Virtual Classroom Research Articles

Impact of the educational setting on the teaching and learning of the equine distal limb ultrasonography.

The use of immersive methodologies is a trend in the educational environment, but their outcomes in the teaching-learning process need to be better understood. This study aimed to assess the impact of the educational environment on learning equine distal limb ultrasonography, comparing immersive classroom, traditional classroom, and virtual classroom. A total of 153 veterinary medicine students from the first to the third semester participated in this study. The students were divided into four groups: traditional (n = 22), immersive (n = 100), online (n = 31), and traditional-immersive (n = 15). The students completed a questionnaire before and immediately after the class. The online group had a lower average gain in correct answers compared to the others (p < 0.01). Regarding student perception, it was observed that the virtual group had the lowest satisfaction score (p < 0.001), and students in the immersive and online environments were more satisfied with the resources used compared to the traditional classroom (p = 0.01). Concluding, in the present study students showed a greater interest in environments associated with technology, and that in-person modalities resulted in significantly superior learning outcomes compared to online ones.

Instructors’ presence and communication strategies on student engagement in asynchronous online classes

This study investigated the factors influencing student engagement in asynchronous online classes, focusing on the roles of instructor presence, communication strategies, and demographic profiles. Data were collected from 385 college students employing moderated mediation with parallel mediators. The results revealed significant direct effects of instructor presence and communication strategies on student engagement, highlighting the pivotal role of these factors in shaping the online learning experience. Specifically, stronger instructor presence and effective communication strategies corresponded to higher levels of student engagement, emphasizing the importance of fostering supportive interactions and facilitating meaningful communication in virtual classrooms. Mediation analyses further clear the pathways through which these factors influence student engagement. Perceived instructional support emerged as a robust mediator between instructor presence and engagement, underscoring the significance of establishing a supportive learning environment. Additionally, technology self-efficacy played a modest yet significant role in mediating the impact of instructor presence and communication strategies on student engagement, highlighting the importance of students’ confidence in utilizing technology for academic purposes. While moderation analyses did not reveal significant effects of demographic profiles on the relationships between key variables, the findings underscore the universality of effective teaching practices in fostering student engagement across diverse student populations. These findings have important implications for online teaching practices and educational policies, emphasizing the need to prioritize strategies that enhance instructor support, foster effective communication, and promote technological proficiency among students. By addressing these factors, educators and institutions can optimize the online learning experience and promote meaningful engagement among students in asynchronous online classes.

Research of Integration of Innovations of Artificial Intelligence in Modern Educational Technologies

The purpose of this article is devoted to the significance of the innovative use of artificial intelligence in modern education, the authors, based on an analysis of the literature, came to the conclusion that artificial intelligence can be used not only as a teaching tool, but also through the classroom, the media and others traditional learning aids. Artificial intelligence has powerful algorithms that can help educators better understand learning focus and break down educational content from multiple angles to help students quickly integrate and update course content. The article discusses the main applications of artificial intelligence in education as analysis criteria, as well as intelligent tutoring, educational data analysis, personalized learning paths, and virtual classroom creation as an innovative integrated classroom design. After discussion and analysis, the authors believe that artificial intelligence has great potential for innovation in teaching methodology and technology, it can enrich teacher teaching methods and improve teaching technology. By integrating traditional teaching methods and advanced artificial intelligence algorithms, artificial intelligence cannot only help teachers improve the effectiveness of teaching, but also to analyze the content of classes and optimize the choice of teaching sequence.

Teachers’ opinions toward implementing affect-focused mathematics teaching in real and virtual classrooms

Teachers’ opinions toward implementing affect-focused mathematics teaching in real and virtual classrooms

Exploring Teacher-Student Interaction in a Synchronous Online Modality: A Critical Discourse Analysis

The rise of online education, prompted by challenges posed by the COVID-19 pandemic, has revolutionized the education landscape and challenged the traditional norms and communications that have characterized communication in the education sector. This research, drawing on the interplay between Critical Discourse Analysis and Sinclair’s IRF model, peers into how language power is played out in cyberspaces of a virtual classroom. The study traces language’s hidden yet palpable influence in shaping power relations through an examination of various online engagements. Findings from the study show that teachers use rhetorical questions and affirmations to guide discussions and retain power based on Sinclair’s IRF model. On the other hand, Wodak’s CDA framework brings out the hidden power dimensions that lie unnoticed in language, which seems inclusive but seeks control. The outcome confirms how language influences power dynamics when teachers use linguistic strategies to shape narratives and dictate conversations. The study reveals strategies instructors utilize in General Education courses at Camarines Sur Polytechnic Colleges, Philippines. While appearing democratic, rhetorical questions and affirmations maintain the teacher’s authority as they help create an illusion of equality. The paper emphasizes the necessity of understanding language-power interplay in online education and advocates for including a course component devoted to language and power dynamics in teacher professional development programs. This awareness creates inclusive environments in online learning spaces where various voices are recognized, encouraging shared knowledge development. This research illuminates the intricate nature of language and power, laying the foundation for informed online learning teaching practices.

Preservice teachers' learning by design through space construction in the metaverse

AbstractTeachers who know what, how and why to teach are essential for successful student learning. However, many preservice teachers (PSTs) lack teaching experience and the ability to integrate theory and practice. To help bridge this gap, this study employed a learning‐by‐design project approach in which 22 Korean PSTs developed lesson plans for middle school English classes, constructed virtual classrooms in the metaverse based on their English lesson plans, and conducted microteaching in the virtual classrooms. The study used a qualitative research method and focused on an emic perspective with multiple data sets, including the PSTs' reflection papers and post‐interviews as primary data, and their lesson plans, virtual classrooms and recordings of microteaching as secondary data. The results showed that the project supported learning by design, and that it also helped PSTs understand learners and learning, redefine the teacher's role as a designer and facilitator, connect theories to practice and improve their teaching skills. The findings can be used as a reference for future teacher training. Practitioner notesWhat is already known about this topic Teachers' content, pedagogical and technological knowledge and skills are essential attributes for effective performance. Preservice teachers (PSTs) have difficulty transferring their knowledge to real classrooms because their knowledge often focuses on the ‘know‐what’ of teaching, but not on the ‘know‐how’. Microteaching in virtual environments helps PSTs connect knowledge and practice and prepare for real classroom situations. What this paper adds The study applied a learning‐by‐design approach to preservice teachers' microteaching to help them connect their pedagogical knowledge to classroom practice. The study focused on describing how the PSTs' virtual classroom design influenced the way they planned and implemented their microteaching. Implications for practice and/or policy Teacher educators can incorporate the design‐based approach into their teacher training modules to help teachers understand learner needs when planning and implementing English lessons. Teachers can develop technological literacy and positive attitudes about using technology in their classrooms.

The advancement of technology and the concept of distance learning in the global context: Reaching out the unreachable

The field of education has changed significantly due to the rapid progress of technology, especially in the area of online learning. This paper examines how technology has enabled education to reach new populations worldwide, expanding access to learning opportunities. By examining present trends and advancements in distance learning technologies, this paper explains how technology has connected geographical, socio-economic, and cultural obstacles to education. It explores how digital platforms, virtual classrooms, online resources, and interactive learning tools can increase access to quality education and empower people regardless of where they are from or their background. Moreover, this study explores the difficulties and advantages linked with the worldwide adoption of remote learning projects. It explores topics like the digital divide, limitations in infrastructure, adjustments in teaching methods, and understanding different cultures, while also showcasing creative solutions and successful strategies used to tackle these obstacles. Using information from academic sources, real-life examples, and research studies, this paper enhances our comprehension of how technology-based remote learning is changing the global educational scenery. It highlights how using technology can help connect with those who are typically out of reach, promoting equal access to education for everyone.

Application of Immersive Media Technology in Ideological and Political Theory Courses Instruction at Shandong Vocational Colleges

This paper describes how virtual classrooms and out-of-classroom instruction can be used to help students in ideological and political theory courses strengthen their identities and improve the efficiency of their assignments. By using immersive media technology, the course is turned into a form of entertainment, enriched with content, and combined with methods such as digital video editing and manipulation to meet the needs of students in university ideological and political theory courses. Virtual reality technology can create realistic virtual environments created by computers, enabling students to perceive and manipulate a variety of virtual objects, interact with them, and create a sense of immersion in the virtual environment. Research has shown the potential benefits of using immersive media technologies and augmented reality in education. The potential of virtual reality in education has been increasingly emphasized and has been widely researched and applied.

The Study on the Distance Teaching Form Innovation based on the Virtual Value Chain Angle

Based on the internet and the education sharing economy, the distance teaching form innovation corresponding to the form (binary system), which includes campus form innovation (virtual campus, smart campus) and classroom form innovation (virtual classroom, smart classroom). The distance teaching form innovation corresponding to the distance system virtual value chain, which including campus form innovation (virtual campus, smart campus) and classroom form innovation (virtual classroom, smart classroom). The distance teaching form innovation corresponding to the content (cooperation) virtual value chain, which including teacher form innovation ( The distance teaching form innovation corresponds to the content (cooperation) virtual value chain, which includes teacher form innovation ( virtual teacher, robotic teacher), credit form innovation (school credit bank, virtual credit) and certificate form innovation (1+x certificate, virtual certificate). The distance teaching form innovation based on the virtual value chain angle, it’s helpful to build the first class brand of distance education. The distance teaching form innovation based on the virtual value chain angle, it’s helpful to build the first class brand of distance education.

Role of Digital Communication in Learning the English language

Digital communication technologies have transformed how people learn languages, especially English. This article looks at how these technologies help people learn English better. It covers various digital tools and platforms like social media, online forums, language learning apps, and virtual classrooms that create interactive and engaging learning experiences. By using these technologies, learners can access many resources, have real-time conversations with native speakers, and get quick feedback, making the learning process faster. The article also explores how digital communication affects the development of key language skills, such as listening, speaking, reading, and writing. The findings show the benefits of using digital communication in English language education, such as increased motivation, personalized learning experiences, and the chance to practice language skills in real-life contexts. However, it also discusses challenges like differences in digital literacy and the need for effective teaching strategies to get the most out of digital tools. Overall, this study highlights the important role of digital communication in modern English language learning, offering insights for teachers, learners, and policymakers to fully utilize its potential.

The synergy between workforce, students, and lecturers in collaborative learning

This research focuses on applying technology in collaborative learning, specifically through online platforms that connect students and the workforce. It is objective is to enhance synergy among the workforce, students, and educators to improve learning quality. The case study methodology follows Creswell’s qualitative approach with five key steps: planning the case study; data collection; analysis; result interpretation; and reporting. The research explores innovative online platforms to create a comprehensive and diverse learning experience. Technology enables access to materials, virtual classrooms, e-books, mobile learning, and internship programs, fostering flexible and engaging education. Collaborative learning with workforce participation enhances effectiveness and skills. Students gain work experience related to their fields through active interaction with practitioners. At the same time, educators refine teaching methods and understand workforce demands-the synergy among the workforce, students, and educators’ mutually beneficial relationships. The workforce leverages student resources for problem-solving and innovation, while students enhance their networks. Educators gain input for curriculum improvement. The research enhances education quality, prepares students for the dynamic workforce, and aligns educational programs with industry demands. It emphasizes the importance of collaborative learning, integrating online platforms to increase skill development.

Engaging with History in the Digital Age: A Study of Technology-Based Distance Learning in History

In recent years, technological advancements have revolutionised nearly every aspect of our lives, including education. Technology has had a profound impact, particularly in distance learning and teaching of history. With the rise of the internet, interactive software, and various digital tools, historical education has become more accessible and engaging. The article investigates technology-based distance learning and teaching of history, examining its effectiveness and the transformative effects it has on educators, students, and the overall learning experience. It analyses the teaching of history through traditional classroom-based methods, such as chalkboards and face-to-face teaching, to modern technology-driven platforms like online courses, virtual classrooms, and digital tools through Learning Management Systems, MS Teams, and Google Classrooms. Focusing on the teaching of history, the research investigates how technological innovations have redefined instructional approaches, engagement, and accessibility in distance learning systems. By analysing progress in educational technologies, including the use of multimedia, digital archives, interactive modules, and video conferencing, this study assesses how these tools enhance students’ understanding of historical content. It also evaluates the challenges educators face in adapting to these technologies and the efficacy of online platforms in fostering critical thinking, contextual analysis, and historical inquiry. The study examines the potential of digital tools to democratize history education, making it more inclusive and accessible, while addressing the potential drawbacks such as digital literacy gaps and the limitations of student-teacher interaction in virtual settings. To sum up, this study emphasizes the growing role of technology in shaping the future of history teaching and its implications for both instructors and learners in the 21st century.

Enriching Education with Artificial Intelligence Generative Ai-Speech to Image Generator

Abstract: Visual memory is the strongest in learning; It is 60,000 times more powerful than text and memory. This important fact shows that there is an urgent need to make changes in the education process, moving away from old, monotonous practices and towards a dynamic, effective and permanent educational support. Inspired by the effectiveness of the invisible aspects of visual learning, this article introduces GenClassroom, a new learning tool that promises to revolutionize the traditional teaching method. GenClassroom uses the power of artificial intelligence (AI) to translate and transform teacher lessons into beautiful images, providing students with a unique learning experience beyond the boundaries of the classroom environment. Seamlessly integrating speech-to-image capabilities into dynamic virtual classroom environments, GenClassroom enables educators to create engaging, interactive lessons that resonate with students and promote understanding, retention, and engagement. Through a qualitative study of GenClassroom’s design, functionality, and application content, this article outlines the evolution of the vision of AI-enabled education to shape the future of learning. As the ed- ucational landscape changes dramatically, GenClassroom serves as a beacon of innovation, ushering in a new era of personalized, meaningful, and empowering learning. By embracing the endless possibilities of visual learning enhanced by artificial intelligence, GenClassroom paves the way for a future where learning has no boundaries and every student can reach their potential.

Challenges of E-Teaching During the Covid-19 Pandemic in Uganda Universities

The COVID-19 pandemic has forced a quick transition to online learning, which has presented teachers with many difficulties when delivering instruction from a distance. In the context of e-teaching, this study investigated the difficulties faced by academic staff members during the COVID-19 pandemic. Semi-structured interviews and focus group discussions were conducted as part of a qualitative research strategy with faculty members with e-teaching experience during the pandemic. The research identified several challenges related to technology, pedagogical adaptation, student engagement, assessment and feedback, workload management, and the effect on faculty members' emotions and psychological health. These difficulties highlighted the requirement for technological competence, pedagogical training, support structures, and resources to improve the experience of e-teaching. Comprehensive faculty development programs, inclusive instructional design, a variety of evaluation techniques, assistance with workload management, and attempts to enhance faculty well-being are among the recommendations. By addressing these issues, educational institutions can manage the difficulties of e-teaching in emergencies and ensure that students receive high-quality instruction in virtual classrooms.

Using e-learning for translation subjects in Algerian universities: The reality of distance education

The higher education sector in Algeria continues to shape the future of hybrid (blended) learning. There are certain obstacles associated with teaching certain disciplines, including translation, through virtual classrooms. The current study aims to investigate the reality of online learning at Algerian institutions and ascertain how instructors and students feel about using e-learning platforms for translation-related courses. Two research tools, an interview and a questionnaire, were used to gather and analyze data. The study's conclusions showed that while online learning can be somewhat beneficial, it is not as effective as in-person instruction, especially when it comes to time management and examinations. Additionally, it was shown that both instructors and students encountered difficulties with online learning (OL), including adjusting to the virtual setting and a deficiency in motivation and interaction. The study found that while OL is helpful, it cannot replace in-person instruction. The study therefore suggested hybrid learning, which combines online and in-person training. Keywords: challenges; online learning; students’ perceptions; teachers’ perceptions; translation subjects.

Unravelling Self-Efficacy in Online Discussion and Presentation: Insights from English Education Students in Kupang, Indonesia

The rapid growth of digital technology has revolutionized the educational landscape, with online learning becoming a prominent mode of instruction. This study explores students' self-efficacy in the context of online discussions and presentations in English language learning. The research involved English Education students in Kupang, East Nusa Tenggara, Indonesia. Quantitative and qualitative data were collected through questionnaires and focus group discussions (FGDs). The questionnaire assessed students' self-efficacy beliefs in their speaking abilities and handling challenging situations during online discussions and presentations. The FGD provided more profound insights into the factors influencing students' experiences with virtual classroom speaking. The findings revealed that many students demonstrated a positive self-efficacy in their speaking abilities during online discussions. They expressed confidence in their communication skills and ability to handle complex tasks. However, limited access to internet connectivity, lack of engagement and social loafing, lack of preparation, students’ English Proficiency, and fear of making mistakes were demotivating factors affecting self-efficacy. The study highlights the importance of fostering a supportive online learning environment to enhance students' self-efficacy. To gain a better understanding of students' self-efficacy in online discussion and presentation, future research could include a more diverse group of students from various institutions and academic levels.

Teachers as ‘Powerless Elites’: Emotions and Transformative Learning

This research uses narrative analysis to examine the emotional experiences of five schoolteachers, teaching in five different schools in Hong Kong, Singapore, and Taiwan. The analysis shows the paradoxical perceptions about the (ir)replaceability of the teaching profession in the digital era. Findings include i. the strong mixed feelings experienced by teachers regarding the future of education that is embedded with digitalisation; ii. Meaning-making in teaching lies on the emotional engagement of teachers and quality teacher-student-relationship; iii. intense self-doubts on the roles of teachers in a virtual classroom were experienced in the beginning of the pandemic, but it has transformed into a refined roles upon critical self-reflection. This research investigates the emotionality of teachers in the virtual classroom, transformative learning has been the key to teachers’ refined roles despite society’s increasing reliance on artificial intelligence.

Impacts of COVID‐19 on social work teaching and learning in Bangladesh

AbstractThe COVID‐19 pandemic had a significant impact on both classroom instruction and practical learning within Social Work Departments in Bangladesh. This research took two state universities in Bangladesh as case studies, using a qualitative methodology. Researchers conducted 10 Key Informant Interviews, with professors and field supervisors, 20 in‐depth interviews with Master of Social Sciences (MSS) students and two Focus Group Discussions with MSS students. During the pandemic, University faculty experimented with virtual classrooms, pre‐recorded lectures, and online chat forums to interact with postgraduate students. However, these approaches were not completely successful due to the limitations of digital infrastructure at the Universities and at students' residences. Shortcomings in virtual education included technological barriers, insufficient access to educational resources, and an unusual mental health situation for many students. Student practica were difficult to organize, due to technological barriers, restricted field placement opportunities, disruption in client interaction, and community outreach, interruptions in fieldwork and data collection, as well as insufficient faculty supervision and support. Universities ought to take proactive measures to integrate technology into teaching and learning in normal times so that both can continue during public health emergencies without adding educational crisis to the general state of emergency.

Exploring dialogue in virtual simulation in nursing education – An observational study

ObjectivesSimulation is an important learning activity in nursing education. There is little knowledge about dialogue and communication between students and facilitators in a virtual simulation setting. The current study, conducted in Norway, explores the dialogic teaching approaches applied by facilitators in a virtual classroom and adapt an analytic tool from a physical classroom in lower education to a virtual classroom in higher education. MethodsSixteen virtual simulation sessions of groups with nursing students were video-taped. The videos were coded with a coding scheme developed for physical classrooms and adapted to the virtual setting. The dialogic approaches from the facilitator were analysed using descriptive analysis. ResultsThe most frequently used approaches from the facilitator were categorized as listening (“Modelling prompts and body language to encourage continuation”) and asking (“Big questions”). The most frequent pattern seen in the use of dialogic approaches fall under the category listening. ConclusionsThe coding scheme is suitable to analyse facilitators' dialogic approaches in a virtual setting in nursing education. Further research should examine how the facilitator can strategically deploy dialogic approaches in other types of simulations with students. InnovationThe coding scheme was developed from lower to higher education, and from a physical to a virtual setting.

The virtual classroom divide: how does the self-efficacy gap reshape online learning?

ABSTRACT This study explores the role of self-efficacy in online learning modalities. In particular, the research examines how synchronous and asynchronous online courses affect student learning experiences, depending on the level of self-efficacy. Data were collected from 172 undergraduate students in the United States who have taken both synchronous and asynchronous courses. Findings of two-way repeated measures of MANOVA reveal noteworthy interaction effects between course modalities and self-efficacy. Students with high self-efficacy report more favorable online learning experiences, free from challenges stemming from course modalities. Conversely, students with low self-efficacy report less favorable online learning experiences and grapple with challenges arising from course modalities, reporting that asynchronous course experiences are significantly inferior compared with synchronous courses. The study’s findings provide meaningful implications for research and practice for online teaching and learning in virtual classrooms.