Online school
School that teaches students entirely or primarily online or through the Internet From Wikipedia, the free encyclopedia
School that teaches students entirely or primarily online or through the Internet From Wikipedia, the free encyclopedia
An online school (virtual school, e-school, or cyber-school) teaches students entirely or primarily online or through the Internet. Online education exists all around the world and is used for all levels of education (K-12 High school/secondary school, college, or graduate school).
 | The examples and perspective in this article may not represent a worldwide view of the subject. (December 2008) |
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Virtual education is becoming increasingly used worldwide. There are currently more than 4,700 colleges and universities that provide online courses to their students.[2] In 2015, more than 6 U.S. million students were taking at least one course online; this number grew by 3.9% from the previous year.[1] In 2021, more than 53% of postgraduate students were taking at least some classes online. The total number of online students in the U.S. was 7.5 million in 2024.[3]
Virtual education is most commonly used in high school and college. 30-year-old students or older tend to study online programs at higher rates.[4] This group represents 41% of the online education population, while 35.5% of students ages 24–29 and 24.5% of students ages 15–23 participate in virtual education.
During the COVID-19 pandemic, students around the world were forced to attend school online.[5] The number of online students decreased in 2022 and 2023, but remained well above pre-pandemic levels.[3]
Instructional models for online schools vary, ranging from distance learning types which provide study materials for independent self-paced study, to live, interactive classes where students communicate with a teacher in a class group lesson.
The courses that are independent and self-paced are called asynchronous courses. Typically for this type of learning, the students are given the assignments and information and are expected to complete the assignments by a due date, on their own time.
On the other hand, synchronous online courses happen in real-time. The instructor and students all interact online at the same time. This is done either through text, video, or audio chat.
Hybrid, sometimes also called blended, courses are when students learn and interact both in-person and online. These classes meet in-person during the semester in addition to computer-based communication.[6]
Virtual classrooms are made possible through the use of educational technology with the help of the internet.[7] During the COVID-19 pandemic, the United States began to encourage social distancing in the education system.[8] One use of technology that was found to be resourceful in the collaboration of students and teachers in virtual learning was the use of video conferencing.[8] The utilization of web video conferencing allows students to communicate virtually with their teachers and simulate a classroom environment, with many using services such as Zoom and Cisco WebEx.[8] To engage virtual students even further, a process known as gamification can be used to teach a student learning material in a form of a game to bring more enjoyment in a student's learning experience.[9] Secondlife, an online virtual world, is a type of gamification system that is used for online educational purposes.[10] Secondlife has qualities that resembles an in person curriculum such as class discussions, participation in lectures, and completing assignments.[10] Gamification can also serve as an aide to increase a student's intrinsic motivation.[11] The use of rewarding points while a student is using a gamification system can enhance internal motivation and motivate the student to accomplish learning goals from the game's objective.[12]
Where online methods are integrated with State provision, costs follow state school standards. Otherwise, fees must be met by the student or parents. Many US school districts are now creating their own online services to avoid paying external providers. Such students can graduate from their home district without ever leaving home. In most of these cases, students are given computers, books, and even Internet service to complete coursework from home.
With the resources of the Internet as a library, and the ease of making online study materials, there is usually a comparatively small requirement for textbooks. Most courses will provide electronic materials free of cost, or included in the course fee. Textbooks are most often required for an exam syllabus course.
Students with cognitive and/or physical disabilities often times face issues accessing online schools. One of the groups of disabled students who have difficulty accessing online learning platforms is students with severe visual impairments. They most often use screen readers in order to use online school, but there are many instances where activities, files, etc., don't support the use of screen readers. Another group of students who face accessibility issues when using online learning platforms is deaf and hard of hearing students. The most prevalent issue that this group of students face is lack of or inaccurate captioning on video and audio media. Another group that has issues accessing online schooling resources is students with motor impairments. These students often have a difficult time using a computer or tablet, and will sometimes use another technology in order to interact with the computer or tablet. This makes learning especially difficult when game-like activities are used for learning and when timed activities or real-time instruction is taking place. The last major group of students who face access issues due to a disability is students with cognitive disabilities. There are a wide range of cognitive disabilities which means that these disabilities can impact learning in a variety of different ways. Some of the accessibility issues that students with cognitive disabilities face include: busy/disorganized media, pages that are difficult to navigate, time constraints, flashing of the screen, pages or articles that lack proper titles and headings, and much more.[13]
Potential advantages:
Potential disadvantages:
| The examples and perspective in this article deal primarily with the United Kingdom and do not represent a worldwide view of the subject. (June 2023) |
WebCT, now called Blackboard, was developed by the Department of Computer Science at the University of British Columbia (UBC). It was one of the first online learning platforms created that resembles present-day online learning platforms. UBC conducted a study in order to test the effectiveness of WebCT by implementing it in different ways in each of three sections of a computer science course. One section of the course used WebCT in conjunction with in-person lectures, one section used WebCT as the only instructional method, and the last section used only in-person instruction. By the end of the semester, it was found that the section of the course utilizing WebCT with in-person lectures had a significantly higher average performance, while the other two sections which used only one instructional method, were found to have average academic performances approximately equivalent to each other.[22]
Due to the results from the UBC computer science course, a course titled "Electric Circuits" at Morgan State University made the decision to add the use of WebCT to the lectures. This change was made for the Fall 1997 semester. After a semester of using WebCT in the course, it was found that average grade had gone up since the previous two semesters. In the Fall of 1996 and the Spring of 1997, the average grade in the course was an 82%, whereas in the Fall of 1997, the semester where WebCT was used, the average grade was 86%.[22]
Online Education providers in the United Kingdom are not currently eligible for accreditation by the Department for Education and therefore it is difficult to measure quality of providers. Following a consultation process that began in 2019, The DFE and Ofsted are currently working towards a pilot online education provider accreditation scheme using a variation of the Independent School Inspectorate Inspection framework.[23]
As claimed in a study done by Eric Bettinger and Susanna Loeb, on average, online students "do substantially worse than students in the same face-to-face course".[16] Furthermore, students who attend K-12 online consistently perform worse on state tests than their peers in brick and mortar environments, even when taking into account prior achievement.[24]
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