There has been much talk from both educationalists and technologists about the
potential of the “virtual classroom’ for transforming the learning experience.
David Davies finds out how close this concept is to becoming reality.

“Video is becoming the ubiquitous solution of choice as there has been a rapid
growth in video solutions interoperability, cloud delivery services, and the
advances in the personal computer and mobile device market,’ says Tim Stone,
Vice-President Marketing EMEA, Polycom.

As trend terminology goes, “virtual classroom’ inclines towards the nebulous.
Now being applied to an ever-greater array of technologies – from audio-only
two-way communications to full-scale video-conferencing and telepresence
environments – it is a term that has rapidly gained currency, but not without
running the risk that it might soon lose its value.

Before exploring whether or not the virtual classroom is a reality, then, it is
arguable that a working definition is not just useful but essential. Fortunately,
Adre Joubert from systems integrator from FROG Audio Visual, a Doringkloof-
based systems integrator specialising in video-conferencing, has an extremely
concise one at the ready.

She notes: “A virtual classroom is an online environment that allows remote
students to communicate, view presentations, interact with learning resources,
and work in groups as if they are in the classroom.’ One might only extend this
to include the possibility of staff and institutions as a whole to collaborate
remotely on course programmes and long-term research.

Connectivity challenges

The principle benefits of such set-ups should really speak for themselves. For
students located in remote areas, they herald the opportunity to cover individual
topics or even complete subjects that might otherwise be impossible from local
resources alone. And for students everywhere, there is the chance to share
information and ideas between much larger pools of pupils, paving the way for a
richer educational environment.

Of course, any individual country’s ability to implement the virtual classroom is
ultimately determined by the extent to which its online connectivity has
developed. In South Africa, it is clear that high-speed broadband access is still
some way off maturity; in context, the government’s recently unveiled South
Africa Connect plan – which calls for 90% of South Africans to have access to
broadband with a minimum speed of 5Mbps by 2020, with 50% of the population
also having access to 100Mbps by the same point – must surely be welcomed.
For educational users, this boost to connectivity will form part of a broader
emphasis on (to quote the National Development Plan) “improving the quality of
education, skills development and innovation.’ Speaking during a recent
conference overseen by networking technology giant Cisco at the University of
Pretoria, telecoms minister Dr Siyabonga Cwele highlighted the push towards an
e-literate society and urged: “..both Cisco and our universities to continue on
this path of collaboration and innovation in delivering skills and learning
solutions to our youth.’

Seeking solutions

Cisco’s commitment to that ideal is in no doubt among other initiatives; it has
plans to introduce a further 200 networking academies into government schools
and FET (Further Education and Training) colleges over the next two years,
adding to the 64 already operational across South Africa.

Simultaneously, plenty of other technology developers and integrators are
moving in the direction of virtual classroom solutions. For example, a pilot project
involving Microsoft South Africa, the Department of Science and Technology (DST)
and various research and university bodies is bringing tablet devices, laptops
and PCs to the classrooms of five schools and the University of Limpopo to give
students and teachers a chance to benefit from new practices.

Polycom, meanwhile, is one of many individual manufacturers who are continuing
to innovate in this segment. “We provide interactive virtual classroom solutions
that equip educational institutions and corporate training departments for
bringing remote students and experts together irrespective of their location,’
confirms Stone.

“As an extension to the virtual classroom capability, the latest Polycom
breakthrough, Polycom Video Content Management (VCM) SmartStart, helps to
capture, manage, stream, and share video content which can then be delivered
simultaneously to several thousand students regardless of the types of devices
they are using. Our video content management solution also helps the staff of
the educational institutions to collaborate in real-time for processes such as
student administration, course development and curriculum delivery.’
Indeed, it is clear that Stone envisages video assuming ever-greater importance
to virtual classroom delivery: “We expect a major growth in the uptake of virtual
classroom technology, which will soon become a norm across the world.’

Giving guidance

With the variety of solutions increasing every month, it stands to reason that all
stakeholders – manufacturers, distributors, resellers, and integrators – need to
work together very closely to ensure that educational establishments invest in
the most appropriate solutions for their teachers and pupils. Hearteningly,
plenty of them appear to be doing just that; Polycom, for example, has an
extended network of trained experts who can advise institutions on the best
solutions, while its Partner Program furnishes distributors with a wealth of
information about its products, the market, key trends and best practices.

Joubert also confirms the importance of a collaborative approach. “Our suppliers
are experts in their field, and they extend this to us as their reseller, and our
clients, and assist with initial system design, set-up and training of their
products.’

FROG AV’s recent virtual classroom projects include the installation of a full HD
infrastructure, large projector displays, an interactive whiteboard and integrated
video conferencing – among other components – at Tshwane University of
Technology’s New Architect Auditorium in Pretoria. Joubert indicates that the
pace of change will continue to accelerate: “I think converged audio, video, data
and computer-based learning – whether free-standing or based on either local
networks or the internet – will be readily available for students to collaborate,
interact and share. Also, we might see more utilisation of personal devices and
free software applications.’

In South Africa’s case in particular, it is clear that patchy access to high-speed
broadband will remain a thorn in the side of education technology visionaries for
some time to come. But when that connectivity is in place, the technology will be
ready and raring to go. The virtual classroom is no myth – it is already reality.