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 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.

Dimensions of Student Satisfaction on Online Programs

2011 ◽  
pp. 640-645
Author(s):  
Petek Askar ◽  
Oktay Dönmez ◽  
Gonca Kizilkaya ◽  
Volkan Çevik ◽  
Kerem Gültekin
Keyword(s):  
Student Satisfaction ◽  
Online Courses ◽  
Immediate Feedback ◽  
Online Programs ◽  
Web Based ◽  
Course Content ◽  
Face To Face ◽  
Significant Difference ◽  
Complex Phenomena ◽  
E Mail

This research studies on the evaluation of online courses are usually conducted for investigating the differences between face-to-face and Web-based environments with respect to achievement. Most of the findings indicated “no significant difference” (Russell, 1999). However, only looking at achievement as a quality measure is reducing the complex phenomena into a single variable. Therefore, an analysis of the system with its components is needed. A study on students’ frustrations with a Web-based distance education course (Hara & Kling, 1999) showed that there were two foci of frustration among students in the course. The first focus was technological problems; students without access to technical support were especially frustrated. The second focus involved the course content and the instructor’s practices in managing communications with students. Students were frustrated because of a lack of immediate feedback from the instructor and ambiguous instructions on the Web and via e-mail.

scholarly journals The challenges of delivering addictions psychiatry teaching in the COVID era

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S139-S139
Author(s):  
Rebecca Hammersley ◽  
Amy Martin
Keyword(s):  
Clinical Teaching ◽  
Teaching Style ◽  
Virtual Classroom ◽  
List Type ◽  
Addiction Psychiatry ◽  
Virtual Classrooms ◽  
Teaching Fellows ◽  
Face To Face ◽  
Online Tutorials ◽  
Virtual Teaching

AimsDuring the pandemic, addiction psychiatry moved from face-to-face lectures (delivered by Addictions Psychiatrists) to bitesize pre-recorded lectures (delivered by clinical teaching fellows) alongside interactive tutorials (delivered by Addictions Psychiatrists). The Addictions Team developed an online tutorial (delivered via Blackboard Collaborate) containing a combination of information slides, case studies, interactive quizzes, and short videos. These were delivered ‘live’ to small groups of students in up to four simultaneous virtual classrooms on a 6-weekly rolling basis. We aimed to assess student and tutor feedback regarding the move to interactive online tutorials in addiction psychiatry.MethodTwo questionnaires sought feedback from students and tutors, focussing on the change from face-to-face to virtual teaching during a 20-week period.Result21 (of 161) students completed the questionnaire. •100% ‘strongly agreed’ or ‘agreed’ that the content of the tutorial was relevant to learning outcomes.•52% felt ‘somewhat comfortable’ unmuting their microphones to contribute verbally, contrasting to 24% feeling ‘not very’ or ‘extremely uncomfortable’. In practice, only 30% of students contributed verbally.•57% felt most comfortable contributing via the written ‘chat’ function (rather than audio or camera).•65% felt either ‘somewhat’ or ‘very comfortable’ turning their cameras on, but only 1 student turned their camera on across all tutorials.•48% felt the tutorial was more accessible virtually than face-to-face; 5% considered it less so.•When COVID restrictions are lifted, 14% would prefer the tutorial to remain virtual, 53% would rather it returned face-to-face, and 33% had no preference.7 (of 7) tutors completed the questionnaire. •100% felt that students having their camera on would make their experience of delivering teaching ‘much better’ or ‘better’.•71% of tutors felt that students contributed ‘slightly’ or ‘significantly’ less in the virtual classroom.•Only 29% of tutors found the experience of virtual teaching ‘very’ or ‘somewhat’ enjoyable, contrasting 43% finding it ‘somewhat’ or ‘very’ unenjoyable.•Several white space tutor comments suggested the lack of audio-visual engagement made teaching less rewarding, whilst also preventing them from adapting content, pace, and teaching style to suit the group's needs. Tutors felt that the ease of delivering teaching from any location was beneficial.ConclusionVirtual teaching has become embedded in medical education and will likely remain so post-pandemic. For it to be an effective and enjoyable experience, for both students and teachers, there needs to be adaptation of content, technology, etiquette and culture.

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.

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

Virtual classroom project

2017 ◽  
Author(s):  
Nicholas Gmeiner
Keyword(s):  
Virtual Reality ◽  
Students With Disabilities ◽  
Learning Experience ◽  
Virtual Classroom ◽  
Traditional Classroom ◽  
Video Capture ◽  
Interactive Learning Environment ◽  
Virtual Reality Technology ◽  
Virtual Classrooms ◽  
Classroom Project

This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learning environment.

Factors that affect student satisfaction with online courses

2018 ◽  
Vol 36 (2) ◽  
pp. 115-138
Author(s):  
ssang-cheol Lee ◽  
◽  
Jeong-a Kim ◽  
Keyword(s):  
Student Satisfaction ◽  
Online Courses

EXPRESS: Effects of Payment on User Engagement in Online Courses

2021 ◽  
pp. 002224372110163
Author(s):  
Ali Goli ◽  
Pradeep K. Chintagunta ◽  
S. Sriram
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Full Potential ◽  
User Engagement ◽  
Sunk Cost ◽  
Course Content ◽  
Sunk Cost Effect ◽  
To Receive ◽  
Cost Effect

Massive Open Online Courses (MOOCs) have the potential to democratize education by improving access. Although retention and completion rates for non-paying users have not been promising, these statistics are much brighter for users who pay to receive a certificate upon completing the course. We investigate whether paying for the certificate option can increase engagement with course content. In particular, we consider two such effects: (a) the certificate effect, which is the boost in motivation to stay engaged in order to receive the certificate; and (b) the sunk-cost effect, which arises solely because the user paid for the course. We use data from over 70 courses offered on the Coursera platform and study the engagement of individual participants at different milestones within each course. The panel nature of the data enables us to include controls for intrinsic differences between non-paying and paying users in terms of their desire to stay engaged. We find evidence that the certificate and sunk-cost effects increase user engagement by approximately 8%-9%, and 17%-20%, respectively. However, whereas the sunk-cost effect is transient and lasts only for a few weeks after payment, the certificate effect lasts until the participant reaches the grade required to be eligible to receive the certificate. We discuss the implications of our findings for how platforms and content creators may want to design course milestones and schedule the payment of course fees. Given that greater engagement tends to improve learning outcomes, our study serves as an important first step in understanding the role of prices and payment in enabling MOOCs to realize their full potential.

scholarly journals Beyond Virtual Classrooms: Exploring Feelings in the Social World

2021 ◽  
pp. 104837132098516
Author(s):  
Chiao-Wei Liu
Keyword(s):  
Racial Inequality ◽  
Well Being ◽  
Virtual Classroom ◽  
Supportive Relationships ◽  
Virtual Classrooms ◽  
Social Unrest ◽  
The Social ◽  
Personal Experiences ◽  
Embodied Experiences ◽  
Chronic Stressor

In this column, I continue to focus on creating supportive relationships in the virtual classroom amid the pandemic and growing social unrest. As many schools continue to shift between hybrid and remote learning, I ask, how do we address our own and students’ emotional well-being to promote active learning during the pandemic? How can we as teachers help students cope with this chronic stressor, be it the COVID-19 pandemic or the racial inequality? I share my own personal experiences and argue that affect/feelings/emotions are embodied thoughts imbricated with social values and often involved in the preservation of social expectations and power relations. I suggest that educators recognize affect/feelings/emotions as a critical part of students’ embodied experiences, encourage students to attend to their surrounding world and live their life with heightened consciousness and reflectiveness. I end this column with a few curriculum ideas for readers to consider.

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