Online Virtual Classroom Research Articles

The Use of Politeness Strategies in Online Teacher-Students’ Virtual Classroom Interaction

This research focused on analysing the politeness strategies in online teachers' and students' virtual classroom interaction at SMPN 16 Cirebon. Therefore, the main objective of this research was to explain the use of positive politeness strategies, negative politeness strategies, bald-on-record strategies, and off-record strategies and the relationship among the politeness strategies in teacher-students virtual classroom interaction in the online teaching-learning process at SMPN 16 Cirebon. The data were collected by using observation with recording and note-taking. The data was analyzed using thematic analysis, Braun and Clarke's theory. The finding showed that positive politeness, negative politeness, bald-on-record, and off-record strategies exist in virtual classroom interaction. The teachers used positive politeness to engage students' attention and build a comfortable situation in the online virtual classroom. At the same time, students used it to respect the teacher before conveying their questions or answering their opinions. The students and teachers use bald-on-record to communicate their feelings in an emergency. Students used off-record to avoid the teacher's questions, while the teacher used it to build the student's thoughts in the beginning activities. All the strategies correlate and impact creating an atmosphere or situation in online virtual classroom interaction.

Academic assessment of medical students in COVID-19 lockdown: Deciphering institutional readiness index

Introduction: The sudden closure of medical institutions all over the country due to the outbreak of the COVID-19 pandemic mandated the medical institutions to quickly adapt to the online virtual classroom and online assessment. This study was conducted to assess the readiness of online assessment among the medical students and faculty of the institute and to identify the predictors of online theory assessment. Materials and Methods: A descriptive cross-sectional questionnaire-based study was conducted among medical students and faculty of AIIMS Mangalagiri. A prevalidated and pretested questionnaire with 14 items were assigned through Google Forms to the students and faculty and were asked to provide a response on a 5-point Likert scale for each item ranging from “strongly disagree” to “strongly agree” separately. The nonparametric data collected from the total 112 respondents were analyzed for validity and reliability of the questionnaire, mean values to know the readiness (M = 3.4), and one-step multiple regression to know the predictors. Results: The response rate of the questionnaire was 74% (n = 112). The mean value for attitudinal readiness (AR) is calculated as 3.13 and the mean for material and technological readiness (MTR) is found to be 2.7. AR and MTR were found to be significant predictors of readiness for online assessment (P < 0.05). AR (beta coefficient 0.471) was found to be the most significant predictor than MTR (beta coefficient 0.255). Conclusion: The frequencies of responses are variable for different questionnaire items. The online theory assessment readiness score can be improved with formal training and unfolding to the online assessment.

Virtual Teaching: Arabic language Teachers' Perspectives on Online Virtual Classroom Effectiveness During and Beyond COVID-19

The aim was to investigate and assess the acceptance of virtual classes among Arabic language student teachers during and beyond covid-19. Quantitative research is carried out with the aim to assess the acceptance of virtual classes among Arabic language student teachers during and beyond covid-19. It uses a survey-based methodology to obtain data from the respondents. An online questionnaire was used to collect data via Facebook and WhatsApp groups. 450 questionnaire responses were received. They were 300 males (66.6%), and 150 females (33.4%). Results indicated that the student behavioral intention to use educational technology is positively affected by perceived usefulness, perceived ease of use. PU, PEOU yielded a coefficient of multiple regression (R) of 0. 450 and a multiple correlation square of 0. 435. This shows that 43.5% of the total variance in student behavioral intention to use educational technology is accounted for by the combination of PU, PEOU. Efforts to integrate educational technology into teacher education and Arabic language student teachers education programs are necessary.

Learning Outcomes of a Hybrid Online Virtual Classroom and In-Person Traditional Classroom during the COVID-19 Pandemic

This paper explores the effects of using a hybrid virtual/traditional classroom, a blended teaching and learning approach, on undergraduate learning outcomes during the initial stage of the COVID-19 pandemic. The study aimed to investigate the prominent problems that appeared in the process of online teaching and learning and to measure the impact of the COVID-19 pandemic on undergraduates’ learning outcomes in public universities in China. The field of specialization of the subjects of this study is under the rubric of social science and higher education. We designed and conducted a pilot survey to identify students’ perspectives on the key issues and experiences of the use of distance-learning through an online virtual classroom in the initial phase of the COVID-19 pandemic. In addition, we applied a binary logistic regression model to real data from two different economics course exams to measure the short-term impacts of using the two different learning environments on the undergraduates’ performance outcomes. The results indicate a statistically significant negative impact of using virtual classrooms on undergraduate learning outcomes. By contrast, in-person traditional classrooms had more desirable learning outcomes. Moreover, the hybrid approach proved to be more effective than the use of online virtual classrooms alone.

Virtual teaching: Teachers' perspectives on online virtual classroom effectiveness during and beyond Covid-19

The purpose was to investigate the Arabic language teachers' perspectives on online VC effectiveness during and beyond COVID-19. Participants were 340 teachers. This study employed cross-sectional descriptive method, with the main focus on Arabic Language teachers' perspectives on online VC effectiveness during and beyond COVID-19. Findings from descriptive analysis of the teachers’ responses on the importance of using virtual classrooms in distance education program shoed that the rank agree comes first, where teachers responded with agree in 17 items, 2 with strongly agree and only one item for disagree. Using one-way analysis of variance (ANOVA), findings showed that there were no statistically significant differences between the responses of the study sample towards the use of virtual classrooms by gender, while academic qualification and years of experience contributed significantly, where those with higher qualification, and who are experts had positive perspectives on online VCs effectiveness during and beyond COVID-19.&#x0D; KEYWORDS. Virtual Teaching, Online Virtual Classroom, Covid-19

Online Virtual Classroom Management using WebRTC Based Flipped Model

Online learning has had a tremendous impact on the field of education but has the effect of lowering the quality of academic integrity compared to face-to-face learning. The purpose of this study is to produce an online learning system that uses the flipped model in an online virtual classroom with the application of WebRTC technology, so that the constraints on the quality of academic integrity in these learning activities can be overcome. The research method used was an experiment with a One-Group Pretest-Posttest Design. The sampling technique used is cluster sampling. The results showed that the use of the flipped learning model in an online virtual classroom based on WebRTC was categorized as better in improving the quality of students' academic integrity when compared to the use of the Flipped learning model without WebRTC. This research can be used as a reference in managing online learning systems using the Flipped model based on WebRTC because previous research focused on the Flipped learning model in WebRTC-based online virtual classrooms that can improve the quality of student learning integrity.

Studying Learner’s Perception of Attaining Graduate Attributes in Capstone Project Units Using Online Flipped Classroom

This article describes an empirical study to evaluate how the flipped learning (FL) approach has impacted a learner’s perception in attaining the graduate attributes (GAs) of five capstone project units offered at Melbourne Institute of Technology in Australia, where the authors are affiliated. The subjects include one undergraduate and one postgraduate business unit, and one undergraduate and two postgraduate units in networking. Our study is distinguished from previous research in two novel aspects. First, the subject matter concerns capstone project units which are taken by students in the final year of their degree. In these units, students are expected to apply a variety of knowledge and skills that they have acquired thus far in carrying out an industry-based project of substantial complexity. The learning outcomes (LOs) require students to apply skills and knowledge that they have learned across completed units and connect them with real-world problems. Second, the FL approach has been applied wholly in an online virtual classroom setting due to the social distancing restrictions enforced by local authorities in response to the COVID-19 pandemic. Our hypothesis is that FL has positively influenced the perception of learners in their attaining the GAs. We tested this hypothesis by using data collected by an online survey administered to the student cohorts of the five chosen units at the end of Trimester 1 of 2021. The survey, which comprised 14 questions, assesses a student’s perception of achieving the LOs through developments in three dimensions, including cognitive, affective, and behavioural, acquired in a real-world client setting. Statistical analyses of the survey data reveal that the FL approach resulted in a positive perception by students of their attaining the GAs through achieving the LOs of the capstone project units, which in turn is supported by the responses to the three measured dimensions.

A narrative inquiry into spatial experience: Learners recollections from pre-COVID-19 classroom setting

Many theories, techniques and strategies are concerned with the development of an ideal educational setting that enables learners to demonstrate growth and improvement. Research to date mostly envisaged the classroom setting as an external aspect of the educational medium and discussed it in terms of social interaction, communicative requirements, physical structure and services. The learner’s spatial experience, however, needs to be explored from different perspectives such as spatial interaction and memory reconstruction. Moreover, the educational setting has undergone a critical change after COVID-19 pandemic lockdown. The significance of this study is that it explores the recollections of individual learners from the pre-COVID-19 classroom setting following their virtual setting (Adobe-Connect) experience. The study focuses on the learners’ personal (subjective) memories rather than the objective description of the medium and draws on the critical difference between educational “setting” and educational “space”. It raises questions as to the role of the classroom setting and spatial experience in learning and memory. The study also aims to examine the participants’ recollections of the pre-COVID-19 classroom experience about the setting elements and objects as well as explores to what extent the classroom setting turns into an experiential space before and after COVID-19 pandemic. Qualitative measures were used within the scope of narrative inquiry to collect data in order to validate and confer the findings. The participants were two senior BA students at a Department of English Language and Literature (ELL) in Turkey. Their spatial experiences were explored through the participants’ small narrative accounts about the pre-COVID-19 classroom and online virtual classroom. The results were discussed according to the spatial practice conceptualized within the theory of postromantic education, which argues that unless educational “setting” is transformed into educational “space”, there would be no ground for experience and learning. The study revealed that the participants were both narrators and focalizers when they were talking about conventional classroom settings and treating the objects as carriers of emotions and stories. The participants reported that classroom objects were still vivid in mind, restored in the memory, and reconstructed in the imagination, which showed that the participants under consideration had a spatial experience and the classroom was transformed from setting to space. As regards the Adobe Connect virtual classrooms, the participant narrators were rarely focalisers, and the small narratives changed into narrative fragments, which shows that online virtual classroom is questionable in terms of spatial experience. The study concludes that the participants’ small narratives are punctuated with the references to setting elements and objects in the form of emotive spatial experience and positive episodic memories. The indicators and verbal elements were loaded with psychological and experiential implications. The study presents the implications for applied linguistics and classroom research and makes suggestions for further studies.

Evaluation of the first year of Dental Health Partnerships: a web-based distance learning partnership between UK dental educators and students from low-resource countries.

To introduce and discuss the results of a newly-founded online, distance learning organisation, Dental Health Partnerships. The motivation behind the project is to bridge the gap between dental educators in the UK and dental students in low-resource communities. The results of the first partnership with Amoud Dental University, Somaliland, are presented. Sixteen tutorials were conducted between February 2016 and June 2016 for the final year dental students via an online virtual classroom (WizIQ). Sixteen students participated in the weekly tutorials, each of which lasted for approximately 90 minutes. The students were sent online questionnaires at two stages during the study to qualitatively evaluate their experience. Nine of the sixteen students responded to both questionnaires. One-hundred percent of the participants were 'very satisfied' or 'satisfied' with the programme at the end of the year. The attendance and participation rates for the weekly sessions were positive. The students had theoretical knowledge of the topics, however, the application of theoretical concepts to clinical scenarios was a challenge. The results of the first year of the partnership indicates the relevance of case-based tutorials to dental practice in Somaliland, equipping students with the clinical-based knowledge to be effective in the field after graduation.

Exploring Students’ Use of the Social Networking Site WhatsApp to foster connectedness in the online learning experience

In recent years, increasing attention has been paid to the use of social networking tools in higher education teaching and learning. Drawing on data from a larger study focusing on student engagement in the online virtual classroom, this paper is based on research conducted with three separate cohorts of students from the Masters in Special Educational Needs (MSEN) at St. Patrick’s College now the Institute of Education, Dublin City University (DCU). Emerging from the first two phases of the research was the use of the WhatsApp social media tool by students as an informal learning space and a means of building connectedness. We explored this finding in more detail in phase three by inviting respondents to comment specifically on their use of social media throughout the programme. It emerged that the use of WhatsApp was widespread, offering students an opportunity to forge a sense of connection and the basis for developing a learning community. This paper will present findings around the use of WhatsApp with reference to literature in three areas connected to the online learning experience: Online learning as a second class learning experience, fostering connectedness within online learning contexts and social media and learning.

Who’s Taking the Accounting Class? Leveraging Professional Skepticism While Teaching Accounting Online

The shortage of academically qualified accounting professors makes this a relevant time to increase the use of online tools for content delivery, assignment completion and assessment. Accounting students employed as teaching assistants (TA) can develop professional skills including skepticism, problem solving, analysis, organization and electronic documentation, while in academia. Certified Public Accountants (CPA) and educators are held accountable to high ethical standards through a code of conduct and academic integrity policies. This teaching case incorporates ethical decision making from an experience in an online virtual classroom where power differentials and analysis of student activity require research in a learning experience.

WHATSAPP MESSENGER DALAM TINJAUAN MANFAAT DAN ADAB

&lt;p&gt;Abstract&lt;/p&gt;&lt;p&gt;Th is study aims to determine students’ understanding regarding the bene? ts and Adab within the group using WhatsApp Messenger. Th is research uses descriptive quantitative approach. Th is research was conducted in Madina STIT Sragen with the subjects of the study were students of the 6th grade with total of 11 responden. Data taken with a questionnaire and analyzed using descriptive statistics. Th e results showed that 1) WhatsApp Messenger is an Instant Messaging application that its use by internetbased student Madina STIT increased from three (3) years. 2) WhatsApp Messenger makes it easy to organize various academic community-based online virtual classroom system and multimedia features without limitations of time and space. 3) WhatsApp Messenger adaptable to its social culture including adab-adab in communicating without reducing the quantity, quality and modernity of the way of communication.&lt;/p&gt;&lt;p&gt;Keywords: &lt;em&gt;WhatsApp, Benefits, Adab.&lt;/em&gt;&lt;/p&gt;

WWW.TELD.NET: Online Courseware Engine for Teaching by Examples and Learning by Doing

TELD stands for “Teaching by Examples and Learning by Doing.” It is an on-line courseware engine over the World Wide Web. There are four folds of meanings in TELD. First, TELD represents a teaching and learning method that unifies a number of contemporary methods such as Problem-Based Learning (PBL) in medical education, Project-Based Learning (PBL) in engineering education, and Case Method (CM) in business education. Second, TELD serves as a Web server for hosting teaching and learning materials especially based on the TELD method. A variety of on-line facilities are provided for editing and uploading course materials such as syllabus, schedule, curriculum, examples of case study, exercises of mini-project, formative and summative assessments, etc. Third, TELD is a courseware search engine where educators are able to register their course materials and search for materials suitable for a particular course. In contrast with general-purpose search engines, TELD is set up for the special purpose of education. Therefore, the time and efforts spent on surfing are expected to be reduced dramatically. Finally, TELD is an on-line virtual classroom for electronic delivery of electronic curriculum materials. In addition to providing the lecture notes, TELD not only provides discussion questions for conducting in-class discussions and homework as formative assessment but also provides facilities for students to plan and submit their group work. This article presents an overview of the TELD courseware engine together with its background and underlying philosophy.