Virtual Classroom Research Articles

The Effects of Virtual Classroom & Virtual Labs and Internet on Learning as A Triangle Interaction

This study aims to use virtual classroom (V Class), Virtual Labs (VLabs), and Internet Support (IntSup) technologies-based simulations that is interesting, easy to use by participants and streamline the time of technical teachers in bringing the technical materials as well as feasible to be used in learning anywhere and anytime. These technologies used both the practical of math course and theory in the government schools in Taiz city, Yemen as the most significant tools of information age and could be used in each stage of education system. This paper has been designed to study the adoption of the participants of the general class towards the VClass and VLabs simulations’ usage with Internet support in three dimensions of their abilities, practical skills and knowledge. The interaction between these dimensions is the key purpose of this study to integrate technology in existing educational approach and introduce new technologies as an important tool to support new ways of practical teaching and learning. A model, which explains the effect of V Class, V Labs, IntSup and Teach Online on learning, is established and tested. Using AMOS 21 (Analysis of Moment Structures) program, it explains (100%) of V Class tools, (46%) of V Labs tools, (91 %) of Intsup and (83%) of Teach Online, with good model fit. All hypotheses are accepted which is indicated by the findings of this study.

Ten Strategies for Fostering Instructor Presence in the Online Classroom

Online education, while alleviating geographic constraints, amplifies the challenge of transactional distance, exacerbating students' sense of isolation during the learning process. This article suggests 10 strategies for enhancing instructional presence in a digital learning environment, including creating one-on-one spaces, establishing a reasonable response timeline, leading the class as a collective, using a consistent "voice," showing your face, being genuine, communicating expectations, sharing personal experiences, keeping course resources updated, and regularly checking-in; these strategies aim to mitigate the absence of physical proximity, fostering a more engaging and collaborative virtual classroom experience.

COVID-19 pandemic: transformation from physical to virtual classrooms (mediation analysis using PLS-SEM)

PurposeThe purpose of this paper is threefold: first, to examine the influence of the quality of online classes on student satisfaction and student loyalty; second, to explore the mediating role of student participation between online classes and student satisfaction; third, to examine the mediating role of student satisfaction between online classes and student loyalty.Design/methodology/approachThe primary data is collected from the postgraduate students in Jammu and Kashmir, India. A descriptive research design was applied to collect the primary data via Google questionnaire with the COVID-19 pandemic in mind to maintain social distance.FindingsThe result reveals that online classes and student participation positively affect student satisfaction. Student participation is a partial mediator between online classes and student satisfaction, with 0.393 Variance Accounted For (VAF). In comparison, it is a full mediator between online classes and student loyalty with 0.96 VAF.Research limitations/implicationsThe current study was restricted to postgraduate students, while future research could include research scholars, graduate students, and others. Only government institutions in Jammu and Kashmir were employed for the present study. The study may eventually be expanded to include private universities and more states.Practical implicationsThe suggested approach can help teachers, students, policymakers and administrators. The study emphasizes the crucial elements of student engagement and happiness, which must be prioritized to improve online teaching and learning effectiveness and win over students' loyalty.Originality/valueThe study tested the conceptual framework of an integrated approach connecting online classes, student participation, student satisfaction and student loyalty. The study was conducted during the COVID-19 pandemic lockdown period, as it was the need of the hour to come out of such a crisis in the future. The present study can also provide a roadmap for transformation from physical to virtual classrooms.

Restorative benefits of classroom windows: a study on the effect of window:wall ratio on task load and learning performance based on VR technology

Abstract As a connection to the outdoor environment, windows can relieve the stress, emotional, and cognitive fatigue that building users face from long hours of study. It provides restorative function for building users between study and work, thus reducing task load and improving learning performance. To investigate the effects of different window:wall ratios (WWRs) on task load and learning performance, virtual reality (VR) technology was used to build virtual classrooms with WWRs of 25%, 40%, 55%, 70%, and 85%. The task performances, physiological data, and subjective evaluations of 34 college studies were analyzed. It was found that the highest subjective psychological loads were in classrooms with a 25% WWR and were lowest when the WWR was 55%. Participants performed best in classrooms with a WWR of 55%. Further multiobjective optimization with particle swarm optimization found that 58.41–62.24% WWR not only contributed to the users’ physical and mental happiness but also improved their learning efficiency. In addition, the participant’s HRV-LF/HF and EEG β wave values were significantly correlated with their performance on the task test. These findings provide a reference for the spatial design of school classrooms and a foundation for further research into the relationship between HRV and EEG physiological indicators and learning efficiency.

CREATE'ing improvements in first-year students' science efficacy via an online introductory course experience.

With a primary objective to engage students in the process of science online, we transformed a long-standing laboratory course for first-year science students into a more accessible, immersive experience of current biological research using a narrow and focused set of primary literature and the Consider, Read, Elucidate a hypothesis, Analyze and interpret data, Think of the next Experiment (CREATE) pedagogy. The efficacy of the CREATE approach has been demonstrated in a diversity of higher education settings and courses. It is, however, not yet known if CREATE can be successfully implemented online with a large, diverse team of faculty untrained in the CREATE pedagogy. Here, we present the transformation of a large-enrollment, multi-section, multi-instructor course for first-year students in which the instructors follow different biological research questions but work together to reach shared goals and outcomes. We assessed students' (i) science self-efficacy and (ii) epistemological beliefs about science throughout an academic year of instruction fully administered online as a result of ongoing threats posed by COVID-19. Our findings demonstrate that novice CREATE instructors with varying levels of teaching experience and ranks can achieve comparable outcomes and improvements in students' science efficacy in the virtual classroom as a teaching team. This study extends the use of the CREATE pedagogy to large, team-taught, multi-section courses and shows its utility in the online teaching and learning environment.

Comparative study of the Artificial Intelligence of the M Ed and B Ed students

Artificial Intelligence (AI) or machine intelligence involves programming machines to perform tasks typically associated with human intelligence, such as problem-solving, learning, and reasoning. This study explores the perceptions of M.Ed. and B.Ed. students in Bhavnagar regarding the integration of AI into their personal and professional lives. It examines their awareness, the benefits they perceive, and the impact on their learning attitudes, personal lives, and the culture of educational institutions. In India, industries such as transportation, education, and legal services are increasingly adopting AI to enhance their operations and remain competitive. Professionals need to stay informed and have a forward-looking perspective on AI advancements to secure better career opportunities. This study utilized a descriptive survey method, employing a t-test for analysis. A total of 120 respondents were randomly selected, and data was collected using a self-developed questionnaire. The questionnaire, which consisted of 24 items, used a 5-point Likert scale to gather responses from the M.Ed. and B.Ed. students in Bhavnagar. The findings indicate that students are aware of AI's significance and consider it beneficial for quick decision-making and information assessment. The results also highlight the positive impact of AI on educational culture, transitioning it from traditional methods to interactive virtual classrooms.

Cultivating connectedness and elevating educational experiences for international students in blended learning: reflections from the pandemic era and key takeaways

PurposeThis paper aims to explore the significance of videoconferencing in blended learning, using the technology acceptance model to investigate students’ perceptions and its impact on course engagement, student satisfaction and future technology use intention. In addition, it examines the role of teacher support in fostering interactive virtual learning experiences.Design/methodology/approachThis study focuses on a cohort of international students regarding blended courses amid the COVID-19 pandemic when the conventional face-to-face components were substituted with virtual classrooms through videoconferencing. It aims to investigate how to facilitate connectivity between Southeast Asian students and their professors located in a Southern state in the USA.FindingsThis study reveals that the perceived usefulness of videoconferencing predicts future intention to use, emphasizing the vital role of teacher support in engaging students in virtual classrooms and contributing to student satisfaction.Research limitations/implicationsThe small sample of international students in blended courses with an American university during the COVID-19 pandemic may limit the generalization of the findings.Practical implicationsVideoconferencing can be a valuable tool to enhance connectedness in digital learning post pandemic.Social implicationsVideoconferencing in blended learning can bridge geographical barriers and provide access to diverse learners who might otherwise have limited educational opportunities.Originality/valueThis study supports the integration of videoconferencing as a mechanism for providing high-quality digital learning experiences.

Facilities, challenges, attitudes, and preferences of nursing students related to e-learning in the Covid-19 pandemic in Iranian context: a cross-sectional study

BackgroundDuring the Covid-19 pandemic, nursing schools worldwide were forced to deliver nursing courses in ways other than the traditional face-to-face classroom setting. Numerous lessons were learned by nurse educators regarding the use of electronic and online learning strategies. It is necessary to be aware of the factors affecting e-learning and identify the strengths and weaknesses to improve the student learning experience and process in nursing school.Aim of studyThe present study aimed to identify the abilities, attitudes, challenges, and preferences of nursing students regarding e-learning during the Covid-19 pandemic. Recognition of these factors can help nurse educators make needed modifications to teach more effectively.MethodsIn this cross-sectional study, 228 undergraduate nursing students participated. The random sampling method used a standard questionnaire that students completed voluntarily. SPSS version 22 was used for data analysis.ResultsDuring the Covid-19 pandemic, the majority of nursing students of Zanjan University of Medical Sciences participated in electronic classes at home using mobile phones. Students reported that logistical problems increased by participating in e-classes by their phones due to difficulty typing and frequent internet outages. Online classroom management for instructors was difficult due to students spontaneously leaving the virtual online classroom rather than attending the entire learning session. Despite the technical challenges, the attitudes of students towards the e-learning format were positive. There was a noted correlation between student attitude by gender and educational background. Students preferred that professors used more PowerPoint, showed instructional videos, and had interactive group discussion sessions rather than lecture only. Students objected to attending more than two online classes in one day if the duration lasted more than 60 min and had a rest time of fewer than 30 min between classes.ConclusionDespite the overall positive student satisfaction with e-learning, this method of education is still far from student preferences and requires planning for an effective learning experience that meets their priorities and preferences. Using a hybrid of face-to-face and e-learning approaches together can be a more effective teaching method than either strategy alone.

Conceptualizing translanguaging as sociomaterial intra-actions: materialization of language norms in a virtual EFL classroom in rural China

ABSTRACT In this article, translanguaging is understood as a sociomaterial process that unfolds as human-nonhuman intra-actions instead of human interactions. Using ethnographic approaches, I document some sociomaterial intra-actions in a virtual EFL classroom in rural China, which adhered to native-speakerism, monolingual ideologies, and traditional literacy pedagogy. I pay particular attention to how English language norms were materialized in this learning environment and how the materialization shaped my participant's translanguaging and learning process. I conclude the article by discussing how norm-resisting, sociomaterial-oriented translanguaging pedagogies might be situated in this context and beyond.

Assessing class participation in physical and virtual spaces: current approaches and issues

Learning occurs best when students are given opportunities to be active participants in the learning process. As assessment strategies are being forced to change in the era of Generative AI, and as digital technologies continue to integrate with education, it becomes imperative to gather information on current approaches to evaluating student participation. This mini-review aimed to identify existing methods used by higher education teachers to assess participation in both physical and virtual classrooms. It also aimed to identify common issues that are anticipated to impact future developments in this area. To achieve these objectives, articles were downloaded from the ERIC database. The search phrase “assessment of class participation” was utilized. Search was limited to peer-reviewed articles written in English. The educational level was limited to “higher education” and “postsecondary education” in the search. From the 2,320 articles that came up, titles and abstracts were screened and 65 articles were retained. After reading the full text, a total of 45 articles remained for analysis, all published between 2005 and 2023. Using thematic analysis, the following categories were formed: innovations in assessing class participation, criteria-related issues, and issue of fairness in assessing class participation. As education becomes more reliant on technology, we need to be cognizant of issues that came up in this review regarding inequity of educational access and opportunity, and to develop solutions that would promote equitable learning. We therefore call for more equity-focused innovation, policymaking, and pedagogy for more inclusive classroom environments. More implications and potential directions for research are discussed.

Technological tools in the development of skills and abilities in the subject of Entrepreneurship and Management

In Ecuador, the subject of entrepreneurship and management is taught to students in the third year of the unified general baccalaureate. However, this subject is taught following a traditional line of text management and expositions that do not allow the student to approach a technology-based education. This study explored how technological tools can be used to improve the skills and abilities of high school students in the Tulcán Educational Unit, Ecuador. The research was carried out under a mixed approach with a descriptive, bibliographic and field scope. Survey and interview techniques were applied to students and teachers of the Institution. Based on the results, a virtual classroom proposal was designed in Moodle 4.1 to awaken the entrepreneurial spirit of students regarding the creation of web pages, logo design, creation of digital advertising, among others. This study concludes that the virtual classroom proposal contributes to improve the teaching-learning process in the subject of Entrepreneurship and Management, adapting to the needs of the students.

Cybersecurity when working from home during COVID-19: considering the human factors

Abstract This research examined the lives of Australian employees who moved to work from home during COVID-19. Taking a unique approach to cybersecurity, we sought to gain insights into the intermingling of individuals’ personal lives and technology to inform policies and educational programmes. The study employed interpretative phenomenological analysis to understand 27 participants’ lived experiences under lockdown. We found that psychological (e.g. stress, anxiety, confidence, motivation) and sociological (e.g. sharing physical spaces, digital divide) factors impacted employees’ likelihood and ability to engage in effective cybersecurity practices. So did new ways of using technology (e.g. teaching via Zoom), which elucidated unexpected but significant security concerns (e.g. naked children in virtual classrooms). We suggest that cyber educators and policymakers take a Vygotskian approach, which considers that social interaction is central to learning. This assumption means that personal factors must be considered instead of a ‘one-size-fits-all approach’. We argue that organizations should think about approaches that consider the employees’ psychological state before training (and perhaps find ways to reduce anxiety), helping employees redesign their home workspaces to ensure privacy and concentration, and updating employees’ digital devices. Practitioners and scholars can also apply these results post-COVID-19, especially if the ‘new working normal’ provides options for employees to work from home.

Vietnamese EFL teachers’ approach in employment of Communicative Language Teaching (CLT) via synchronous online learning

With the advent of technology-enhanced learning, research emphasizes the pivotal role of teachers’ beliefs in shaping their implementation of Communicative Language Teaching (CLT), whether in traditional or virtual classroom. Nevertheless, little investigation has been conducted concerning Vietnamese EFL teachers' beliefs, especially those working in language centres and private teaching, with regards to CLT and their implementation of this approach in online contexts. This research aims to explore the universal beliefs towards CLT among Vietnamese teachers as well as their methods to apply the approach into their virtual classrooms. A mixed-methods approach, with a combination of an online questionnaire and semi-structured interviews, was adopted to generate both generalised and in-depth data from Vietnamese EFL teachers. Findings showed that Vietnamese teachers have positive beliefs towards the principles and characteristics of CLT despite certain misconceptions regarding the importance of teaching grammar and a preference for teaching speaking skills. Moreover, they demonstrated a noticeable dedication as they apply certain teaching strategies and activities associated with CLT during their virtual classes. Accordingly, the research revealed a strong link and alignment between teachers' beliefs and their implementation of the approach in virtual classrooms. The research also highlighted the relevant obstacles faced by Vietnamese teachers when adopting CLT online and potential solutions to these problems.

Design of intelligent simulation teaching system for college professional courses based on virtual scene

Abstract With the continuous development and progress of network science and technology, virtual reality technology has been accelerated into the field of education. Intelligent Q&A is integrated with virtual technology to create a virtual classroom in this paper. In the process of constructing the virtual classroom, the most crucial terrain modeling is completed using image drawing technology, and the general framework of the virtual classroom is obtained. BERT matches the possible statements in the Q&A system, starting with text recognition. The hypotheses related to the virtual scene are proposed. The validity of the hypotheses is verified, and the effect of using the teaching system is analyzed from three aspects, namely, learning satisfaction, professional course grades, and lecture effect. The results showed that the perceived usefulness of the teaching system had the most significant impact on student’s attitudes toward its use, with a regression coefficient of 0.6452 and a p-value of less than 0.01, and the hypotheses were all valid. The head-up rates of students in the two majors were 56.4061% and 70.2056%, respectively, which ranged from 50% to 75%. The evaluation grade was “good,” and the overall performance of the simulation teaching system was good.

A Study on the Innovation of Chinese Language Learning and Teaching to Foreign Students in the Digital Era

Abstract A shared and collaborative classroom learning environment is provided for geographically dispersed teachers and students by simulating the teaching and learning functions of a traditional classroom so that they can complete online interactive teaching through multiple communication methods. A weighted partitioning strategy is used to achieve rapid conversion of shared documents. The functional requirements of the virtual classroom system are analyzed from the user’s point of view, and the effect of teaching Chinese as a foreign language in the virtual classroom is examined by means of a questionnaire survey. After the survey, it is known that the most important abilities in teaching Chinese as a foreign language are basic knowledge of the language (4.41), expression and communication skills (4.42), and so on. Most of the teachers chose “greater than” for the effect of online teaching and the impact of offline teaching. The average scores for the specific and general objectives of teaching Chinese as a foreign language in virtual classrooms were 4.12 and 4.13, and the state of realization was good. There is still much room for improvement in student-student communication (3.72), and the type and quantity of Chinese learning materials are relatively scarce, so the enrichment of teaching resources has become an issue of concern to teachers and students.

The Impact of Virtual Reality Technology in Improving English Language Proficiency

Abstract As an online virtual learning environment based on virtual reality technology, the 3D virtual classroom provides a complete learning system for students to study, discuss, and collaborate, which can better improve their English language skills. The article firstly researches the 3D visualization modeling technology of Multigen Creator, and then the 3D virtual classroom environment is embedded in the network to complete the construction of the basic English teaching environment, which can help students to complete the English communication and collaborative learning in the virtual classroom environment. The article concludes with an empirical test of the application effect of using the virtual classroom environment in English language proficiency improvement and finds that after using the virtual classroom environment for English learning, students’ comprehensive language proficiency is improved, which is reflected in the improvement of language expression ability, and students’ total average score is increased from 3.03 to 3.50 points. The pre-test showed an increase in the student’s language learning experience from 2.96 to 3.83 points. It can be concluded that virtual reality technology plays a good role and influences in improving English language proficiency.

Virtual Reality-based Meta-Cosmic Perspective on Curriculum Integration Innovations in Art and Technology Programs

Abstract At the end of the 20th century, the development of science and technology has made remarkable achievements, and some artists have begun to try to integrate science and technology into art creation. In this paper, based on DEM art space analysis, Unity technology is added to build a three-dimensional scene for teaching art and technology professional courses. At the same time, HoloLens2-based sensory interaction technology is introduced to enhance the integration of art and technology in the virtual classroom. Based on this basis, a teaching framework for VR art and technology fusion courses centered on students’ learning and interaction experience is designed and applied to actual teaching. In the sample correlation analysis, the experience of the relevant courses in the early stage had a significant impact on both the shadow students’ artistic self-perception (t=0.7854, p<0.01) and their learning behaviors in the later stage (t=0.6452, p<0.01). After the integration of art and technology teaching, the student’s interest in art learning and technology learning were both enhanced, with the mean values of 0.07398 and 0.0.20255, respectively, and the integration of art and technology professional course curriculum based on virtual reality technology effectively improved the students’ learning interest.

Revolutionizing Higher Education: Role of Digital Initiatives in India for Tackling Challenges with Innovation and Technology

The landscape of higher education in India has undergone a remarkable transformation with the introduction of digital initiatives. The proliferation of cutting-edge technologies and widespread internet connectivity has facilitated a significant evolution in the traditional educational paradigm. This paper explores the pivotal role played by digital initiatives in addressing the challenges faced by higher education in India while fostering innovation and leveraging technology to enhance the overall learning experience. The challenges confronting the Indian higher education system are multifaceted, encompassing limited access to quality education, inadequate infrastructure, shortage of skilled educators, and the need for inclusivity to cater to diverse learners. Digital initiatives have emerged as powerful solutions to bridge these gaps and democratize education. Online learning platforms, Massive Open Online Courses (MOOCs), and virtual classrooms have effectively transcended geographical boundaries, making education accessible even in remote regions. Additionally, these initiatives have enabled personalized learning pathways, accommodating individual learning styles and paces, thereby promoting a more inclusive and diverse educational ecosystem. The integration of advanced technologies such as artificial intelligence (AI), machine learning (ML), virtual reality (VR), and augmented reality (AR) has further revolutionized higher education by fostering experiential and immersive learning. These technologies facilitate hands-on training, simulations, and practical skill development, significantly enhancing the employability of graduates and addressing the demand for industry-relevant skills. Furthermore, digital initiatives have empowered educators to employ innovative pedagogical approaches, creating engaging and interactive learning experiences that prioritize the needs of the students. However, the rapid adoption of digital initiatives also brings challenges that must be addressed, including the digital divide, concerns over data security, and the assurance of quality and credibility of online resources. Overcoming these challenges necessitates collaborative efforts between government bodies, educational institutions, and technology providers to establish robust infrastructure and effective policies. This paper presents a comprehensive analysis of the impact of digital initiatives on higher education in India, incorporating successful case studies and best practices. It emphasizes the transformative potential of technology in redefining educational paradigms and equipping higher education institutions to embrace innovation, catering to the evolving needs of learners and the job market. This abstract emphasizes the urgent need for India’s higher education system to embrace digital initiatives and innovative technologies to revolutionize the way knowledge is imparted, accessed, and utilized. By proactively tackling challenges and promoting a culture of innovation, Indian higher education can position itself as a global leader in the digital era, empowering learners to thrive in the 21st-century knowledge economy.

Enhancing Student Learning in Virtual Classrooms: Effects of Window View Content and Time of Day

Enhancing Student Learning in Virtual Classrooms: Effects of Window View Content and Time of Day

The role of teacher has changed in the context of classroom education in the 21st century

This article presents the changes in the role of the teacher in classroom education in the 21st century. The 21st century is the century of science and technology. Besides, this is also the era of explosion of knowledge. Information technology has entered and become effective in every field related to human life, due to which the boundaries of knowledge are no longer limited. Due to this, development in every field has been hampered. Education is an important area in all these. Its function is to make classroom teaching effective by the teacher. Therefore, the process of acquiring knowledge by teachers in classrooms has become modern due to science and technology. The teacher who makes this modern education process effective has become a technocrat and facilitator in this century. That is why 21st century education is possible through virtual classrooms and home schooling. So in the presented article, the social values to be maintained by the teacher during classroom education, modernity in the 21st century teacher in the context of classroom education, information technology skills in the 21st century teacher, paper-pencil-less teaching, online teaching-test-evaluation. Role of teacher in, Home school through internet, Role of teacher as online guide, Role of teacher in teaching specific subjects, Teacher in the context of development of multidimensional intelligence, Scientific thought in teacher – Scientific approach – Scientific attitude, Preservation of traditional values and adoption of modern values by the teacher, suggestions towards teacher’s teaching-research-expansion etc. have been included.