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Virtual schools and programs offer courses that do not use face-to-face interactions with the teacher as the primary mode of instruction. Instead, the teacher and student interact with each other through the Internet. These interactions between can be synchronous through tools including webcams, microphones, and online meeting rooms. However, they may also be asynchronous with the use of tools such as e-mail, instant messaging, discussion boards, and feedback given on assignments. Regardless of the delivery model, educational technology must be integrated into all aspects of virtual instruction. A virtual school is able to grant credit for courses and award degrees. Conversely, a virtual program provides instruction but has course credit and diploma granted by the school the student is enrolled in full-time. Virtual schools are important partly because of their increasingly widespread use. Several states require students take online course to graduate from high school, and most colleges offer courses at least partially online. This entry begins with an overview of the development of virtual schools from mail-based correspondence courses. Next, the types of virtual schools are discussed, including K–12 and higher education institutions as well as the continuum from fully online to blended schools. Finally, the variety of content and technology options integrated in various schools is examined.

Development Overview

Virtual learning is a type of distance learning where the Internet is used to transmit lessons. The first distance learning in the United States used the postal service for submitting coursework, typically referred to as a correspondence course. This type of course has been in place since the early 1900s. In this model, students would typically review material in a textbook and complete some type of written assignment without aid from an instructor. That assignment would then be mailed to the teacher who would grade it, provide feedback, and mail it back to the student. This was a slow process because one had to wait for the postal service to deliver the assignment two ways. In the meantime, the student could either work ahead without having received feedback, or wait and slow down coursework even further. As radio, television, and VHS tapes were introduced, these new technologies were used to deliver content from teachers. Students would then submit assignments by mail much as they had previously. Fax machines did offer an opportunity to rapidly submit work and receive feedback from instructors but could be cost prohibitive depending on the long-distance phone charges and number of pages required. Because of the delays, the correspondence course method was used primarily as a last resort for those with geographical barriers preventing them from physically attending classes at an institution.

As computers and e-mail became more mainstream in the early 1990s, correspondence courses began to take advantage of the new technology. The pedagogical layout remained similar, but now the time to transmit assignments and receive feedback was drastically reduced. E-mail also offered a free and rapid way for the student and teacher to communicate. This meant that students could now more easily ask questions of their instructors before submitting assignments. Because K–12 instruction typically relies on more interaction between student and teacher, this e-mail format was used primarily in higher education.

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