Virtual Classroom for Middle School - Research Paper Example

? Virtual room for Middle School Valeria C. Mims AIU Online The following is a document about the Virtual room for Middle School. Education and its style of approach to its application have gone through tremendous change especially in the last two decades due to the overwhelming technological advancement. A brief look at forms of education across the many past generations show a significant difference in the way in which education is being dispensed to students. Many years ago, learning happened in extremely remote and primitive ways. Many scholars came about during this era and made fascinating discoveries in the world of education. In modern classrooms, learning has become extremely sophisticated due to implementation of technology in learning. Ideally, almost every aspect of learning has been virtualized. Libraries have been made electronic and traditional libraries only used rarely for rigorous research only. Teacher-student communication has shifted from physical to virtual. Many learning institutions have embraced virtual learning through online modules. The library thesis will consist of the selected topic, review of the literature, a hypothesis will be developed, the variable will be defined, participants will be discussed, measurement instruments will be selected, and data will be collected and analyzed. The results will be interpreted. At the end of this research paper, recommendations regarding virtual classrooms will be provided. Virtual Classroom for Middle School There has been a lot of controversy on whether or not to adopt the system of virtual teaching in K-12 industry. Many factors have contributed to this unrelenting debate. In a bid to provide solutions to unequal access to education facilities, many proposals kept coming along. In America, public schools mainly get funds from property tax. This factor makes schools in many developing and prominent neighborhoods benefit. The result is that schools in the rich neighborhood tend to perform better than the poor ones (Jarventaus, 2007). The poor and at-risk students are already struggling with other issues of life and therefore, being at the same level with others may be a mere dream. Certainly, education is the engine of mobility and therefore, embracing new technologies in learning seems to be the way forward in realizing mobility in the modern society. However, due to differences in societal issues affecting education, virtual learning comes in handy albeit with some challenges. In order to standardize learning, should virtual classrooms be adopted? Virtual classroom has both advantages and disadvantages if adopted in an institution. Traditional classroom methods will be compared to the virtual classroom method in hope of shedding more light into the debate on applicability of virtual classrooms especially at lower levels of learning. The question remains if the education system is going towards the right direction with the current technological advancement. Whereas it is possible for students at higher levels of learning to handle the challenges of virtual learning, implementation of virtual learning for grade schools remains a controversy. Therefore, a rigorous approach towards demystifying the controversy needs to be taken, at least to bring clarity into this controversial issue. What are the consequences of embracing virtual classroom technology in lower levels of learning? The controversy here lies on applicability of virtual classroom for students at lower levels of learning. The context of study in this case is in middle school level particularly students between sixth to eighth grade. Looking down the history, many can see a situation where learning had to take place in a teacher-student scenario. Learning changed tremendously when technology came up with many ingenious ways to communicate, access information, and disseminate knowledge to students (Cavanaugh, 2009). Seemingly, virtual classroom brought a lot of enthusiasm, as one method that would be time saving and less costly (Jarventaus, 2007). Actually, virtual classroom has been viewed as one of the best ways to bring equality to education. This project is of great significance because learning is increasingly becoming more technologically oriented. In May 2012, the district approved a proposal to have a virtual school. This will be the first virtual school in the district. Having knowledge of what middle school virtual learning entails will have a positive impact in the teaching profession. It will endow teachers with foundation and additional experience that they already bring to class. This project will also provide the teachers with tools and skills that they can share with colleagues at work. Some teachers disagree about adopting virtual classroom system. They fear that many parents will take their children to other schools. This may render them with less or no work in the long run. Opponents of virtual classroom argue that learning away from school especially for students at lower learning levels will be a great challenge since the students may not handle societal issues, which are often cushioned at school (Weller, (2007). They argue that wholesome learning can be realized only when students are engaged in the classroom environment that is conducive. Additionally, physical interaction between teachers and students has often been proposed as the best approach to learning methodology. Parents too, have similar views. On the other hand, administrators are in support of virtual classroom system. They claim that children and their parents will become responsible for their studies and embark on giving it serious consideration (Cavanaugh, 2009). This is contrary to a situation where students remain in the hands of teachers alone and parents fail to play their part. The administrators further argue that this method will alleviate some of the responsibilities teachers have to contend with at school while in custody of students. Online learning gives extra information that the teacher may not avail (Cavanaugh, 2009). One thing, however, those administrators should ask themselves is whether middle class students are ready to handle the challenges of virtual learning. An inquiry into the various studies that have sought to explain the efficiency and challenges of virtual classrooms must begin with the acknowledgement of their increasing adoption across the globe. Longitudinal studies have shown that the support and adoption of virtual classrooms around the world has continued to grown significantly in the past two decades (Herrera, 2011). Inferences have been drawn from multiple sources with the indication that virtual learning poses both great dangers and great opportunities to the education sector. Although much research has been conducted on the possible impacts of virtual learning on elderly learners few studies have attempted to carry out studies on the appropriateness of its application among young learners. Surveys conducted by various experts reveal that the United States, Western Europe, Asia, and Eastern Europe have led in the adoption of these classrooms across the world (Balaban, 2009). It might be argued that these studies are related in the sense that they illustrate the continental trends in the adoption of technology across the world. Certainly, the developed world has increasingly embraced the aspect of technological growth more than the developing world. However, the impact of discourses such as globalization and liberalization of the world economy have impacted positively on the development of virtual classrooms around the world (Herrera, 2011). The determination of the true potentials of virtual learning applies differently across various discourses. Emerging evidence indicates that virtual classrooms have profound positive and negative impacts for young learners. Competing perspectives have explored the differences in the application of virtual learning for different groups and communities of users. Various factors weave into the arguments on either side of the opinion divide regarding the efficacy of virtual learning. Perhaps the most controversial factor relates to the need for the adoption of this kind of learning to the young learners. The questions of suitability and effectiveness have always arisen on both sides of the arguments. Regarding the matter of suitability, experts have agreed and disagreed on such issues as safety and the moral implications of these arguments (Friedman & Friedman, 2011). Another important consideration noted by these studies is that the development of virtual classrooms has paralleled a global clamor for the changing of structures of education around the world. Some studies have given statistics which prove that the virtual classrooms are the global responses to the discourses technological advancement and the growth of the internet technology. The different positions taken by experts on the merits and challenges of virtual classrooms are related on one way or another. Those who argue in support of the virtual classrooms hold the positions that they are the most efficient and modern replacements of the conventional classrooms (Herrera, 2011). Such arguments incorporate empirical studies on the efficiency of virtual classrooms in building the premises of their arguments. An important dimension to be considered in the development of these classrooms is that they relate to the general development of the education systems. Other experts have argued that virtual classrooms could be used to justify various theories and points of view that have faulted the merits of the conventional classroom (The virtual classroom, 2011; Gabriel, 2011). It might be argued that the development of these classrooms is s factor that relates to strengths and weaknesses of theories that support and refute the effectiveness f virtual classrooms. Basically, some of the issues to be considered in the development of these classrooms are that they have often been considered within the general development of technology. Virtually all systems and discourses have sought to incorporate the element of technology in their general structures. According to studies conducted on the preference of virtual classrooms among the students and the teachers, a great majority of students in the science-based subjects preferred the adoption of these classrooms as a way of improving the efficiency of the teaching process. Some of the opinions given in support of these classrooms are that they are basically designed to serve the aspect of technology. It might be argued that the standardization of education and the search for appropriate systems to increase the elements of technology are some of the issues that have contributed to the development of virtual classrooms. According to a selection of expert opinions, the major differences between virtual classrooms and the conventional classrooms is to be centered on the social factor in the pedagogical processes. Few studies have explored the real social dimension in the virtual classrooms. It is not entirely easy to determine the social value in the virtual classrooms. Learning is a social activity and must embrace the aspect of communication between a community of learners and a community of teachers (The virtual classroom, 2011). The absence of the factor of reality in the virtual classroom, according to some educational experts denies virtual learning the authentic feel that should ordinarily relate to the learning process. Those who argue against the development of virtual learning observe that it denies the learners the opportunity to connect appropriately with the physical learning environment. Studies that subscribe to this line of thought equally seek to demonstrate that the physical presence of a teacher and the conventional instructional tools are important to building the concentration of the student. The loss of social reality in the virtual learning environment must be understood within the framework of the various factors that seek to explain the manner in which the teaching space has developed over the centuries. It might be argued that the development of the virtual classrooms was a natural stage in the development of the learning environment, which is essentially determined by the internal and external dynamics of change. In the usual cases, virtual learning arises from the need to reach vast audiences that might not be reached through other conventional methods. Some of the arguments that have been brought forward to explain the essence of virtual learning must be explained in terms of the matter of convenience and efficiency in uniting geographical distances (Herrera, 2011; Horn & Skater, 2011). For instance, past researches have provided statistics which show that the cost involved in virtual learning are significantly lesser than in conventional classroom learning. Precisely, students who seek to gain qualifications in institutions outside their geographical regions have found virtual learning as the most appropriate response to their logistical and financial concerns. Studies have found out that this kind of learning provides solutions to learners in the developing world who seek opportunities to school in the developed world. Students in Africa and the Arab world have increasingly adopted virtual learning in enrolling in learning institutions in Europe and the United States. A vast array of academic inquiries have also cited time as another important consideration in the development of virtual learning (Kupczynski, Mundy, Goswami & Meling, 2012). For instance, virtual learning has been adopted by people who seek to involve in other ventures while still pursuing their education. For instance, a learner who wishes to advance in his or her sporting career will find virtual learning most appropriate in addressing the logistics of time. Such learners will tend to find the most appropriate virtual learning system that provides a balance between their private schedules and the learning process. Some of the reasons cited in the development of virtual learning are necessarily dependent on the challenges in balancing the private engagements of learners and the learning process (Lewis, 2004; Roschelle, Pea, Hoadley, Gordin & Means, 2000). In the opinion of educational experts, the efficacy virtual learning is largely dependent on the ability of balancing the educational needs of the external environment. This argument has often been interpreted to imply an opposition to the conventional learning environment particularly regarding the aspect of enclosed learning spaces. The enclosed learning spaces have often been regarded as having certain negative social impacts on the learner. According to the opinions in support of virtual learning, the enclosed spaces usually deny the learners the opportunity to engage in informal kinds of the learning process (Peterson, 2010). For instance, it is usually argued that the learning process must necessarily involve the wider community. Virtual learning, according to those who hold onto this opinion, provides the most appropriate chance for the learner to engage in the learning process outside the confines of the school compound. However, scholars who oppose this aspect of learning hold onto the view that the learning process depends on controlled factors that must be filtered into the cognitive development of the learner within an efficient learning environment. The introduction of virtual learning in the global educational systems has had the impact of realigning the structures and frameworks of the learning process as traditionally designed (Reisman, 2004; Peterson, 2010). Comparative studies have shown that there are certain benefits that virtual learning possesses, which are not to be found in the conventional learning systems. For instance a study conducted on the cognitive development of an individual within the framework of virtual learning has shown that this kind of learning impacts positively on the development of logical and critical skills of the learner. On the other hand, virtual learning does not provide sufficient structures for the development of social intelligence of the learner. It is because of this that some critics have faulted virtual learning as essentially superficial in the development of the individual. Such critics back up their arguments with the opinion that the manner in which virtual learning dehumanizes the learner by converting them into machine-like creatures that cannot positively engage with other discourses of reality. In fact, the same studies have sought to explain the rise of social indiscipline and violence in the developed world to the increasing adoption of virtual learning. For instance, it has often been argued that the development of virtual learning has occurred without the necessary controls that might provide sufficient safeguards against the negative social impacts of the internet technology on the learners. These studies observe that the young learners are particularly susceptible to the negative consequences of the internet such as pornography and different forms of cyber crime (Shamir, Crowther & Sirrine, 2012). In supporting the conventional learning systems, these critics argue that the physical presence of the teacher before young learners is particularly important in providing the necessary guidance to young learners, and protecting them against the dangers that might lurk in the learning environment. Some of the arguments presented in support of the conventional methods of learning are related to the development of academic and social skills of the learners. It might be observed that the development of learning of the learning process is basically related to the other forms of development in the society. The modern world is synonymous with discourses that support results-oriented methods and evidence-based systems. According to the proponents of virtual learning, such discourses can only be effectively anchored within the element of virtual learning (Spector, Ifenthaler & Isaias, 2010). Naturally, the learning process incorporates systems that are essentially meant to promote some aspects of reality. Virtual learning is essentially scientific in nature in the sense that it relies heavily on the aspect of technology for its success. Usually, this kind of learning is structured in a manner that incorporates various discourses of technology within the various disciplines of learning. In this regard, critics observe that learning of certain courses cannot take place effectively within the context of virtual learning. For instance, the development of appropriate tools for humanity courses may prove challenging or outright ineffective within the discourse of humanities. It is important to consider virtual learning within the context of some of technological tools that are designed to resolve the challenges of logistics that have impacted negatively on the traditional learning processes. According to some experts, the adoption of virtual learning must be limited to the resolution of these challenges (Subramanyam, Kraut, Greenfield & Gross, 2000). Some of the issues that have been brought forward to refute the wholesale adoption of virtual learning is that some of its aspects make the learning more complicated that the conventional learning systems. According to various researches that sought the opinions of experts on the development of virtual learning, the most appropriate approach must involve a needs-based system that targets to resolve certain peculiar challenges within the field of education. The importance of developing a needs-based approach has often been explained in terms of preventing the system from incurring the challenges of duplicity. Within this reasoning, some educational experts have argued that the most relevant approach should involve an adoption of a hybrid approach that unites the differences in the two systems. In usual cases, such needs-based approaches will combine the strengths from either side of the system with a view of harnessing them while eliminating the weaknesses of both. This argument often pits experts who prefer piecemeal solutions against those who embrace thorough-going overhauls of the system. Some of the issues raised on either side raised by the challenge revolve around the necessity of developing a robust system that could be used to provide the necessary frameworks for the adoption of the most appropriate educational system. Impact on Academic Standards According to survey conducted in the standards of American education, it has been found that the system has experienced a drastic decline over the times. Some of the reasons cited for this trend are concerned with matters of technology. Precisely, the development of the internet technology has been cited as one of the major challenges in the development of the education sector in the United States (Spector, Ifenthaler & Isaias, 2010). Such analyses have sought associations between the rapid development of the information technology and the declining standards of the reading culture and general development of technology. Of course, the United States leads in the development of the information technology. It also leads in the incorporation of the information technology aspects into the various discourses of life. As a result, it might be argued that the rapid development of this sector has had some significant impacts on the general lives of young American learners. In a conventional learning environment the learning process is laced with some other activities that promote the environment in a way that fosters the processes. Such environments may not really be possible to achieve in a virtual learning environment. However, experts who dispute this argument observe that it is possible to simulate a classroom environment in a virtual learning process such that resembles the qualities and features of an actual classroom. Those who argue in the opposite content that simulated environments have some certain elements of mismatch in the sense that they cannot actually achieve the element of perfection. In line with this argument, many schools in the developed world which opt for the virtual learning environment are faced with the challenges of this unreality which impacts negatively on the learning process. Usually, the incorporation of the virtual process is dependent on certain factors of demographics (Spector, Ifenthaler & Isaias, 2010). For instance, variations have been found in terms of age and sex in matters of preferences. Past surveys have shown that elderly learners are more capable of benefiting from the synergies availed by virtual learning than their younger counterparts. The same studies have sought to explain that young learners in a virtual learning environment are more prone to distractions, which hamper their levels of concentration as opposed to the elderly learners. It might be inferred that the age factor determines the levels of efficiency in virtual learning. Some experts have used this statistics to back the argument that virtual learning should not be introduced to young learners. It is important to consider these facts in light of the various issues that cut across the factors of demographics in the countries that have demonstrated an increased adoption of virtual learning. In many cases, the incorporation of the technology into systems of education is basically based on the development of responsive systems that sere the interests of the stakeholders. The development of systems of learning is a process that the end users improve his state from a point of low efficiency to a point of high efficiency. According to some educational experts the incorporation of the internet technology into schools does not necessarily translate into improved learning. Some scholars have argued that learners tend to use the technological tools to serve their entertainment needs rather that for educational reasons. There has been evident lack of scholarly discipline as evidenced by lack of research initiatives within the education sector in the United States. The increased use of social networking cites by learners is sufficient evidence that shows the manner in which technology can be misappropriated by the learning community to serve interests other than education. Within this understanding, some scholars have observed that technological factors are necessarily opposed to the academic performance of young learners. For instance, a study conducted on the cognitive development of young learners indicated that virtual learning does not promote the development of the phonetics of the students. This would imply that virtual learning might have an adverse impact on the development of the communication skills of the learners. Communication skills are important preliminary anchorages of the learning process. It affects the manner in which a student may develop the cognitive abilities within any course. This fact might be used as part of the explanations of the declining standards of education in the United States. Some of the issues that have been factored in the development of virtual learning are based on the understanding that time and costs are important determinants in the development of the education system (Asan, 2003). It has often been argued that the time factor is one of the benefits that virtual learning presents over the conventional systems of learning. It might be observed that the learning system in many learning institutions is basically related to the need for the development of systems that enhance the efficiency while improving on the results. Credibility of Sources The argument presented by Gabriel (2011) provides significant focus on the matter of quality within the context of online learning. The author expresses concerns that online learning may not contain sufficient tools to enhance the element of quality in the learning process. The argument embraces various issues that have been brought up by various other scholars (Subramanyam, Kraut, Greenfield & Gross, 2000). It might be appropriate to regard the quality of this argument within a broader perspective that enhances the element of quality and credibility in the online learning processes. The matter of quality relates to the manner in which online learning is incorporated within the schools curriculum. This source relates to separate studies that have developed arguments in relation to the manner in which scholars develop structures for and against the system adoption of online learning. For instance, some scholars have argued that the full efficiency of online learning might not be realized if schools and other learning institutions adopt a piecemeal system of including this resource within the systems. Although the study is limited in scope, it might be argued that it focuses on a matter that involves policy and structural realignment of the learning system. Another important matter that concerns the credibility and believability of this study is that it incorporates the views of other scholars and the statistics conducted in past and recent empirical studies. This provides the study with the necessary angle of balance that provides room for honest appraisal of the facts presented in the study. The declining standards of education in some developed countries could be understood within the context of this particular study. Similarly, the understanding of this source could be stretched to include some of the challenges of online learning which have a direct bearing on the question of quality. For instance, it might be argued that the adoption of systems of learning is dependent on the manner in which it shields the learning process from educational challenges such as plagiarism and other acts of dishonest conduct. Similarly, the quality of online learning is further compromised by the fact that it is generally complex to monitor. Teachers cannot exercise sufficient control on the actions of their students, and may not have the skills and capacity to determine the levels of honesty of the learning process. The argument presented by Herrera (2011) brings out the important issue of the absence of a teacher in the virtual learning process. The author also dwells on the matter of class size with particular reference to the state of Florida. By using particular cases, the author attempts to demonstrate that virtual learning basically involves significant challenges which must be addressed and considered in light of its relevance and quality. Virtual learning involves the adoption of systems that are considered by some experts as unnatural. This source brings out important facts in support of the conventional learning systems. The source attempts to capture the subject of virtual learning in multiple perspectives that relate to the usual challenges of the learning process. One of the obvious strengths in the argument of the author is to be seen in the attempt to assimilate the physical differences of the two learning systems in a comparative analysis. The arguments presented could be expanded the argument that the learning environment must necessarily involve the physical presence of the teacher. Generally, it might be argued that the author succeeds in presenting the challenges of virtual learning in the society in a way that might be used to describe scenarios for growth, decline or challenges. In fact the argument presented by the author could also be used to extend the matter on the quality of virtual learning within the United States. The discussions on this matter must necessarily include a balance of facts for or against the core thesis. In this regard, a critical perspective of virtual learning might yield the opinion that the source is more biased against virtual learning. The negative aspects of the systems are more prominent that any positive qualities. In general terms, these sources are important in the manner in which the attempt to situate the subject of virtual learning in a multiplicity of perspectives. The sources in their respective arguments seem to provide balanced assessments on the matter in a way that is consistent with the various challenges and opportunities of virtual. An appraisal of the underlying merits and challenges might be achieved better through a critical analysis of the development of virtual learning in the developed and developing world. Critical analyses of the development of virtual learning have often focused on the possible impacts on quality and social matters that relate to the process of learning. Some of these sources go beyond the pedagogical and cognitive impacts of virtual learning to the impacts that relate to the individuality of the young learners. For instance, the latent dangers of the system are explored in light of some of the social problems that the developed world has faced since the adoption of virtual learning. The rise of violence, juvenile delinquency, high rates of school dropouts, and declining academic standards are some of the issues that have been explored extensively in these studies. Although the studies tend to focus on the effects of virtual learning in totality some of these sources make use of particular incidents and trends to illuminate on the specific and general issues of the matter. As it appears, significant focus is trained on the developed world as a region that continues to experience both the challenges and opportunities availed by virtual learning. In essence, some of the approaches developed by virtual learning are comparative in nature. There seems to be a tendency among many of the authors to bring out the comparative aspects of virtual learning as it compares to the conventional nature of the learning process (Sun, 2005; Thomas, 2009). For some studies, the longitudinal assessment of the development of virtual learning provides a glimpse into the directions of the development of virtual learning. Conclusion Although there appears to be no particular consensus among the sources, certain matters appear to be the focal points in the discussion of the efficacy of virtual learning among young learners. For instance, the sources appear to be in agreement that virtual learning has significant impacts on the social development of young learners. The system of learning, according to experts who hold on this opinion, must be structured in a manner that develops both the academic and human skills of the individual. The quality of these studies must also be viewed in light of the important recommendations that have been made on virtual learning. Another common argument developed by these sources is that virtual learning has not been fully utilized by the consumers. Sources that present this opinion argue that the current structures, frameworks, policies and curriculums have not been sufficiently harmonized to develop virtual learning. In general the arguments presented by various scholars cover a vast area of scholarly and public concerns that relate to the matter of virtual learning. The application of some of the facts presented in this array of resources might provide a comprehensive picture that would illustrate the discourse of virtual learning in its entirety. A clear fact that seems to unite both sides of the arguments is that virtual learning is still an evolving reality that requires its users to tap into its unexplored potentials while shielding themselves from the obvious and undiscovered perils of its weaknesses. References Asan, A. (2003). Computer technology awareness by elementary school teachers: A case study from Turkey. Journal of Information Technology Education, 2. Balaban, S. J. (2009). Disrupting class: How disruptive innovation will change the way the world learns. Encounter, 22(3), 44-47. Retrieved from Academic Search Premier database. Cavanaugh, C. (2009). Effectiveness of cyber charter schools: A review of research on learnings. TechTrends: Linking Research and Practice to Improve Learning, 53(4), 28-31. Retrieved from ERIC database. Friedman, H. H., & Friedman, L. W. (2011). Crises in education: Online learning as a solution. Creative Education, 2(3), 156-163. doi: 10.4236/ce.2011.23022 Gabriel, T. (2011, Apr 06). More pupils are learning online, fueling debate on quality. New York Times, pp. A.1-A.1. Retrieved from http://search.proquest.com/docview/860161668?accountid=144459 Herrera, L. (2011, Jan 18). As Florida wrestles with class size, students are present, but teacher isn't. New York Times, pp. A.15-A.15. Retrieved from http://search.proquest.com/docview/840652674?accountid=144459 Horn, M., Skater, H. (2011). The rise of K–12 blended learning. Innosight Institute. Retrieved from http://www.innosightinstitute.org/innosight/wp-content/uploads/2011/01/The-Rise-of-K-12-Blended-Learning.pdf Jarventaus, J. (2007). The new virtual classroom: Evidence-Based guidelines for synchronous e-learning. T+D, 61(7), 83. Retrieved from MasterFILE Premier database. Kupczynski, L., Mundy, M. A., Goswami, J., & Meling, V. (2012). Cooperative learning in distance learning: A mixed methods study. International Journal of Instruction, 5(2), 81-90. Lewis, D. (2004). Virtual learning communities. New York: McGraw-Hill International. Peterson, P. E. (2010). Saving schools: From Horace Mann to virtual learning. New York: Harvard University Press. Reisman, S. (2004). Electronic learning communities: Issues and practices. Distance Education Report, 8(21), 8. Retrieved from Education Research Complete database. Roschelle, J., Pea, R. D., Hoadley, C., Gordin, D., Means B. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10(2). Shamir, H., Crowther, M., Sirrine, C. (2012). Comparing computer-based instruction, preschool instruction, and supplementary reading material. Retrieved from http://www.actapress.com/Abstract.aspx?paperId=31856 Spector, M. Ifenthaler, D., Isaias, P. (2010). Learning and instruction in the digital age. New York: Springer. Subramanyam, K., Kraut, R. E., Greenfield, P. M., Gross, E. F. (2000). The impact of home computer use on children’s activities and development. Future Child, 10(2), 123-44. Sun, K. (2005). A study on learning effect among different learning styles in a Web-based lab of science at elementary schools. Advanced Learning Technologies. 80-82. doi: 10.1109/ICALT.2005.27 The virtual classroom: Life from behind a monitor. (2011). Retrieved from http://topicalteaching.com/2011/11/12/the-virtual-classroom-life-from-behind-a-monitor/ Thomas, M. (2009). Virtual learning environments: Using, choosing and developing your VLE-By Martin Weller. British Journal of Educational Technology, 40(6), 1152-1153, doi: 10.1111/j.1467-8535.2009.01026_11.x. Retrieved from Academic Search Premier database. Weller, M. (2007). Virtual learning environments: Using, choosing and developing your VLE. Routledge. Retrieved from eBook Collection (EBSCOhost), Ipswich, MA. Annotated Bibliography Cavanaugh, C. (2009). Effectiveness of cyber charter schools: A review of research on learnings. TechTrends: Linking Research and Practice to Improve Learning, 53(4), 28-31. Retrieved from ERIC database. This source examines the emergence of cyber charter schools in the United States as an alternative to public schools. The source seeks to explore the growing interest in cyber charter schools in light of their merits to the general process of education. Precisely, the source focuses on the emergence of these schools in light of the development of virtual learning in the United States. The value of this source must be examined together with the statistics which give clear indications of the nature of growth of cyber charter schools in the United States. For instance, the source indicates that the cyber charter schools had reached 4500 by the year 2008. This resource is important because it provides a singular demonstration of the growth of cyber schools as an indication of the growing adoption of virtual learning in schools. It might also be interpreted in light of the arguments that have argued in favor of revising the nature of learning in public schools. The source brings out some pertinent questions regarding matters of quality in comparative analyses between conventional learning and virtual learning. Essentially, this source will provide the study with relevant and current information regarding the trends of virtual learning in the United States and its possible effects to the global trends in the adoption of the system. Gabriel, T. (2011, Apr 06). More pupils are learning online, fueling debate on quality. New York Times, pp. A.1-A.1. Retrieved from http://search.proquest.com/docview/860161668?accountid=144459 This resource discussed some of the matters that have arisen in support and opposition of virtual learning. The central focus of this resource is on the aspect of quality. Some issues that have been brought into question include the sincerity of the students and the controversial matter of plagiarism. For instance, the resource cites cases where students use direct information from resources such as Wikipedia in their assignments. One of the concerns of this resource is that many students are opting for online learning yet the education system has not provided sufficient safeguards that would ensure quality and honesty in the learning process. The relevance of this resource lies in the fact that it brings out important issues that relate to learning in general and online learning in particular. The resource highlights the weak links and the point of strength in matters of virtual learning. It is comprehensive in its approach as it deals with both the strengths and challenges of the system. The source equally delves into matters of quality of education and the relevance of online learning in the reduction of costs. Policy issues are explored with particular regard to matters of teacher enrollment and the appropriateness of this system over other systems of education. Herrera, L. (2011, Jan 18). As Florida wrestles with class size, students are present, but teacher isn't. New York Times, pp. A.15-A.15. Retrieved from http://search.proquest.com/docview/840652674?accountid=144459 This source brings to attention some of the deficiencies of online learning. The resource is centered on the argument that lack of teachers in the classroom will obviously affect the matter in which students take their studies. One of the strong points in these arguments is that the replacement of the development of virtual classroom should not necessarily imply the abolition of conventional classroom. The source achieves an aspect of balance in its argument that both virtual learning and conventional classroom learning have important strengths and weaknesses in the general cognitive development of the student. The relevance of this article should be examined in light of some of the arguments that have proposed a merger between the two kinds of learning as way of providing a hybrid system that fills all the grey areas that have been asked regarding the merits of either side of the learning system. This source will enrich the study with specific insights that relate to the different kinds of learning that takes place within the general context of learning. It will help in the determination of the appropriateness of virtual learning as a possible replacement of the conventional systems with attention to some important weaknesses of the system. Jarventaus, J. (2007). The new virtual classroom: Evidence-Based guidelines for synchronous e-learning. T+D, 61(7), 83. Retrieved from MasterFILE Premier database. This study examines the unexplored potential of virtual learning. The source is based on the fact that virtual learning is basically a system that incorporates different approaches that could be exploited to provide a comprehensive and more valuable system of the learning process. It has often been argued that virtual learning is largely determined by the kind of policies, structures, and operational mechanics that control its usage. In many cases, virtual learning generally concerns the expected impact and the strategies to be adopted towards the achievement of these impacts. This study argues that incorporation of appropriate methods might impact significantly to the development of virtual learning. The value of this source to this study relates to the question of efficacy in the learning process. The study basically argues in favor of method and strategy. This study might help this study in determining some of the unexplored synergies of virtual learning with the overall intention of reaching appropriate recommendations that might be incorporated into the general aspect of virtual learning. Basically, the merits of this source to the study revolve around the questions of capacity building and efficiency in the adoption of online learning. It might be appropriate to regard the question of online learning as an evolving reality that must be continually shaped by strategies and policies. The virtual classroom: Life from behind a monitor. (2011). Retrieved from http://topicalteaching.com/2011/11/12/the-virtual-classroom-life-from-behind-a-monitor/ This resource is basically opposed to the concept of online learning. The author argues against the merits of online learning with the position that it is basically opposed to the social development of the children. The source is resourceful in the sense that provides case reviews of online learning in places such as Chicago, Idaho, and Florida. Generally, the author argues that the conventional learning environment provides students with the necessary guidance and exposure which helps them in the general process of development. Some of the arguments that have been presented by the schooling system are based on the fact that learning at home denies the young learners the necessary social resources for the development for social intelligence. This source is important to this study in the sense that it challenges some of the arguments that have been presented in support of online learning. It challenges arguments presented in terms of costs and choice for students, teachers, and parents. The source will help this study in broadening the scope of its argument and literature with specific regard to the merits and challenges of online learning. It will also expand the understanding of some of the benefits of conventional learning such as the development of social intelligence and the need for young learners to adopt to environments other than their homes. Weller, M. (2007). Virtual learning environments: Using, choosing and developing your VLE. Routledge. Retrieved from eBook Collection (EBSCOhost), Ipswich, MA. This source provides significant focus on the pedagogical aspect of virtual learning. The resource provides important information on the need to develop virtual learning beyond the technological aspect to full academic relevance. According to this source the adoption of virtual learning has tended to focus largely on the technical aspects rather than on the need to anchor it into the fabric of the general curriculum. The study argues that the full implementation of virtual learning environments will require a revamping of the structural, policy, and other technical aspects of curriculum, which support virtual learning. Some of the arguments made in support of virtual learning are that it can be customized to apply in a vast range of educational areas. The study challenges past systems that have tended to design virtual learning to suit a select category of courses and subjects. It contributes to past inquiries that have associated the preference of virtual learning with science subjects than the arts. Such tendencies, according to the author, are consequences of the structural flaws of the system. The importance of this particular resource to the study is that it proposes the design and structure of virtual learning within matters of curriculum. It gives both broad and specific suggestions of the manner in which virtual learning might be factored and made effective to offer specific benefits to the pedagogical development of the learning process. In this respect, this study will contribute to other bodies of knowledge that have argued in favor of the development of virtual learning in totality rather than the piecemeal application of its technical aspects. Maeroff, G., I. (2003). A Classroom of One: How Online Learning Is Changing our Schools and Colleges. London: PublisherPalgrave Macmillan. This source centers on the relationship between virtual learning and the traditional forms of instruction. The author makes the point that online learning should not necessary spell the death of the traditional learning. He argues in favor of the reorganization of online learning with the objective of streamlining it within the traditional aspects of instruction. Essentially, the argument made by the author supports a complementary relationship between virtual learning and the traditional classroom. The value of this resource should be analyzed from the middle position adopted by the author as opposed to the other arguments that have tended to focus more on the merits and demerits of online learning. It would be appropriate to focus on these matters in line with the various arguments that seek to determine the place of virtual learning in the general development of education. Lee, M. & Gaffrey, M., F. (2008). Leading a Digital School: Principles and Practice. Sydney: Australian Council for Educational Research. This source attempts to bring out the development of virtual learning in terms of the general development of the education system. Online learning is considered as a revolution in the education sector. The successes and challenges of online learning are considered within the context of this revolution. The authors explore on the challenges of leading a digital revolution within the schools systems. The source makes the point that virtual learning is a reality that must be embraced and harnessed without upsetting the structures of the traditional systems. This source is important in the sense that it explores on the challenges of leadership in the context of a digital learning environment. The challenges presented in this study should provide fresh ground to experts in terms of determining the development of appropriate models of leadership and designing new approaches and practices to enhance the aspect of virtual learning. Craddock, G., M. (2003). Assistive Technology: Shaping the Future : AAATE'03. New York: PublisherIOS Press. This resource provides resourceful arguments and facts on the incorporation of technology in the schooling systems. It explores the various levels by which technology might help inject new synergies into matters of educational development. The central argument developed by this source is that technology should not suppress the traditional forms of instruction, which still have their merits in the modern age. The resource however lays significant emphasis on the need to incorporate technology in the education sector. This source will help provide facts on the value of education for young learners in terms of impacts, challenges, and relevance. Bhanot, R. (2002). Educational Development Through Information and Communications Technology. London: Routledge. This book provides a critical review of the opportunities brought into virtual learning by the development of Information Communication and Technology. The book explores pertinent matters of application of virtual learning within the framework of education. One of the strengths of this source lies in the fact that it enlists research on cases in the United States, Britain, and Malaysia on the matter of the relevance of virtual learning in modern schools. The important of this resource is to be determined in the wealth of global experiences which are condensed together to give meaning to the important matter of the development of education within the element of technology. Some of the issues brought forward on this research revolve around the determination of the value of technology within the framework of education. This book will help provide direction on the trends, practices, challenges and opportunities of virtual education. Edmundson, A. (2007). Globalized E-Learning Cultural Challenges. New York: Idea Group Inc (IGI). This source delves into some of the cultural issues that relate to virtual learning. Although the source adopts a broad perspective on matters of social reality, there is an evident effort by the author to incorporate specific factors of internet technology within the general aspect of children development. The importance of this resource to the study must be viewed in light of some of the social consequences of virtual learning. Essentially, learning is a broad discourse that entails the development of an individual within a social context. This source will supply the necessary critical reflections that will help expand the understanding of some general and specific issues about virtual learning. Varisco, B., M. (2008). Psychological, Pedagogical and Sociological Models for Learning and Assessment in Virtual Communities. New York: Polimetrica s.a.s. This source explores the effects of the mind on the development of psychological states. Essentially, it might be argued that the resource dwells into some general factors that relate to psychological impacts of virtual learning to young learners. Virtual learning is understood as one of the aspects of learning with significant impacts on the states of minds of the learners. This resource will assist in providing new perspectives of comprehending the actual scope of virtual learning to young learners. Read More