Effectiveness Of Virtual Learning In Higher Education

ABSTRACT

Personal computers and the Internet have revolutionized entire world. Facebook, Twitter, YouTube, Skype and other online communications media have allowed billions of people around the world to share ideas in a matter of seconds, mostly at a very low cost. These advances in computer technology are as remarkable as they are familiar. But most people are not aware of how computers and Internet technology are transforming the way students learn. This emerging education paradigm is often called “virtual learning, “and it has the potential to improve student achievement, educational access and schools’ cost-effectiveness.

This study defines, examines, and measures the effectiveness of a virtual learning program as a part of Higher education to enhance the overall learning experience as well as develop the employability skills among the students.

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LITERATURE REVIEW

Web-Based Virtual Learning Environments: A Research Framework and a Preliminary Assessment of Effectiveness in Basic IT Skills Training

Internet technologies are having a significant impact on the learning industry. For-profit organizations and traditional institutions of higher education have developed and are using web-based courses, but little is known about their effectiveness compared to traditional classroom education. Our work focuses on the effectiveness of a web-based virtual learning environment (VLE) in the context of basic information technology skills training. This article provides three main contributions. First, it introduces and defines the concept of VLE, discussing how a VLE differs from the traditional classroom and differentiating it from the related, but narrower, concept of computer aided instruction (CAI). Second, it presents a framework of VLE effectiveness, grounded in the technology-mediated learning literature, which frames the VLE research domain, and addresses the relationship between the main constructs.

Virtual learning effectiveness: An examination of the process

This study defines, examines, and measures the effectiveness of a corporate virtual learning program. Initially, distinctions between traditional and virtual learning and university and corporate programs are defined. Then, based on the literature, an integrative model of the perceived effectiveness of a virtual learning environment is developed and examined. The demographics, perceptions, and success of participants in a practitioner certification instruction program sponsored by a Fortune 50 firm are found to be related to persistence and success in the program, as well as to the effectiveness of knowledge transfer. Conclusions and recommendations for further study are offered.

INTRODUCTION

Virtual learning uses computer software, the Internet or both to deliver instruction to students. This minimizes or eliminates the need for teachers and students to share a classroom. Virtual learning does not include the increasing use of e-mail or online forums to help teachers better communicate with students and parents about coursework and student progress; as helpful as these learning management systems are, they do not change how students are taught.

Numerous forms of Virtual learning:

· Computer-Based

Instruction is not provided by a teacher; instead, instruction is provided by software installed on a local computer or server. This software can frequently customize the material to suit the specific needs of each student.

· Internet-Based

This is similar to computer-based instruction, but in this case, the software that provides the instruction is delivered through the Web and stored on a remote server.

· Remote Teacher Online

Instruction is provided by a teacher, but that teacher is not physically present with the student. Instead, the teacher interacts with the student via the Internet, through such media as online video, online forums, e-mail and instant messaging.

· Blended Learning

This combines traditional face-to-face instruction, directed by a teacher, with computer-based, Internet-based or remote teacher online instruction. In effect, instruction comes from two sources: a traditional classroom teacher, and at least one of the forms of virtual learning described above.

· Facilitated Virtual Learning

This is computer-based, Internet-based or remote teacher online instruction that is supplemented by a human “facilitator.” This facilitator does not direct the student’s instruction, but rather assists the student’s learning process by providing tutoring or additional supervision. The facilitator may be present with the learner or communicating remotely via the Web or other forms of electronic communication.

Similar forms of virtual learning are sometimes grouped into broader categories:

· Online Learning

This is any form of instruction that takes place over the Internet. It includes Internet-based instruction; remote teacher online instruction; and blended learning and facilitated virtual learning that involves these two virtual learning methods. It excludes computer-based learning.

· Full-Time Online

This is online learning with no regular face-to-face instruction or facilitation. It is Internet-based and remote teacher online learning only, though it may include some occasional interaction with human teachers and facilitators.

INTERGRATING VIRTUAL LEARNING IN HIGHER EDUCATION

All educators can envision learning environments outside of the classroom that would be ideal for their students. For example, as a marketing professor, it would be ideal for me to have my students spend a few days working for a large packaged goods company evaluating new products. However, it is not practical for 70 students to travel 200 miles to the company's location or to expect the company to be able to accommodate so many students. The reality of these ideal learning environments is most often rendered impractical due to cost, time frame or risk. The answer to many educators' dreams is computer generated virtual learning environments.

Imagination on ‘Possibilities for Virtual Learning’

1. Virtual Science Environments

A virtual laboratory or field setting would allow a student to conduct experiments or make observations that have physical limitations. For example, a Geology student could monitor equipment on an erupting volcano, a Biology student could study a population of animals in their natural habitat, a Psychology student could experience a clinical ethical dilemma, or a Chemical Engineering student could be asked to design a new production facility at an oil refinery.

2. Virtual Arts Environments

Virtual worlds can be created in any time and any place. For example, a History student could negotiate the Treaty of Versailles, an English student could work as an editor for a Victorian magazine, a Sociology student studying child poverty could design government social programs, or a Fine Art student could authenticate a work of art.

INTEGRATING VIRTUAL LEARNING IN ‘THE S.I.A COLLEGE OF HIGHER EDUCATION, DOMBIVLI’

The S.I.A college of higher education has taken initiative to introduce virtual learning for the students of higher education. Two virtual learning platforms were introduced. The main objective behind introducing this platform was to blend virtual learning in higher education with integration to curriculum and also giving extra knowledge to the students.

Under this platform various interdisciplinary courses were introduced for the students of all the courses. This courses has helped the student to aquire in-depth knowledge about the curriculum related subjects as well as Impart practical knowledge which can be useful for them in order to fit in corporate world.

Apart from this it will also help the students to explore various interdisciplinary areas and get the expertise.

SUGGESTIONS

• Motivate the use of virtual worlds to support experiential learning, where real world experiential learning is difficult to achieve due to barriers of time, cost and place.
• Identification of difficulties and challenges in the educational use of virtual worlds. These may be overcome through future work or help identify where the use of virtual worlds is not appropriate.
• Identification of where the current development or research focus is: pedagogy, collaboration, enquiry‐based learning and identity, etc.

CONCLUSION

Through this study it is found that students are getting acquainted with new virtual learning platforms. It had also helped to create the concept of self-learning among the students in the absence of facilitator physically. The study has also found that students are ready to adopt higher level learning. As Virtual learning is based on Audio-Visual concept so it makes the learning effective.

REFERENCES

1. https://www.mackinac.org/14475
2. Gabriele Piccoli, Rami Ahmad and Blake Ives Web-Based Virtual Learning Environments: A Research Framework and a Preliminary Assessment of Effectiveness in Basic IT Skills Training MIS Quarterly Vol. 25, No. 4 (Dec., 2001), pp. 401-426
3. Peter W. Stonebraker, James E. Hazeltine, (2004) 'Virtual learning effectiveness: An examination of the process', The Learning Organization, Vol. 11 Issue: 3, pp.209-225, https://doi.org/10.1108/09696470410532987
4. Johnson, S. D., Aragon, S. R. Shaik, N. & Palma-Rivas, N. Comparative analysis of learner satisfaction and learning outcomes in online and fact-to-face learning environments. Journal of Interactive Learning Research, 11 (1) 29-49, 2000.
5. Arbaugh, J. B. Virtual classroom versus physical classroom: an exploratory study of class discussion patterns and student learning in an asynchronous Internet-based MBA course. Journal of Management Education, 24, (2), 213-233, 2000.