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The authenticity, educational productivity, and overall functionality and purpose of a virtual classroom is where key disadvantages lie for both teachers and students (Burbles, 2004, p.12). The chief disadvantage of the virtual classroom concerns the lack of face-to-face interaction; one of the most important elements of a learning experience (Laurillard, 1993; Burbles, 2004). Some experts in the field of virtual classrooms and technology are concerned that the computer is replacing the “friendly face�? of the teacher, and that human qualities are not maintained in the virtual classroom, which is a disadvantage to prospective students (Hall, 2005, para.11). However, others state that this is only a disadvantage if the teacher is not a “good facilitator�? and if appropriate communication tools are not employed for the particular course or lesson undertaken in that virtual classroom (Lehmann, 2004; E-Learning @ BATH, 2002). Given both of these views, the lack of face-to-face interaction is a clear disadvantage of the virtual classroom. Another disadvantage of the virtual classroom, which closely relates to this lack of human qualities in the virtual classroom, is the “difficultly in establishing…trust with class members in the absence of face-to-face contact�? (Burbles, 2004, p.5).
For the student, several disadvantages exist in the virtual classroom. There are, according to Burbles (2004, p.5) “hidden barriers to access�? of a virtual classroom to students; there are limitations of making an online course accessible to all. Some communication tools may not suit some students; for example, the streaming of audio cannot be heard by a hearing impaired student and thus this tool is not accessible to all.
Another disadvantage of the virtual classroom is that it can only be successful if the communication tools used in the classroom are “in the student’s possession…accessible to the student… (and) operable by the student�? (Lehmann, 2004, p.14). Although synchronous communication tools are usually perceived as an advantage because of their similarity to communication in the traditional classroom, they can also be a disadvantage. This is because they consist of real-time, text-based communication in which responses are often “out of sequence�? as a consequence of varying typing abilities among students (Fetterman, 1998, para.7).
Students must have adequate typing skills and communication skills as the majority of learning is text-based and self-paced, and if they are used to being in a structured, scheduled environment they will be disadvantaged and most likely get confused and fall behind (IOWA state University, 2001). Teachers are not as readily available in the virtual classroom as they are in the traditional classroom, therefore students who usually need continual support of the teacher may feel isolated, according to the IOWA State University (2001).
The fact that there are technological requirements to enable full participation in the virtual classroom is also another disadvantage to students. For example, if the student does not have a high bandwidth and adequate computer memory needed to access the Internet and hence the virtual classroom as well as download course material, they will be disadvantaged. Also, the technological dependence of the virtual classroom can be a disadvantage if there is an Internet connection failure or a similar technological problem that prevents students to complete a task. If there is no “back up plan�? in the case of a technological hindrance, students will miss out on the learning activity that was scheduled (Colorado State University, 2005).
The teacher must develop educational content that is interesting, relevant and important to students, and in an appropriate format (using asynchronous communication or synchronous communication tools), which is a difficult task. This is a likely disadvantage to teachers; they are challanged to develop content to suit a wider, more diverse class. They are also challenged to make the classroom inclusive, and accommodate for the convenience of the students (Burbles, 2004). If the syllabus of the traditional classroom is simply transported to the virtual classroom without modification to suit the online environment, students and teachers are both disadvantaged (Burbles, 2004, p.4). This is because the chance to improve and modify educational content according to the new online format would be ruined (Burbles, 2004, p.4).
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Burbles, N. C. (2004) “Navigating the Advantages and Disadvantages of Online Pedagogy,�? in Haythornthwaite, C., and Kazmer, M. M. (eds.) Learning, Culture and Community in Online Education: Research and Practice, New York: Peter Lang Publishing, pp. 1-17. ISBN 0820468479
Colorado State University (2005) “Always Have a Backup Plan,�? retrieved September 27, 2005, from http://writing.colostate.edu/guides/teaching/pcteacher/pop11b.cfm
E-Learning @ BATH (2000) “Pedagogy: What is Student-centred Learning?,�? retrieved September 5, 2005, from http://www.bath.ac.uk/e-learning/student_centredness.htm
Fetterman, D. (1998) “Virtual Classroom at Stanford University,�? retrieved September 27, 2005, from http://www.stanford.edu/~davidf/virtual.html
Hall, B. (2005) “FAQs About E-Learning,�? retrieved September 5, 2005, from http://www.brandonhall.com/public/faqs2/index.htm
IOWA State University (2001) “Advantages and Disadvantages of E-Learning,�? retrieved September 27, 2005, from http://www.dso.iastate.edu/asc/academic/elearner/advantage.html
Laurillard, D. (1993) “Rethinking University Teaching: A Framework for the Effective Use of Educational Technology,�? London, Routledge ISBN 0415256798
Lehmann, K.J. (2004) “Successful Online Communication�?, in K.J. Lehmann (ed.) How to be a Great Online Teacher, USA: Scarecrow Education, pp. 9-16. ISBN 1578861128
Amy Thompson 21:59, 27 Oct 2005 (EST)
