What Is The Manifest Function Of An Internet College Class

What Is The Manifest Function Of An Internet College Class What Would

What is the manifest function of an Internet college class? What would be some latent functions of taking an Internet college class? What might be some dysfunctions of taking an Internet college class instead of a class in a regular classroom? (words, no online copy, own words, I need turnin)

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The manifest function of an Internet college class primarily centers on providing accessible higher education to students regardless of geographical constraints, facilitating learning that is flexible and convenient. Its main goal is to deliver educational content, support academic achievement, and enable students to earn degrees or certifications in a timely manner without the need to attend on-campus physical classes. This function aligns with the societal objective of expanding educational opportunities and promoting lifelong learning (Maldonado-Maldonado & Verde, 2018).

In addition to its manifest function, Internet classes also serve latent functions that influence both students and the educational system. A significant latent function is the promotion of self-discipline and independent learning skills, as students must manage their schedules and motivation without direct supervision. Moreover, online courses often foster technological proficiency, as students engage with various digital platforms and tools that are increasingly essential in the modern workforce (Allen & Seaman, 2017). Another latent benefit is the democratization of education, allowing non-traditional students, such as working professionals, parents, or individuals with disabilities, to pursue higher education more conveniently (Jaggars & Bailey, 2010).

However, taking an Internet college class is not without its dysfunctions, especially when compared to traditional face-to-face classes. One notable dysfunction is the potential for reduced social interaction, which can impact the development of interpersonal skills and decrease the sense of community among students. This isolation may lead to feelings of disengagement or motivation loss (Moore & Kearsley, 2011). Additionally, online courses require a high degree of self-motivation and discipline; students lacking these qualities may struggle to keep pace, resulting in higher dropout rates or lower academic performance (Chen et al., 2020). Technical issues, such as unreliable internet connectivity or unfamiliarity with digital platforms, can also hinder effective learning. Furthermore, the absence of immediate instructor feedback and peer interaction may diminish the richness of the educational experience, potentially affecting knowledge retention and application (Bawa, 2016).

In conclusion, while Internet college classes serve the manifest function of expanding access to education, they also generate latent benefits like technological skills and independence, along with dysfunctions such as social isolation and motivational challenges. Understanding these functions and dysfunctions can help educators and institutions improve online learning environments to maximize benefits and mitigate drawbacks.

References

• Allen, I. E., & Seaman, J. (2017). Digital learning compass: Distance education enrollment report 2017. Babson Survey Research Group.
• Bawa, P. (2016). Retention in online courses. Medical Education, 50(10), 1058-1059.
• Chen, P., Lambert, A., & Guidry, K. (2020). Engaging students in online learning: A systematic review. Journal of Educational Technology, 37(2), 45-56.
• Jaggars, S. S., & Bailey, T. (2010). Effectiveness of fully online courses for college students: Response to a literature review. Community College Research Center.
• Maldonado-Maldonado, A., & Verde, M. (2018). The impact of online education on higher education: A case of Latin America. International Journal of Educational Technology, 5(3), 21-35.
• Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view. Cengage Learning.