Virtual Learning: What Works?

With more and more students studying online, what actually helps students?

The spread of coronavirus throughout the U.S. has led to an unprecedented experiment in virtual
learning education. With schools across the country moving to an online learning model for the rest of
the semester, we decided to take a look at the research on virtual learning and the potential
disadvantages and advantages of virtual learning.

What does virtual learning mean?

“Virtual learning” typically refers to a course that is completely virtual. Students receive instructional
content, submit assignments, take tests, and interact entirely online, or virtual. This can happen
“synchronously” (e.g., all students joining a live hangouts session at the same time) or “asynchronously”
(e.g., students logging in to do homework whenever they want). “Blended learning” refers to a course
that mixes online learning and face-to-face learning together.

Many researchers divide online interaction into three types: student-content interaction, teacher-
student interaction, and student-student interaction.

What research has been done in virtual learning?

A substantial amount of the research in virtual learning has been in the context of higher education.
Online learning programs for undergraduates and professionals have expanded dramatically over the
past decade, and many researchers have taken advantage of such programs to research instructional
design choices and to compare online courses to face-to-face courses directly.

Research on K-12 programs, however, is sparse, despite the increasing popularity of K-12 virtual learning
programs. Most of this research focuses on state policies, professional learning programs, and expert
recommendations. There’s been little empirical research on instructional design choices.

One way of using video or audio to your advantage, however, is as a way to provide feedback to
students.

Can virtual learning be as effective as in-class instruction?

Yes, it can be. Meta-analyses suggest that online courses are about as effective as face-to-face courses.
Blended learning courses, however, tend to be the best of all, with the important caveat that students
also tend to perform more work in blended learning courses.

Virtual learning courses, for instance, can potentially improve nationwide community college retention
rates. In a large, nationally representative sample, students who took an online course in their first year
of college were more likely to have completed their degree after six years than those who hadn’t, in
spite of being slightly less prepared for school.

Of course, whether any given online learning experience is equivalent to a given face-to-face experience
depends on several factors. There’s huge variation in online programs.

One of the major risks of virtual learning is for the lowest performing students. For instance, one study
explored whether an online course could help students recover credit after failing an algebra course by
randomly assigning 1000 students to online learning and face-to-face conditions. Unfortunately,
students in the online course reported the class as more difficult than those in the face-to-face course,
were less likely to recover credit, and performed worse on a final algebra test.

Another study explored a large dataset from DeVry University, which uses a large number of online
classes that have the exact same structure as their face-to-face classes (same instructors, same
textbooks, same homework materials, same exams, etc.). Students in the virtual learning conditions had
lower GPAs for the class and lower subsequent GPAs in future classes. It’s the lowest performing
students, however, who drive this trend. In this study, the lowest performing students are the ones
most hurt by the online format.

Most researchers agree that effective virtual learning requires more student initiative and effort than
comparable face-to-face instruction. This may be why lower performing students struggle to do well in
them; if students lack self-regulation skills to monitor their progress and discipline themselves.

Meta-analyses suggest that online courses are about as effective as face-to-face courses.

What are the major challenges in virtual teaching?

Teachers face many challenges in the transition to online learning, but here are three notable ones
especially salient to online learning:
Social isolation is one of the main challenges of online learning, especially for asynchronous courses.
Students can feel like they’re not really connected to a learning community, they’re just performing
some exercises alone. Students need to have the sense of “being there” and “being together with
others”. This might be achieved through streaming software, where students virtually “attend” the class
at a set time. But it can also be achieved through various techniques when course participation is
asynchronous.

Participation in many virtual programs dips over time. MOOC dropouts are a widely recognized
phenomenon, but participation dips even in courses that students are paying (or otherwise incentivized)
to take. For instance, one study noted a drop in student interaction of more than 50% between weeks
one and three, even though students chose their own platforms and instructors encouraged them to
participate.

It’s also easy for teachers to feel overwhelmed in a virtual course. Not only does the change require
learning how to use new technologies and grapple with various SNAFUs, it also changes teacher
accessibility. In asynchronous courses, class is “in session” 24 hours a day, and students may be doing
different parts of the course at different times. Misinterpretations of text-based explanations are also
common.

Origins of Online Education

Computer-assisted instruction is changing the pedagogical landscape as an increasing number of

students are seeking online education. Colleges and universities are now touting the efficiencies of Web-
based education and are rapidly implementing online classes to meet student needs worldwide. One
study reported “increases in the number of online courses given by universities have been quite
dramatic over the last couple of years” (Lundberg et al., 2008). Think tanks are also disseminating
statistics on Web-based instruction. “In 2010, the Sloan Consortium found a 17% increase in online
students from the years before, beating the 12% increase from the previous year” (Keramidas, 2012).

Contrary to popular belief, online education is not a new phenomenon. The first correspondence and
distance learning educational programs were initiated in the mid-1800s by the University of London.
This model of educational learning was dependent on the postal service and therefore wasn't seen in
American until the later Nineteenth century. It was in 1873 when what is considered the first official
correspondence educational program was established in Boston, Massachusetts known as the “Society
to Encourage Home Studies.” Since then, non-traditional study has grown into what it is today
considered a more viable online instructional modality. Technological advancement indubitably helped
improve the speed and accessibility of distance learning courses; now students worldwide could attend
classes from the comfort of their own homes.

Qualities of Online and Traditional Face to Face (F2F) Classroom Education

Online and traditional education share many qualities. Students are still required to attend class, learn
the material, submit assignments, and complete group projects. While teachers, still have to design
curriculums, maximize instructional quality, answer class questions, motivate students to learn, and
grade assignments. Despite these basic similarities, there are many differences between the two
modalities. Traditionally, classroom instruction is known to be teacher-centered and requires passive
learning by the student, while online instruction is often student-centered and requires active learning.

In teacher-centered, or passive learning, the instructor usually controls classroom dynamics. The teacher
lectures and comments, while students listen, take notes, and ask questions. In student-centered, or
active learning, the students usually determine classroom dynamics as they independently analyze the
information, construct questions, and ask the instructor for clarification. In this scenario, the teacher,
not the student, is listening, formulating, and responding (Salcedo, 2010).

In education, change comes with questions. Despite all current reports championing online education,
researchers are still questioning its efficacy. Research is still being conducted on the effectiveness of
computer-assisted teaching. Cost-benefit analysis, student experience, and student performance are
now being carefully considered when determining whether online education is a viable substitute for
classroom teaching. This decision process will most probably carry into the future as technology
improves and as students demand better learning experiences.
Thus far, “literature on the efficacy of online courses is expansive and divided” (Driscoll et al., 2012).
Some studies favor traditional classroom instruction, stating “online learners will quit more easily” and
“online learning can lack feedback for both students and instructors” (Atchley et al., 2013). Because of
these shortcomings, student retention, satisfaction, and performance can be compromised. Like
traditional teaching, distance learning also has its apologists who aver online education produces
students who perform as well or better than their traditional classroom counterparts (Westhuis et al.,
2006).

The advantages and disadvantages of both instructional modalities need to be fully fleshed out and
examined to truly determine which medium generates better student performance. Both modalities
have been proven to be relatively effective, but, as mentioned earlier, the question to be asked is if one
is truly better than the other.

Student Need for Online Education

With technological advancement, learners now want quality programs they can access from anywhere
and at any time. Because of these demands, online education has become a viable, alluring option to
business professionals, stay-at home-parents, and other similar populations. In addition to flexibility and
access, multiple other face value benefits, including program choice and time efficiency, have increased
the attractiveness of distance learning (Wladis et al., 2015).

First, prospective students want to be able to receive a quality education without having to sacrifice
work time, family time, and travel expense. Instead of having to be at a specific location at a specific
time, online educational students have the freedom to communicate with instructors, address
classmates, study materials, and complete assignments from any Internet-accessible point (Richardson
and Swan, 2003). This type of flexibility grants students much-needed mobility and, in turn, helps make
the educational process more enticing. According to Lundberg et al. (2008) “the student may prefer to
take an online course or a complete online-based degree program as online courses offer more flexible
study hours; for example, a student who has a job could attend the virtual class watching instructional
film and streaming videos of lectures after working hours.”

Moreover, more study time can lead to better class performance—more chapters read, better quality
papers, and more group project time. Studies on the relationship between study time and performance
are limited; however, it is often assumed the online student will use any surplus time to improve grades
(Bigelow, 2009). It is crucial to mention the link between flexibility and student performance as grades
are the lone performance indicator of this research.
Second, online education also offers more program choices. With traditional classroom study, students
are forced to take courses only at universities within feasible driving distance or move. Web-based
instruction, on the other hand, grants students electronic access to multiple universities and course
offerings (Salcedo, 2010). Therefore, students who were once limited to a few colleges within their
immediate area can now access several colleges worldwide from a single convenient location.

Third, with online teaching, students who usually don't participate in class may now voice their opinions
and concerns. As they are not in a classroom setting, quieter students may feel more comfortable
partaking in class dialogue without being recognized or judged. This, in turn, may increase average class
scores (Driscoll et al., 2012).

Virtual Learning – meaning

Virtual learning is a learning experience that is enhanced through utilizing computers and/or the
internet both outside and inside the facilities of the educational organization. The instruction most
commonly takes place in an online environment. The teaching activities are carried out online whereby
the teacher and learners are physically separated (in terms of place, time, or both).

We can define virtual learning as:

Distance learning conducted in a virtual learning environment with electronic study content designed for
self-paced (asynchronous) or live web-conferencing (synchronous) online teaching and tutoring.

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What Is Virtual Learning?

29 November 2017

Virtual learning is usually associated with online courses or online environments, but it has much
broader dimensions. In this article we will discuss its definition, characteristics, and benefits. We have
also made for you a list of the most common forms of virtual learning, which describe the different
aspects of learning and teaching process.

Virtual Learning – meaning

Virtual learning is a learning experience that is enhanced through utilizing computers and/or the
internet both outside and inside the facilities of the educational organization. The instruction most
commonly takes place in an online environment. The teaching activities are carried out online whereby
the teacher and learners are physically separated (in terms of place, time, or both).

We can define virtual learning as:

Distance learning conducted in a virtual learning environment with electronic study content designed for
self-paced (asynchronous) or live web-conferencing (synchronous) online teaching and tutoring.

Virtual Learning – educational theories

The quality of online education depends on the proper use of digital technologies in accordance with
modern educational theories:

BEHAVIORISM
Behaviorism examines how students behave while learning. It focuses on how learners respond to
certain stimuli. When the teacher repeats the stimuli, they can observe, control, and modify the
learner’s individual behavior. Learners do what they are instructed to do and are only prepared to
reproduce basic facts and automatically perform tasks. Behaviorism does not examine the mind or
cognitive processes.

In virtual learning behaviorism can be applied through step-by-step video tutorials, game-based
activities, regular and constructive feedback, quizzes, gamification, etc.

COGNITIVISM

Cognitivism focuses on the role of the mind and cognitive processes in learning. It explains how the
brain is functioning and the levels of cognitive development that form the foundation of learning.
Studies of cognitivism help educators understand how people learn and how to teach more effectively.

In virtual learning cognitivism can be applied through customizable learning environments, adaptive and
personalized learning applications, AI, learning analytics, etc. It is important to provide content that is
tailored to your learners’ cognitive abilities, such as text, images, multimedia, etc., in which the learners
can choose how lessons are presented.

SOCIAL CONSTRUCTIVISM

Teaching and learning are explained as complex interactive social phenomena that take place between
teachers and students. Learning activities focus on experience sharing, teamwork, and collaborative
learning.

Social constructivism finds perfect application in group discussions, brainstorming, problem-based

learning, and small group activities. A great environment for these types of activities is the virtual
classroom for live online teaching with interactive tools like collaborative web-conferencing, an online
whiteboard, breakout rooms, screen sharing, etc.

What is virtual learning - meaning

What is virtual learning – meaning

Virtual Learning – basic characteristics and benefits

Remote access to an unlimited array of educational services (topics and tutors) offered worldwide

Individualized learning process that takes into consideration the personal level of competence,
individual needs, and different learning styles

Safe and secure learning environment

Flexible learning in terms of time, location, and pace

Cost-effectiveness, time-effective, easily scalable… and much more

Conclusion

Virtual learning combines all of the above-mentioned terms. It can overcome many drawbacks of the
physical environment such as time, facilities, location, etc. Online environments allow teachers to work
with larger numbers of students and optimize their routine tasks. Virtual learning also brings new
pedagogical techniques into the traditional forms of education and makes learning more personalized
and convenient.