 — though several vaccines are currently being deployed).
Along with health concerns, a slew of other societal issues have been propelled
to the forefront of public consciousness. Income inequality, social justice, andclimate change are a few of the topics that have been perceived to be worsening
side effects of COVID-19. However, the reality is that, due to stay-at-homeorders and less recreational activity, more people are beginning to pay attention to circumstances already causing concern. This information may all seemtangential to the true focus of this paper, but it leads to yet another major problem
that has been the cause of great difficulties during the coronavirus pandemic:
online education or online learning. Tsai and Machado (2002, p. 2) define online
learning as being “associated with content readily accessible on a computer.”
The fact that online learning and online programs are available in this day
and age is impressive. It provides accessibility to a relatively stable online
environment and allows students nearly unlimited access to their instructors.
The instructors’ response rate/time/willingness is a whole other subject entirely,
but the fact remains that online courses are a blessing during the tough times of
COVID. According to Mishra, Gupta & Shree (2020, p. 2), “…online education
became a pedagogical shift from traditional method to the modern approach ofteaching-learning from classroom to Zoom, from personal to virtual and fromseminars to webinars.” As great as the transition has been, it has been anything
but seamless. To say that there is a significant difference between online classes
and in-person learning would be an understatement — both in quality and reliability. For every student that notes they are thriving with online learning, there
are probably just as many (if not more) that would say they miss the traditional
environment. They miss the social aspects of in-person learning. They miss thedivide between school and home life. According to Burke (2020), “students
talked a lot about really missing being in person with their classmates, with theircolleagues, with their faculty members, and having those spontaneous, organic
124Online Learning During COVID-19 ■conversations and relationships.” There are not any concrete divides — most
students have probably felt a little of both now and then.

Advantages for Students
There are numerous ways that students have actually benefitted during the
COVID crisis. It may not be immediately apparent since the idea of having
to sit in near isolation for class seems like a drawback in itself (which will be
discussed more later). Regardless, every tricky or bad situation has some silver
lining — being a student during the COVID pandemic is no exception. Mostof these advantages did not become immediately apparent, especially sincecoronavirus worries and lockdowns began right in the middle of the semester
for schools around the globe. As educators hurried to make their classes just as
valuable/viable online as they were in the classroom, students, especially newer
university attendees, had to entirely remodel their work ethic. They would nolonger have access to the amenities at a large university, nor the in-class time
to focus on their work and ask professors, and fellow classmates, for help when
they needed it. Though this made it a difficult task to rise up to, there were a
few aspects of the COVID lockdowns that actually ended up benefitting students
rather than harming them.
Course AccessThis advantage is sort of a two-way street, but that will be drawn out later. For
now, the ability of students to access their courses from anywhere, at any time,is an astounding nod to the impressiveness of technology. Even by historicalstandards, being able to take a class in any subject an individual desires at any
time without restriction is remarkable. During this pandemic, it has become vitalthat educational be accessible online to ensure that people can practice propersocial distancing requirements. COVID also put the development of complex
online courses, like teaching English, into overdrive. Though this also has
125its drawbacks, the creativity of universities and course instructors in creating
comprehensive course experiences has never been higher. Various simulations,interactive examples for lessons, and unique approaches to assignments haveall seen huge steps forward, thanks to the innovations of educators and students
alike.
“Lecturers researching different technology options and regularly meeting
to exchange findings allowed for informed decisions to be made withinsuch a short time frame. The success of this pooling of time, research andknowledge, and the productive discussion that followed demonstrated that
effectively achieving the task was best done as a collective effort” (Bradley,
2021, p. 80).
It may take some time to become fully integrated and useful, but the coronavirus
has reinforced the way the online learning process is approached.
Instructor AccessBeing able to contact an instructor through the use of technology is nothing
new. University email has existed for over two decades now and is a great way to
get in touch with professors. However, instructor access during office hours andvia personal meetings is now simpler and easier. This is not to say that students
could never have online meetings before 2020, but the pandemic has essentiallyforced professors to become well acquainted with these forms of technology
and make themselves available more often. According to Older (2020), “On topof helping anxious students, professors faced an additional challenge: quickly
figuring out how to become adept at teaching online.” Realistically, this is an
important change that benefits all students. Increased flexibility from professors
for students who may also work a part-time or even a full-time job is usually lessharsh. This is not a blanket statement for all instructors. Many have been kindand accommodating well before this event, but COVID has helped push the lastbunch into a realm of greater lenience.

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Online Learning During COVID-19 ■Cost
The cost of higher education for many students has never been an easy burden
to bear. In fact, this “advantage” [of not physically attending college], dependingon what school a student attends, may not even enter the realm of being called
an advantage because their institution has not lowered the costs of attendancefor 2020–21. Still, there are plenty of schools that have kept their students inmind above their bottom lines and have accordingly made education financiallyaccessible.
ComfortPerhaps the least important feature of this section, yet still relevant, is thatstudents are now able to learn from the comfort of their own homes. According toa survey that was done by Fatoni et al. (202, p. 572), “A comfortable educational
environment was the most common advantage identified for online learning.”
There are several reasons that this is beneficial to students, but the primaryreason is that they are able to learn in a healthy and safe environment. The
home learning environment, specifically regarding quizzes, tests, and the like,has already been theorized to result in better performances by students. This iseven applicable to students in programs that require that face cameras be active
and that the exam window cannot be left, to ensure the academic integrity andhonesty of students. Lastly, concerning comfort, students are able to work on
their classes and take their course wherever they go. Laptops already provided agreat deal of range with homework/writing, but the expansion of online course
videos/syllabi/assignments has further enhanced the capabilities of students sothey can reach their full potential online.

Advantages for Educators
When the COVID-19 lockdowns first began, it was very difficult for educators to get all of their course materials set up for their students. Much like the restof 2020, it was a time of great uncertainty as one of the largest social-educational127

experiments was about to get underway. No one knew how it would go, andthe impacts of what is going on are still unknown even today. However, once
everyone began to settle into their new daily routines, teachers and professors
began to realize that there were actually some benefits to working at home while
their students did the same. Ever since then, it has been a challenge each day
to optimize course loads, help as many students as possible, and essentially try
to be everywhere at once to an even greater extent than educators had alreadybeen attempting. Luckily, the work-from-home response to dealing with thecoronavirus epidemic did not undermine every task of being an educator.
Ease of Posting of Assignments
Perhaps to the dismay of students, all coursework would now be submitted
through online means. Not only has this drastically cut down on the physicalclutter that has plagued the office of professors at the beginning of each term,
but there are now several systems in place that ensure students know when an
assignment is due. This also means that there will likely never be any discrepancy
between an educator and their student about whether an assignment was supposed to be submitted in person or virtually. Being able to post all assignments
online also means that the instructions for said assignments can be revised at a
moment’s notice. Should some discussion in class lead to an interesting, relevant
discussion question, then it can easily be applied to online postings. Again, thismay somewhat disappoint students that are in their first or last year of university,
but this versatility in assignment management proves how valuable online course
portals are for educators.
Resource Availability
It is certain that there were a great number of courses being run by less-experienced educators when COVID restrictions began to take hold. Accordingly, as
they began to modify their course schedules to accommodate online functionality, many of them were probably lost when it came to doing so. Even seasoned
professors were likely at a loss for what to do if their class normally depended128

Online Learning During COVID-19 ■on in-person activities. This is where the true potential of the Internet begins toshine. Should one educator have a great idea for how to cope with these difficult
circumstances, they can instantly share it with their department and with theInternet at large. Educators that were proficient online teachers before COVID
began have shared their knowledge on how to control online classrooms, since
this all began in March 2020. Despite the rocky start, having knowledge thisreadily available to educators everywhere has been a great asset that most did
not even think to seek out before teaching online.
Commute Time
Some universities in Japan, but especially in America, have professors andeducators that travel from all parts of the country to teach each day at their
institution. COVID lockdowns are hard, but they have saved hours upon hoursof travel times for students and professors alike. “One of the benefits of Work
from Home is that you don’t have to spend money to pay for transportation orgas costs, and teachers can also save time on travel” (Purwanto et al., 2020).
While discussing commute times, the entire lockdown scenario has also madeit far easier to get guest speakers to attend various lectures as well. Many university lecturers or renowned professors from other institutions can be reachedmore easily to share their thoughts in the classroom. Skype/Zoom meetingsfor educational purposes have been growing in popularity — even long before
COVID — but this entire situation has propelled them to even further popularity.
Without having to go through the troubles of traveling overseas or throughout thecountry, popular and much-sought-after speakers are more accessible than ever.
Experimental Teaching Methods
The teachers/professors who were in control of a natural lab course thatutilized a lab section are likely to resonate with this the most. When COVID
restrictions first started to go into effect, the outlook for lab-based courses was
bleak. Professors would be unable to provide adequate instruction for complex
lab routines that essentially required in-person guidance. However, there have129

been significant steps forward in online experimental technology that allows
students to run simulations of various lab experiments. In turn, professors canrest assured that their students will be gaining experience online that is just as
valuable as if they were in the lab.

Disadvantages for Students
The benefits of going to school while at home during COVID are seen as asilver lining for a reason: almost every other aspect of learning from home isharder on students than it is easier. A majority of students will likely adapt justfine or perfectly to at-home and online learning. The rest of the students will
have trouble getting used to this form of learning for a number of reasons, eventhose entirely unrelated to their work ethic or attention span. In spite of all thegreat improvements that have been made to online courses since the end of
March 2020, there have been equally great challenges that students have beentasked to meet as well. Here are a few of the negative examples of online learningthat students have continually experienced with an impressive level of tenacity,
consistency, and perseverance.
Distractions at Home
This is a big one that generally applies to classrooms that have younger
students but is applicable at any age — the older the class, the more complex
the distraction can be. No matter the age, however, having students suddenly
being thrust into an unmoderated environment that they are 100% comfortablewith (their room) has just as many drawbacks as benefits. Their rooms arelikely full of distractions, from TVs to gaming consoles, and of course pets andfamily members too. Being confined to their rooms all day will not help thesenotions either. They might be able to roam the house during their downtime, or
take a walk outside, but students are bound to be drawn to their phones or otherstimulating things when they are parked in front of Zoom lectures all day.

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Online Learning During COVID-19 ■Lack of Social Opportunities
Again, this is more applicable to younger college students who are in theirfirst year of university because they cannot form new relationships. According
to Posey et al. (2020, p. 5), “Students can get to know each other over the net.
Hhowever, it does not replace the bond that is formed from face-to-face meetings.” Through their whole life, they have been in a classroom environment ina school full of students or possibly mingling with coworkers at a part-time job.
Now that has suddenly been ripped away from them after years of exposure. The
longer the lockdowns and online learning lasts, this is certain to have negative
effects on their mental health. Despite the fact that it is for the benefit of their
physical health, it doesn’t make it any easier.
Access to Internet Connection
Figuring out how to ensure all students had access to a stable Internet connection was, and still is, a difficult task to tackle. Takenaka (2020) wrote that
“Today, the Internet is accessible for nearly 100% of the people living in Japan,
However, the Internet still covers only 60% of the nation.” In an ideal world,
there would be no issues with having students shift over to totally online instruction. Unfortunately, there are students that live alone, or even with family, that
simply do not have the funds to pay or do not want to incur extra costs for reliable
or any Internet access. Luckily, this is one of the few disadvantages that havebeen dealt with swiftly, as a majority of institutions have provided assistanceto students that may need it in the form of working from university buildings
with Wi-Fi access. A select few places have also financially supported students
in acquiring a means to Internet access, for example, “Japan’s top three mobile
phone companies announced they will eliminate some additional charges fordata plans for users aged 25 and under” (Fraser, 2020). Despite these efforts, aclear class divide has been exposed because of this issue, and progress is slow
to rectify it completely.

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Engagement
Staying engaged and working independently as a student involves a bit of
all these aspects but comprises what is likely the hardest part of online learning.
When a student is in school or walking across campus to their classes, theirmind is always focused partly on education, whether they recognize it or not.
They might leave one class thinking about homework for that day, but once
they arrive at their next course, their thought process will unconsciously shift
to second class. Online students usually participate from their bedrooms — fullof the distractions discussed earlier — and they are relaxed. Because they are
not in a classroom, they are more susceptible to these distractions, and even thebest students have reported having trouble with engagement. As Zounek andSudicky (2013, p. 60) state:
Some students may require strict and detailed management from their teachers; however, when implementing e-learning solutions, teachers usually
expect a higher degree of activity, self-organization and independence on
the part of learners. For unmotivated students with poor learning habits,
therefore, technologies may become the reason for decreased productivity
and worse study results.”
Unlike some of the other issues mentioned, it is a persistent problem that does
not and will not have a complete fix until in-person learning resumes.

Disadvantages for Educators
Great effort has gone into making the transition to online learning for students
as smooth as possible. Obviously, it has not been free of bumps and detours,
but the work of educators has led to significant steps forward in online learningtechniques and technology. However, several difficulties still lie ahead for
educators themselves as new and old teachers/professors try to constantly adapt
to shifting situations. So far, the shift to online learning has been successful. Thiswas especially noticeable during the initial transition that occurred in March and132

Online Learning During COVID-19 ■April 2020 when universities were able to begin e-learning practices effectively
in less than a month. Regardless, the issues listed below are likely chronic issues
that will never fully be resolved, much like the engagement of students, as noted
previously. It is a constantly, endlessly changing circumstance that will require
equally perpetual amounts of work until COVID has been resolved.
Distraction of Students
Dealing with distractions is already difficult enough for students themselvesto handle. Unfortunately, the problem is almost harder for educators to deal
with than ever before. Previously, in a classroom setting, a professor/teacher
was able to take full command of the room, nearly all the elements or sourcesof distraction, and could act as an authority figure that would keep students inline. Without a physical presence, or any of the causes of engagement issues (nocontrolled environment, moving classes, etc.), keeping the attention of students is
an unsurmountable challenge at times. At higher levels of education, this might
not be as large an issue, but it can still drastically lower the participation of thestudent body as a whole. This becomes problematic for introverted students — itis difficult to properly gauge their progress without face-to-face interaction. As
Guijosa (2020) states:
“Rather than discrediting online education, to improve its effectiveness, itis necessary to address these challenges. It is critical to developing more
immersive educational content and experiences that adapt to each studentwith the support of technology and, above all, more appropriate instructional
methods.”
Extended Responsibilities
Of course, educators far and wide have had to put in countless hours of extra
work simply to accommodate the needs of their students. The hard work of educators could not be overstated because of the effort seen so far. However, though
this is a blessing that cannot be praised enough, all the additional work done istaking its toll on professors and teachers. According to Jiji (2020), “Teachers133

at universities and colleges are being exhausted by the sudden switch to online
classes caused by the Coronavirus pandemic.” Making sure they are available
at virtually all hours, redesigning course syllabi, and setting up additional officehours/study hours are all contributing factors to these circumstances. This iseven without mentioning the extensive time commitment from them when
migrating courses online during the Spring 2020 semester. Course migrationsof that scale (and of that complexity when considering collegiate studies) were
not a task that had much precedent. Nearly every step taken during that periodof time was being made up as they went along. Needless to say, not every story
regarding this was a success, but the coronavirus has led to innumerable hours
of extended work for educators.
Building Rapport with Students
As an educator, building rapport with students is an integral part of creating
a successful class. Having a positive relationship builds respect between student
and educator. Without that respect it becomes incredibly difficult to accomplish
even the simplest of classroom tasks. It is difficult to build that relationship while
teaching online. It can be done, but it will never be as genuine as it would havebeen had it been built in person. In order to tackle this obstacle, most educators
will try their best to relate to every student. It is still a slow and arduous processthat is still being improved, but it provides nowhere near the same level ofrespect.

Conclusion
As outlined in this paper, the issue of advantages and disadvantages of online
technologies in education is very complex and not in any way black and white.
The Internet is a unique and powerful tool that has a huge effect on all the teaching and learning activities that are done in the classroom. As Posey states (2020,
p. 12), “Not only does the Internet enable international teaching and learning, it
gives the teaching and learning a new dimension by adding the opportunities to134

Online Learning During COVID-19 ■the various types of communication with partners to the teaching and the learningfrom far away on the Globe.”
In spite of negative aspects, it is clear that they do not greatly outweigh thecapability of students and educators alike. It will take confidence and perseverance, but once the vaccine has been rolled out on a wider scale, hopefully theseissues will become a thing of the past. Only time will tell, but compared to 2020,
the outlook for 2021 (as of February) looks just a hint brighter than before. Tosummarize it, it would seem best to embrace a broad, open-minded view of
education technology implementation, observing the overall social practices ofusing online tools in real-life situations and reflecting the best practices in thelearning environment.

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