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Running HEAD: Introducing the Virtual 1

Introducing the Virtual Classroom

Michele KempEDU656

Dr. Nicole RunyonAugust 8, 2011

EDU656 August 2011

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Introducing the Virtual Classroom

A

Hybrid

Learning

Environment

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Old School – Instructor-led Classroom

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What is theVirtual Classroom?

Synchronous computer-mediated learning environment with Facilities for visualization Instructor and participant audio Participant response via polling & chat, etc.Commonly used virtual classroom tools Adobe Acrobat Connect Professional Elluminate Live Meeting Web Ex

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New School – A Hybrid Environment

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What is the NewVirtual Classroom?

Instructor-led synchronous computer-me-diated learning environments with partic-ipants online, at the same time, in differ-ent locations

Hybrid of synchronous and asynchronous e-learning Also referred to as

Synchronous e-learningRemote instructor training

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New Virtual Classroom Technology Options

Real-time instructor lead virtual classroom

sessions are often recorded and can be viewed in an asynchronous mode via the com-puter. Provide access for two-way communica-

tion Participant interaction of various types

– audio, text, chat, pollingProjection of visuals – still, animated,

multi-media, slide shows, Breakout rooms for small group activi-

ties

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Synchronous Vs. Asynchronous Learning

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Comparison and Contrast of Synchro-nous and Asynchronous e-Learning

Synchronous e-Learning

• Computer–mediated learning• Nearest to classroom-style• Instructor-led• Real-time method• Participants engaged at same time in instructional event• Growing share of on-line train-

ing• Aka virtual classroom, remote

live training, remote instruc-tor-led training

Asynchronous e-Learn-ing• Instructional programs deliv-

ered on a computer• Web-based, self-paced, self-

study• Participants interact with

others via e-mail, online discussion groups and bulletin boards • Course material is available

when learner is ready• Requires frequent and rele-

vant interactions to sustain atten-tion and promote learning

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Advantages and Disadvantages of Synchronous e-Learning

Advantages

• Convenience, reduced travel time and costs

• Less time away from the job• Faster to develop / deploy

training • Higher completion rates than

self-study• Train a larger number at less

cost• Real-time interaction • Collaborative learning activi-

ties• 25% of all corporate training

Disadvantages

• More costly to develop• Technical challenges• Lack of interaction / engage-

ment• Multitasking• Possible teacher’s poor facilitation skills

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Advantages and Disadvantages ofAsynchronous e-Learning

Advantages

• Convenience, reduced travel time and costs

• Self-paced• Less mental load on learners• Screen real estate benefits

from relevant visuals• Comments archived / orga-

nized by discussion and date• Learner controls parameters

Time Location

Disadvantages

• Instructional programs deliv-ered on a computer

• Web-based, self-paced, self-study

• Participants interaction via e-mail and online discussion groups

• Course material available when

learner is ready• Requires frequent, relevant • interaction

To sustain attention To promote learning

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Features of the New Virtual Classroom

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Communication Instructor-Participants /Among Participants

Chat, Audio, Breakout Rooms

Promote Participant InteractionsPolling, White Board Tools

1

2

3

Display Visual Information White Board, Application Sharing, etc.

Features of the Virtual ClassroomThree Main Classes

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Features of the New Virtual Classroom

White board Largest part of computer screen real estate Project slides (instructor) Make annotations (instructor or participants)

Text Drawing tools

Polling buttons At top left of interface Allows participants to respond to multiple choice questions

Chat or direct messaging area Located below participant information window Instructor or participants can type messages

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More Features of the Virtual Classroom

Icons (like the clapping hands, or happy face) Under the participant information window Used by all to show responses to current proceedings in

the session

Audio window Lower-left-hand corner of the interface Participants with microphone and headset can converse

with group

Most synchronous e-learning technology software provides window

Show video clips Demonstrate computer applications Provide breakout rooms for small group access

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ReducedCosts

ReachMore

Learners

Deploy TrainingQuickly

ConsumeLessTime

CourseCompletion

Ensured

When to Use the Virtual Class-room

Real-TimeInteraction

VisualizationOf

Content

DeployTraining

Over Time

Computer App

Demo/Practice

ParticipantCollaboration

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Media effectiveness

Instructional components

Supporting learning processes

Learning in the New Virtual Class-room

Which Technology Is Best for Learning?

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Media Effectiveness

Media comparison results are consis-tentLearning results are equal regardless of delivery media Instructional components used to teach determine learningMeta-analysis or the recent synthesis of

media comparison research Online learning environment as effective as

traditional classroom Quality of online instruction is the key

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Instructional Components

Communication Modes – determines which mode to use; the smallest instructional com-ponent TextAudioGraphic

Instructional Methods – support essential learning processesDefinitionsExamplesDemosPractice

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Instructional Components

Instructional Architecture – four ba-sic

lesson or course design plansReceptive – delivers contentDirective – provide small amount

of information followed by examplesGuided Discovery – engage a

problem or goal as a conduit for learning

Exploratory – learner, research driven

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Four Instructional Architectures

Architec-ture

Features LearningAssump-

tions

Examples Best UsedFor

Receptive *Content delivery*Few interactive opportunities

*Passive absorption ofknowledge

*Some class- room lectures*A video

*Learners w/ prior con-tent knowledge*Building awareness*Briefings vs. skill build-ing

Directive *Short lessons*Frequent questions*Immediate feedback*Instructive learning

*Gradual > of knowledge*Progressive sequence of questions & feedback

*Programmed instruction*Much soft-ware training

*Teaching procedural skills*Teaching novice learners

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Four Instructional Architectures

Architec-ture

Features LearningAssump-

tions

Examples Best UsedFor

GuidedDiscovery

*Problem- or task – centered*Inductive learning*Learn from experi-ence*Instructors are coaches

*Authentic job problems fos-ter learning*Learning by experience*Mistakes are learning opportunities

*Problem-based learning*Case/sce-nario- based learn-ing

*Experi-enced learners*Principle- based tasks *Focus on problem- solving skills

Exploratory *High degree of learner control*Rich repository of instructional re-sources*Good navigation

*Learners should have many choices*Learners make best decisions about when & where to learn

*The Internet *Experi-enced learners*Self-di-rected learners*Diverse learning outcomes

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Which Instruction Components Work Best for Learning?

Best combination supports cooperation Working Memory

Center of conscious thoughts and processes Information capacity shaped by knowledge stored in long-term memory Separate storage areas for visual and audi-

tory information

Long-Term Memory Large capacity permanent storage of knowl-

edge Long-term memory relatively inert Serves as a repository

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Harnessing Learning Processes in the Virtual Classroom

Support attention Activate prior knowledge Manage cognitive load Construct new mental models Encourage transfer of learning Guide learning management Promote motivation

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References

Clark, R.C., Kwinn, A. (2007), Evidence-based

guidelines for synchronous e-learning – the new virtual classroom, John Wiley & Sons,

Inc., P. 3-41, 256, 260.Clark & Mayer (2008), E-learning and the science of instruction: proven guidelines for

consumers and designers of multime-dia

learning, P.7, 75.Horton, W. (2006), E-learning by design, John Wiley & Sons, Inc., P. 6, 495-530.