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 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.

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 Malaysian Learners’ Preferences-Based Profile Model Towards Adaptive Massive Open Online Courses

2020 ◽  
Vol 55 (1) ◽  
Author(s):  
Mohammed A. Gharawi ◽  
Azman Bidin ◽  
Koo Ah Choo
Keyword(s):  
Online Education ◽  
Learning Style ◽  
Quantitative Research ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Quantitative Research Methods ◽  
Non Profit ◽  
Massive Open Online Course

Massive open online courses’ technology is becoming the most recent innovations in online education and academia. Recently, it has been widely adopted in educational sectors and gained popularity among both students and instructors. Massive open online courses have rapidly become a trend in the field of higher education and received much recognition from scholars and non-profit educational organizations. Therefore, there has been a growing interest in investigating its limitations, challenges, and impact on education. Some issues and problems have been reported in the research and practice, such as problems related to massive open online course learners’ motivation and engagement during the courses, and course contents’ presentations have a significant impact on learner’s motivation. However, there have been few contributions to the literature in discerning the varying motivational drivers for choosing to consume the different presentation styles of massive open online courses. Therefore, the main goal of this work is to propose an innovative framework for adaptive massive open online course based on learners’ preferences. As such, the courses’ presentations are adapted to the preferred learning style of each learner. In this regard, this paper was conducted based on quantitative research methods.

Critical Online Learning Implementation and Determinants in Rural Areas in Malaysia

2021 ◽  
pp. 222-237
Author(s):  
Jacquline Tham ◽  
S. M. Ferdous Azam ◽  
Ahmad Rasmi Albattat
Keyword(s):  
Online Learning ◽  
Rural Areas ◽  
Online Courses ◽  
Rapid Development ◽  
Rural Students ◽  
Public And Private ◽  
Non Profit ◽  
Postgraduate Students ◽  
Use Of Technology ◽  
Technological Advances

The rapid development of technological advances has brought many alterations and development to many profit-driven as well as non-profit-oriented organizations. Higher learning institutions have also benefited from technological advancements in this setting. Although the use of technology and the widespread use of online learning are no longer uncommon in the technology world, the introduction by students, undergraduate and postgraduate students of online learning courses, however, is still not as familiar as expected. This study focuses on the adoption and implementation of Malaysian higher education online courses to reach out to rural students and thus provides a systematic conceptual framework that emphasises the effect of different aspects. Students are enrolled in online courses at public and private universities in Malaysia, as they have been removed from the path of formal education. Using a self-directed survey, the data will be collected. Ultimately, the outcomes of this study can provide valuable insights into organisational methods and strengthen the leadership of a university administration that can contribute to improving student involvement and efficient programme usage.

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.

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