杜菲和坎宁安（1996）断言，虚拟学校通过使用技术创造真实的环境，使学习者在解决复杂的问题，促进学习。利用真实情境促进学生批判性思维的深度学习。在线教学，如模拟促进批判性思维，因为它涉及到积极和熟练的分析，综合和信息应用到特定的情况。 一个情境的学习方法有效应用的一个例子是由佛罗里达虚拟学校的科学课程的说明。学校的课程设计通常围绕着解决问题的技巧和现实世界的应用而展开。例如，在几何课中，学生不仅讲授理论建筑和建筑概念。在线教师要求学生完成一个项目，使用真实世界的建筑原则。在共享图纸和楼层图的数字拷贝后，学生们被要求画出家庭的正面视图。另一项作业要求学生通过研究当地建筑来研究斜坡、上升、坡度和运行的概念
美国佛罗里达论文代写:虚拟解决复杂
Duffy and Cunningham (1996) assert that virtual schools facilitate learning by using technology in creating real-life contexts that engage learners in solving complex problems. Using real-world situations promotes deep learning by developing critical thinking in the student. Online instruction such as simulation promotes critical thinking as it involves active and skillful analysis, synthesis, and the application of information to particular situations.An example of a contextualized learning approach applied effectively is illustrated by Florida Virtual School's science curriculum. The school's curriculum is designed generally to revolve around the use of problem solving skills and real-world applications. For instance, in a Geometry class, students are not only taught theoretical building and architectural concepts. The online teacher required students to finish a project using real-world architectural principles. After sharing digital copies of blueprints and floor plans, students were instructed to draw the front view of home. Another assignment required students to research the concepts of slope, rise, pitch, and run by examining local buildings
