When I was young, in the 1950's. Nurses were respected, as were teachers and so on - we generally learned from and respected our elders. In the intervening period disrespect has grown, and chastisement has declined.
Respect and disrespect are still there - we have Lord of the Flies played out in our school yards daily. The strong and socially facile bully/beat and establish gang structures. When I was young = 95% white, and the weapons were fists. Now gangs are color coded and are better armed. Disrespect a person now = diss someone, and you either yield = be the toad = toady in the manner of toads.
Humans seem to need to be closely supervised to forestall this = Big $$ for watchers.
Our school was square with long halls with class rooms on each side, wide double run stairs, three floors. Every hall segment between stairs = 1 teacher. Every landing = teacher. Recess was boys and girls apart grades 1-8. Mixed above, but every yard area had 2 teachers.
Now these areas are ungoverned and the gang hierarchies rule the areas.

I think a computer guided system would help. My experience in lower grades, high school, college and grad school is that there is a consistent lack of showing students the concept of self-study, this is exemplified with the famous self studiers AKA autodidacts, like Newton as a prime example.
This skill is a very important one to develop early in children. Sort of give a person a fish a day - or teach him how to fish.
Online teaching at all levels up to and perhaps including grad school is well suited to complex programs that show a student a module of this or that.
This can be history or mechanics. After the module is presented, the student is queried on the facts of the lesson and then asked what he can deduce from the lesson.
Say the 300 against the Persians - why did the Persians fail? The student should then deduce that because the front of battle was only 30 people wide that it was a battle of 30 against 30, and better training, armor, skill and weapons that meant the Persian masses were useless - it was an attritive war of 30:30 until one side lost enough men that it became 30:29, 30:28....30:1 = war over.
Some students have greater intelligence and will analyze this aspect correctly. Those that do not are sent to the first fork..... and on to the full analysis.
In this case, the Greek better arms/skills may well have endured until the entire 300,000 Persians were killed, via re-supply from various Greek city-states - in this case, the Persians did an end run and were able to change the combat ratio to the point where the Greeks were overwhelmed.

Going to the general case:- The auto-didactic skill of the student needs to be developed one-on-one via the skillful design of the course material, with forks and subforks and re-entrant forks into the stream as each student masters an item and proceeds. At every point there should be a fork for every fail point - you can have as many forks as needed to imbue understanding. Modern computer systems are quite capable of this degree of complex interaction - but it requires a good amount of work with both masters in topics(many of them to variegate the forks) and up to now I have seen few produced. Large amounts of $$ and time have been spent on thousands of parallel minimalist approaches - it needs a central command/fund structure. /rant...