Synchronous Virtual Classroom Research Articles

Examining the Distance Education Students’ Social Presence Level in Relation Demographic Variables at Synchronous Virtual Classroom

Çalışmada uzaktan eğitimde eş-zamanlı sanal sınıf ortamında öğrenim görmekte olan bireylerin sosyal bulunuşluk düzeyleri cinsiyet, yaş, öğrenim görülen program, çalışılan meslek grubu, çalışma süresi ve uzaktan eğitim tercih sebepleri değişkenleri ile incelenmiştir. Çalışmanın örneklemini Atatürk Üniversitesi Uzaktan Eğitim ve Araştırma Merkezi’nde öğrenim görmekte olan 310 öğrenci oluşturmaktadır. Veri toplama aracı olarak öğrencilerin sosyal bulunuşluk düzeyini ölçmek için sosyal bulunuşluk ölçeği ve öğrencilerin demografik verilerini tespit etmek için form kullanılmıştır. Veri toplama aracı eş-zamanlı sanal sınıf oturumlarından hemen sonra öğrencilerin doldurması için İnternet üzerinden sunulmuştur. Verilerin analizinde betimsel ve kestirimsel istatistiki yöntemler kullanılmıştır. Elde edilen sonuçlar incelendiği zaman uzaktan eğitim öğrencilerinin eş-zamanlı sanal sınıf ortamındaki sosyal bulunuşluk düzeylerinin ortalamanın üstünde olduğu tespit edilmiştir. Aynı zamanda cinsiyet değişkenin sosyal bulunuşluk üzerinde istatistiksel olarak anlamlı bir etkisi olmazken yaş, öğrenim görülen program, çalışılan meslek grubu ve ne kadar süredir (kaç yıl) çalışıldığı gibi değişkenler açısından sosyal bulunuşluk düzeyinin farklılık gösterdiği tespit edilmiştir.

Synchronous Virtual Tools to Develop and Evaluate Cooperative Learning in an Online Learning Community

The study presented in this paper is part of a broader research aimed to analyse possibilities of synchronous tools, such as synchronous virtual classroom, which promote strategic cooperative among students in higher education. Therefore, the study searches the utility of this tool, used in e-learning methodology, within a blended learning context. The main objective then is to present a cooperative learning proposal useful to enhance the teaching/learning process, assessment included. Virtual synchronous classrooms are new resources that promote a collaborative learning through videoconference, shared desktop and files, synchronous white board, presentations, etc. which allow a cooperative learning context.

Synchronous virtual tools to develop and evaluate cooperative learning in an online learning community

The study presented in this paper is part of a broader research aimed to analyse possibilities of synchronous tools, such as synchronous virtual classroom, which promote strategic cooperative among students in higher education. Therefore, the study searches the utility of this tool, used in e-learning methodology, within a blended learning context. The main objective then is to present a cooperative learning proposal useful to enhance the teaching/learning process, assessment included. Virtual synchronous classrooms are new resources that promote a collaborative learning through videoconference, shared desktop and files, synchronous white board, presentations, etc. which allow a cooperative learning context.

Blended Learning for Learner Empowerment: Voices from the Middle East

Blended learning (BL) is still in its infancy in the United Arab Emirates, but is gaining growing attention and acceptance. The particular university under investigation offers its nationally accredited graduate programs with a BL format that makes use of synchronous virtual classrooms, asynchronous self-study, and face-to-face sessions. The current qualitative research study investigates students' perceptions about their experience with the BL model within their relatively conservative cultural context. In addition, the project aimed at gauging their suggestions for course design considerations that would meet their needs as adult learners and enhance their learning experience. Twenty-one graduate students participated in the study, with findings indicating an overall positive perception about the BL experience with a strong positive impact on female empowerment. The most salient themes for successful instructional strategies indicated the importance of student-centered practices, particularly collaborative projects and student-led activities.

An exploratory study of translanguaging practices in an online beginner-level foreign language classroom

Abstract Translanguaging, the movement between communicative modes and features of different languages, is becoming an established research tradition in content-focused second language learning contexts. Pedagogic translanguaging practices nevertheless remain under-applied and under-researched in foreign language instructional settings, whether face-to-face or online. Synchronous virtual foreign language classrooms represent particularly rich spaces in which to begin to explore such practices, due to their multimodal affordances on the one hand and their technical constraints on the other. This study examines the pedagogic translanguaging practices that occur in a corpus of beginner-level Spanish online group tutorial data. A macro-level analysis of the interactional patterns that occur within this context reveals that both teacher participants follow closely the pedagogic prescriptions provided by the course designers with regard to the activities they employ. The finding that these activities offer limited opportunities for students to move between communicative modes and languages may be attributed in part to the emphasis on spoken interaction in this particular setting. A complementary micro-level analysis nevertheless reveals a more autonomous and intuitive approach to the teachers’ choice of language when mediating such activities. Instances of student code-switching are relatively few, however. The study concludes with a call to course designers and practitioners to experiment with integrating a wide range of pedagogic translanguaging opportunities into online foreign language classroom activities, with a view to enhancing teaching, learning and communication in such environments.

Increasing teacher candidates' ways of interaction and levels of learning through action research in a blended course

Within the scope of this research, efforts were exerted to increase teacher candidates' interaction ways through action research in a blended teaching profession course in higher education level. Teacher candidates participated in various blended learning activities during a semester-long course, and the problems related to learners' participation in blended learning activities and their interactions during learning process were solved via action decisions. Blended learning activities were developed according to Felder-Silverman Learning Style Model and the lessons learned from previous two pilot studies. In order to conduct the activities; face-to-face and synchronous virtual classroom sessions were combined with asynchronous from discussions and blog. At the beginning of the course, teacher candidates chosed activity sets according to learning style model and throughout a semester-long course, they participated in the activities. Throughout the action research process, the ways of interactions between students, students and instructor, and students and the content were examined as well as the levels of learning accomplished by students during the learning process. This study has revealed indicators pointing to an increase both in students’ interactions and levels of learning during the blended learning process.

Learning through personal connections: cogenerative dialogues in synchronous virtual spaces

ABSTRACTThis study describes the role of cogenerative dialogues in a synchronous virtual classroom. Cogenerative dialogues are a way for students and instructors to reflect upon in-class events and work collaboratively during the course to optimize teaching and learning. In the present study, cogen has been found to be a tool for enhancing connections among graduate students in the class leading to a reported increase of motivation and engagement. Cogenerative dialogues were essential in shifting responsibilities so that students took a more active role in their own learning while supporting each other.

Evaluation of teaching design in synchronous virtual classrooms

This work describes a research study developed to assess teaching designs and methodologies used in a course of the University Lecturer Training Plan at the University of Extremadura (Spain) called Virtual Learning and the environments in Synchronous Virtual Classrooms (SVCs). Training was given in three editions in different university campuses. The participants, 40 lecturers at UEx, belonged to different subject areas, and so the variety of responses from such a heterogeneous group was broad. Data collection is carried out using the focus group technique, with which SVCs were evaluated for use in both teaching and research. The main findings pointed to the need to reduce both connection time and the number of tools used, the importance of the use of free software, and a positive assessment of the possibilities and advantages of SVCs for teaching and for data collection in qualitative research.

Question-Answer Activities in Synchronous Virtual Classrooms in Terms of Interest and Usefulness

Instructors generally convey their face to face habits to synchronous virtual classrooms, but these face to face strategies do not work in these environments. In this sense, the purpose of this study was to investigate the effects of question type and answer format used in synchronous class implementations on perceived interest and usefulness. To do this, questions were asked in different ways and answers were requested in different formats in synchronous virtual sessions. The participants consisted of 28 postgraduate students registered in an online criminal justice program at a university located in the North-East part of Turkey. Data was collected in the context of a Research Methods in Security Sciences course during 2012–2013 fall semester. Results showed effects of question type on learner interest, while answer format has an effect on usefulness of online activities. In conclusion, to increase interest in synchronous virtual classrooms by asking questions, instead of closed-ended questions, open-ended questions which everybody can answer should be preferred.

A MODEL TO ASSESS ONLINE LEARNING: ANALYSIS AND PROPOSAL

An assessment system for e-learning methods is analyzed in this study. The system proposed used videoconference to assess students. The model tested has been used in three different countries. Teachers, students and external evaluators were involved in the process. Using a qualitative methodology, interviews, focus groups and questionnaires were used. The results confirm that a viable, efficient and innovative educational model have been developed for higher distance education. Also, videoconference and Synchronous Virtual Classrooms have proved to be efficient tools to evaluate the e-assessment method in virtual learning spaces.

Assessment of the Use of Synchronous Virtual Classrooms in Higher Education

The presented paper describes the characteristics of a study conducted on Synchronous Virtual Classrooms (SVCs), virtual spaces which harbour such resources as videoconferences, shared desk-tops, etc. The main objective of the research was to assess teaching and methodological, communication and technological aspects of SVCs in e-learning processes. Empirical methodology of quantitative and descriptive nature was used; a questionnaire was designed to assess these issues with a sample of 116 university students from six different fields of study at the University of Extremadura. As a conclusion, we report that SVCs with a constructive methodology enhance students’ creativity, favour virtual collaborative work, promote critical and independent thought, and create alternative channels to stimulate students’ active participation by means of flexible and attractive interfaces.

Training for Employment through Virtual Training Models: Description of a Research Project

In this paper we present the design of the research project “Virtual platforms and synchronous virtual classrooms: development of an integrated training model for innovation and educational excellence” which aims to answer the need for promotion of innovation and the use of ICT in education and employment. Our research proposals are to design, implement and evaluate a program for educational excellence, based on the integrated use of virtual platforms and synchronous virtual classrooms in Higher Education, but also other educational contexts in lifelong learning, primarily for employment training. The methodological approach that we have followed uses both quantitative and qualitative methods, since the rigour, systematization and validity of quantitative methods are complemented by the depth in analyzing data offered by the qualitative method. This will start with the preparation of the training model, previously applied in a pilot study sample composed of university students and teachers. Later the model will be tested in other social organizations offering e-learning training (Official Service for Employment, Adult Education.). As expected results are promoting cooperation in the areas of education and vocational training for employment, in order to promote the exchange of skills and learning modalities, and to enhance entrepreneurial skills through distance learning and the use of information and communication technologies.

A mediação em aulas virtuais síncronas via webconferência

This work intends to analyze and discuss the possibilities and strategies for mediation of a synchronous virtual classroom conducted by web conference. This discussion stars from a dialogical conception of Education, which focuses on the co-participation of students and tutors in the learning trajectory. We depart from the assumption that the tutor plays the role as an educator and is of the subjects responsible for training of students, since they will mediate learning, establishing a dialogue at the same time welcoming and instigator of the problematization of knowledge. In this sense, we analyzed a class conducted by web conferencing, in which the tutor assumes the role of mediator with technical and educational assistance to students in the teacher. It was observed in this analysis that the performance of the tutor as mediator minimizes technical difficulties and unforeseen, whereas the mediation mediator intertwined functions of technical strategies may favor the host and dialogue, which leads to a questioning and colaboring among group participants.

Do Nonverbal Emotional Cues Matter? Effects of Video Casting in Synchronous Virtual Classrooms

This study examined the effects of an instructor's use of video casting as a nonverbal emotional cue in synchronous discussion sessions on students' social presence, satisfaction, and learning achievement. A quasi-experimental design was used to evaluate the effect of video casting in a synchronous virtual classroom. The research setting was a 100% online master's degree program within a university located in the midwestern United States. Thirty-three students participated in the experiment. The results showed a significant positive effect of the video casting on students' feeling of instructor copresence. No significant effect of video casting was found on either students' satisfaction or learning achievement.

Online peer observation: its value in teacher professional development, support and well-being

This article discusses an online peer observation project conceived to enhance language-teacher positivity and creativity in synchronous virtual classrooms. Participants worked part-time at the UK’s Open University (OU) in a blended context and came from two different groups distant from each other and geographically dispersed within their own group. As a result of the project, participants perceived an increase in their confidence and greater willingness to experiment. They appreciated better how they fitted into the wider OU teaching community, built new professional friendships and flexible communities of practice, and developed a better understanding of how to progress their own self-development.

Facilitating in a demanding environment: Experiences of teaching in virtual classrooms using web conferencing

Abstract“How to” guides and software training resources support the development of the skills and confidence needed to teach in virtual classrooms using web‐conferencing software. However, these sources do not often reveal the subtleties of what it is like to be a facilitator in such an environment—what it feels like, what issues might emerge and what personal challenges will be faced. This paper reports findings from a phenomenological study guided by the following question: “how do experienced teachers describe and understand their experiences in synchronous virtual classrooms?” which aimed to find out what it is like to be a teacher in a virtual classroom. The transcripts of semi‐structured interviews with four experienced web‐conferencing users across the UK were analysed using interpretative phenomenological analysis. One of the themes that emerged—“facilitating in a demanding environment”—is explored in this paper to give an insight into participants' experiences and some of the challenges faced when encouraging interaction in an environment where feedback is limited. The discussion may be relevant to those developing their practice in virtual classrooms, as well as staff developers and software designers.

Design and Implement of Wireless Virtual Classroom

In this research a synchronous virtual classroom are designed. The proposed application is in the field of distance education and wireless technology. A wireless platform is developed to design two programs using Ad-Hoc technique that performs the task of virtual classroom for teachers and students to establish a classroom dynamically irrespective of location. By taking lessons in a multimedia learning environment, it is expected that students will improve their learning performance with perhaps less attendance in a physical classroom and they gain the flexibility of being able to learn at their own convenience

Examining interactivity in synchronous virtual classrooms

<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>

Inside the virtual classroom: Student perspectives on affordances and limitations

Research indicates learners studying at a distance can traditionally experience perceptions of isolation and lack of ‘belonging’ and support, which can adversely affect their learning experience and performance (McInnerney & Roberts, 2004; Moore, 1997; Picciano, 2002). Recently, the advent of Web2-based technologies combined with increasingly affordable, accessible and reliable broadband, has meant that a whole new array of digital tools have become viable to support synchronous interaction between students and tutors engaged in online learning, thereby potentially helping to address some of these issues. This paper presents findings from a study involving postgraduate students using the Adobe Connect and Wimba virtual classrooms, to present a series of seminars as part of Waikato University’s postgraduate diploma in Education. It explores students’ perspectives of the value of the classrooms for supporting communication and interaction, and examines factors that influenced the quality of their experience. Results show that while virtual classroom use was viewed favourably, their value was influenced by task, tool, media and technical factors – some of which were beyond student control.These factors will be explored and discussed, with recommendations being presented for teachers considering using synchronous virtual classrooms to support their online distance offerings.

Comparing Synchronous Virtual Classrooms: Student, Instructor and Course Designer Perspectives

The synchronous tool that is right for developing an online course depends on the context, needs and priorities. This report compares synchronous, virtual classroom systems Elluminate Live! v. 9 and Dimdim v. 4.5. The researchers compared the features of each system in terms of facilitation of communication, presentation of course content and logistical requirements. Similarities and differences are outlined. Online workshops were conducted with each of the systems to collect feedback from instructors and students regarding overall perceptions of the systems and ease of use. Recommendations are provided for those making decisions about the selection and implementation of a synchronous, virtual classroom system.