Synchronous Virtual Classroom Research Articles

Silence in the Synchronous Virtual Classroom: A Developing Country Perspective

This paper addresses the pervasive absence of student verbal participation in the virtual classroom in a developing country context. While student non-verbal participation is not new, it has taken on new significance in the context of the virtual classroom as many institutions of higher learning continue to embrace online teaching post-COVID-19. The study focuses sharply on Botswana. A structured questionnaire that sought to capture students’ perception of the extent and impact on learning of student non-verbal participation in the virtual classroom was distributed to students at the largest university by student population in the country. Since the study is set in a developing country context, and such contexts are usually characterized by a pervasive lack of resources, the questionnaire also sought to capture students’ perceptions of the availability of resources to participate in virtual classrooms. The data collected were subjected to quantitative methods of analysis, with the help of STATA. The study revealed that student non-verbal participation in virtual classrooms is not unique to developed countries. The study also highlighted that students have different preferences regarding non-verbal participation in the virtual classroom: some prefer classroom engagement, while some prefer to listen to instructors rather than speak. The emerging policy implication is that it is essential for instructors to balance the needs and expectations of these different categories of students. There is an emerging literature that considers how instructors can enhance interaction in the virtual classroom. The best approach depends on context. The study also underlined the important role that institutions of higher learning can play in making online teaching accessible to students from different social backgrounds through program design. At the University of Botswana for instance, all students are introduced to information and communications technology (ICT) training in the first year of their programmes, equipping them with the necessary skills to gainfully participate in virtual classes. In terms of resource availability, the study revealed gaps that require policy intervention: there is a need for the government to consider subsidizing government-sponsored students to purchase digital devices within the context of their scholarships; it is also important for the government to continue investing in ICT infrastructure and developing pricing policies that make internet services accessible.

Identifying Pedagogical Design and Implementation of Synchronous Virtual Classrooms

This study aimed to systematically compile the activities and applications to be used by instructors to conduct synchronous virtual classrooms effectively. Using specific keywords in various databases we examined the literature to discover the activities and applications associated with effective synchronous virtual classrooms. A total of 70 studies were included in the study, based upon pre-determined criteria. A total of 53 activities and applications for conducting synchronous virtual classrooms effectively were obtained and classified according to Gagné’s nine events of instruction (GNEI). These activities and applications were sorted within 11 themes dimensions: technical control, environment control, clarity, introductory activities, technological tools, course materials, interaction, feedback, summarizing, time management, and self-assessment. Synchronous virtual classrooms conducted according to this classification will serve as a guide for instructors to conduct synchronous virtual classrooms effectively.

Coping with Technology Issues in Synchronous Virtual Speaking Classroom

The present study seeks to answer the problem regarding the appropriate media to teach speaking in synchronous virtual classroom when the students have technology issues. The forementioned technology issues are related to remote internet speed and connection, electronic devices, and technological literacy issues. Through purposive sampling technique, 30 EFL students who are selected as sample should proceed a set of speaking tests and questionnaire after being taught in synchronous virtual classroom for one semester using various remote Instructional media when Covid-19 pandemic as a hinder to face-to-face interaction. The result will contribute to teachers and other researchers for selecting the appropriate synchronous virtual classroom media as the solution to teach speaking to EFL students with technology issues.

Scrutinizing online instructional approach: What drives faculty to adopt synchronous virtual classroom

The successful implementation of a method appliance can be attributed to the method itself. The matter of synchronous virtual classrooms is influenced by several factors. The adoption of synchronous virtual classrooms by faculty members provides a valuable experience for both students and lecturers. This study aims to identify the triggering factors that motivated faculty members to adopt synchronous virtual classrooms. Additionally, it seeks to examine the challenges faced by students and lecturers in implementing this method. The researchers utilized interviews and literature sources as instruments for data collection. A total of five lecturers were selected as respondents for this research. The criterion for selection was their implementation of this method in their department's courses and their experience with synchronous virtual classrooms. The collected data was thematically analyzed. The results revealed that the main triggering factor for adoption was the Covid-19 pandemic. The challenges faced by students and lecturers were not limited to technological and internet issues but also included a lack of preparation from the faculty. Based on the data analysis and interviews, future research could explore the potential of combining methods to create a more effective approach in different situational conditions.

Building Communities of Teachers: Stories from the Classroom, How to Scaffold Learning Adventures Through Trust

Education is recognised as a viable pathway to a better future. It is not a linear rite of passage but a meandering recognition of learning along the way. The advocacy of education for all, internationally, has led to education policy implementation across our global citizenship albeit at differing levels of accessibility and quality. It is widely recognised that the seminal work of Freire, Rousseau and Dewey have embedded the importance of active learning and critical pedagogy in our modern society. But have our leaders of education sufficiently recognised the need to promote education as a sustainable, complementary activity to social and caring aspects of our society.
 
 This paper focuses on strategies used to build a sense of community in a classroom of educationalists who through their own learning experiences gain empowerment. Drawing on 3 iterations of delivering a module in synchronous virtual classroom, the strategies adopted are outlined, the overall theme is to enable the building of trustworthy relationships and to teach educationalists to embed beliefs and values into their teaching practice. Aspects of the induction period are designed to foster resilience and wellbeing in the teacher cohort for digital and physical life so that students feel nurtured and gain confidence to grow and empower others within the learning lifecycle.
 
 Following on from the global pandemic, most formal education ecosystems had to temporarily pivot to digital education. Reflection and critical thinking beyond COVID position digital education at a juncture that needs careful consideration to understand the giant leap required to utilise advancements in technology in a classroom. This paper presents a pedagogical approach that tightly couples classroom dialogue with the application of existing technology for teaching and learning at level 9 (Masters) to surmount a sense of uncomfortableness encountered for teachers when faced with moving from a whole group, self-contained classroom approach to a multi-faceted learning ecosystem. Furthermore, the case studies described here address complexity in the classroom, acknowledging the ‘valley of death’ approach used in transitioning research into practice, and furthering our understanding how innovative technologies only make a difference when deployed and used in line with user needs and requirements (Maughan et. al, 2018).
 
 Students describe how they overcome fear from one’s own comfort zone toward recognising the power of teachers as change agents using an array of community communication platforms to equip and enhance their toolkit with engagement tools tailored for their subject expert domain needs. 
 
 Technology is a critical enabler to access knowledge, resources and people and has empowered those unable to engage with traditional educational settings to gain formal and informal knowledge whilst making learning more fun and engaging alongside other life responsibilities. Education as a career has expanded, teachers, tutors, lecturers, instructional designers, social and community enterprises, data analysts, database architects, facilitators all contribute to a complex education ecosystems that aspire to equality, inclusion and diversity. The population in this study includes diverse educationalists contexts and demonstrates the use of ice-breakers (Eggleston and Smith, 2004). This paper details examples of community building over a number of semesters delivering the same module to different cohorts. It illuminates the difficult induction period whilst students gain trust within small groups and overcome challenges that are presented. The results identify mechanisms that foster a sense of urgency to advocate for change, overcome complacency in classroom and introduce experimentation as a lever to learning in a failsafe ecosystem. Fear is identified as a concept that prevents the use of some technology due to its unpredictability and teacher legacy for being the person at the top of the class with all the knowledge. Times have changed, creativity is key and teachers are realising that they must prepare their students for failure in addition to success and that they need to model experimentation and failure to demonstrate that recovery and problem based learning prevails in a knowledge economy. As educator's compliance is a critical factor to meet the quality standards of our trade, meeting learning outcomes is just one part of the learning journey, gaining trust, delivery of engaging content and the realisation that students need an education ecosystem that promotes a nurture environment, self-actualisation and phronesis.

Virtual classrooms in distance education: an examination of virtual classroom experiences

"This study examines the virtual classroom experiences of graduate students. Virtual classroom applications related to the course “applications of scientific research” taught at a state university were treated as a case study. Virtual classroom recordings, defined using the university’s learning management system, were used as research data. The study data consisted of virtual classroom recordings created throughout the academic term, shared documents, students’ synchronous participation statuses in classes, completion statuses of virtual class activities, watching statuses of live lessons, preparation statuses for shared documents, and instant messaging during synchronous virtual classroom experiences. Content analysis was used to analyze the data. The virtual classrooms encompass 45 students, including 30 females and 15 males, who took the course ‘Scientific Research Practices’ at a state university during the 2020–2021 academic year at the postgraduate level. The results show that effective and well-managed virtual classrooms enabled students to participate simultaneously. Virtual classrooms facilitated the development of a sense of community among students, and these students adhered to the norms typically observed in a physical classroom. Conducting an effective educational process in virtual classrooms is closely linked to the instructor’s skills. Furthermore, the technical issues encountered did not significantly impact the educational process negatively."

E-CLASSROOM LANGUAGE: A CONVERSATION ANALYSIS OF SYNCHRONOUS INSTRUCTIONS DURING THE COVID-19 OUTBREAK

A growing body of research has documented classroom language use in traditional classrooms. However, how teachers use language in virtual classrooms remains largely under-researched. This study was carried out to fill this gap. The purpose was to examine teachers' use of classroom language in synchronous virtual classrooms and how it facilitated learning opportunities for EFL learners. Under the qualitative research framework, video recordings of online instructional activities were analyzed using a conversation analysis approach. The results show that the majority of expressions used in online synchronous instructions were quite similar to those used in traditional classrooms except for the expressions like "let me share my screen," "turn on the camera," and "I will mute everyone." The results also show that teachers' e-classroom language use provided learning opportunities for students employing recast, scaffolding, and extended wait time for students' turns. Information on teachers' classroom language use in online learning environments presented in this paper is based on limited data, and further studies involving more significant participants are recommended.

Lebanese University Non-English Speaking Students Experience with E-Technology-Driven Lectures Delivered in the English Medium of Instruction: Students’ Perspectives

The study’s objective was to investigate the challenges virtual online learning has on the English Foreign Language (EFL) students studying their primary course majors in the English Medium of Instruction (EMI) at the Lebanese University. The study aimed to explore the unprecedented implication brought on by COVID-19 on the immediate substitution of face-to-face in-class instruction to the synchronous virtual classroom. The study was concerned with students' overall attitude towards distance learning, the implications they may have faced that would have contributed to their lack of online attendance, challenges, and how confident they acquired the course content in its entirety. Lebanese university students from various faculty majors participated in the study. One hundred thirty-three students took part in the quantitative questionnaire with 22 question item statements to determine the hypotheses of this study. The data presented were analyzed regarding the profile of the Lebanese university student. The findings indicate that students favor face-to-face in-class learning over online learning. The results further highlight that the instructors dominate the lectures, students are either disqualified or are not initiating discussion or eliciting course-related questions, and their learning experience is interrupted by their lack of computer proficiency, motivation, or economic marginalization. In conclusion, the findings stipulate that in E-learning, students lacked learning autonomy, motivation, and commitment towards the course major of study delivered through a virtual classroom. In parallel to the findings, the study provided implications, limitations, and future directions.

Examining Pre-Service Teachers’ Perceptions About Virtual Classrooms in Online Learning

Using a descriptive research design, this study explored pre-service teachers’ perceptions of synchronous virtual classrooms and Web camera use in online learning. The study sample consisted of 256 pre-service teachers from the education faculty of a university in Turkey, and data was collected using a survey. The results showed that most pre-service teachers did not want to open their own Web cameras, due to reasons such as unsuitable physical environment, unsuitable appearance, and distractions on the screen. In addition, they stated that instructors’ gestures, facial expressions, and verbal-visual emphases were essential, and they wanted instructors to be visible on screen. They also suggested that student-centered practices and question-answer activities should be carried out to increase the effectiveness of virtual classrooms. In addition, sessions should not be scheduled in the early hours of the day, and should be of short duration.

Primary School Mathematics Teachers’ Beliefs About Teaching in Synchronous Virtual Classrooms: A Mixed Method Study

<p style="text-align:justify">This study was conducted following the initial stage of the transition to distance education necessitated by the onset of the COVID-19 pandemic and meeting the various challenges that came with it. At this point, countries and teachers have gained experience in preparing and delivering online education. Therefore, the study aimed to identify the beliefs of primary school mathematics teachers about teaching in synchronous virtual classrooms. It adopted a mixed methods approach, following a convergent parallel design. The overall study sample comprised 410 male and female teachers. A questionnaire was used to collect quantitative data across three dimensions (teaching efficiency, employing the philosophy of active learning, mathematical achievement). There were 31 items (verified for validity and reliability) comprising statements measured using a five-point Likert scale, together with open-ended options for further elaboration. In total, 130 teachers completed the questionnaire. Interviews were conducted with 10 teachers to collect qualitative data. The results show means in the range 3–5.75 for agreement with statements concerning the beliefs of mathematics teachers about teaching in virtual classrooms in the following order of importance: teaching competence; mathematical achievement; employing the philosophy of active learning. The study also found no statistically significant differences attributable to the variables of gender, qualification, or teaching experience, and also that many factors are considered to affect teaching in synchronous virtual classrooms related to the teacher, the family, and the student.</p>

Factors Affecting Students’ Perceived Outcomes and Satisfaction in Virtual Classrooms

The sudden switch from the traditional face-to-face classroom to a synchronous virtual classroom has been a challenge to universities’ lecturers and students. This study aims to determine factors affecting students’ perceived learning outcomes and satisfaction in the virtual mode of education. The structural equation model-based PLS technology is applied to analyze the relationships between the five factors and perceived learning outcomes and satisfaction of students who participated in online courses at three state universities in Hanoi. The study found four factors that significantly affected the students’ perceived outcomes: assessment, infrastructure, interaction, and self-motivation. Three factors that influence student satisfaction are infrastructure, interaction, and lecturer knowledge and facilitation. The survey was conducted virtually at an unfavorable time so the majority of survey respondents were first-year students, which might result in biased estimates. The research findings suggest that universities should provide more technological supports for both teachers and students, re-module subjects, ensure more realistic, justified, and unbiased assessment, stimulate teachers to interact with students respectfully and flexibly, take self-motivation in consideration in course design, and provide financial support in various forms for students. The research findings contribute to a comprehensive assessment of the effectiveness of online teaching and learning in the inevitable context of the COVID-19 pandemic.

Pharmacogenetics in Pharmaceutical Care-Piloting an Application-Oriented Blended Learning Concept.

To enable application-oriented training of Swiss pharmacists on pharmacogenetic (PGx) testing, an advanced, digital training program was conceptualized based on the Miller’s Pyramid framework, using a blended learning approach. The PGx advanced training program included an asynchronous self-study online module, synchronous virtual classroom sessions with lectures and workshops, and a follow-up case study for in-depth applied learning including the analysis of the participants’ PGx profile. The evaluation of the training program consisted of (a) an assessment of the participants’ development of knowledge, competencies and attitudes towards PGx testing in the pharmacy setting; (b) a satisfaction survey including; (c) questions about their future plans for implementing a PGx service. Twenty-one pharmacists participated in this pilot program. The evaluation showed: (a) a significant improvement of their PGx knowledge (mean score in the knowledge test 75.3% before to 90.3% after training completion) and a significant increase of their self-perceived competencies in applying PGx counselling; (b) a high level of satisfaction with the training program content and the format (at least 79% expressed high/very high agreement with the statements in the questionnaire); (c) a mixed view on whether participants will implement PGx testing as a pharmacy service (indecisive 8; agreed/completely agreed to implement 7/1; disagreed 3 (n = 19)). We consider ongoing education as an important driver for the implementation of PGx in pharmacy practice.

Literature Circles in a Synchronous Virtual Classroom: Educational Moos to Support Student Online Interaction

This paper explores the features of educational MOOs to create a stimulating, synchronous environment for upper primary (elementary) students working in the virtual world of Learning Communities MOO. It focuses on how the features of MOOs are used by students to support and enrich their literature circle discussions. The data presented indicates that these experiences encourage and support students' interests and understanding of text through social interaction and purposeful dialogue. The results of this research suggest that online literature circle discussions conducted in an Educational MOO can operate successfully and that the MOO environment supports student discussions.

DEVELOPMENT AND VALIDATION OF AN INSTRUMENT TO MEASURE SOCIAL CONSTRUCTIVISM IN A VIRTUAL CLASSROOM

Virtual learning has never been an option for secondary education, but the pandemic situations have blurred this line. A considerable population of school students has been attending school from home for roughly five months now. Social Constructivist pedagogy is the need of the hour and, multiple research focussed on effective teaching and learning have endorsed it. Presently, there are no validated Instruments that, can measure and monitor the Social Constructivist domain, in a synchronous virtual classroom. This study discusses an Instrument developed to measure the social constructivist dimension of a virtual classroom in light of the concepts of Social Constructivism and Cybergogy. This paper includes an assessment of the pilot study. The evidence for the validity (Cronbach's alpha) and construct reliability of this Instrument assure that the presented assessment tool is well suited to measure the Social Constructivist dimension of a secondary level virtual classroom.

A peer-observation initiative to enhance student engagement in the synchronous virtual classroom: A case study of a COVID-19 mandated move to online learning

The global COVID-19 pandemic has necessitated a rapid shift to online delivery in higher education. This learning and teaching environment is associated with reduced student engagement, a crucial prerequisite of student satisfaction, retention and success. This paper presents a case study that explored student engagement in the synchronous virtual learning environment, during the mandatory move to exclusive online learning in Australian higher education in April to June 2020. Three university instructors used the Teaching and Learning Circles Model to observe a series of their peers' synchronous virtual classrooms, from which they reflected on ways to enhance their own practice. The findings demonstrate how student engagement in these classrooms can be strengthened across the four constructs of Kahu and Nelson’s (2018) engagement conceptual framework: belonging; emotional response; wellbeing and self-efficacy. The case study also reveals limitations of the synchronous virtual environment as a means of supporting student engagement in the online learning and teaching environment, and proposes ways to address them. Against emerging reports of increased mental health issues among isolated university students during the current pandemic, the case study's recommendations to improve student wellbeing and belonging are particularly salient. This article also highlights the usefulness of the Teaching and Learning Circles Model of peer observation as a way to guide its participants' reflections on their own practice, support their collegiality with academic peers and build their confidence and competence in the synchronous virtual learning environment.

Application of Active Learning Strategies for Online Delivery in an Occupational Therapy Assistant Program

The COVID-19 pandemic had a significant impact worldwide in every aspect of society including occupational therapy assistant students enrolled in academic coursework. This manuscript examines the unique experience of occupational therapy assistant faculty in a northeast state who were able to quickly modify classroom and lab teaching-learning strategies to a fully online virtual format for two semesters. Since no available information on strategies for online delivery of occupational therapy assistant education were found in the literature, their experiences implementing active learning strategies are described and discussed. Strategies covered include: the flipped classroom model; think-pair-share and jigsaw technique using breakout rooms; polling and student response systems; muddiest point via chat box; lab kits; one-minute paper using discussion forums; and student-generated videos. Twenty students provided feedback through a survey about the helpfulness of each strategy. The breakout room and chat box feature of the synchronous virtual classroom as well as lab kits were perceived as most helpful, whereas student-generated videos and one-minute papers were perceived as least helpful. Implications for continued incorporation of online learning in occupational therapy assistant curricula are outlined.

Twelve tips for using synchronous virtual classroom technologies in medical education.

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.

Flipped Virtual Classroom Learning Model for the Course Study Discourse Analysis in Translation

<p>This study aims to explain the learning models of flipped virtual classroom that can be applied in virtual classrooms in discourse analysis in Translation courses. When teaching, the learning model is explained by using video as an appropriate and efficient choice pattern to achieve learning objectives. Flipped virtual classroom is a learning model that transfers synchronous virtual classroom models to asynchronous virtual classroom models. The research method in this discourse analysis in Translation course was through literary sources. The purpose of the research is to provide information about virtual learning methods as a means of enhancing learning and language proficiency in Bahasa Indonesia combined with translation reflection theory. The virtual learning model can be combined with variations of learning models such as: Problem-based Learning, Inquiry-based Learning, Project-based Learning, Research-based Learning. In conclusion, through the choice of an asynchronous virtual classroom learning model and the application of discourse analysis in Translation as a reflection activity in translation, students are able to make a more detailed and deeper translation analysis.</p>

End of the Semester Review of Biochemistry Using a Case Study on Phosphoglucose Isomerase Deficiency

Case study exercises are extensively used as a pedagogical tool not only to deliver the content but also to engage students in problem-solving using real-life scenarios. The transition to the virtual learning platform due to COVID-19 made it even more imperative to implement an inquiry-driven learning exercise that tethers various biochemistry concepts into one activity. Here, I present a case-based activity that was used to review and integrates multiple concepts taught in the introductory biochemistry course. This case study is derived from the clinical data of a newborn, diagnosed with hemolytic anemia pertaining to a defect in the phosphoglucose isomerase enzyme, and laboratory-generated research data comparing the wild type and the mutant proteins. This data-driven case study takes a question-guided approach to review acid–base chemistry, protein structure, protein purification, protein characterization, enzyme kinetics, mechanism, nucleic acids chemistry, carbohydrate chemistry, and metabolism. This activity is conducted over two lecture periods, allowing enough time to implement concepts learned during the entire semester to solve the questions in this activity. Furthermore, the case study helps students to identify some of the challenging concepts and guides them to generate a study list for the cumulative final exam. This activity has been conducted both in a face-to-face classroom setting and in a synchronous virtual classroom using Blackboard Collaborate Ultra. The survey of this activity clearly shows students’ enthusiasm toward participating in case-based learning in both modalities.

Teaching to Connect: Community-Building Strategies for the Virtual Classroom

A sense of community is central to student engagement and satisfaction. However, many students struggle with developing connections in online programs. Drawing on interviews with 13 instructors, this paper explores the strategies that they use to help students develop a sense of community in synchronous virtual classrooms. Four strategies for building community online are identified: reaching out to students often, limiting time spent lecturing, using video and chat as modes to engage students, and allowing class time to be used for personal and professional updates.