ONLINE VS. TRADITIONAL LEARNING: PEDAGOGICAL EFFECTIVENESS REVISITED

Abstract

The rise of digital technologies has transformed the landscape of education, prompting a reevaluation of pedagogical effectiveness between online and traditional learning models. This literature-based review critically examines the comparative advantages and limitations of each format with regard to instructional quality, learner engagement, accessibility, assessment methods, and student outcomes. While online learning offers flexibility, scalability, and personalized learning paths, traditional classroom settings remain effective for fostering interpersonal interactions, structured guidance, and hands-on learning experiences. The study highlights that the effectiveness of either modality depends on the alignment of pedagogical strategies with learner needs, content delivery, and institutional support mechanisms. Moreover, emerging hybrid and blended models appear to synthesize the strengths of both paradigms, suggesting a future of integrated learning environments. The findings emphasize the importance of context-sensitive instructional design and call for continued empirical evaluation to inform education policy and practice in an increasingly digitized academic world.