Can virtual learning replace classroom learning?

PERSUASIVE ESSAY

Oprah Winfrey has once said, “Education is the key to unlocking the world, a passport to freedom.” This quote means that education provides us with all the knowledge we need, and it's a key through which we can rule the world. However, will education ever be the same after the coronavirus crisis? The advent of virtual learning can be extremely integral for modern education, but the COVID-19 pandemic has unveiled the unpreparedness of today’s global education systems; let alone to replace learning in the classroom.

Opponents of this idea may strongly be against the proponent’s statement on the basis of virtual learning is the only option for the world to uptake in order to continue the teaching and learning process. This is because virtual learning is a milestone for future education which offers flexibility and accessibility to everyone; today’s learners are already well nurtured with digital literacy and able to utilize digital devices without having a problem; many teachers have been integrated with new tools and technologies. To a certain extent, they are right. However, many concerns are raised amongst the global community regarding the effectiveness of virtual learning to students and instructors. This is because there is no adequate proof to claim that virtual learning is interactive and gratifies everyone’s educational needs and purposes. Hence, this paper will discuss evidence to support the proponent’s statement.

Firstly, the lockdown of educational institutions worldwide to curtail the widespread virus has prompted inexperienced students to switch to online synchronous and asynchronous learning. When this drastic change occurs, it adds an extra layer of panic to the already stressful times that school and university can bring. With the future cloaked in uncertainty and no classroom environment to spark inspiration, many students may find their motivation to learn dwindling. Motivation and self-discipline have always been two indispensable values for students in helping them learn and acquire their own success. According to Laitsch (2006), motivation and self-discipline work hand in hand to regulate students’ behaviour. The students with a high level of self-discipline can concentrate better and work effectively on accomplishing learning goals. The upshot of little motivation and self-discipline, on the other hand, can deteriorate the students’ academic performance. Besides, creating an online learning setting that is healthy and adequately reflects students' expectations can scarcely be achieved. Students who are new and have little preparation for virtual learning will encounter numerous challenges such as heavy online workloads, rigid deadlines and home distractions. These challenges can agitate one’s productivity, notably for students who struggle with executive functioning. Adolescents and children with this issue tend to get distracted and off-track during their remote classes (Understood.org, n.d.). The advent of this hindrance will also stunt their learning process to implement employability skills development. As we have witnessed, the result of this deadly disease is also inflicting a heavy toll on young graduates; as the pandemic has considerably impacted employment opportunities in countries worldwide; and thus obstructs the execution of SDG8: Decent Work And Economic Growth towards increasing productivity and reducing vulnerable employment. 

Next, the flagrant digital divide impacts millions of learners to be excluded from education. This has magnified the preexisting educational gap amongst underprivileged people. The inequality in education, in fact, often attributes to economic and social class disparities; this sudden health crisis has shed light that virtual learning is not for everyone. Although connectivity has now become a prominent factor to guarantee the right to education, people from disadvantaged backgrounds are the least likely to afford miscellaneous digital devices to support online learning. As stated by UNESCO (2020) in its report, some 826 million students are away from school and have no access to any digital devices since the pandemic outbreak earlier last year; and what is more unfortunate is 43% of these students are unable to join distance learning due to the poor internet connection at home. Consequently, numerous schoolchildren and adult students will be left behind in their studies, and it poses a serious impediment to obliterating the education barrier in society. Furthermore, digital illiteracy also contributes to the digital divide, especially for the old-school instructors. Adapting to online learning is a new hurdle for instructors of all ages because designing appropriate online lesson plans is time-consuming on account of technical sophistication and student absenteeism. On top of that, veteran teachers may not be able to get a grip on modern devices and are unable to retain the quality of learning outcomes. Orlando (2014) notes, veteran teachers may find it hard to integrate and utilise modern inventions as they began their career a long time before the introduction of technology in education; and thus they are impotent to keep up with online teaching. If the adverse consequences of school closures remain to prolong to uncertain time, it does not only aggravate the students’ learning but also can compromise the world commitment to the 2030 Agenda for Goal 4; Equal Education in ensuring inclusive education and promote the opportunity for lifelong learning for everyone

Lastly, the absence of social interaction in online learning ignites various problems on multiple dimensions, including students’ success and mental health. The Covid-19 has compelled everyone to alter how they interact and socialize with each other; thus leading new online learners to feelings of isolation. Social interaction is a key role in learning and many students critically need to socialise with their peers and instructors. Unfortunately, virtual learning is deficient in offering opportunities for meaningful and sustained social interactions. Although some online platforms do have breakout rooms feature for students to have a small group discussion, yet it does not seem to be that helpful for forming an effective social interaction. For instance, a ninth-grader at Don Lugo, Baylin Polite has explained that he does not receive many chances to have conversations with his classmates on Zoom, and although being assigned to a small group discussion, it is hard to make a connection as not many of his friends will engage the during discussion (Robinson, 2020). Without an interactive and effective group discussion, students are unable to reflect on their understanding, organize their thoughts, and find gaps in their reasoning. Moreover, the absence of social interaction defers practical learning to be carried out due to the incapacity of online learning. Practical learning is best to be delivered in a face-to-face learning environment as it relies on personal experience. For example, Agriculture, Science, and Architecture are the courses that require students to do field and lab work; and, as the pandemic gained momentum, many practical and final year students have to postpone their field research or do it from home (Pennisi, 2020). Some courses may have addressed this through video-based learning to acquire skills and gain knowledge; however, this method cannot satisfy all educational needs and goals.

In conclusion, it is proven that the unreadiness of students for online learning, the advent of the digital divide in society, and the absence of social interaction are conspicuous challenges to maintain the effectiveness of virtual learning for everyone. Hence, it is undeniable that virtual learning cannot replace classroom learning because both have their merits. However, virtual learning has persisted its purposes to this day to ensure the education remains running even during this predicament. I also cannot agree more that the e-Learning platform is the best substitute for classroom learning for the time being. Therefore, it is important that we support one another, teachers and students, to produce effective learning outcomes. In my perspective, the COVID-19 outbreak is also somewhat a blessing in disguise as it allows us to reassess new transformations or modifications for the future of the education system. The striking lessons from this calamity have led everyone to come together to strengthen a new education plan that is best for today and future generations. If no action is taken further by the authorities, major concerns will appear and it would be expected to be a long-term problem. Although new policies or rules have been constructed, it is essential to keep an eye for the better. As we would never how education is going to look like after this COVID-19 pandemic.