The given analysis will primarily focus on the virtual classroom training challenges, which is a more specific area in comparison to a broader subject of difficulties of online education. It is important to note that training in a classroom is not comprised of mere information delivery and exchange but rather utilizes a wide range of communication channels, such as verbal and non-verbal cues, in order to facilitate the learning process. Therefore, the main challenges of virtual classroom training include computer illiteracy, limitations of virtual interaction, technological reliance, and the lack of authority figure to control the classroom’s behavior.
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One of the most evident and clear issues of training in virtual classrooms is manifested in the fact that the entire process revolves around utilizing computers and similar alternatives. In order to be able to properly use them, one needs to have some degree of computer literacy since the lack of the latter will make an educator or student be unable to participate in the session and even cause disruption. One’s computer literacy can be measured by a wide range of metrics, such as the Computer Programming Self-Efficacy Scale (CPSES), which categorizes individuals with outstanding computer programming skills as the most literate (Tsai et al., 2019). In other words, the challenge can be found in the fact that both educators and students can be illiterate, which will significantly decrease the overall quality of training delivery.
Another major pitfall of training in a virtual classroom is centered around the notion that communication through digital devices is inferior or somewhat limited compared to face-to-face interactions. It is stated that online format’s advantages can come as disadvantages in certain contexts, such as training (Keis et al., 2017). Demonstrations and illustrations can be easily done in presentations, but the lack of face-to-face interactions limits the informational flow channels. In other words, only verbal communication can take place in a virtual classroom setting, whereas non-verbal communication is restricted by various factors, such as poor quality of a camera, muted microphones, or the focus on the user interface on presentations.
In addition to computer literacy, technological reliance is a major challenge in regards to virtual classroom training. It is important to note that such an approach is highly dependent on technology and its functionality because any form of disruption can result from faulty devices. Online classroom training is built on assumptions that every participant of the activity, such as educators and students, have access to reliable and relatively high-speed internet as well as to a computer with a functional camera and speakers. Therefore, one can see how the absence of one of these ingredients can result in a disrupted class.
Figure of Authority
One of the major roles of an educator or instructor is rooted in the fact that he or she does not only deliver some form of information but also controls the learners’ behavior in order to ensure order within the classroom. However, in a virtual classroom setting, there are evident limitations on how effectively educators can exhibit their authority over their students, which is of paramount importance to manage and control in-classroom behaviors (Paudel, 2021).
In conclusion, one should be aware that there are a number of challenges in regard to virtual classroom training. They include computer illiteracy, limitations of virtual interaction, technological reliance, and the lack of authority figure to control the classroom’s behavior.
Keis, O., Grab, C., Schneider, A., & Öchsner, W. (2017). Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format. BMC Medical Education, 17(1), 1-8. Web.
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Paudel, P. (2021). Online education: Benefits, challenges and strategies during and after COVID-19 in higher education. International Journal on Studies in Education, 3(2), 70-85. Web.
Tsai, M.-J., Wang, C.-Y., & Hsu, P.-F. (2019). Developing the computer programming self-efficacy scale for computer literacy education. Journal of Educational Computing Research, 56(8), 1345–1360. Web.