VIRTUAL

EDUCATION AND THE FUTURE OF LEARNING 1

Virtual Education and the Future of Learning

Lukas P. Stanley

Western Michigan University

Word Count: 1029

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Virtual schools, while still relatively in their infancy, have been garnering

attention from both the public and academic circles due to their increasing enrollment

numbers (Wang, 2014). There is a wide range of fact, opinion, and emotion surrounding

their effectiveness in comparison to brick-and-mortar schools, ranging from strong

advocates, especially as a means of educating students in isolated or unique

circumstances, to those strongly opposed to this technological disruption of a system that

has been operating for centuries. The following is a synthesis and commentary on the

advantages and disadvantages of virtual schools, as well as what could make virtual

schools successful, and a conclusion drawn as to whether or not virtual schools are a

viable replacement for K-12 traditional schools as society moves forward into an

increasingly digital age.

To begin with, there are problems with virtual schools. Even brick-and-mortar

schools deal with a slew of problems, so trying to impose new structures onto an already

imperfect system is bound to immediately cause more problems than it solves. One of the

largest problems, currently, with virtual education is fear of technology, particularly on

the part of instructors. Educators who were educated in a computer-free world (digital

immigrants, as opposed to digital natives) are significantly more resistant to teaching

through these unfamiliar means. Essentially, they would be going outside of their comfort

zone and investing a lot of time and energy into learning how to teach content via

computers (Oluwalola, 2015). To educators who view their current, traditional methods

of teaching as successful, they dont see a need to fix what isnt broken. However, I

would also make an argument that children should be taught via mediums that are most

relevant and most prepare them for success in todays world, both socially and
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professionally. It would be difficult, I expect, to argue that computers are irrelevant or

unnecessary in today to tomorrows world, and an education integrated in technology is

arguably a good method of preparation for professional life. I predict that as teachers who

grew up in the digital age begin to enter the workforce, this issue will naturally dissolve,

or at least lessen due to the greater level of computer competency brought in by younger

teachers. Also among the most common issues taken up with virtual schooling is the lack

of face-to-face interaction in both the student-student and in teacher-student categories

(Rauh, 2011). In a study of the South Carolina virtual school program, teachers found it

more difficult to gauge students understand of the content when they could not pick up

on subtle non-verbal cues (Rauh, 2011). Also, a very strong argument could be made that

brick-and-mortar schools foster the development of important social skills, not just

academic skills, which will prepare students to successfully collaborate with others. On

the flip side, student interactions online, facilitated through virtual school systems, could

be just as valuable. A good deal of social interaction occurs online today and students

need to be able to do so easily and effectively.

With regard to the argument in favor of virtual education, it can be an incredible

asset in providing distance education. In some ways, virtual education might serve to be

the great equalizer that educational reform in recent years has sought to attain

(Oluwalola, 2015). With structural overhaul being expensive, low-income districts could

forgo updating facilities and move towards virtual schooling, where everyone receives

the same experience, regardless of race, disability, or socio-economic status (Rauh,

2011). Access can also be easily provided on a flexible schedule for remedial courses, at-

risk students, home-school students, adult learners, and more. In many places, the quality
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of the education received online has potential to be far superior to what is offered in a

traditional classroom setting (Barbour, 2009).

While I am not necessarily going to leap out of my seat and proclaim that virtual

learning is the singular solution to the future of education, I do believe that with the

advantages and disadvantages carefully weighed, an integrated system of academic

education via computers, technological education, and social opportunity can be

accomplished. Studies on Ohios virtual school system have already shown some promise

with at least the ability to provide an education to at-risk students, despite a lack of gains

thus far in achievement (Wang, 2014). The Florida Virtual School, which enrolled over

150,000 students as of 2011 has demonstrated the potential for high academic

achievement. Students matched their traditional counterparts in both English and Algebra

scores (Morgan, 2015). While there are many strategies offered as to what makes for

successful virtual education, such as improving technology skills and promoting student

interaction, a key philosophy, as phrased by Morgan (2011) is that, Successful programs

monitor teachers and expect excellence (p. 75). While this statement is true of many

brick-and-mortar schools, it is easy for this mindset to get lost in virtual education

because of social and structural differences, as well as the fact that many virtual schools

earn money through enrollment numbers and not through academic achievement (Wang,

2014).

Taking todays model of virtual education a step further even, I think it will be

particularly interesting to see how virtual reality (VR) is able to affect the educational

landscape. Consumer-grade VR is now readily available, and though it has a long way to

go before it is fully developed technology, it could have the potential to combine

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academic experience (in a realistic, but nonetheless simulated way) with social

experience. This is really just the natural extrapolation of what is currently happening and

the trajectory we are on. In theory, 20 students, each in a different country, could one day

sit in a replica of a brick-and-mortar Chemistry classroom that exists only in their own

minds through use of virtual-reality headsets and haptic clothing. They could work with a

lab partner in real time to mix chemicals and gauge reactions. Such advancements could

solve deficits currently experienced in interpersonal connections while continuing to

equalize educational opportunity. Regardless of whether or not that hypothesis comes to

fruition, technology is part of society, and increasingly so. Educators today have a

responsibility to prepare their students to take part in society in that way, weighing the

pros and cons though careful research to ensure success to shape the future of education.
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References

Barbour, Michael K., & Reeves, Thomas C. (2009). The reality of virtual schools:

A review of the literature. Computers & Education, 52, 402-416.

doi:10.1016/j.compedu.2008.09.009

Morgan, Hani. (2015). Online instruction and virtual schools for middle and high school

students: Twenty-first-century fads or progressive teaching methods for todays

pupils?. The Clearing House: A Journal of Educational Strategies, Issues and

Ideas, 88, 72-76. doi:10.1080/00098655.2015.1007909

Oluwalola, Felicia K. (2015). Effect of emotion on distance e-learning The fear of

technology. International Journal of Social Science and Humanity, 5, 966- 970.

doi:10.7763/IJSSH.2015.V5.588

Rauh, Jonathan. (2011). Online education as a toll good: An examination of the South

Carolina virtual school program. Computers & Education, 57, 1583-1594.

doi:10.1016/j.compedu.2010.11.014

Wang, Yinying. (2014). Can virtual schools survive in the real world?. TechTrends,

58, 57-62. doi:http://dx.doi.org.libproxy.library.wmich.edu/10.1007/s11528-014-

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