Virtual vs. traditional classroom m rzeznik


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Virtual vs. traditional classroom m rzeznik

  1. 1. Virtual and traditional classroom – a comparison Małgorzata Rzeźnik Małgorzata Rzeźnik, 2005
  2. 2. Main points• Definitions• The classroom and its environment• The time dimension• Group processes• Final remarks Małgorzata Rzeźnik, 2005
  3. 3. Definitions Traditional classroomA room especially designed and furnished to provide optimal learning environment. Virtual classroom „Virtual classroom: any online area in which instructors and students ‘meet’, via their computer connections, for course activities.” (Ko, Susan, Rossen, Steve, 2004, Teaching Online: A Practical Guide) Małgorzata Rzeźnik, 2005
  4. 4. DefinitionsClassroom = place+time+people+interactions Małgorzata Rzeźnik, 2005
  5. 5. Traditional classroom and itsenvironment1. CLOSED and fairly free from outside distractions2. CONCENTRATED and fairly homogenous3. TANGIBLE Małgorzata Rzeźnik, 2005
  6. 6. Virtual classroom and itsenvironment1. Open and subject to outside distractions both from the Internet and the real world2. Distributed and diverse3. Intangible Małgorzata Rzeźnik, 2005
  7. 7. So what? The open nature of the virtual class can be BOTH an advantage and a problem. Dealing with diversity, techniques for building learning communities. Tangibilisation of virtual classrooms. Małgorzata Rzeźnik, 2005
  8. 8. Traditional classroom – the timedimension1. Limited to hours of instruction and occasional additional activities2. Structuring tasks and arranging physical elements of a classroom are fairly well researched3. The teacher physically present at all times during a class. Małgorzata Rzeźnik, 2005
  9. 9. Virtual classroom - the timedimension1. Operating 24/7, no clear distinction between in-class tasks and homework2. Laying out ‘lesson plans’ quite complicated and not well researched.3. The teacher and learners ‘virtually present’ at all times through their postings and contact details but hardly ever present in real time, not to mention physical presence. Małgorzata Rzeźnik, 2005
  10. 10. SO WHAT? Structuring tasks and planning lessons– the challenge Limited hours vs 24 hours – the question of how much should a teacher be paid in online education? Net addiction, burnout, dropout – possible hazards Małgorzata Rzeźnik, 2005
  11. 11. Overlap Common use of ICT especially e-mail and web pages in traditional teaching – adds the extra dimensions – open space, any time. Blended approach. Małgorzata Rzeźnik, 2005
  12. 12. Group processes in traditional vsvirtual classrooms Visible (+) vs invisibleWhat is immediately visible in the traditional classroom is mostly INVISIBLE in the virtual one!!!+Traditional Non-verbal communication Moods Interest in the lesson Patterns of interaction Conflicts+Virtual Online traffic Formal communication on fora and/or chats (if recorded by the system) Work of an individual student on the e-learning planform Małgorzata Rzeźnik, 2005
  13. 13. Group processes in traditional vsvirtual classrooms Problem diagnosis and resolution Generally easier and faster in a traditional setting. Group-formation – longer online Communication – slower and less effective online (unless the group is very closely-knit) Online students seek individual attention. Małgorzata Rzeźnik, 2005
  14. 14. Selected bibliography1. Castells,M., 2001, The Internet Galaxy, Oxford University Press2. Garrison, D.R. & Anderson, T. 2003. E-learning in the 21st century, London & New York: Routlege/Falmer.3. Ko, Susan, Rossen, Steve, 2004, Teaching Online: A Practical Guide, 2nd edition, Houghton Miffin Company: Boston, New York4. Kotler, P., 2005, Marketing Management, 12 ed, Prentice Hall5. McVay Lynch, M. 2002. The Online Educator, London & New York:Routlege/Falmer.6. Paloff R.M., Pratt K.2001. Lessons from the Cyberspace Classroom, San Francisco: Jossey-Bass.7. Paloff R.M., Pratt K.2003. The Virtual Student, San Francisco: Jossey-Bass.8. Salmon,G. 2000. E-Moderating, London & Sterling (USA):Kogan Page.9. Wallace,P., 1999, The Psychology of the Internet, Cambridge University Press10. Warschauer,M, 2004, Technology and Social Inclusion, MIT11. Warschauer, M.,Kern R., 2000, Network-based Language Teaching: Concepts and Practice, Cambridge University Press Małgorzata Rzeźnik, 2005
  15. 15. Thank you! Małgorzata Rzeźnik, 2005