Position Paper: Virtual Learning in Higher Education

Sami Rose
Towson University
ECED 610: Learning Environments: Curriculum Technology
Dr. Sara Hooks
January 21, 2022
 Now more than ever, virtual learning is important for all students and instructors as we

head for the unchartered territory of a post-pandemic world. Lucky for us, we are also at a

technological pinnacle that can help us make learning from afar more effective than it has ever

been in the past. This paper will focus on virtual learning for higher education and what

implementations are necessary to improve learning online for adult learners.

One area that can improve online courses is by increasing the overall student experience.

Research has shown student satisfaction can be evaluated by an instrument called e-learning

educational atmosphere measure (EEAM). EEAM comprises program effectiveness, teaching

quality, ethics and professionalism, learner support, and safety and convenience (Mousavi,

Mohammadi, Mojtahedzadeh, Shirazi, & Rashidi, 2020).

Program effectiveness is measured by what students learned in the course that will

prepare them for their future careers (Mousavi et al., 2020). Learners want to feel ready for their

next steps after their program ends, so they want to learn practical skills and the opportunity to

learn academic skills. Students favor practical learning styles but for a conceptual understanding,

theoretical knowledge is taught best when it is applied to a related field (Pandey, & Solanki,

2021). Learners prefer appealing resources with clear and simple instructions in a course

structure that supports accessibility (Raturi, 2019). Other infrastructural factors are mode of

delivery, assessment, and overall quality of education (Pandey, & Solanki, 2021).

Evaluating the instructor’s skills in teaching virtually falls under teaching quality. Learners

want to collaborate with others using technology so discussion forums, synchronous sessions,

and other technology tools are a must (Mousavi et al., 2020). “Learning is a cognitive process for
achieving knowledge, and technology is the medium of the learning process, which means that

technology is used like other tools on the Internet” (Ningsih, Effendi, & Syah, 2019, p. 210).

Another factor that influences teaching quality for students is just-in-time, specific

feedback because they want to know if they are doing well or if they have opportunities to adjust

what they are doing to increase their learning and performance in the class (Mousavi et al., 2020).

Other aspects are properly timing assignments so students can do quality work and are not

overwhelmed or bored. Completing assignments within the LMS is another feature that students

want.

According to Raturi (2010), learner interface interaction is a must to enhance the learning

environments for asynchronous classes. And this aligns with EEAM’s safety and convenience

measure. Students need a user-friendly LMS that reduces the transactional distance by

eliminating the feeling of loneliness and increasing the ease of asking questions (Mousavi et al.,

2020). In a virtual classroom, the learning environment should be a living environment where

learners acquire knowledge on studying, playing, working independently and in a group, and

living in a community (Lengyel, 2020). Virtual learning environments should be a safe place for

students to gain cultural capital that allows them to be themselves and become more educated

citizens (Aylmer, 2020). It is important that the learning environment is not a place where

students can refrain from participating and impeding their own cultural capital progress.

Ethics and professionalism are other considerations of the EEAM process (Mousavi et al.,

2020). It is essential that instructors observe cultural and social issues and address them either in

the course or in another way where appropriate. Current events show that we are living in a time

with heightened political fissures, racial injustice, income inequality, pandemic, and climate
change to name a few. These things can deter students from learning if they are overwhelmed,

unseen or unheard, or unrepresented if the content they are learning about doesn’t account for

their perspectives. Other factors important for instructors to set the example are intellectual

property and copyright laws. All of the ethics and professionalism are addressed it can increase

students’ motivations to learn.

Student satisfaction also requires learner support for all students. Learner support

comprises academic counseling, accountability of technical and educational standards, access to a

digital library, and considering students’ concerns on how services are provided to them (Mousavi

et al., 2020). Technology is not always user-friendly or sometimes it just breaks so students

should have a troubleshooting resource. Faculty and staff should also design courses with ease of

use and troubleshooting in mind (Pandey, & Solanki, 2021).

Incorporating games into virtual learning environments can be fun and successful if done

correctly. “Educational games are effective if they have a primary purpose of acquiring knowledge

and entertainment is a secondary purpose” (Lengyel, 2020, p. 113). The same is true for virtual

reality (VR) experiences, learning is hindered if it was formed for amusement instead of education

and learning (Steele, Burleigh, Bailey, & Kroposki, 2020). Games used for instruction and VR can

be both amusing and educational but it needs to be part of the core design or architecture of the

product. Another key component is both instructors and learners must accept games as tools for

education. If this does not occur the learning goals will not be reached.

For a more personalized virtual learning experience, institutions should look into an LMS

that has dashboard predictive tool capabilities (De Jesús, & Sevillano, 2019). Predictive tools have

been proven through research that they positively impact functional learning and experiences.
Using this technology, instructors can easily ascertain if certain topics need clarification or if

redesign needs to occur before the next iteration of the course. Learners can quickly identify

which parts of the course in the area they have opportunities to improve.

“The next wave of opportunity” (De Jesus Liriano & Sevillano, p.33) is what researchers

call the evolution of new or redesigned technical capabilities that have the potential to change

society in some manner through the use of robotics, machine learning, and artificial intelligence. I

cannot wait for this next wave so I can contribute to the institution by incorporating new

technology into lessons for the faculty I support. In order to do so successfully, I will confirm they

were designed with education in mind, that they are user-friendly and give learners the ability to

work together, and use what they learn to prepare them for their future careers.

References

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