Introduction to the Virtual Classroom


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  • For 500 years, most education and training has been dependent on the publishing or broadcast model where knowledge is gathered and distributed to the masses via books and periodicals. E-learning has allowed a new model of learning to enhance and replace to an extent the publishing model. E-learning is not just a change, modification or advancement in technology. It is the redefining of how we transmit knowledge, skills and values to the learner. (Horton, William. E-Learning by Design, Pfeiffer, p. 577.)
  • Today’s organizations are using a mix of deliver media or blended learning (accounts for over 16% of all training . Key to success in blending media is using each medium for delivery in the way that maximizes the utilization its learning features. Clark, R.C., Kwinn, A. (2007), Evidence-based guidelines for synchronous e-learning, the new virtual classroom, John Wiley & Sons, Inc., p. 14-15.
  • Good visual design should be subtle, “solving problems and not drawing attention.” Successful visual design is seamless; it goes unnoticed by the learner. Unsuccessful visual design is an impediment to learning. It results in the learner having difficulty navigating the course and unable to find critical course material. (Horton, William, E-Learning By Design, p. 495).
  • The virtual classroom should be used for both its pragmatic and instructional reasons for its engagement and learning features. (Clark, R.C., Kwinn, A. (2007), Evidence-based guidelines for synchronous e-learning, the new virtual classroom, John Wiley & Sons, Inc. P. 15
  • Introduction to the Virtual Classroom

    1. 1. Running HEAD: Introducing the Virtual 1<br />Introducing the Virtual Classroom<br />Michele Kemp<br />EDU656<br />Dr. Nicole Runyon<br />August 8, 2011<br />EDU656 August 2011<br />
    2. 2. Introducing the Virtual Classroom<br />A <br />Hybrid<br />Learning<br />Environment<br /><br />
    3. 3. Old School – Instructor-led Classroom<br />
    4. 4. What is theVirtual Classroom?<br />Synchronous computer-mediated learning <br />environment with<br />Facilities for visualization<br />Instructor and participant audio<br />Participant response via polling & chat, etc.<br />Commonly used virtual classroom tools<br />Adobe Acrobat Connect Professional<br />Elluminate<br />Live Meeting<br />Web Ex<br />
    5. 5. New School – A Hybrid Environment<br />
    6. 6. What is the NewVirtual Classroom?<br />Instructor-led synchronous computer-mediated learning environments with participants online, at the same time, in different locations<br />Hybrid of synchronous and asynchronous <br /> e-learning<br />Also referred to as<br /><ul><li>Synchronous e-learning
    7. 7. Remote instructor training</li></li></ul><li>New Virtual Classroom Technology Options<br />Real-time instructor lead virtual classroom <br /> sessions are often recorded and can be viewed<br /> in an asynchronous mode via the computer.<br />Provide access for two-way communication <br /><ul><li>Participant interaction of various types –</li></ul> audio, text, chat, polling<br /><ul><li>Projection of visuals – still, animated, multi-media, slide shows,
    8. 8. Breakout rooms for small group activities</li></li></ul><li>Synchronous Vs. Asynchronous Learning<br />
    9. 9. Comparison and Contrast of Synchronous and Asynchronous e-Learning<br />Synchronous e-Learning<br />Asynchronous e-Learning<br /><ul><li>Instructional programs delivered on a computer
    10. 10. Web-based, self-paced, self-study
    11. 11. Participants interact with others </li></ul> via e-mail, online discussion <br /> groups and bulletin boards<br /><ul><li>Course material is available when learner is ready
    12. 12. Requires frequent and relevant </li></ul> interactions to sustain attention <br /> and promote learning<br /><ul><li>Computer–mediated learning
    13. 13. Nearest to classroom-style
    14. 14. Instructor-led
    15. 15. Real-time method
    16. 16. Participants engaged at same </li></ul>time in instructional event<br /><ul><li>Growing share of on-line training
    17. 17. Aka virtual classroom, remote live training, remote instructor-led training</li></li></ul><li>Advantages and Disadvantages of Synchronous e-Learning<br />Advantages<br />Disadvantages<br /><ul><li>More costly to develop
    18. 18. Technical challenges
    19. 19. Lack of interaction / engagement
    20. 20. Multitasking
    21. 21. Possible teacher’s poor</li></ul> facilitation skills<br /><ul><li>Convenience, reduced travel time and costs
    22. 22. Less time away from the job
    23. 23. Faster to develop / deploy training
    24. 24. Higher completion rates than self-study
    25. 25. Train a larger number at less cost
    26. 26. Real-time interaction
    27. 27. Collaborative learning activities
    28. 28. 25% of all corporate training</li></li></ul><li>Advantages and Disadvantages ofAsynchronous e-Learning<br />Advantages<br />Disadvantages<br /><ul><li>Instructional programs delivered on a computer
    29. 29. Web-based, self-paced, self-study
    30. 30. Participants interaction via e-mail and online discussion groups
    31. 31. Course material available when </li></ul> learner is ready<br /><ul><li>Requires frequent, relevant
    32. 32. interaction
    33. 33. To sustain attention
    34. 34. To promote learning
    35. 35. Convenience, reduced travel time and costs
    36. 36. Self-paced
    37. 37. Less mental load on learners
    38. 38. Screen real estate benefits from </li></ul> relevant visuals<br /><ul><li>Comments archived / organized by discussion and date
    39. 39. Learner controls parameters
    40. 40. Time
    41. 41. Location</li></li></ul><li>Features of the New Virtual Classroom<br />
    42. 42. Display Visual Information <br />White Board, Application Sharing, etc.<br />1<br />Promote Participant Interactions<br />Polling, White Board Tools<br />2<br />Communication Instructor-<br />Participants /Among Participants<br />Chat, Audio, Breakout Rooms<br />3<br />Features of the Virtual ClassroomThree Main Classes<br />
    43. 43. Features of the New Virtual Classroom <br /><ul><li>White board</li></ul>Largest part of computer screen real estate<br />Project slides (instructor)<br />Make annotations (instructor or participants)<br /><ul><li>Text
    44. 44. Drawing tools
    45. 45. Polling buttons </li></ul>At top left of interface<br />Allows participants to respond to multiple choice <br /> questions<br /><ul><li>Chat or direct messaging area</li></ul>Located below participant information window<br />Instructor or participants can type messages<br />
    46. 46. More Features of the Virtual Classroom<br /><ul><li>Icons (like the clapping hands, or happy face) </li></ul>Under the participant information window<br />Used by all to show responses to current proceedings in the <br /> session<br /><ul><li>Audio window </li></ul>Lower-left-hand corner of the interface<br />Participants with microphone and headset can converse with <br /> group<br /><ul><li>Most synchronous e-learning technology software provides window</li></ul>Show video clips<br />Demonstrate computer applications<br />Provide breakout rooms for small group access<br />
    47. 47. Instructional Reasons<br />Pragmatic Reasons<br />Participant<br />Collaboration<br />Visualization<br />Of<br />Content<br />Deploy<br />Training<br />Over Time<br />Real-Time<br />Interaction<br />Computer <br />App <br />Demo/<br />Practice<br />Reduced<br />Costs<br />Reach<br />More <br />Learners<br />Deploy <br />Training<br />Quickly<br />Consume<br />Less<br />Time<br />Course<br />Completion<br />Ensured<br />When to Use the Virtual Classroom<br />
    48. 48. <ul><li>Media effectiveness
    49. 49. Instructional components
    50. 50. Supporting learning </li></ul> processes<br />Learning in the New Virtual Classroom<br />Which Technology Is Best for Learning?<br />
    51. 51. Media Effectiveness<br />Media comparison results are consistent<br /><ul><li>Learning results are equal regardless of </li></ul> delivery media<br /><ul><li>Instructional components used to teach </li></ul> determine learning<br /><ul><li>Meta-analysis or the recent synthesis of media comparison research
    52. 52. Online learning environment as effective as traditional classroom
    53. 53. Quality of online instruction is the key</li></li></ul><li>Instructional Components<br />Communication Modes – determines which mode to use; the smallest instructional component <br /><ul><li>Text
    54. 54. Audio
    55. 55. Graphic</li></ul>Instructional Methods – support essential learning processes<br /><ul><li>Definitions
    56. 56. Examples
    57. 57. Demos
    58. 58. Practice</li></li></ul><li>Instructional Components<br />Instructional Architecture – four basic <br /> lesson or course design plans<br /><ul><li>Receptive – delivers content
    59. 59. Directive – provide small amount of </li></ul> information followed by examples<br /><ul><li>Guided Discovery – engage a problem or goal as a conduit for learning
    60. 60. Exploratory – learner, research driven </li></li></ul><li>Four Instructional Architectures<br />
    61. 61. Four Instructional Architectures<br />
    62. 62. Which Instruction Components Work Best for Learning?<br />Best combination supports cooperation <br /><ul><li>Working Memory
    63. 63. Center of conscious thoughts and processes
    64. 64. Information capacity shaped by knowledge</li></ul> stored in long-term memory<br /><ul><li>Separate storage areas for visual and auditory </li></ul> information<br /><ul><li>Long-Term Memory
    65. 65. Large capacity permanent storage of knowledge
    66. 66. Long-term memory relatively inert
    67. 67. Serves as a repository</li></li></ul><li>Harnessing Learning Processes in the Virtual Classroom<br />Support attention<br />Activate prior knowledge<br />Manage cognitive load<br />Construct new mental models<br />Encourage transfer of learning<br />Guide learning management<br />Promote motivation<br />
    68. 68. References<br />Clark, R.C., Kwinn, A. (2007), Evidence-based<br />guidelines for synchronous e-learning – the new virtual classroom, John Wiley & Sons,<br /> Inc., P. 3-41, 256, 260.<br />Clark & Mayer (2008), E-learning and the science of instruction: proven guidelines for <br />consumers and designers of multimedia <br />learning, P.7, 75.<br />Horton, W. (2006), E-learning by design,<br /> John Wiley & Sons, Inc., P. 6, 495-530.<br />