Physical or Online Classes? Students Weigh in on Their Preferred Mode of Learning

By Omope Oyinnijesu, Jacinta Emeka, Success Essien, and Oziuwa Chinemerem.

As universities continue to navigate between physical and online learning, students at the University of Lagos have had first-hand experiences with both. While online classes offer flexibility, many argue that physical attendance fosters focus, engagement, and motivation. To understand this divide, we spoke to ten students from various faculties about their preferences and the reasoning behind them.

For many, the physical classroom is synonymous with discipline. Ojerongbe Oluwanifemi, a 300-level Systems Engineering student, believes physical classes are essential for focus and routine. “I prefer physical classes because there are fewer distractions compared to online classes. Physical classes push me to wake up early, and seeing other students motivates me to study,” Ojerongbe explains.

Emmanuel, a 300-level Computer Science student, agrees that the social aspect of learning is lost behind a screen. “I prefer physical classes because face-to-face lectures make it easier to bounce ideas with my coursemates. It helps me pay attention during lectures, even though it can be stressful at times,” Emmanuel says.

The environment also plays a role in academic performance. Habeeb Abayomi, a 400-level Mass Communication student, recalls how the shift to virtual learning impacted grades. “When we had online classes in my 300-level first semester, it affected a lot of students’ results, including mine, compared to physical classes,” Abayomi notes.

The Virtual Frustrations

Students also highlighted the technical and behavioural hurdles of online learning. Zinat, a 300-level Physics student, shared vivid examples of how virtual sessions can go wrong. “In one online class, the lecturer dozed off, and some students had their cameras on while doing unrelated things; it was very distracting,” Zinat recalls.

Sofiat, a 300-level Chemistry student, adds that the infrastructure often fails the students. “Physical classes make me more grounded and focused. Online classes come with too many distractions and network issues,” Sofiat explains.

The Appeal of Online Flexibility

Despite the criticisms, some students—particularly those in their first year—find value in the comfort and reviewability of online platforms. Ziyan, a 100-level Sub Biology and Genetics student, prefers the convenience. “I prefer online classes because they are flexible. I do not have to come to campus, and I can focus better in a comfortable space,” Ziyan says.

For John Akpan, a 100-level Physics student, the ability to re-watch lectures is a major advantage. “If a YouTube link is posted, I can save the video and replay it to understand better. Online classes fit my routine, and I can study at my own pace,” Akpan notes. Akpan also points out that for shy students or those in large departments, the chat function is helpful. “I can ask questions through the live chat and be more involved in discussions, which sometimes is not possible in a crowded physical classroom.”

Struggles in Both Worlds

Regardless of the format, students face significant challenges. The physical infrastructure at Akoka is often stretched to its limits. Akpan recalls a time when he had to sit on the floor because the lecture room could not contain all the students.

To improve the learning experience, students suggest that the university must address these capacity issues. Ojerongbe suggests that the school needs to provide more accommodation to make physical attendance easier, while Akpan emphasizes that “lecture rooms should be able to accommodate all students who want to attend physically.”

The debate between physical and online learning continues, but the consensus suggests that the ideal experience is one that balances focus and engagement with modern flexibility.