Abstract
This article was migrated. The article was marked as recommended. The COVID-19 pandemic has resulted in unprecedented transformations in medical education, with a shift from face-to-face learning activities to digital education. Virtual classroom technologies have played a pivotal role in supporting synchronous teaching activities; however, it can be extremely challenging for many educators to use virtual classrooms tools effectively. This article presents twelve tips based on best practices in educational design, learning theories, current research in online learning, and the authors' personal experiences of designing online activities within medical education. The twelve tips aim to help medical educators use virtual classroom solutions more effectively to promote learner engagement and learning.
Highlights
The rapid advancements with computer and internet technologies over the past decade have expanded the educational possibilities offered by virtual communication tools to mediate teaching and learning activities
The COVID-19 pandemic has resulted in unprecedented transformations in medical education, with a shift from face-to-face learning activities to digital education
Virtual classrooms are a tool for mediating synchronous learning, whereby learners engage with material and instructors in real-time, not necessarily in the same place
Summary
The rapid advancements with computer and internet technologies over the past decade have expanded the educational possibilities offered by virtual communication tools to mediate teaching and learning activities. To increase interaction in virtual classrooms, it is recommended that educators should: provide both informal and structured time for peer interaction; actively involve learners during the sessions, for example collaborating on a response to a clinical problem or peer review each other’s work; and invite questions from learners unable to attend and respond to these questions during the live session (Lowenthal, Dunlap and Snelson, 2017). Rapid and iterative evaluation is especially useful when designing a series of virtual classroom sessions, whereby data can inform decisions and strategies throughout the programme (e.g. topic material to revisit, specific case studies to discuss, or facilitation techniques to modify). If chat and Q&A is used, emphasise that learners’ contribution is more important than spelling or typing accuracy
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