More and more schools are integrating computers into the learning environment and the virtual classroom is becoming more popular as an educational medium. With the dramatic change of surroundings from the traditional classroom setting; face to face interaction and being amongst peers, an environment of solitude in front of a computer can have several impacts, both positive and negative on the student in the social sphere.
The virtual classroom has changed the way in which individuals communicate with each other, which “results in impacting the way people work (Coleman, 1997).� The way communication affects our relationships with others is an important factor when looking at the virtual classroom. It not only changes how we physically interact with others, but it can affect the “formation of the social self (Murphy, 1996).� This loss of personal interaction can impact both the student and teacher, as Poyton describes; “there is the risk that the loss of interaction with other students will be detrimental to the learning experience, removing the potential benefits students gain from listening to each other's questions and the responses they elicit (2001).� Poyton also notes that this form of communication can mean a “loss of an important learning and development experience for the tutor (2001).�
The virtual classroom functions on the basis of a self paced and self motivating notion and can have an affect on changing the attitude of students towards doing their work, as it “requires students to take more responsibility for their own learning (Berge, 1995).� Without the physical presence of a teacher, it is up to the individual student to be inspired to complete tasks themselves. Poyton found in his surveys that “for the majority of the students the e-mail discussions provided the desired motivation,� however in some instances it was found that students would rather “discuss it face-to-face with their peers over a coffee (Poyton, 2001).� Poyton’s full survey can be found here.
An important issue that arises when dealing with these electronic forms of communication used in the virtual classroom is the removal of the material world, and hence the interaction with others in person. This environment can give a “sense of isolation for persons using this medium to teach and learn� and it may in fact “interfere with face-to-face relationships or be addictive (Berge, 1995).� On the other hand, a study done by the Office of Training and Tertiary Education (OTTE) from the Department of Education and Training in Victoria found that “online learning may broaden social circles (e.g. chat lines with students outside your learning setting)� and that it may assist in “creating new communities.� This comprehensive study looked into the pros and cons of traditional and online learning in relation to society, as well as giving way of maximizing positive social impacts, and even gives personal insights from individuals participating in online learning and teaching. Another important social issue in the virtual classroom is that it “promotes an equalization of users� and also promotes “multicultural awareness (Berge, 1995).� The fact that identity is somewhat hidden by the use of electronic communication, all individuals can be treated equally in this text-based environment, and the ability for students to communicate with individuals all over the world exposes them to many different cultures (Berge, 1995). A deeper insight into the impacts that electronic communication has on society, can be found in the article “Networking: working and relating with electronic links� by J. Murphy.
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References
Berge, Z. (1995) ‘Computer Mediated Communication and the Online Classroom’ Vol 2, No 2, p.6 Computer Mediated Communication Magazine (CMC) http://www.december.com/cmc/mag/1995/feb/berge.html (last accessed 28/10/04)
Coleman, D. (1997) ‘Chapter 1: Groupware – The Changing Environment’ pp. 720, Collaborative Strategies http://www.collaborate.com/publication/publications_resources_groupware_book_section_1_3.htm (last accessed 28/10/04)ISBN 0137277288
Murphy, J. (1996) ‘Networking: working and relating with electronic links’ The INFOrmed Touch Series Vol 4 – Making the right connections: human and electronic networks
http://www.bcsnsg.org.uk/inftouch/vol4/murphy.htm (last accessed 28/10/04)
Poyton, D. (2001) ‘Integrating C&IT into the Delivery of a Law Module: A Reflective Look at Two Postgraduate moduale Delivered in the 2000/2001 Academic Year’ The Journal of Information, Law and Technology (JILT) http://elj.warwick.ac.uk/jilt/01-3/poyton.html (last accessed 28/10/04)
‘Social Impact of Online Learning’ (2001) Office of Training and Tertiary Education (OTTE), the Department of Education and Training, Victoria
http://www.otte.vic.gov.au/publications/LTOnlineLearning/discussion.htm (last accessed 28/10/04)
Kezia Yong 08:21, 29 Oct 2004 (EST)
