Implementation Of Virtual Learning Tools In Pre-school Learning Setting

Background – Implementation of Virtual Learning Tools in Pre-School Learning Setting

The dynamics of teaching have evolved dramatically in the last decade with the emergence of online, blende, and virtual learning mediums or integrated approaches. Online learning is defined as a category of distance learning which is characterized by the separation of the instructors and learners during a significant part of the teaching process. While the terms virtual and online learning tend to be used interchangeably, a clear distinction between the two mediums is that virtual learning also includes the use of software in addition to the internet for instructional purposes. Nonetheless, the separation of the instructor and student remains present in both cases. Even though, distance education technologies have gained prominence in the 21st century, examples of distance learning practices can be traced back to as early as the 1930s following the commencement of educational radio broadcasts and educational television programming, which was launched by the University of Iowa in 1933 (Clark and Barbour, 2015). 

According to a report presented by World Economic Forum (2020), the onset of COVID-19 pandemic impacted 1.2 billion children across the globe due to school closures. This prompted the adoption of a e-learning platforms across educational institutions through the inclusion of a variety of tools such as video conferencing platforms, online learning software and virtual tutoring services (World Economic Forum, 2020).  Even before the onset of the pandemic, virtual learning was experiencing a rise in adoption. Education technology or ‘edtech’ investments 2019 stood at a staggering US$18.66 billion with projections of reaching $350 billion by 2025 (World Economic Forum, 2020). 

Despite the convenience of online learning, the successful and wide-scale implementation of these technologies is characterized by challenges such as a lack of equitable access to internet and associated technologies between countries and different economic strata. While research indicates that online learning can boost retention rates when compared to learning in a traditional learning setting (Pezold, 2017), these statistics do not consider the variations in learners’ skills, abilities, and grades.

Much of the literature on the implementation and efficacy of virtual learning focuses on exploring learning settings such as high schools, colleges, and universities where students are mature and have familiarity with using online technologies. This highlights a critical gap in the research pertaining to the successful implementation of virtual learning tools in pre-school settings where children are aged between 3 and 5. 

Purpose and Aims of the Study

The purpose of this study is to highlight the strategies for ensuring the successful implementation of virtual learning technologies in pre-school settings.