Virtual school is something that ISB students, and many students across the world are very familiar with and usually receives either a very positive or very negative response. So, what place does virtual school have in the rest of our lives? Is it a fad that will rise and fall with extreme circumstances like Covid-19? Or is it an effective method of learning that can be sustainably incorporated into education?
Virtual learning is generally thought of as negative, a hindrance to learning and the general education process. This is definitely true to an extent, there are negative impacts to student’s social lives, and their ability to learn and process new information. Arguably the two most important aspects of school life. Further, mental health generally fell during the pandemic. Not only this, but widespread virtual learning has led to a negative impact on inequality across the world, as people struggled to find money for the internet connection needed to engage in virtual learning. The idea that virtual school is always negative appears to be well grounded, and that is because it is. However, not only negatives exist in relation to the existence of virtual learning.
The mental health decrease in youth during the pandemic can be thought, at least partly, to be as a result of exactly that. While virtual school likely had at least some effect on the decline in mental health, virtual school itself was occurring during a time of great stress for everyone across the world. Worries were shared globally about the wellbeing of oneself, their family and friends, and the state of the world. Furthermore new restrictions started on every aspect of new life, the effect of this change to the status quo on mental health can not be understated.
Virtual learning can also create a better environment for those who are in societally marginalised groups or neglected groups, such as those with disabilities. This is true of those with physical disabilities, with schools that either cannot afford to – or simply do not – accommodate their accessibility needs. Or, those whose brains function differently, who may be advantaged in a learning environment from being in their own comfortable space.
In the context of ISB, these issues are nowhere near as strongly faced – if at all. Because ISB has many facilities and staff to make education more accessible to everyone. However, virtual learning could still have benefits to ISB students if incorporated in small doses. The large-scale shift to google classroom not only benefits those students who are in school, but especially those who cannot attend school for any reason.
Virtual school at ISB also benefited students by moving the start time of school, an issue widely complained about, forward to 9:00 am. This was only realistic as those who lived downtown did not have to commute through dreaded Bangkok traffic, and gave much valued sleep to a historically tired group.
I personally am not sure how exactly the features of virtual school could or should be implemented in the future of ISB or the world, as it is a complex issue that I am not qualified to answer. In all likelihood the features adopted from virtual school will be minimal. However, I can be sure that the legacy of virtual school will exist far into the future.
Credits:
Created with images by rocketclips - "Young businesswoman using computer at desk indoors office building" • Esin Deniz - "Equality and diversity concept. Multi-colored wooden figurines on a blackboard." • vectorfusionart - "Upset couple not talking to each other after argument" • LIGHTFIELD STUDIOS - "top view of colorful handprint on white for World Autism Awareness Day"