Virtual Learning - How Far Can It Take Us?

The events that have taken place over the past year have forced many to shift their work and schooling to a primarily virtual sphere. Although the transition has posed a major challenge, many educators and ministry officials have been quick to adapt and do the best that they can. Aside from the commonly used communication and networking tools that have been employed, such as Zoom, Google Classroom, to engage in conversation, and lead lessons, many other organizations have developed platforms to enhance the learning experience or attempt to make up for what has been lost going virtual. 

Those of interest (in a local context) include the  Art Gallery of Ontario, Ontario Science Centre, and Woodland Cultural Centre (to name a few). Such places, that would normally give students an experiential, and immersive learning experience, have now taken to offering virtual tours and exhibitions. Although these provide students with a source of new knowledge and expose them to new ideas, how drastically do they really differ from virtual learning in any other context - say a YouTube video, film, or read-aloud? Outside of a situation in which in-person learning is not at all an option, are these forms of "field trips" sufficient? What do they provide students with, and what do they lack? Lengths of time spent in front of  a screen can often cause students to feel disoriented and more likely to lose focus. In today's learning climate, might "field trips" that prioritizes outside play, and consistent reflection on one's thoughts, feelings, and learning experience be more effective than more screen time? 

I feel as a supplement to learning, these tools are helpful, but to use them as a replacement to outdoor, in-person, experiential learning and reflection is to do a disservice to students that are already screen fatigued and yearning to move about. 

Isabella(OTECA)@NU