Home  About us  Contact
 

Virtual Classroom (virtual + classroom)

Distribution by Scientific Domains
Education60%

Selected Abstracts

Diversity Within the Virtual Classroom

NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 118 2003
Kevin Kinser
The dynamic nature of virtual classrooms presents numerous challenges to assessment and interpretation. This chapter provides an overview of these challenges and sets forth general measures to guide research. [source]

A virtual classroom for information technology in construction

COMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 2 2008
Danijel Rebolj
Abstract The paper describes a new postgraduate program called "ITC-Euromaster." It briefly outlines the development process, explains the content of the program, the methodological and didactic approach and the learning environment. The paper concludes with the first experiences in delivering the courses of the new program. © 2008 Wiley Periodicals, Inc. Comput Appl Eng Educ 16: 105,114, 2008; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20129 [source]

Lessons Learned from Teaching Web-Based Courses: The 7-Year Itch

NURSING FORUM, Issue 1 2005
Cynthia G. Johnson RN
TOPIC.,Lessons Learned from Teaching Web-Based Courses: The 7-Year Itch SOURCES OF INFORMATION.,Increased sophisticated technological communications are rapidly changing the teaching and learning environment. Nursing educators must respond by developing new ways of teaching. Because of these changes, new ways of teaching, course delivery methods, and classroom environments are being discovered. The Internet and the cyberspace environment allow students from all over the nation to sit in the same virtual classroom and ,attend lecture' with one instructor. This article describes lessons learned from seven years of teaching on the web on both undergraduate and graduate levels. CONCLUSION.,The major challenges for faculty relate to the creation of a stimulated learning environment for communication and interaction among the students, course preparation, workload, time management. Additional challenges are the methods of classroom discussions, teaching methods, responding to students, and teaching a 2-unit clinical component on-line. For students, issues of learning styles, motivation, and class participation are discussed. Results of the students' responses to a 10-item Likert,type course evaluation tool as well as issues for future web educators are presented. [source]

Mutual feedback in e-portfolio assessment: an approach to the netfolio system

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 2 2009
Elena Barbera
This paper presents an alternative application of e-portfolio in a university student assessment context. A concept based on student collaboration (called netfolio) is developed, that differs from the classical e-portfolio concept. The use of a netfolio, a network of student e-portfolios, in a virtual classroom is explained through an exploratory study. A netfolio is more than a group of e-portfolios because it offers students a better understanding of learning objectives and promotes self-revision through participation in assessment of other students' learning, as indicated through their portfolios. Class student e-portfolios are interconnected in a unique netfolio such that each student assesses their peers' work and at the same time is being assessed. This process creates a chain of co-evaluators, facilitating a mutual and progressive improvement process. Results about teachers' and students' mutual feedback are presented and the benefits of the process in terms of academic achievements are analysed. [source]

Virtual education in universities: a technological imperative

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 5 2001
John O'Donoghue
Many educational journals have debated the issue of the "virtual university". As technology is improving and evolving, such "virtuality" becomes a reality. The forecasts are that, in the not too distant future, it will be possible for courses to be completed solely by the use of the World Wide Web or Internet. These "virtual classrooms" will take the place of the solid buildings where students currently attend lectures, at set times in set rooms. The information will be gathered at the student's convenience and assignments will be handed in via this medium. There is potentially an advantage for everyone involved, from the reduced building resource costs to the availability of teaching support 24 hours a day, 7 days a week Whilst many of these studies identify the benefits of technology in education there are dissenting voices from many other quarters. However there are also arguments identifying the disadvantages to the technology based delivery systems proposed. Either way, there are going to be radical changes in the methods which students will use to tackle the workload involved in studying towards a degree. This paper will explore both sides of the argument. The main contention of this paper is that technology undoubtedly will offer many benefits for the learner, however, the pitfalls need careful consideration in the design of the learning environment. This paper uses examples from educational institutions across different cultures. [source]