Post Two 07/10/25 An overview of Advantages of Online Teaching in Teacher Education

Advantages of Online Teaching in Teacher Education

Teacher education programmes often require sessions outside regular working hours—e.g. evening lectures, workshops or professional development courses. For many educators, physical attendance is difficult due to transport, family, or work constraints. Online teaching (or blended / hybrid models) offers several advantages that help overcome these challenges, and also bring pedagogical benefits such as encouraging self-learning.  

Key Advantages

  1. Flexibility in Time and Place

    • Overcoming scheduling/timing constraints: Teachers who cannot attend evening sessions in person (due to job duties, family commitments, or transport issues) benefit from online formats which allow synchronous or asynchronous participation. Instead of commuting at night, they can attend from home.

    • Reduced transport costs and difficulties: The costs of travel, the time spent commuting, safety or logistic issues of transport in evenings are eliminated when the instruction is online. Empirical studies support this: many respondents note “waste of time for transportation” as a reason favouring online delivery.

    • Choice between live sessions and recorded content: Online models often allow sessions to be recorded, so those who can’t join live still benefit. This is particularly helpful when evening live sessions are hard to attend.

  2. Self‐Learning and Autonomy

    • Pace control: Learners can revisit lectures, pause, replay content, review readings at their own pace, slow down or accelerate based on their learning needs. Online platforms facilitate such control.

    • Encouraging self‐motivation and discipline: Without the fixed structure of in-class constraints, learners must organize their time, set their own study schedules, which enhances skills in time management and self‐regulation. (Mypatheducation, 2022 )

    • Access to diverse resources: Learners can access a wide variety of multimedia content, online readings, forums, digital libraries, etc., which support different learning styles and allow for enriched self-directed exploration.  (Testbook, 2020)

  3. Cost Efficiency

    • Reduced travel and associated costs: Teachers do not incur transportation, lodging, or other costs associated with commuting to in-person sessions. This is especially important for evening classes, when public transport may be limited or more expensive.

    • Lower institutional overhead: Institutions save on physical space, utilities, and maintenance. These savings can allow them to allocate resources elsewhere (e.g. content development, digital tools). (Digitaldefynd,2025)

  4. Broader Access and Inclusivity

    • Teachers living in remote areas or those with mobility or transport challenges gain access to teacher education without the barrier of commuting.

    • Evening sessions may be difficult for those with caregiving responsibilities; online formats give more control and reduce physical burden.

  5. Comparable or Better Learning Outcomes for Some Domains

    • Multiple studies suggest that for knowledge acquisition, theory, and cognitive learning outcomes, online instructions can match face‐to‐face instruction. For example, a systematic review of Continuing Professional Development (CPD) for science teachers found that online CPD was as effective as face‐to-face in many respects, especially for those for whom schedule conflicts were problematic. (Li et al, 2023)

    • Another meta‐analysis reviewing many studies found that in aggregate, online modalities in higher education are producing better learning outcomes (or at least no worse) than traditional face-to-face for many learners. (  Stevens et al, 2021 )

Specific Relevance to Evening/Transport Constraints

  • Evening classes often conflict with public transport schedules or pose safety risks; online delivery removes that barrier.

  • Teachers may have daytime responsibilities (teaching, administrative duties, family), making attending physical sessions at 6-8 pm or later very difficult; online options allow them to schedule around these constraints.

  • In many developing regions/as settings with unreliable infrastructure, getting to campus in the evening is especially challenging; online reduces or eliminates travel, delays, etc.

Pedagogical Benefits in Teacher Education

  • Reflective Practice: Online tools such as discussion forums, reflective journals, recorded lectures allow teacher trainees to reflect on their learning, revisit peers' reflections, and engage in continuous improvement.

  • Peer Collaboration Despite Physical Barriers: Virtual group work, peer review, online discussion boards enable collaboration among teacher trainees who are geographically dispersed.

  • Use of Digital Pedagogies: Preparing teacher trainees to use educational technology, online assessment, remote teaching etc., which are increasingly relevant.

Limitations and Conditions

While the advantages are strong, there are some caveats:

  • Need for-reliable internet and devices: Without stable broadband and appropriate hardware, online teaching can disadvantage some teachers.

  • Self-discipline required: Some adult learners may struggle with time management or procrastination without face-to-face accountability.

  • Reduced physical interaction: Some aspects (nonverbal cues, spontaneous discussion, hands-on or practical training) are harder to replicate online.

  • Quality of online pedagogy matters: Effective online teacher education requires careful instructional design (active learning, good feedback, modelling), not simply lectures placed online.

Evidence & References

Here are some of the relevant studies and reviews:

Study / Article Population / Context Findings relevant to online vs face-to-face in teacher education or CPD
The Effectiveness of Face-to-Face versus Online Delivery of Continuing Professional Development for Science Teachers (MDPI) Science teachers in CPD programmes Found online CPD as effective as face-to-face, especially relieving schedule conflicts. ( (Li et al, 2023)
Online university education is the new normal: but is face-to-face better? (Emerald Insight) University students broadly Across 91 studies: ~41% found online better, ~41% no significant difference, ~18% face-to-face better. Suggests modality by itself is less important than how it's done. ( (  Stevens et al, 2021 )
Sudarshana et al. study of Special Needs Education degree Lecturers / teacher education in that programme Many lecturers prefer face-to-face for interaction, but those favouring online cite transport time waste and participation from distant students.
Digital Learning Study (JLLS etc.) Students in contexts with transport/distance challenges Digital learning helps overcome transport cost, allows review of video lectures, supports personalized learning.
Flex-model / blended learning literature Various adult learners and teacher trainees Blended learning combining online and face-to-face yields benefits of both; sense of community, flexibility with structure. (E.g. studies on sense of community in blended courses) ( Tayebinik and Puteh , 2015)

Conclusion

In teacher education, online and blended modes offer powerful advantages, particularly for those constrained by evening schedules, transport difficulties, and other logistic issues. They promote flexibility, reduce cost and travel burdens, encourage self-learning and autonomy, and often can match face-to-face in effectiveness for theoretical content and professional learning. To maximize benefits, online teacher education programmes should ensure:

  • Strong instructional design (active learning, feedback, modelling)

  • Reliable technology & support

  • Opportunities for interaction (peer, tutor, synchronous)

  • Flexible formats (recorded + live; asynchronous modules)

References

  • Li, Z.; Hassan, N.C.; Jalil, H.A. The Effectiveness of Face-to-Face versus Online Delivery of Continuing Professional Development for Science Teachers: A Systematic Review. Educ. Sci. 2023, 13, 1251. https://doi.org/10.3390/educsci13121251
  • Garry John Stevens, Tobias Bienz, Nidhi Wali, Jenna Condie, Spyros Schismenos; Online university education is the new normal: but is face-to-face better?. Interactive Technology and Smart Education 4 October 2021; 18 (3): 278–297. https://doi.org/10.1108/ITSE-08-2020-0181
  • Maryam Tayebinik, Marlia Puteh , 2015
  • Sense of Community: How Important is this Quality in Blended Courses