Establishing the Applicability of a Nationwide Virtual learning System
Introduction
With the advent of the novel Coronavirus, the education sector has been significantly destabilized, with many schools closing down to facilitate such preventive measures as social distancing. Consequently, many learners have lagged in their studies due to the lack of notable alternatives to supplement classroom-based learning. Noting the history of such calamities, the country, and the world at large need to establish viable mechanisms to continue learning activities.
A viable solution to the current crisis is the establishment of a state-hosted virtual learning framework. Such an investment would allow tutors to continue offering classes to learners despite their localities. While this approach is already operating in some institutions, its applicability is scarce, underdeveloped, and founded on school resources. These factors make it difficult to reach the entirety of leaners in the event of a shutdown. The proposed model is hosted by the government through such large-scale internet technologies as the cloud to enhance its capacity. Schools can choose the type of framework to utilize based on their needs. Consequently, the education sector can respond promptly to emerging calamities and avoid similar scenarios to the current crisis.
This analysis will discuss the need for a nationwide virtual learning system, focusing on the benefits of the model to disaster response. Exploring the application of the platform in schools will demonstrate the potential of the ministry to stabilize learning in the wake of significant disasters. Additionally, an examination of the current effects Coronavirus on the education can inform stakeholders on the need for the operationalization of the plan
Data Section
A primary consideration in this section is the effect of natural disasters on the education systems of different countries. Particularly, the examination will focus on the novel Coronavirus, which has affected all global continents. Chinese students have resulted to such rudimentary online platforms as smartphone applications to receive and submit their assignments following the closure of schools after the outbreak (Zhong). However, many learners in the rural regions of the country lack access to such technologies as the investment in virtual learning systems if poorly differentiated and mainly in tertiary institutions. Sahu highlights the need for self-distancing as a preemptive measure to the spread of the disease and its adverse impacts on the education sector. Profoundly affected nations as the U.S., Italy, Spain, ad Iran implemented total shutdowns to their learning facilities, a factor that halted the progress of education. Nevertheless, some schools have migrated to online teaching. While this is not a new technique, the distribution of prerequisite resources as computers is not even among all learners. Equally, many facilities, even universities, do not have the technologies to offer large-scale online learning (Sahu). The challenge is more dire for faculties that deal with such practical disciplines as art, music, and laboratory-based subjects (Sahu). As a result, many have suspended end of semester tests.
Scholars have confirmed the benefits of e-learning, establishing minimal variances from contemporary class-based approaches. A study by Gossenheimer et al. on the performance of pharmaceutical students in both virtual and class-based environments asserts that e-learning produced better outcomes in a subject that requires significant tutor guidance (9). The results reaffirm the findings at Creighton University that education delivery method is not a primary factor in students’ performance, provided the stakeholders are committed (Gossenheimer et al. 2In this regard, virtual learning should be promoted as a central system of education to act as a reliable alternative in case of a disaster.
There are notable benefits of e-learning that should encourage its large-scale incorporation into the industry. The system is flexible, providing learners and teachers with the freedom of place. Lessons can proceed if all parties have access to their necessary equipment. It can also be offered either in synchronized, asynchronized, or mixed forms, based on the capabilities of students. It promotes an open space for free interaction and discussion, especially for introverts who fear to contribute in a class full of peers. Modern technologies can facilitate group discussions through online platforms, thus, mimicking the classroom scenario (Arkorful and Abaidoo 401). These benefits provide confidence in the ability of the proposed platforms to continue with learning even in the event of a disaster.
Nevertheless, the model presents several challenges. Primarily, face-to-face interaction is essential to learners, a prospect that is not available in e-learning. Regardless, the system is for times of calamity and association is not a priority in such scenarios. E-learning can also lead to such issues as congestion of websites and reduced functionality, enhanced cases of cheating, inability to track the progress and needs of students, and failure to address the practical needs of some disciplines (Arkorful and Abaidoo 403). However, government involvement in the provision of the system is bound to enhance capacity, efficiency, and provide essential support frameworks.
Additionally, hardware and software resources are required to host and facilitate e-learning. These are determined by the approach employed by institutions, which include virtual learning, online activities, distributed teaching, and web-based tutoring. Nevertheless, universal requirements entail internet connectivity and associated technologies, computers, monitoring systems, and computing and data hosting services such as cloud (Alowayr and Badii 80). Markedly, Hadullo et al. identified institutional factors as primary hindrances to the adoption of e-learning by schools. These include virtual learning infrastructure, internet resources, content development, e-learning teaching skills, relevant policies, and finances (156). These are the main elements that the government should assist with, to reduce the burden on institutions.
While the supply factors are relevant, the interests of all stakeholders must be considered. A study on the factors influencing the success of virtual learning systems in the UK established that primary considerations focused on the uses of systems, perceived advantages, anticipated level of satisfaction, and the purpose of the system (Al-Fraihat et al. 69). These factors, however, integrate with multiple quality dimensions that are used by stakeholders to assess the fitness of an e-learning system. Notably, the researchers posit that these are the main items affecting adoption in developed countries as opposed to infrastructural resources, which are the leading hindrances in developing nations. The figure below demonstrates the quality dimension interacting with pre-established user considerations to influence their attitudes towards a virtual learning framework.
Fig. 1: Quality dimensions affecting the reception of e-learning systems (Al-Fraihat et al. 71)
However, the authors propose the creation of a multidisciplinary model to evaluate and understand how each dimension is also a subject of more tiers that contribute to the ultimate perspective, as shown in the figure below.
Fig. 2: Multidimensional model of virtual learning systems (Al-Fraihat et al. 71)
Conclusion
Summary and Recommendation
The study confirms that e-learning is a useful approach, as evidenced by contemporary applications. Several higher education institutions have implemented virtual learning frameworks to complement class-based teaching as well as function independently for distance learners. There is no sufficient data to indicate the financial implication of these interventions, but their ability to continue education activities during disasters is undeniable. Nevertheless, government involvement can mitigate the factors influencing the success of e-learning by offloading the resource burden of schools. Consequently, institutions can focus on the concerns of stakeholders to promote acceptability. Noting the current effects of the Coronavirus on the education system, I recommend the adoption of nationwide virtual learning frameworks to address the challenges in the education sector as well as limit future interruptions in the event of a calamity.
Works Cited
Al-Fraihat, Dimah, et al. “Evaluating E-Learning Systems Success: An Empirical Study.” Computers in Human Behavior, vol. 102, 2020, pp. 67–86., doi: 10.1016/j.chb.2019.08.004.
Alowayr, Ali, and Atta Badii. “Review of Monitoring Tools for E-Learning Platforms.” International Journal of Computer Science and Information Technology, vol. 6, no. 3, 2014, pp. 79–86., doi:10.5121/ijcsit.2014.6306.
Arkorful, Valentina and Abaidoo, Nelly. “The role of e-learning, the advantages and disadvantages of its adoption in higher education.” International Journal of Education and Research, Vol. 2, no. 12, 2014, 397–404.
Gossenheimer, Agnes Nogueira, et al. “Impact of Distance Education on Academic Performance in a Pharmaceutical Care Course.” Plos One, vol. 12, no. 4, June 2017, pp. 1–11., doi: 10.1371/journal.pone.0175117.
Hadullo, Kennedy, et al. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), vol. 14, no. 1, 2018, pp. 153–163., https://files.eric.ed.gov/fulltext/EJ1178367.pdf.
Sahu, Pradeep. “Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff.” Cureus, Apr. 2020, doi:10.7759/cureus.7541.
Zhong, Raymond. “The Coronavirus Exposes Education’s Digital Divide.” The New York Times, The New York Times, 17 Mar. 2020, www.nytimes.com/2020/03/17/technology/china-schools-coronavirus.html.