Claims for online teaching: separating the real from the virtual

The success of online teaching is strongly correlated with the ‘timely provision of equipment and support’ (Mason & Bacsich, 1998). Without such support technology can actually interfere with learning (Cifuentes, Murphy, Segur, & Kodali, 1997; Hara & Kling, 1999).

Evaluation studies frequently report frustrations with technology, but they are rarely fully investigated (Hara & Kling, 1999). Both students and staff may have problems with connection to the Internet, lack of training, incompatibility problems, software and hardware difficulties and network outages. The ‘anytime’ convenience of online learning may be lost if students without external access to the Internet have to go late at night to computer labs that are continually full during the day.Problems may magnify as the use of technology increases if adequate attention has not been paid to problems of scaling-up (Mason & Bacsich, 1998).

While innovators are prepared to be relatively understanding of technical problems, the bulk of users are not likely to be as forgiving (Freeman, 1997). The history of the use of technology in education is littered with failures because of the ‘lack of equipment, time and training’ (Hara & Kling, 1999).

“There is a breadth and richness in our face-to-face, hands on interactions with the world around us that cannot be reproduced in any other way” (Fowler & Dickie, 1997)

Information is only one, and not necessarily our primary, source of knowledge. Much of our knowledge comes through our own senses as we interact with the world.For example, I may claim to have knowledge about Paris by reading travel guides. However, I can only really know the city by interacting with it by means such as travelling its streets, eating in the restaurants and talking with the people. In essential ways ‘virtual’ is not real. While virtual reality can expand our sources of information we should not make the mistake of confusing it with the experiences attained through hands-on interaction (Fowler & Dickie, 1997).

In many cases practical experience is not optional. Can you learn to play a trombone by reading books on how to play, but without a trombone? Many tertiary courses include a significant hands-on component. No matter how many times a trainee surgeon completes the worthwhile exercise of a computer-simulated virtual dissection, at some stage they are actually going to have to dissect real bodies.The problem of providing practical experience for students that are geographically distant remains.

Humans are essentially social beings ‘driven by a need for association and connection’ (Chester & Gwynne, 1998). Do people actually prefer virtual meetings such as telephone, video or computer conferencing? The enormous numbers of participants that travel around the world to attend conferences on themes such as ‘The Virtual University’ may give some indication!