Beruflich Dokumente
Kultur Dokumente
Lukas P. Stanley
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
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
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
the part of instructors. Educators who were educated in a computer-free world (digital
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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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
(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
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
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
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
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
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
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
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:
doi:10.1016/j.compedu.2008.09.009
Morgan, Hani. (2015). Online instruction and virtual schools for middle and high school
doi:10.7763/IJSSH.2015.V5.588
Rauh, Jonathan. (2011). Online education as a toll good: An examination of the South
doi:10.1016/j.compedu.2010.11.014
Wang, Yinying. (2014). Can virtual schools survive in the real world?. TechTrends,
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