An Easy-To-Solve Problem of Virtual Learning

The projected $325 billion market of e-learning got a fast-track when the pandemic closed classrooms, and it was far from perfect.

The COVID-19 pandemic shut the doors of classrooms, leaving schools and colleges with only one option: virtual learning.

Virtual learning, or distance learning, is projected to pass $370 billion by 2026 as an industry. While vaccines and reopening efforts offer a pathway back to traditional teaching, an estimated 33% of post-secondary schools are expected to keep remote/online learning options available indefinitely. Although, many drawbacks of e-learning remain unaddressed: lack of motivation, “zoombombing” and glitchy lecture sharing.

Nearly half of surveyed students reported “staying motivated” was the biggest hurdle of online learning. A lot of respondents looked to “zoombombings” as the most interesting/engaging times in their virtual classrooms.

“Zoombombing” is the act of an unwanted guest stealing, or being given, the credentials to join a Zoom meeting, then disrupting the Zoom call. Oftentimes, the “zoombomber” would have control indefinitely unless the instructor knows enough about Zoom’s controls. Teachers are doing their best to adapt to a digital classroom, but cannot always be expected to tackle these types of nuances.

The FBI has even issued a warning to teleconferences and virtual classrooms about “zoombombing”. While platforms like Zoom, and its users, continue to adapt and overcome these types of setbacks, there are still problems in non-live learning spaces like recorded lectures.

“Most of the class was just pre-recorded videos,” said Trevor Tokita, a student at Los Angeles Valley College who made the shift to online learning during the pandemic. “And then half the time, the videos wouldn’t even work or the link would be broken.”
Institutions like Valley College use third-parties to create portals for their students. More often than not, these portals/services are designed utility-first, functionality-second. For this reason, sharing materials like video lectures can be a serious headache for instructors and students alike.

Some teachers will naturally turn to sites like Vimeo or YouTube to host their learning materials, which creates new hurdles: incessant ads, unmoderated comment sections, faulty links and unrestricted access. Another approach has been cloud storage like Google Drive, which only serves to add another step of permissions and access that further slows down learning.

Thanks to services like MediaZilla, however, video delivery can be one less area for online-learning communities to worry about. Lectures, video projects and the likes can be shared securely through MediaZilla with customizable invitations, ad-free forever access by recipients and a straight-forward viewing experience that cuts out any distractions. This is why organizations like Harvard Business School use MediaZilla for their video-delivery needs.

With easily-distracted students, rogue “zoombombers” and an ever-changing digital landscape, virtual learning has a lot of work to do to meet its potential, and an important first step is proper delivery of video assets.

Check out an example of education-meets-MediaZilla here!

Frequently Asked Questions

Q1. What are the main challenges with virtual learning that remain unaddressed?

Virtual learning faces several hurdles: nearly half of students struggle with motivation, "zoombombing" (unwanted guests disrupting live sessions), and glitchy lecture delivery. Pre-recorded lectures often have broken links, faulty access, or don't play properly. These technical and engagement issues are particularly challenging because teachers are doing their best to adapt but can't always master every platform nuance.

Q2. What problems arise from using general platforms like Vimeo or YouTube for educational videos?

These platforms create new challenges: incessant advertisements distract from learning, unmoderated comment sections can be inappropriate for students, links frequently break or expire, and access is unrestricted (no control over who views or shares content). Teachers seeking alternatives often turn to cloud storage, which adds extra steps for permissions and access, further slowing down the learning process.

Q3. Why is "zoombombing" such a significant problem in virtual classrooms?

Zoombombing occurs when unwanted guests gain meeting credentials and disrupt sessions. Instructors must know specific platform controls to stop it, but teachers aren't always equipped with this technical knowledge. The FBI has even issued warnings about this issue, and ironically, some students report these disruptions as the most "engaging" moments in online classes—highlighting the broader motivation and engagement crisis.

Q4. How can organizations estimate the e-learning market growth?

The e-learning industry is projected to grow from $325 billion to $370 billion by 2026. Additionally, an estimated 33% of post-secondary schools plan to keep remote/online learning options indefinitely, even as in-person education resumes. This projection shows that virtual learning is becoming a permanent part of education.

Q5. How can proper video delivery solve these online learning problems?

Secure video delivery platforms can share lectures with customizable invitations, ad-free viewing, and distraction-free interfaces. Unlike general-purpose platforms, these specialized services ensure reliable access, prevent unauthorized viewing, and maintain professional presentation. This removes a significant pain point, allowing educators to focus on content and engagement rather than technical troubleshooting.