A comparison between paper‐based and online learning in higher education

Abstract

To date researchers have had difficulty establishing reliable conclusions in studies comparing traditional forms of learning (eg paper-based or classroom based) vs online learning in relation to student learning outcomes; no consistent results have emerged, and many studies have not been controlled for factors other than lesson mode. This paper compares the effects of presenting two versions of lessons on punctuation that differed only in their mode of presentation. 59 students completed a pre-lesson questionnaire, and after the lessons completed another questionnaire plus the NASA-TLX which tests subjective cognitive workload stress. The results showed that students who sat the lessons on paper performed 24% better than those who sat the lessons online. Reasons for this difference in learning outcomes are considered, but no clear reason is apparent in the data from this study. The study sounds a note of caution in terms of the move by tertiary institutions to online and/or blended learning, and suggests further studies are required which assess learning outcomes in different mode of learning.

How Computer-Based and Paper-Based Modes of Learning Affect Student Performance on Vocabulary Tests in the Toeic Classroom

“…The authors of this study are in agreement with Emerson and MacKay (2011) on the need for institutions of higher education to pay greater caution in the adoption of computer-based learning in their curriculums and that the overriding concern must be how it will benefit student performance. Certainly, computer-based learning can play an important role in benefiting student performance, but what is called for is a better understanding of the interplay between student performance, learner preference and the mode of learning, i.e.…”

Transitioning Design and Technology Education from physical classrooms to virtual spaces: implications for pre-service teacher education

“…While there has been much debate surrounding on-campus and online learning outcomes (Emerson and MacKay 2011;Shin and Lee 2009), this paper argues that there is a place for technology-mediated teaching and learning within higher education. We do not argue one mode of delivery to be superior to the other, but suggest that a practical course, such as Design and Technology Education, can be meaningfully embedded in both classroom-based and online learning environments.…”

“…Through these innovative and creative pedagogical approaches to teaching and learning (Shin and Lee 2009), higher education online courses, within Australia and internationally, have expanded markedly. Such a shift in the delivery of education has heralded a significant increase in opportunity and access for learners rurally and remotely located (Abrami et al 2011;Patel 2014), and enhanced flexibility with study-related time management and pace (Emerson and MacKay 2011). Although technology-enhanced learning is not a new concept, particularly with traditional, theoretically-driven courses and degrees, this paper focuses on the facilitators and challenges in transitioning a physical, hands-on, classroom-based pre-service teacher Design and Technology Education course to an online learning environment.…”

Environmental impacts of paper handouts vs. Online handouts-from a life cycle assessment prospective

“…Figure 8 presents the distribution of the air emissions being released by the paper production process. Paper production is energy demanding [11]. Energy consumption is responsible for both GHG and CO2 emission (74% and 75%, respectively) [5].…”

“…Production of pulp and therefore the following processes involved in the production of paper, release into the environment emissions that have an impact in global warming, ozone and fossil fuel depletion [10]. The majority of adverse impacts in paper production process is from the process stages and energy consumption rather than deforestation [11]. Energy consumption is responsible for both greenhouse gases emission (GHG) and Carbon dioxide (CO2) emission (74% and 75%, respectively) [5], as well as in changes to the wildlife diversity associated with wood cultivation and deforestation [12].…”