Virtual schools: Fad or wave of the future?
Virtual schools in Missouri are finishing their first year and getting ready for their summer sessions and a second year of what many feel may be the wave of the future.
According to today’s story, Missouri’s virtual school gears up for summer classes, second year, about 1,800 students have completed courses in online classrooms through Missouri’s Virtual Instruction Program, or MoVIP, during the 2007-08 inaugural year. And the numbers are expected to go up for the second year as interest continues to increase in virtual education, said Curt Fuchs, director of Missouri’s virtual school.
Only about 4 percent of students in kindergarten through 12th grade nationwide take classes online, that number is expected to grow to about 15 percent by 2011, according to a 2006 survey titled “America’s Digital Schools.”
The story points out that proponents of Missouri’s virtual school and others like it say it gives students the flexibility and opportunity to study subjects not offered at school.
Through the program, 42 school districts in the state offered such advanced courses for the first time.
But some experts say there is not enough accountability and oversight in many virtual school programs. And no definitive research exists on the quality of online programs vs. a traditional classroom.
There are many sources of online education for college-level courses and degrees, but could you imagine getting your primary education online — never stepping foot in a public or private schools?
Will the future bring more virtual schools, perhaps replacing the “brick & mortar” schools we are so familiar with?


“Virtual Schools” are useful where quite possibly the location is remote and travel difficult. A growing number of rural areas have had population loss to the point where the “schools” have few students. In such a case, “virtual schools” make sense.
Another arena where this is being used is with persons who, for whatever reason, need to complete their classroom work apart from the regular classroom setting.
However, the crux of the whole “Virtual School” discussion, beyond who controls/sets the curriculum, is how are the evaluations being made? Some subjects may not require anymore oversight than making certain the “answers” correspond to a “key” (ie. in mathematics and certain of the sciences). Other subjects require more verbal input (ie writing, argumentation, etc.). Spell check and grammar check tell you nothing of the quality of the writing.
As to the “social” argument, my only real concern here is that with the rise of autism and other social affective deficiencies, will we slowly become a nation of isolates afraid and distrustful of others?