Moving+Toward+a+Virtual+Classroom

by **Daniel Ondich**

 * Introduction**

The world children are growing up in today is vastly different from the world that I grew up in. Media is everywhere from traditional television programs to up to the minute online news. Even billboards come in an electronic variety that can be updated to show the newest products and wanted criminal information. In addition, communications have changed from face-to-face and phone conversations to blogging, chat and personal file sharing sites like MySpace. It is for these reasons that education professionals need to be proactive in adapting their curriculum to best meet the ever-changing needs of today’s youth. The road toward virtual education has greatly expanded in the past 50 years but in many ways is only now being seriously developed as an effective way of educating our children.


 * History and Development of Virtual Learning**

From the 1960’s to the early 1990’s virtual learning was primarily done at the post-secondary level where much of the advancements were being developed. Most of the learning involved using computers to provide information in much the same way as books. There was usually very little interaction and learning continued to take place in the classroom. Television versions of learning provided the most interaction and opportunity for distance learning.

The 1990’s and early 2000’s were marked by great developments of the Internet. Much of the virtual learning that is done during this time uses the Internet as a means of transferring a face-to-face classroom into a virtual environment. Again, much of the developments take place at the post-secondary level.

Although many current online programs attempt to mimic the classroom environment a new philosophy has developed with an understanding that today’s students live in a high tech world where technology is infused into their daily activities. New philosophies about virtual learning integrated these technologies, such as texting and pod casts. With an almost unlimited amount of information available at each students’ finger tips the role of the teacher has shifted to helping students find, understand and interpret the vast amount of information that is available to them. Course developers understand that many students have been exposed to the world around them through the media and that their job is to guide them toward forming informed opinions and decision based on the information available.


 * Reflecting on the Now**

Compared to traditional educational settings, online learning environments hold many of the same expectations. Though the “classroom” may be different, conventional ideas regarding quality learning environments still hold true; only the way teachers carry out those expectations differ. Simply copying and pasting a “traditional” lesson plan onto the Internet would not be effective instruction. Since the primary modes of communication (message boards and email) differ greatly from face-to-face interaction teachers must plan accordingly, adapting for the strengths and weakness. What this means is that the crucial missing link from many early online learning environments is peer interaction. Other necessary elements for an effective virtual learning environment include: utilizing licensed teachers, meeting state and national standards, establishing classroom management, employing goal oriented instruction, teaching modeling as well as peer and self-assessment. Again, how these elements are carried out may vary greatly from a contact classroom. Although very little research has been conducted specifically dealing with online learning, it stands to reason that humans learn in much the same way, regardless of the environment.

In this new model of education the role of the educator has changed from provider of information to facilitator of understanding (Prensky, 2008). The motivator behind this change is due to the recent drastic improvements in access to global media. Today’s students are bombarded with a myriad of information and need the support of licensed educators to help them make informed decisions as to how to interpret that information.

With innovation comes controversy. One of the most controversial issues of virtual learning is the appropriate use of technology. Almost every school in the United States has a policy regarding safe use of technology. These policies address a number of technologies, ranging from cell phone use to appropriate use of the Internet. More often than not, these policies entirely prohibit the use of these technologies, not taking into account that these technologies are here to stay and that learning appropriate use of these technologies would serve our students better in their lives.

Another dilemma educators face is the concept of building rapport with their students. In this new learning environment the question often is, how do teachers interact with students when they are across the city, state or country? A well-designed online class will maximize use of new communication technologies that facilitate building virtual communities. Sites like MySpace, blogs and wikis have created very interactive online communities that many students are a part of; these tools can also be utilized as effective community builders for online educators.


 * Final Thoughts**

Whether you plan on teaching an online course or not there are many aspects of virtual learning that you can take into your classroom. Students today have access to technology like never before. Students today are bombarded with media and have been exposed to the larger world around them from early childhood. More than ever teachers need to understand that students come with a more complete, though often misinterpreted, knowledge base which requires new and innovative planning to meet their needs. Students also arrive with a host of new age communication skills. We can chose to fight this changing trend only to lose a never ending battle or we can chose to embrace the ever changing world and use these technologies to hook and engage students in meaningful learning.


 * References**

Benesh, C. (2008, February 29). SHS Online Mathematics Standard. Sobriety High.

Benesh, C., & Schmidt, L. (2008, January 25). A Rubric for High-Quality Group-Paced Online Courses (Draft). Sobriety High.

International Society for Technology in Education. (2007). National Educational Technology Standards for Students: The Next Generation. From ISTE Web site http://www.iste.org/AM/Template.cfm?Section=NETS. Retrieved 2008, March 20.

National Education Association. (not given). Guide to Online High School Courses. From NEA Web site http://www.nea.org/technology/onlinecourseguide.html. Retrieved 2008, March 20.

Prensky, M. (2008, March). Turning on the Lights. Educational Leadership, 65(6), 40-45

Southern Regional Education Board. (2006, August). Standards for Quality Online Teaching. From SREB Web site www.sreb.org