Online learning is enormously different to the practice of face-to-face learning, this means that these methods cannot be approached using the same pedagogical principles. When discussing pedagogical principles, the idea of pedagogical artefacts arises, the example given of these are computers. They are referred to in such a way due to their ability to foster the transmission of ideas between learners, without physical barriers.
This use of computers as pedagogy is a rather corporate idea which does have its benefits, the use of technology to provide knowledge to students, put very simply, cuts labour costs. It does this whilst also removing barriers such as the restriction of admission numbers imposed by face-to-face teaching. This virtual approach, to university learning, in particular, allows more students to enrol, so there are more students paying fees and the institution has fewer outgoing payments on staff wages (Thompson, 1999).
The movement to online learning which I predict will occur within the next 15 years, or possibly sooner due to the approach to education and learning required because of Covid-19 restrictions, is not just a replacement of our current face-to-face system. It is possible and rather likely that this virtual education, with the help of advanced technology available, is able to be providing a higher quality of learning (Turoff, 1995).
As I mentioned previously, the long-term benefit of online learning is that huge savings are made (Thompson, 1999). This remains true; however, it is important to recognise the initial expense of moving to online learning from face-to-face teaching. This expense is due to the initial cost of proving and using good quality, reliable technology and educators. These high expenses are worth the price due to the effectiveness of the education provided. For the most effective learning, I suggest that in 15 years we will have a blended learning approach, of both asynchronous and synchronous learning. This means that learning will be a combination of materials being available anytime, in any place and having sessions which are live, providing personal connections between pupils and their teachers (Ally, 2004).
