7. The Virtual Classroom: Special Considerations for Online Courses

2019 ◽  
pp. 68-78
Keyword(s):  
Online Courses ◽  
Virtual Classroom

scholarly journals Student Satisfaction in the Virtual Classroom

2005 ◽  
Author(s):  
James Johnston ◽  
Jeff Killion ◽  
Jody Oomen
Keyword(s):  
Literature Review ◽  
Student Satisfaction ◽  
Online Instruction ◽  
Online Courses ◽  
Virtual Classroom ◽  
Design And Implementation

This article is a literature review that identifies contributors to student satisfaction with online instruction. Key among these contributors is flexibility within the course and contact with the instructor. Suggestions and steps are offered for the design and implementation of online courses.

Measuring Success in a Synchronous Virtual Classroom

2011 ◽  
pp. 249-266 ◽  
Author(s):  
Florence Martin ◽  
Michele A. Parker ◽  
Abdou Ndoye
Keyword(s):  
Experimental Design ◽  
Online Courses ◽  
Virtual Classroom ◽  
Qualitative Inquiry ◽  
Internal Factors ◽  
Non Profit

This chapter will benefit those who teach individuals using the synchronous virtual classroom (SVC). The SVC model will help instructors design online courses that incorporate the factors that students need to be successful. This model will also help virtual classroom instructors and managers develop a systematic way of identifying and addressing the external and internal factors that might impact the success of their instruction. The strategies for empirically researching the SVC, which range from qualitative inquiry to experimental design, are discussed along with practical examples. This information will benefit instructors, researchers, non-profit and profit organizations, and academia.

scholarly journals Examining interactivity in synchronous virtual classrooms

2012 ◽  
Vol 13 (3) ◽  
pp. 228 ◽  
Author(s):  
Florence Martin ◽  
Michele A Parker ◽  
Deborah F Deale
Keyword(s):  
Student Satisfaction ◽  
Online Courses ◽  
Teaching Style ◽  
Southeastern United States ◽  
Virtual Classroom ◽  
Immediate Feedback ◽  
Virtual Classrooms ◽  
Technology Program ◽  
Visual Presence ◽  
To Receive

<p>Interaction is crucial to student satisfaction in online courses. Adding synchronous components (virtual classroom technologies) to online courses can facilitate interaction. In this study, interaction within a synchronous virtual classroom was investigated by surveying 21 graduate students in an instructional technology program in the southeastern United States. The students were asked about learner-learner, learner-instructor, learner-content, and learner-interface interactions. During an interview, the instructor was asked about strategies to promote these different forms of interaction. In addition, the academic, social, and technical aspects of interactions were examined in three course archives using Schullo’s (2005) schema. Participants reported that the Wimba interface was easy to use and that various features, such as text chat and the webcam, facilitated interaction among the students and with the instructor in the virtual classroom. The importance of students’ ability to receive immediate feedback and their experience as presenters was highlighted across the various kinds of interaction. The instructor’s teaching style and visual presence were instrumental in engaging students with the content. The results suggest that student interaction, and hence learning, was aided by the live communication that occurred through the virtual classroom. This study has implications for those who are considering adopting virtual classroom technologies for their online or blended teaching.</p>

scholarly journals THE ILLINOIS ONLINE NETWORK IS MAKING THE VIRTUAL CLASSROOM A REALITY: STUDY OF AN EXEMPLARY FACULTY DEVELOPMENT PROGRAM

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Virgil E. Varvel ◽  
Michael Lindeman ◽  
Iris K. Stovall
Keyword(s):  
Faculty Development ◽  
Large Scale ◽  
Online Courses ◽  
Development Program ◽  
Virtual Classroom ◽  
Faculty Development Program ◽  
Teaching Online ◽  
Faculty Teaching ◽  
Online Format ◽  
The University

The Illinois Online Network (ION) is a faculty development partnership between all forty-eight community colleges in the state of Illinois and the University of Illinois. The goals of the ION program are to help faculty to develop and deliver courses in a completely online format, and also to produce online courses that incorporate best practices for engaging students in discussion and critical thinking. ION accomplishes its goals with a variety of programs, such as the Making the Virtual Classroom a Reality series of online faculty development courses. Evaluation surveys indicate that ION activities have had an impact on the satisfaction and confidence of faculty teaching online courses. This paper examines the programs and resources that ION provides, the effectiveness of the program as a whole, and the lessons ION has learned about providing a large-scale faculty development program.

scholarly journals Computer-Mediated Communication: A vehicle for learning

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Linda D. Grooms
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Time Frame ◽  
Virtual Classroom ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Effective Delivery ◽  
The University

<p>The axiom of humanity’s basic need to communicate provides the impetus to explore the nature and quality of computer-mediated communication as a vehicle for learning in higher education. This exploratory study examined the experiential communication perceptions of online doctoral students during the infancy of their program. Eighty-five students were electronically queried through a 32 item open-ended questionnaire within a 13 day time frame. Preliminary findings supported the experience of Seagren and Watwood (1996) at the Lincoln Campus of the University of Nebraska, that “more information widens learning opportunities, but without interaction, learning is not enhanced” (p. 514). The overarching implications stress that faculty development and instructional planning are essential for the effective delivery of online courses, and even more so when collaborative learning is used. Facilitating group communication and interaction are areas beckoning attention as we continue to effectively organize the online classroom of this new millennium.</p> <p><B>Key Words:</B> Computer-mediated communication, online instructional pedagogy, virtual classroom, online learning, higher education, interaction, immediacy</P>

scholarly journals Online language teaching: The pedagogical challenges

2011 ◽  
pp. 428-447 ◽  
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Online Courses ◽  
Language Teaching ◽  
Virtual Classroom ◽  
Language Teachers ◽  
Online Learning Community ◽  
University Of Technology ◽  
Bachelor Of Arts ◽  
The Way

Reflecting on the experience of teaching two fully online papers in Chinese at the Bachelor of Arts (Chinese) program at Auckland University of Technology (AUT) (delivered for a total of ten times since 2008), the object of this paper is to examine the problems along the way, and to address issues which arise. The problems are all pedagogical by nature, instead of being technical concerns upon which a large proportion of online language teaching research has been focused. The issues at stake are two very important assumptions: that there exists a Virtual Classroom, and that one can move the class to the cyberspace and build an Online Learning Community in online language teaching. Discussions are centred on the changing learner profile and the changed learner behaviours in online learning, and their far-reaching impacts on the way we traditionally teach. This author argues that both assumptions are mere myths, and urges a re-think of the online pedagogical approaches which still treat online courses as “classes” and insist on building the online learning community to re-invent traditional classroom-learning in cyberspace. An urgent call is then made for a radical pedagogical shift in online language teaching from teacher-centred approaches towards a personalised, small-group orientated, multi-dimensional model of teaching. In this spirits, a proposal on online language teaching design is formulated with specific and practical suggestions for online language teachers.

scholarly journals Virtual Classroom: A Future of Education Post-COVID-19

2020 ◽  
Vol 8 (4) ◽  
pp. 101-104
Author(s):  
Swapnil Alhat
Keyword(s):  
Online Courses ◽  
Virtual Classroom ◽  
Large Section ◽  
Virtual Classrooms ◽  
Human Contact ◽  
Research Scholar ◽  
Online Business ◽  
Future Of Education ◽  
The University ◽  
Foreign Universities

Unexpectedly, COVID-19 has impacted and affected our world, and our world surely be the changing world when the dust of corona settles down. As we have learned to live within four walls without a cringe moreover online business would be a preferred way of shopping for a large section of the population to avoid human contact and stay protected from the lethal virus. The like virtual classrooms would be a new normal for our educational institutes. Some of the foreign universities like St. Andrews recently awarded a Ph.D. degree to the research scholar who defended his dissertation through video conferencing. Therefore that day is not far away from where classes would be run at the convenience of the students. Online courses are gradually catching the speed; there would come a time when the whole degree would be awarded to students without attending the university or college. Like this, in this paper, the researcher has endeavored the possibility of Virtual Classroompost-COVID-19 world.

scholarly journals Prospects for modernization of the electronic educational environment “Cross-Platform Project” format in the context of blended and distant learning

2021 ◽  
Vol 18 (2) ◽  
pp. 172-179
Author(s):  
Andrey A. Kuznetsov
Keyword(s):  
Online Courses ◽  
Virtual Classroom ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Modern World ◽  
Distant Learning ◽  
Educational Environments ◽  
Teachers And Students ◽  
Cross Platform

Problem and goal. The relevance of this study is emphasized by the increasing need and importance of distance education in the modern world in connection with the pandemic, as well as the increased demand of teachers and students of different levels for the tools of the virtual classroom. The purpose of this work is to introduce teachers to the tools of the Internet, to present a classification of these tools, resources and existing electronic educational environments for working in distance learning. Methodology. The use of the Langteach-online cross-platform learning environment during the COVID-19 pandemic, and the experience of working with LMS Moodle and LMS Canvas related to the construction of online courses are analyzed. A comparative analysis of online services and the use of QR technology for educational purposes for the modernization of the developed format of the electronic educational environment is carried out. Results. The experience of modernizing the format under study to expand the range of disciplines and forms of education in the field of which it can be applied at the levels of secondary and higher education in the Russian Federation is presented. The working conditions of the environment, its functionality and requirements for the teacher as the organizer of the educational environment of this format are described. Conclusion. The presented format expands the effective tools of the teacher, integrates mobile technologies into the educational process, forms multifunctional online libraries of various-format educational materials.

scholarly journals GAMIFICATION IN MATH EDUCATION FOR GRADES 5-7

2019 ◽  
Vol 34 (2) ◽  
pp. 497-501
Author(s):  
Magdalena Tsoneva ◽  
Todor Yankov
Keyword(s):  
Online Courses ◽  
Math Education ◽  
Virtual Classroom ◽  
Superior Performance ◽  
Smart Devices ◽  
Traditional Learning ◽  
Interactive Interface ◽  
Teachers And Students ◽  
And Mathematics ◽  
The Internet Of Things

The Digital Age has only just begun to change how we play, learn and work. In the 21st century technology knows no bounds smart devices such as tablets and phones are entering our everyday lives and are available at affordable prices, have great functionality and offer superior performance. We live in the Internet of Things era where digitization is the integration of digital technologies into everyday life.During this era of fast paced progression the education system must also adapt, develop and evolve itself in order to facilitate the new technological advancements and with it so must the limits of traditional learning be pushed to new heights. Digitalization is one such tool which will help us to transform the old paper educational system into a digital paperless one.Digital education involves the following main advantages: Online courses: Developed by experts in their fields and providing students with lessons which are accessible in real-time; Online exams: Making the examination process convenient for both teachers and students; Interactive content: Students are granted access to an interactive interface which lets them review multimedia content such as videos, presentation and hyperlinks; Animation: The visualization of content, presents the concept in a simplified way with the help of animation; Communication: Students and Teachers are connected in virtual classroom /chat, blog, platform/ designed to provide immediate feedback.Digital education requires a new classroom model to make learning difficult subject matter more exciting and interactive. “Gamification” in education increases motivation through engagement and offers many possible benefits including the following: students taking ownership over their creations; a more relaxed atmosphere which in turn facilitates a more fun and focused environment; the progress is visible through indicators; students often feel more comfortable in a gaming environment.In the following article we are going to present the integration of the core principles of gaming using different development platforms (Scratch / Game Maker / VBA in PowerPoint) and share the results which we achieved when we used this method to train our students grades 5 through 7 in a "gamified" classroom for the most popular international computer science and mathematics competition BEAVER.

Performance Assessment

2003 ◽  
pp. 210-224
Author(s):  
Apiwan D. Born ◽  
Carol M. Jessup
Keyword(s):  
Performance Assessment ◽  
Classroom Environment ◽  
Assessment Tool ◽  
Online Courses ◽  
Virtual Classroom ◽  
Assessment Tools ◽  
Future Research ◽  
Online Instructors ◽  
Traditional Assessment ◽  
Emerging Trends

This chapter examines a performance assessment tool (i.e., rubric) that is increasingly being utilized in online courses. The concept of performance assessment in the virtual classroom environment is discussed, including the proposition that using traditional assessment tools alone is not sufficient. Issues related to rubrics are identified, and guidelines are presented for online instructors and course developers. Emerging trends and future research opportunities are also provided.

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