My local school district has graciously given me the opportunity this summer to work as an assistant teacher for a summer school class. However, the classroom I assist in is not your ordinary Algebra 1 class. It is a pilot class for a ‘virtual’ learning environment. I recently wrote about my experience thus far in a blog post at collegejolt.com. Here’s an excerpt:
There is a high-quality webcam in the classroom that feeds a live video to a certified teacher who, at their house, also communicates with a webcam. A smart board is present in the classroom, and provides the students with a live feed of the teacher’s computer screen, where she teaches using PowerPoint slides and flash video tutorials as part of an online curriculum.
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Most importantly however, the biggest detriment to ‘virtual learning’ at this time is that the absence of a physical, motivated teacher in the actual classroom changes the entire dynamic of the class. The instructor feels ‘distant’ (hence the term ‘distance learning’), and becomes highly dependent on the students’ cooperation. As any teacher (or student) knows, student cooperation is not a given, but rather a luxury. Therefore, the teacher has no domineering qualities, and classroom discussion is prone to rapid devolution. In addition to this, it is rather difficult for the teacher to witness first-hand the students as individuals, and where they need honed instruction. This is probably the most vital part of any student’s learning process; it is also the most difficult aspect of virtual learning.