The comparison between online and face-to-face teaching has been a focal point of my research, particularly through a comprehensive review of instructional videos. This exploration has provided me with profound insights into the distinctions between these two modalities. From my perspective, online teaching is notably deficient in cultivating social interaction between students and teachers, resulting in a diminished sense of personal engagement. The absence of face-to-face interactions in online settings may lead to a missed opportunity for students to learn valuable lessons in mutual cooperation that are traditionally gained in a classroom environment.
Traditional face-to-face teaching offers a diverse range of extracurricular activities, group projects, and social events, all contributing significantly to the development of a strong social bond among students and teachers. In contrast, the online learning environment may limit these opportunities, potentially hindering the formation of a sense of community and camaraderie among participants. Extended periods of online learning could intensify feelings of isolation and loneliness among students, impacting their overall well-being and connection with teachers.
Moreover, I am inclined to believe that online teaching poses considerable challenges for students with disabilities. Unlike the support provided to classroom teachers by school counselors, learning center teachers, and administrators in developing plans and activities tailored to the needs of students with disabilities, such support appears to be lacking in the realm of online teaching.
