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| Source: http://www.sullivank12.net/virtual/virtual-learning/ |
What is virtual learning? Virtual learning allows
students access to an educational learning platform via the Internet. Students
can connect to classrooms, class content, resources, and take assessments like
assignments, tests and quizzes online. A
virtual learning environment consists of an instructor and students. The two
types of virtual learning environments are synchronous, where the participants
meet in real time, and asynchronous, where the participants are self-paced and
the online environment is accessible 24 X 7.
There are many benefits to virtual learning. The educational
platform is available 24 X 7 which allows for flexibility. Students can access
their courses at their convenience which allows time for other activities such
as sports, music, and even jobs. Students can work at accelerated, regular, or
even slower paces. The ability to choose your own pace as a student, most often
results in more success, since students can work at a pace that benefits them,
and doesn't overwhelm them. Virtual learning environments can help the shy
student who does not like to speak in a group and who may have social
interaction issues. Virtual learning pushes students to use critical thinking skills and become self-directed learners. Since many virtual learning environments use competencies,
students are able to meet their competencies and move forward at a rate that
benefits their individual learning speed. Since the learning environments are
online, and all resources are kept online, students can easily go back and
review any and all materials at any time. Receiving progress reports and
accessibility to instructor feedback and personal one on one time is another
benefit to virtual learning. Because virtual learning environments focus on the
student first, they are student centered which benefits each and every student.
At the middle school where I work we use the VLACS math
program for our advanced eighth grade students. I interviewed the math coach
for her opinion on how the process has been working. She stated we began using
VLACS last year as an enrichment tool for our advanced mathematics students in
grade 8. The students who qualified were identified by their high math scores. Students
are given access to the required technology. After gaining parental permission
for each student, our math coach booked a computer lab every Monday, Wednesday
and Friday for one hour for an entire semester (half the school year). She and
the 12 students worked in the lab three days a week during a time frame that
would normally be a study period. Students were given the required technology
which was the computers, headphones, and a quiet room to work. The math coach
acted as a resource for help, but did not teach or run the program, as it was
taught by the VLACS instructor. The math coach stated that the students checked
in with their instructor and advisers as stated in the video and readings we
watched, and that her role was strictly to ensure the students were actually
working on VLACS and not doing something online they shouldn't, as well as act
as a math support resource to assist the students. Her opinion was that the
self-motivated students did very well and achieved high success with the VLACS
mathematics program. The students who were not self-starters did not do well,
and did not achieve the competencies required at the end of the program.
I spoke to the technology coordinator at the high school and
she stated that some of the current high school students are taking an online
accounting class at BYU, while others are taking VLACS courses. She also stated
that she knew of two current high school teachers who are also VLACS
instructors, one former teacher who now holds an administrative position at
VLACS, and the former high school principal is the director of the VLACS
program in New Hampshire.
The high school currently has students taking VLACS and other online courses
in lieu of traditional classes. These students fall into two groups. One group
of students are in a self-directed learning situation where they are taking a
VLACS course because they are short a few credits, or had trouble with the
traditional classroom course and have opted to take the online course. The
other group of students are taking virtual learning courses as an enhancement to their
regular curriculum of courses. Both
groups of students can work at home or during school hours in the learning
center (a lab with the appropriate technology). The learning lab is run by a teacher who acts
as a support resource to the students. The high school technology coordinator I
interviewed said the feedback from guidance on the results of virtual learning
for our high school students is mixed. She found the same results as the middle
school math coach, where self-directed learners are doing very well and finding
success, and the non-self-starters are failing and not completing the courses
or achieving the competencies to move forward. The current plan at the high
school is to expand the virtual learning opportunities for all students at the
high school level, with the support of administration and the school board.
There are some drawbacks to virtual learning. One
disadvantage is that the students who are not self-directed learners tend not
to do well and can fall behind in their work. These type of students generally
lack the motivation and study habits to propel them through the course
successfully. Other disadvantages are that students are working independently
and don’t have the social interaction with others in order to make friends, and
work collaboratively. When I am taking courses I learn from the teacher, as
well as from discussions that take place in class. In virtual learning
environments students don’t have the ability for discussion (outside of a
discussion board) and therefore may miss the spontaneity of a topical
discussion or math problem.
My conclusion of virtual learning is that it is a viable
option for educational learning and should be explored at the middle, high
school, and college levels. Online learning allows the flexibility that many of
our students are looking for. It also allows students the ability to not be
grouped by their age, but by their ability and skill level. Students are able
to move forward regardless of their age or projected grade level, once they
have mastered the required competencies for the skills they are learning. This
is a unique and progressive idea, which has many benefits in education going
forward.
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| Source: http://www.canstockphoto.com/word-cloud-for-virtual-learning-11801997.html |
Web sources used in this post:
http://techterms.com/definition/vle
http://www.dso.iastate.edu/asc/academic/elearner/advantage.html
http://vlacs.org/
http://techterms.com/definition/vle
http://www.dso.iastate.edu/asc/academic/elearner/advantage.html
http://vlacs.org/
