Online Vs Offline English Class Research

Online vs Offline English Class, Which One Is More
Effective
Research by:
Anthony Irwanto (115190311)
Bella Graceilla (115190386)
Brian Alexander (115190127)
Joseph Michael Sutanto (115190149)
Faculty of Economics and Business
Tarumanagara University
Jakarta
2022
ABSTRACT
Questions remain about the overall effectiveness of online learning as the
trend toward it grows. Courses in comparison to their in-class equivalents. The
objective of the current study is to estimate how effectively students who take
compared to how effectively students enrolled in offline courses perform, online
courses are less effective. Efficiency results include defined in terms of (1) the
student's final course grade's quantitative results, (2) the student's performance in
the course, and (3) the student's level of satisfaction with the course from their
point of view regarding how much they learned in the course. The Authors
calculate a model of student effectiveness using Data Envelopment Analysis
(DEA). statistics and student examining experience and student choices as
distinguishing characteristics. Sample was obtained from a course. The sample is
from a course that was taught in a single semester in both an online and traditional
classroom setting by the same instructor. Implications include a greater
comprehension of the efficiency advantages and disadvantages of various course
styles.
INTRODUCTION
According to the research, there is no difference between online and

offline student performance based on demographic information about the students
(Huh et al., 2010). Olson (2002) found inadequate data to support the claim that
online vs offline distribution is a factor influencing a student's completion of his
or her courses when evaluating student performance based on student completion
rates of materials. Some even discovered higher learning in an online format,
while others found inferior student performance in online classrooms (e.g.,
Trawick, Lile, and Howsen, 2010). (e.g., Detwiler, 2008). Priluck (2004) showed
no performance differences between the standard and hybrid versions of the
Principles of Marketing course, but a substantial difference in student satisfaction.
Investigations show that the term "performance" is consistently used as

technology continues to permeate all teaching and learning techniques. Unless
otherwise noted by researchers, performance appears to be consistently "evaluated
at the conclusion of the course" by the student's "final mark," sometimes known as
the course grade (Bliuc et al., 2010; Olson, 2002). Students' test results or other
graded items (such discussion boards or assignments) can also be used as a
variable to define student success (McFarland and Hamilton, 2005; Rivera and
Rice, 2002). Unless the investigator specifies otherwise, the phrase "performance"
tends to denote a grade received by the student, whether that mark is a course
grade or an item grade.
According to research that forecast student performance, the learning

environment—offline or online—does not appear to make a major impact in how
students perform (McFarland and Hamilton, 2005; Rivera and Rice, 2002; Olson,
2002). Using the student grades at the end of the course, student learning in two
subjects was inferred (BiktimirovandKassen 2008, Brown andLiedholm 2002).
Consistent findings in the literature suggest that there may be other influences on
student performance outside the learning modality.
Researchers have looked at everything from a student's activity log (hits,

access, and attendance) to age, race, GPA, homework assignments, and test results
(Lundgren and Nantz, 2002; Chen and Kan, 2002) to identify clues about how a
teacher might improve student learning in both online and offline contexts. A few
studies that take into account students' learning styles, study habits, and
methodologies stand out among these research attempts (Bliuc et.al., 2009; Lu, Yu
and Liu., 2003). Using a psychometric approach helps future researchers
understand the problems better.
RESEARCH METHOD
This research uses an approach as a quantitative research, centered on 50

respondent and carried out with questionairre asking the respondent about their
perception and effectiveness about online and also offline class. there are several
levels of effectiveness in online and offline classes. Most of them consider that
offline class is more effective than online class, showed from the number of
students giving a percentage of the results of the questionnaire filling. Online
classes are conducted by lecturers when lecturers cannot be present in the
classroom, while offline classes are carried out according to the schedule that was
set at the beginning of learning. Many students feel dissatisfied with the online
class, because online class makes students unable to ask directly to the lecturer
when they do not understand a material. The planning paradox has questioned the
emphasis on lesson planning by highlighting that what actually happens in a
lesson is a result of more complex interactions that are influenced by what is
happening minute by minute between teacher and student (Harmer, 2007). This
research employed qualitative and quantitative design approaches, the analysis
instrument being a questionnaire consisting of Open-ended question, Likert scale
questions, and dichotomous questions. Quantitative data generated by the
dichotomous and Likert scale questions were analyzed using descriptive statistics
and frequency analysis. Research is using non probability technique and
purposive, so we target only students it can be junior high school, senior, or
university.
RESULT
Our research questionaire contain 10 Likert Scale question :
Scale Description
1 Strong Disagree (SD)
2 Disagree (D)
3 Neutral (N)
4 Agree (A)
5 Strongly Agree (SA)
No. Question SD D N A SA
1. Students more understand if lectures are carried
out with an offline system.
2. The task given by the lectures are much more
effective if they are done with an online system
3. Lectures with an online system are more flexible
in terms of time
4. Students more comfortable to answer the
questions given in online lectures.
5. Students prefer to study offline rather than
online
6. Miscommunication between lectures and
students is more common in online class
7. Offline class is more tiring than online class
8. Offline classes save a lot of time than online
classes
9. Students feels lack of friendly relationship
among classmates and lectures because of
online class
10. Sometimes student didnt take lectures seriously
when its an online classes
Based on this 10 question that we asked for 50 respondent to fill it with
likert scale, we have all about respondent data from the questionaire.
86% are university as their current education, 12% senior high school and less
than 1% junior high school this data can indicate that our respondent is mostly
university students.
Out of that 50 respondent 56% is agree that they more understand if the lectures
are carried out with an offline system. This means that offline system is still the
favorite for students to be more precise with what their learning in the classroom
The majority of the respondent also believe that the task that they have been give
by the lectures are much more effective with online system, the data shows that
46% agree and 20% strongly agree
60% of the respondent agree that lectures with an online system will be more
flexible in terms of time, this indicates that online system more efficient in terms
of time compared to traditional offline class system.
From this data 52% agree and 24% strongly agree that students more comfortable
to answer the questions given in online lectures, this indicates that students self
confidence on asking questions that lectures gave is increasing
But here is the downside, 56% agree and 24% strongly agree that
miscommunication between lectures and students is more common during the
online class, and its happen almost in every online class.
Now into the downside of offline class, almost half of the respondent agree that
offline class is more tiring than online class, 30% strongly agree this can be a
negative effect into the students because when they tired the lectures they receive
may not be that effective because they lose their focus.
58% agree that in online class is lack of friendly relationship among classmates
and lectures, this can happen because they didnt meet each other in real life and
we know its hard to build friendly relationship without real life meeting. And it
could effect how the students effectivity during classes.
Half of the respondent answer that in online class most likely students didnt take
lectures seriously, it happen because the lecturer cannot control all the students
because they doing online meeting. And it effect badly on how students take
lectures effectively
CONCLUSION
Base on the questionnaire we send to 50 respondent, in conclusion which

is more effective online or offline we found many interesting data from this
research. We found that students more likely to misscomunication with the
lecturer in online class and majority of the students sometimes didnt take online
class seriously as offline classes, this can effect negatively on effectivity of the
lectures. Although we found that many students feels like online classess more
efficient because they are more flexible in terms of time, fare, and the task given
online is more effective. This happen because we assume that when task is given
online they can do it on their laptop or computers at home. When they take offline
classess usually students didnt bring their laptop or computers so they doing the
task when they got home. Majority of the respondent also show that offline class
is more tiring than online and its effect how effective the lectures for the students
because when they tired the students will lose their focus. Some online class
positive effects are students more comfortable and confident in answering
question lecturer give, we assume that they feel comfortable when they didnt
answer it in real life.
60% respondent prefer doing classes with offline traditional class, and we
have their reasons that they more focus and effective when they are doing offline
classes rather than study at home with online system. In conclussion of our
research shows that Offline classess more effective in terms of material the
students understands clearly what the lectures is about. And also when offline
classes the lecturer can control and observe all the students so the lectures will be
given effectively. In this research also we found positive effect of online classes,
task given online will be more effective and efficient also the online class will
save a lot of time and fare money for students. Here is our research conclussion
about which one is more effective online or offline classess, our research is far
from perfection and we realize that. So we are sorry if our research still not
perfect and thankyou.
REFERENCES
Damayanti, F. L., & Rachma, N. (2020). EFFECTIVENESS OF ONLINE VS OFFLINE CLASSES

FOR EFL CLASSROOM: A. Journal of English Teaching, Applied Linguistic and
Literatures, Vol 3.
Singh, S., Rylander, D., & Mims, T. (2012). Efficiency of Online vs. Offline Learning: A
Comparison of Inputs and Outcomes. International Journal of Business,
Humanities and Technology, Vol 1.
Nam, S. Z. (2012). Evaluation of University Online Classes Compared to

OfflineClasses: Perceived Satisfaction and Fidelity. In Future Information
Technology, Application, and Service (pp. 503-510). Springer, Dordrecht.

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Online vs Offline English Class, Which One Is More

Anthony Irwanto (115190311)

Bella Graceilla (115190386)

Brian Alexander (115190127)

Joseph Michael Sutanto (115190149)

Faculty of Economics and Business

According to the research, there is no difference between online and

Investigations show that the term "performance" is consistently used as

According to research that forecast student performance, the learning

Researchers have looked at everything from a student's activity log (hits,

This research uses an approach as a quantitative research, centered on 50

Our research questionaire contain 10 Likert Scale question :

Base on the questionnaire we send to 50 respondent, in conclusion which

Damayanti, F. L., & Rachma, N. (2020). EFFECTIVENESS OF ONLINE VS OFFLINE CLASSES

Nam, S. Z. (2012). Evaluation of University Online Classes Compared to

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