8310 Week 8 Finalize Assignment

5

Influence of Virtual Instruction on Student Learning

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Influence of Virtual Instruction on Student Learning

Virtual learning refers to a form of learning experience disseminated and enhanced through the utilization of computers and the Internet of things. In this form of learning, instructions are delivered in an online environment, and the teacher and the learner are physically separated.

Problem Statement

The advancement in technology and the continuous utilization of technology in various fields, coupled with the positive outcomes witnessed in these fields, have necessitated the use of technology in education and the dissemination of information and instructions to learners. Traditionally learning had been confined to a physical location: often a classroom where teachers would meet students to tackle an academic problem together. However, the traditional concept of learning limits learning to a specific locality. In the wake of the proliferation of the Internet of things in academia, there is a need to break this barrier and make learning flexible. Liu, Wang, Lei, Wang and Ren (2020) hint that virtual instructions also have the potential of breaking such abstractions in discharging learning information, thus making learning as practical as possible.

Purpose Statement

The research topic selected for this paper is the influence of virtual instruction on student learning and learner development. In particular, the paper seeks to identify how virtual learning influences cognitive development, retention rates, and the overall transformation in the learning landscape.

Research Questions

1. How does virtual learning affect a learner's cognitive development?

1. What is teachers' perception of using virtual learning protocol in preschool?

Virtual learning plays an important role in promoting learners' academic achievements by providing them with a unique learning experience. Virtual learning environments support effective language acquisition in learners (Tseng, Liou & Chu, 2020) as it allows learners to interact and grasp pronunciation and phonology. It is more effective when a teacher or fast learners guide the process. However, as indicated in the study conducted by Fauzi and Khusum (2020), teachers are reluctant to embrace the utilization of technology in teaching.

Annotated Bibliography

Fauzi, I., & Khusuma, I. H. S. (2020). Teachers’ elementary school in online learning of COVID-19 pandemic conditions. Jurnal Iqra': Kajian Ilmu Pendidikan, 5(1), 58-70.

The researchers in this study sought to investigate teachers' perspective in elementary schools about the concept of online learning during the COVID-19 period. The researchers conducted a qualitative research design using 45 teachers in elementary schools. The data was collected using open and closed questionnaires. The findings were then analyzed using descriptive statistics. The study found that 80% of the teachers expressed dissatisfaction with online learning.

Though this study provides a glimpse of the feeling of teachers in elementary schools, it does not have the relevant strength to stand the test of time. First, the sample population is too small to [resent a reliable teacher population. Besides, it does not reveal the sampling criteria used, thus making it difficult to establish the objectivity of the researchers in this study.

Liu, R., Wang, L., Lei, J., Wang, Q., & Ren, Y. (2020). Effects of an immersive virtual reality‐based classroom on students’ learning performance in science lessons. British Journal of Educational Technology, 51(6), 2034-2049.

This study sought to establish the impact of immersive virtual reality on academic achievement, student engagement and technology acceptance. The study involved 90 (46 boys and 44 girls) human subjects randomly picked from the upper classes in a Chinese public school. The researchers divided the participants into two classes. One class acted s a control experiment while the other was used as the experiment specimen. The study was organized through a qualitative design, and ANOVA was used to analyze the outcomes. The results indicated that IVR increases the academic achievements of the learner, improves learner engagement and promotes acceptance of technology.

One of the strengths of this study is in fair representation of both male and female participants. It also used statistical analysis to arrive at its findings. This makes the finding more reliable. However, this study has not revealed whether consent was sought for participants.

Tseng, W. T., Liou, H. J., & Chu, H. C. (2020). Vocabulary learning in virtual environments: Learner autonomy and collaboration. System, 88, 102190.

The researcher conducted a qualitative study on how virtual environments affect grade students' language acquisition. The study subjects in this experiment were 96 grade three learners in a public school in Taiwan. The researchers divided them into four streams of 24 students each. One stram was controlled, and the other three streams were attached VE as follows: the first one was independent, the second one was paired, and the third was a teacher-centred. The results indicated that the paired and teacher-centred classes had better language development than the controlled and individual classes.

This study is significant as it highlights the significance of teachers in virtual learning. It demonstrates that virtual earning is not an idea to replace teachers but rather a way of supporting the work of teachers.

References

Fauzi, I., & Khusuma, I. H. S. (2020). Teachers’ elementary school in online learning of COVID-19 pandemic conditions. Jurnal Iqra': Kajian Ilmu Pendidikan, 5(1), 58-70.

Liu, R., Wang, L., Lei, J., Wang, Q., & Ren, Y. (2020). Effects of an immersive virtual reality‐based classroom on students’ learning performance in science lessons. British Journal of Educational Technology, 51(6), 2034-2049.

Tseng, W. T., Liou, H. J., & Chu, H. C. (2020). Vocabulary learning in virtual environments: Learner autonomy and collaboration. System, 88, 102190.