Can Virtual Learning Platforms Replace Classroom Education In K-12 Schools

Learning Tools Vs A  Learning System

The claims and propositions that visual and graphical tools help students overcome pertinent difficulties in absorbing and learning

new ideas are well documented. Multiple research demonstrates how when leveraged properly these tools can be highly effective in making students overcome their academic challenges and helps them position themselves better to achieve their learning goals. However, without discrediting the role of evolving online learning systems and tools, it is important to understand that there is no conclusive research-based evidence that indicates online learning can even remotely come closer to being a full-time substitute or an alternative to classroom-based interactive learning. They can function as an additional tool to enhance and expedite the overall learning process though. 

Not As Effective Or Economical

Talking about higher secondary education, where the proponents of online learning vigorously emphasize their role to be highly effective and rather indispensable, we find that there is ample conclusive research that proves virtual learning is not as successful – let alone replacing it entirely as an alternative to classroom learning.

Caroline Hoxby in her paper,  “The Economics of Online Postsecondary Education: MOOCs, Non-Selective Education and Highly Selective Education,” categorically rules out how online education is only sustainable with non-selective institutions. She also concludes that the popular belief about online learning being economical is also a hoax – all such claims lack substance. In fact, in her paper  “The Returns to Online Postsecondary Education,” published in 2017, she finds online education, in many cases, is much more expensive than face-to-face education. Further, when it comes to Return on investment (ROI) in terms of cumulative learning achieved with online learning platforms and those gained in traditional classroom setups, Hoxby finds classroom education is a much better option with a better value proposition. It is also important to note that Hoxby is not alone and many top educational researchers have drawn similar conclusions in their comparative research publications.

Not The Best For Secondary Or Primary Levels Either

At secondary and primary levels, the importance of classroom-based interactive learning for the overall holistic development of a child cannot be stressed enough. There are simply too many elements that contribute to effective learning which are missing in “online learning systems.” Over-dependence on virtual learning platforms and substituting a school and its classroom with virtual learning salons can be detrimental and highly counterproductive.

In-person classroom learning environments in schools have that necessary element of ‘discipline’ – a core component that drives the entire learning process. Virtual learning platforms are built on the premise that both children and teachers will be equally disciplined and dedicated to achieving the common learning goals. The supposition or the hypothesis may work for one odd student and with one odd teacher or a select few students or teachers. Statistical studies focussing on attentiveness during online learning and classroom learning demonstrate a partisan discrepancy. Children are significantly more attentive in real classrooms than on virtual learning platforms. Data collected from multiple studies show that children in the classroom are over 50% less distracted when compared to some popular virtual platforms posing as alternatives.

Students Under-perform When They Rely Only On Virtual Learning Platforms

A comprehensive study conducted in 2015 (Alpert, Couch and Harmon, 2015) has some remarkable insights and evidence-based conclusions to offer. It separated random students in a school into three categories: face-to-face, blended and online. The students in the face to face category were actively learning in the classroom, those in the blended category were taught partly in the classroom and partly through virtual learning platforms and the students in the ‘online’ category were taught virtually with e-learning apps. All three categories were taught the same curriculum over four consecutive semesters.

As a part of the comprehensive two-year-long research, students were assessed with a common assessment test specifically designed to get an accurate understanding of their overall learning during the period. The results were analysed based on the cumulative score of all students in the different categories. Not surprisingly, the online students significantly under-performed than their classroom and blended counterparts.