Psychological Aspects of Online Versus Offline Classes in Student Learning and Progression

Abstract

The shift between online and offline educational environments has raised critical questions about the psychological impact of these modes on student learning and progression. This paper explores the cognitive, emotional, and social dimensions of online and offline learning using established psychological theories such as Constructivist Learning Theory, Self-Determination Theory, and Cognitive Load Theory. By synthesizing current research, it highlights the distinct advantages and challenges posed by each format, providing a theoretical framework to understand the impact on engagement, motivation, and academic outcomes. Finally, implications for educators and policymakers are discussed, emphasizing strategies to optimize both learning modes for diverse student populations.