Interactive Virtual Classroom Research Articles

Possibility of Using Jam board for Interactive Remote EFL Teaching and Learning: A Survey of Students’ Perception

COVID-19 has forced the world to encounter a new experience which has also brought an unforeseen revolution in the world education system. Traditional norms and practices of classroom teaching are being challenged continually. Chalkboards and whiteboards are now being replaced by multiple technological tools, teachers are delivering class lectures via various video teleconferencing software programs, and study materials are being published as pre-recorded video clips or uploaded on different sites. In such an era, Google Jam board can be utilized as a significant tool for transforming digital education into infotainment for the tertiary-level EFL learners of Bangladesh. The present study sought to investigate the possibility of using Google Jam board to create an interactive virtual classroom environment for tertiary-level EFL students. All the data for this study were collected using an electronic questionnaire survey from various departments of a private university in Bangladesh. The study found that EFL learners hold a positive attitude toward the use of Jam board for remote learning which can play a significant role in helping EFL learners to improve their English language skills. The study also recommends some of the best features of Jam board for EFL teachers. Keywords: COVID-19, ELT, technology in education, digital board, tertiary education

Possibility of Using Jam board for Interactive Remote EFL Teaching and Learning

Possibility of Using Jam board for Interactive Remote EFL Teaching and Learning

Possibility of Using Jam board for Interactive Remote EFL Teaching and Learning: A Survey of Students’ Perception

COVID-19 has forced the world to encounter a new experience which has also brought an unforeseen revolution in the world education system. Traditional norms and practices of classroom teaching are being challenged continually. Chalkboards and whiteboards are now being replaced by multiple technological tools, teachers are delivering class lectures via various video teleconferencing software programs, and study materials are being published as pre-recorded video clips or uploaded on different sites. In such an era, Google Jam board can be utilized as a significant tool for transforming digital education into infotainment for the tertiary-level EFL learners of Bangladesh. The present study sought to investigate the possibility of using Google Jam board to create an interactive virtual classroom environment for tertiary-level EFL students. All the data for this study were collected using an electronic questionnaire survey from various departments of a private university in Bangladesh. The study found that EFL learners hold a positive attitude toward the use of Jam board for remote learning which can play a significant role in helping EFL learners to improve their English language skills. The study also recommends some of the best features of Jam board for EFL teachers. Keywords: COVID-19, ELT, technology in education, digital board, tertiary education

Pengembangan Kelas Virtual Interaktif Satu Lembar (KVISL) pada Materi Indahnya Mengampuni

This study aims to develop a One Sheet Interactive Virtual Classroom (KVISL) dan to obtain data onthe feasibility, practicality and effectiveness of KVISL. This research and development is based onthe lack of learning media for Christian religious education and the low creativity of teachers inmaking interesting learning media to support learning. This research is a type of RnD research withADDIE approach. Data obtained from development activities will be analyzed using a quantitativedescriptive approach. Data in the form of numbers will be converted into qualitative data using aLikert scale. The results of the research show that KVISL has been successfully developed with thestages of analysis, design, development, and implementation and evaluation. KVISL is declaredeligible for use based on the assessment of material experts with a final score of 4.7 (Very Eligible);while the media expert final score is 4.12 (adequate). Likewise, the small group trial obtained a finalscore of 4.72 (Very Eligible). And small group trials on students got a final score of 4.81 (VeryEligible). Based on the analysis of students' pretest and posttest results, it shows that KVISL is veryeffective and practical to use in learning.

Virtual classroom proficiency-based progression for robotic surgery training (VROBOT): a randomised, prospective, cross-over, effectiveness study

Robotic surgery training has lacked evidence-based standardisation. We aimed to determine the effectiveness of adjunctive interactive virtual classroom training (VCT) in concordance with the self-directed Fundamentals of Robotic Surgery (FRS) curriculum. The virtual classroom is comprised of a studio with multiple audio–visual inputs to which participants can connect remotely via the BARCO weConnect platform. Eleven novice surgical trainees were randomly allocated to two training groups (A and B). In week 1, both groups completed a robotic skills induction. In week 2, Group A received training with the FRS curriculum and adjunctive VCT; Group B only received access to the FRS curriculum. In week 3, the groups received the alternate intervention. The primary outcome was measured using the validated robotic-objective structured assessment of technical skills (R-OSAT) at the end of week 2 (time-point 1) and 3 (time-point 2). All participants completed the training curriculum and were included in the final analyses. At time-point 1, Group A achieved a statistically significant greater mean proficiency score compared to Group B (44.80 vs 35.33 points, p = 0.006). At time-point 2, there was no significant difference in mean proficiency score in Group A from time-point 1. In contrast, Group B, who received further adjunctive VCT showed significant improvement in mean proficiency by 9.67 points from time-point 1 (95% CI 5.18–14.15, p = 0.003). VCT is an effective, accessible training adjunct to self-directed robotic skills training. With the steep learning curve in robotic surgery training, VCT offers interactive, expert-led learning and can increase training effectiveness and accessibility.

291 Virtual Classroom Proficiency-Based Progression for Robotic Surgery Training (VROBOT): A Prospective, Cross-Over, Effectiveness Study

Abstract Aim Robotic surgical training has historically lacked evidence-based standardisation. The Fundamentals of Robotic Surgery (FRS) curriculum addresses this by incorporating proficiency-based modules which certify trainees’ skills. However, the curriculum is self-directed and non-interactive. We aim to determine the effectiveness of interactive virtual classroom training (VCT) as an adjunct to the FRS curriculum for robotic skills training. Method 11 novice surgical trainees were randomly allocated to two groups. Both groups completed a one-week robotic skills induction. In week two, Group A received training with the FRS curriculum and adjunctive VCT; Group B only received access to the FRS curriculum. In week three, the groups received the alternate intervention. The primary outcome was measured using the validated robotic-objective structured assessment of technical skills (R-OSAT). Results 11 participants completed the training curriculum; all were included in analyses. Both groups demonstrated significantly improved proficiency upon completion of the training. At time point 1 (end of week two) Group A achieved a statistically significant greater mean proficiency score compared to Group B (44.80 vs 35.33 points, p=0.006). At time point 2 (end of week three), there was no significant difference in Group A's mean score from time point 1. In contrast, Group B showed significant improvement in mean proficiency by 9.67 points from time point 1 (95% CI 5.18–14.15, p=0.003). Conclusions VCT is an effective training adjunct to the FRS curriculum for the learning of basic robotic skills. With the steep learning curve in robotic surgery training, VCT offers interactive learning and can increase training effectiveness.

SP7.1 Virtual classroom proficiency-based progression for robotic surgery training (VROBOT): a prospective, cross-over, effectiveness study

Abstract Aims Robotic surgery is an evolving surgical technique, requiring specialist training. The standardised Fundamentals of Robotic Surgery (FRS) curriculum incorporates proficiency-based modules to certify the skills of novice trainees. However, the curriculum is self-directed and non-interactive. We aim to determine the effectiveness of interactive virtual classroom training (VCT) in concordance with the FRS for robotic skills training. Methods 11 novice surgical trainees were randomly allocated to two training groups. Both groups completed a one-week robotic skills induction. In week two, Group A received training with the FRS curriculum and adjunctive VCT; Group B only received access to the FRS curriculum. In week three, the groups received the alternate intervention. The primary outcome was measured using the validated R-OSAT score. This was collected post-intervention at time point 1(end of week two) and time point 2(end of week three). Results Participants attained higher mean proficiency scores with both the FRS curriculum and VCT, compared to the FRS curriculum alone. At timepoint 1, Group A achieved a greater mean proficiency score compared to Group B (44.80 vs 35.33, p=0.006). At timepoint 2, there was no significant difference in mean proficiency score in Group A from timepoint 1. In contrast, Group B, who received adjunctive VCT showed significant improvement in mean proficiency by 9.67points from timepoint 1 (95% CI 5.18–14.15, p=0.003). Conclusion VCT is an effective training adjunct to the FRS curriculum for learning basic robotic skills. With the steep learning curve in robotic surgery training, VCT offers interactive learning and can increase training effectiveness and accessibility.

1420 ViRtual prOficiency Based prOgression for Robotic Training (VROBOT): A Prospective Cohort Study Protocol

Abstract Introduction Robotic surgery is an evolving field that requires specialist training. Historically, robotic surgery training has lacked standardisation. Recently, training centres have introduced proficiency-based modules and curriculums to certify and progress the skills of novice robotic surgeons. However, training tends to be self-directed and non-interactive. Limited interactive teaching does exist but can be inaccessible and expensive. We aim to validate the effectiveness of the current Fundamentals of Robotic Surgery (FRS) training curriculum with the addition of interactive virtual classroom teaching. Method 16 novice surgical trainees will be assigned to two training groups. The interventions will be implemented following a one-week robotic skills induction. Both groups will receive access to the FRS curriculum for one week. The intervention group will additionally receive virtual classroom robotic skills training. The primary outcome will be the objective performance scores after training using a synthetic model based on task errors, time taken and contact pressure. In week 3, each group will receive the alternate intervention and objective performance scores will be measured to determine the trajectory of scores. Results Significant objective performance improvement following the intervention will be indicative of intervention quality. Conclusions This will be the first feasibility study evaluating the efficacy of interactive virtual robotic surgery training. It will determine the effect size of virtual classroom training on the development of basic robotic surgical skills in addition to the proficiency-based FRS curriculum. The findings will assist the development and implementation of further resource-efficient virtual robotic surgical skills training programs.

KESENJANGAN KUALITAS LAYANAN PENDIDIKAN DI INDONESIA PADA MASA DARURAT COVID-19: TELAAH DEMOGRAFI ATAS IMPLEMENTASI KEBIJAKAN BELAJAR DARI RUMAH

One of the effects of the COVID-19 pandemic on the education sector in Indonesia is the closure of schools. To ensure education services continue, the government issued a policy of learning home (Belajar dari Rumah/BDR) through online/distance learning. This paper aims to describe the implementation of the BDR for learning quality. To that aim, we have conducted telephone interviews with school principals and teachers from frontier, outermost and remote regions (3T) and non-3T regions. By looking at demographics perspective, implementation of BDR has six variations are a) learning by interactive virtual classroom b) learning assignment by social media c) learning in teacher's or student's home d) learning by using TV/radio e) learning by ‘mouth-to-mouth’ messages and f) learning stopped. The variations generate different quality of learning and will produce an increasing education inequality in Indonesia.

Adapting blackboard-collaborate ultra as an interactive online learning tool during the COVID-19 pandemic

Background:The 2019–2020 coronavirus pandemic has affected educational systems worldwide, leading to widespread closures of schools and universities and social distancing. Hence, the shift to an online tool was required.Aims and Objectives:The main problem postulated is the lack of student–teacher interaction that occurs with online learning.Methods:The Blackboard Collaborate Ultra platform was used to deliver lectures on clinical biochemistry and the reproductive module to our students. Our main goal was to achieve students' engagement and interaction.Results:There were 189 male students enrolled in the reproductive module. The attendance rate was 93%–95%. The download of the recording was 100%. The active participation rate was up to 87%. Hence, Blackboard Collaborate Ultra's virtual classrooms are very useful tools for online interactive lecturing.Conclusion:Based on this experience gained, we could conclude that interactive virtual classroom lecturing can be used in addition to or instead of traditional lectures during ordinary situations as a successful online learning community tool.

Student teachers’ engagement in Facebook-assisted peer assessment in an initial teacher education context: speaking 2.0

ABSTRACTAlthough peer assessment (PA) has been explored and implemented in higher education, little is known about how it is carried out through such a virtual platform as Facebook in an initial teacher education (ITE) context. To fill this practical void, this article showcases the brief portrait of Facebook-assisted PA in an English as a foreign language (EFL) classroom. This in-practice article shows how Facebook as an online platform serves as virtual engagement in PA among English student teachers in the EFL speaking classroom. This virtual engagement not only created an interactive virtual speaking classroom, but also it encouraged students to become critical reflective language learners.

Consumer Electronics Show 2016: Implications for Nursing Education.

Each year, the Consumer Electronics Association hosts the International Consumer Electronics Show (CES) in January, and each year, I am amazed at what is shown. Gary Shapiro, president and CEO of the association, noted that, although the show has been consumer products-centric, CES 2016 focused largely on products for the Internet of Things (IOT). As you may recall, the Emerging Technologies Center in 2015 focused primarily on the Connected Age in education and health care, which is heavily reliant on the IOT phenomenon. With this column, I will review some highlights of CES 2016 have implications for nursing education and health care. (For a quick overview of CES 2016 products, visit www.nbcnews.com/tech/gadgets/smart-belthigh-tech-clothes-go-casual-ces-n492851.) PRODUCTS THAT WILL IMPACT THE CLASSROOM Let's start with Leila Meyer's (2016) column, 10 Products from CES That Will Impact the which can be organized into three categories: hardware, software, and tools. For hardware, Meyer mentions the Samsung Galaxy TabPro S 2-in-1 tablet; the ASUS C202 Chromebook for Education, a durable computer is spill/ scratch resistant as well as shockproof and is thus ideal for campus labs; and the XYZ 3-D Printer, which connects with XYZ Maker, a 3D modeling app, and to ZYX Steam (http://us.xyzprinting.com/steam), an online curriculum exchange for educators. For educational tools, Meyer highlights four products. Rrst, the Kodak Super 8 camera allows digital functionality and the ability to record and play back movies. Next is the Panasonic Rug Speaker, which can be built into carpet for uses in libraries and informal learning spaces. The third is a digital pen, Hanvon Pentech, which works with touchscreen televisions. The last, and probably the most exciting, is the DAQRI Smart Flelmet, targeted for industrial engineers. The helmet contains an augmented, mixed-reality interface allows a person to use augmented reality when interacting with the physical environment. It has lots of implications if augmented reality is to be incorporated into nursing or medical education (Skiba, 2011). In the software category, Meyer highlights Klaxoon and the Lenovo AirClass Interactive Virtual Classroom. Klaxoom is a crossdevice learning platform allows faculty to create interactive learning activities, including games, for mobile devices. Visit https://klaxoon.com to learn more about this learning platform and how you can use it to create new ways to interact with students. The AirClass classroom allows for video conferencing to connect students and faculty and offers the ability to track student engagement through videos from individual webcams. The product contains emotion-analyzing software to assess your teaching effectiveness. (Visit https://www.airclass.com/ to learn more.) If you remember my column on the Florizon Report (Skiba, 2015), these technologies (e.g., 3-D printers, MakerSpaces, gamification, and learning analytics) were on the horizon. The emotion-analyzing software brings in a whole new dimension for learning analytics. EMOTION ONLINE Jeffrey Young (2016), in the Chronicle of Higher Education column, highlights what he considers a tech trend that might change education--the idea emotion and a stronger sense of physical presence can be transmitted online. He writes about a student project from Case Western to create a teddy bear gives a virtual hug. You may think this has nothing to do with education, but consider these two points. First, as Young (2016) noted, sharing hugs via bears ... fit into a trend of trying to convey a richer sense of presence and emotional connection over the Internet. It also corresponds to the AirClass Virtual Classroom, which classifies the emotion of students as they participate in an online lecture or discussion. Emotional data can help faculty gauge whether or not students are engaged and truly understanding of the knowledge being shared. …

Open Smart Classroom: Extensible and Scalable Learning System in Smart Space Using Web Service Technology

Real-time interactive virtual classroom with teleeducation experience is an important approach in distance learning. However, most current systems fail to meet new challenges in extensibility and scalability, which mainly lie with three issues. First, an open system architecture is required to better support the integration of increasing human-computer interfaces and personal mobile devices in the classroom. Second, the learning system should facilitate opening its interfaces, which will help easy deployment that copes with different circumstances and allows other learning systems to talk to each other. Third, problems emerge on binding existing systems of classrooms together in different places or even different countries such as tackling systems intercommunication and distant intercultural learning in different languages. To address these issues, we build a prototype application called Open Smart Classroom built on our software infrastructure based on the multiagent system architecture using Web Service technology in Smart Space. Besides the evaluation of the extensibility and scalability of the system, an experiment connecting two Open Smart Classrooms deployed in different countries is also undertaken, which demonstrates the influence of these new features on the educational effect. Interesting and optimistic results obtained show a significant research prospect for developing future distant learning systems.

TOWARD AN INTERACTIVE VIRTUAL CLASSROOM FOR POWER SYSTEM DISTANCE EDUCATION

The power system is the biggest man-made system in the world. But students' perception of power engineering is often an old technology, so that new ways to effectively enhance the students' motivations in this field are needed. This paper proposes an interactive virtual classroom by applying recently developed 3D CG technologies to the power system education, to build up the students' interest in this area. Some application examples are given to illustrate this virtual classroom. This system is suitable for the distance learning and training in the power system, and harbors the potential of arousing the students' interest in this area.

Live streaming video for medical education: a laboratory model.

At the University of Kentucky (UK), we applied streaming video technology to develop a webcast model that will allow institutions to broadcast live and prerecorded surgeries, conferences, and courses in real time over networks (the Internet or an intranet). We successfully broadcast a prerecorded laparoscopic paraesophageal hernia repair to domestic and international clients by using desktop computers equipped with off-the-shelf, streaming-enabled software and standard hardware and operating systems. A web-based user interface made accessing the educational material as simple as a mouse click and allowed clients to participate in the broadcast event via an embedded e-mail/chat module. Three client computers (two connected to the Internet and a third connected to the UK intranet) requested and displayed the surgical film by means of seven common network connection configurations. Significantly, no difference in image resolution was detected with the use of a connection speed faster than 128 kilobytes per second (kbps). At this connection speed, an average bandwidth of 32.7 kbps was used, and although a 15-second delay was experienced from the time of data request to data display, the surgical film streamed continuously from beginning to end at a mean rate of 14.4 frames per second (fps). The clients easily identified all anatomic structures in full color motion, clearly followed all steps of the surgical procedure, and successfully asked questions and made comments by using the e-mail/chat module while viewing the surgery. With minimal financial investment, we have created an interactive virtual classroom with the potential to attract a global audience. Our webcast model represents a simple and practical method for institutions to supplement undergraduate and graduate surgical education and offer continuing medical education credits in a way that is convenient for clients (surgeons, students, residents, others). In the future, physicians may access streaming webcast material wirelessly with hand-held computers, so that they will be freed from computer stations.

BROADBAND NETWORKS FOR DISTANCE EDUCATION AND TRAINING: SOME RESULTS AND PRACTICAL SOLUTIONS FROM A HUMAN FACTORS INVESTIGATION

Distance education and training is one of the most promising application fields of broadband networks. The present contribution is focused on one of the main opportunities provided by broadband communication networks for distance education: advanced and interactive virtual classroom situations. In particular a virtual classroom field experiment, which employs broadband cellular radio telecommunication technologies is described. The investigation was realised, in cooperation, by Fondazione Ugo Bordoni (FUB) and RAI (Italian Public TV), using the tools made available by the human factors discipline. Some results of the investigation are presented concerning learners' performance and usability of the multimedia tele-education system including factors such as: ease of use usefulness; telepresence efficiency; users' satisfaction. Furthermore, operational results and practical solution coming out of the experiment are shown as well. They include the basic features of multimedia systems used in virtual classroom and the correct procedures for training teachers and learners in the equipment use.

A real-time interactive virtual classroom multimedia distance learning system

In this paper, we present the design and development of a real-time interactive virtual classroom multimedia distance learning system at the University of Washington. There has been rapid progress in digital media compression research, and the delivery of media data on the public Internet is becoming widespread. A real-time interactive virtual classroom allows a remote participant to not only receive a live class feed, but also to interact in a live class by asking questions with audio, video in real-time using an Internet connection. Many instructors use electronically prepared slides during their class. The traditional video coding algorithms are not able to compress this slide data very well at low bit-rates. We propose a Web-based real-time presentation system for the electronic slides. Instructors also write text on a white board or a piece of paper during the class. At low bit-rates, conventional video encoding algorithms cannot encode this handwritten text video with enough fidelity, resulting in an illegible decoded video. We propose an extension of the well known bilevel image encoding algorithms to handle the handwritten text video. Our method results in decoded video frames which can be read very clearly when encoded at low bit-rates. We have developed a set of tools which allows recording the live classroom session and automatic creation of a synchronized multimedia integration language (SMIL) presentation, which can be used for a later viewing.