Running Head: TRANSITIONING TO VIRTUAL LEARNING 1
TRANSITIONING TO VIRTUAL LEARNING 3
Transitioning to Virtual Learning Name:
Institution:
Transitioning to Virtual Learning
Introduction
Corona virus has managed to change the entire world and it is influencing the way that learning is taking place across the world. The virus led to the shut down of all the learning across the world and it is almost a year since the first case. The learning did stop but because life has to move and education is vital then there is a work around that includes the virtual learning. Virtual learning is important because it involves incorporation of technology into learning that will help reduce the need for the students going to school and instead learn virtually via the computer and other social media platforms. Some learning institutions incorporate the recent zoom, distant learning tools, Facebook platform among others. The research seeks to investigate the concept that Detroit is incorporating that will help improve the way that they relate. Detroit is investing heavily in technology as a way to help improve the way that they prevent the levels of Covid-19 in the city. The education system in the city is a major concern because numerous students are in the public schools thus introduction of virtual learning. The investigation will seek to find out how Detroit is going to help their students transition to overcome the new changes that include the responsibilities, expectations and routines on the virtual world.
Findings
The research did employ the qualitative research that did work on finding out about the students access and behavior on the internet. It is important to understand that the research is about the public learning institutions especially the children which is a major challenge. The research did find out that more of the students do even attend the schools because there are records and the physical appearance thus the virtual education is a major challenge. The children were having a challenging time to get on the internet or even keep a dedication of their time during the day to learning. Most of them did not have the follow up of the teachers and the parents alone could not guide them into the online education. The children were not ready for their personal education which is a major issue on how they do incorporate how they were thinking which makes it a major issue. Virtual learning was not working directly because it is a major transition and most of the children did not even have the slightest idea to get online which is a major issue because the education standards in the community were not appropriate.
The results of coding do indicate that numerous students did not have the slightest clue about the virtual learning and because of the lack of face-to-face learning it was a major challenge for them to transit to the learning without proper learning. Coding did prove that the virtual learning would take as much time to grasp for the students which is a major issue towards their coping with the education plan which was not appropriate. The results do depict that the virtual education was a major issue since most of the public going schools did not have the proper knowledge and education on the systems that would help them in their production. It is important to understand that the results did have a major outcome on the responsibilities of the community towards the students virtual education which is a major problem.
The students in the public learning institutions in Detroit are many which is a problem because as the learning has to continue then does the incorporation of the virtual learning which was also not ticking because of the population and limited resources. The fact that the institutions are government funded they do not have much resources that will support their teaching and virtual education. It is a major threat in the society because the students are also not as much educated or complaisant with the online education and they need proper grilling to help them learn and manage their threats (Bartkowiak Jr., 2020). It is important to try and come up with proper destinations that influence the way that they relate which is vital for production and making sure that they integrate their learning into the way that they did participate. The learning institutions are not fully equipped making it even challenging for the teachers to take care of their students and maintain a normal learning routine. The students on the other hand, are not confined to their new learning treaties which is a major problem because they cannot keep and maintain a learning platform to meet their needs.
Relationship to other data
The new collected data is relevant and connected to the existing data especially because there is a connection whereby the data all relate to the poor learning and education in Detroit as a result of the virtual transitioning. Virtual learning is a major improvement and current learning method fitting to the covid-19 pandemic of isolating people. the learning platform in Detroit has a major issue of conversing technology into use in the current learning sector which is a major problem to help improve how they interact. Both the data do prove that the learning institutions in the city do not have proper planning and structuring to support the virtual learning which is a major issue. the new data proves that the introduction of the virtual learning is an improvement and most students are taking the initiative towards learning which is a major boost to the way that they learn. Both the articles are in agreement because the virtual learning is a major boost during the coronavirus pandemic because it is improving the way that they learn and manage the spread of the pandemic.
The existing data explains that there approximately 40% of the students in Detroit do not have the proper access or knowledge on virtual learning. The 40% is still low because the other 60% of the learners in Detroit are not capable of accessing to having and easy transition on the internet which is not a sign of progress (Griffin, 2020). Virtual learning is essential in the era of the pandemic which will influence the way that they learn. Education is a major problem in the pandemic and the fact that the cases are also rising at an alarming rate implies that there is proper need for increasing their awareness. According to Catolico (2020), only approximately 15 metropolitan schools in the city are prepared or seem to have an online platform which leaves behind the more than 70 schools that have no plans or preparation to accommodate them. The learning institutions in the city are having a major problem coping with the changes in the way that the students will go to school because they have to all readjust their learning principles and use the opportunity to improve their interactions in the world. The new data does integrate some additional information on the possibilities that even after the end of the virus it might be a challenge to go back to the traditional learning.
References
Bartkowiak Jr., D. (2020). Detroit Public Schools Shifting to Online Learning Starting Monday, Nov. 16. Click on Detroit. Retrieved from https://www.clickondetroit.com/news/local/2020/11/12/detroit-public-schools-shifting-to-online-learning-starting-monday-nov-16/
Catolico, E. (2020). Were Just not Prepared for this: First Weeks of Online Learning in Detroit Bring Unwanted Disruptions, Technical Glitches. Chalkbeat. Retrieved from https://detroit.chalkbeat.org/2020/9/16/21439617/online-learning-in-detroit-bring-unwanted-disruptions-technical-glitches
Griffin, S., R. (2020). Its Not Too Late to Make this Online School Year Better. Detroit Free Press. Retrieved from https://www.freep.com/story/opinion/contributors/2020/09/16/online-learning-covid/5797384002/
Appendix A: Research Questionnaire
1. Gender
(a) Male (b) Female
2. Age
(a) 12-30
3. Number of courses taken to date:
(a) Less than 12 units (b) 12 units or more
4. How many hours do you spend on your online course? Reading instructional materials hrs.
Interaction with instructor hrs.
Interaction with other students hrs.
Participation in online courses hrs. Course assignments hrs.
5. Time spent on course
(a) I feel that I spend adequate time on my courses.
(b) I feel I spend just the right amount of time on my courses.
(c) I feel I dont spend enough time on my courses.
(d) I feel I need to spend more time on my courses.
6. How comfortable are you with the use of computer to access your online courses?
(a) I am comfortable with the use of computer to access my online courses and materials.
(b) I am somehow comfortable with the use of computer to access my online courses and materials.
(c) I am not all that comfortable with the use of computer to access my online courses and materials.
(d) I am not at all comfortable with the use of computer to access my online courses and materials.
7. Course expectations
(a) I feel that the courses I took were well presented in terms of course content.
(b) I feel that the courses I took were somehow well presented in terms of course content.
(c) I feel that the courses I took were not properly presented in terms of course content.
(d) I feel that the courses I took were not well presented in terms of course content.
8. Online experience
(a) My experience with my online courses has been great
because
.
(b) My experience with my online courses has been somehow great because
.
(c) My experience with my online courses has not been all that great because
.
(d) My experience with my online courses has not been great because
.
9. Perception of online courses.
(a) Do you perceive that the online courses met your expectations?
Yes No
(b) Do you perceive that the online methods of course content delivery met your expectations?
Yes No
(c) Do you perceive that the online course discussions met your expectations?
Yes No
(d) Do you perceive that the online student-student interactions met your expectations?
Yes No
(e) Do you perceive that the online student-instructor interactions met your expectations?
Yes No
(f) Do you perceive that the online course student-content interactions met your expectations?
Yes No
(g) What changes would you suggest for course content delivery?
.
(h) What changes would you like to make regarding student-instructor interactions?
.
(i) What changes would you like to make regarding student-student interactions?
.
(j) What changes would you like to make regarding student-content interactions?
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