Online versus face-to-face learning: do virtual classes offer the same learning benefits?

Abstract

This study explores whether online classes can provide the same quality of learning as face-to-face education in universities across Bangladesh. It examines how both learning modes influence student engagement, motivation, satisfaction, and academic performance. A qualitative research approach was used, where ten university students who experienced both online and in-person classes, were interviewed. Their responses were thematically analyzed to identify common patterns, attitudes, and experiences. The findings reveal that online learning offers flexibility, accessibility, and comfort, allowing students to attend classes from any location. However, it often leads to reduced concentration, weaker communication, and less emotional connection due to unstable internet, lack of privacy, and limited teacher interaction. Many students also struggled with technical problems and distractions at home, which affected their focus and confidence. In contrast, face-to-face classes encourage discipline, active participation, and stronger bonds with teachers and peers. Real-time feedback, group discussions, and the campus environment help students stay motivated and perform better academically. Overall, the study concludes that while online education has great potential to make learning more flexible and inclusive, it still cannot fully replace the traditional classroom experience in Bangladesh. A blended learning model—combining the convenience of online education with the engagement and structure of face-to-face interaction—appears to be the most effective and balanced way forward for higher education in the country.