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Examining interactivity in synchronous virtual classrooms
ARTICLE

, , , University of North Carolina Wilmington

IRRODL Volume 13, Number 3, ISSN 1492-3831 Publisher: Athabasca University Press

Abstract

Interaction is crucial to student satisfaction in online courses. Adding synchronous components (virtual classroom technologies) to online courses can facilitate interaction. In this study, interaction within a synchronous virtual classroom was investigated by surveying 21 graduate students in an instructional technology program in the southeastern United States. The students were asked about learner-learner, learner-instructor, learner-content, and learner-interface interactions. During an interview, the instructor was asked about strategies to promote these different forms of interaction. In addition, the academic, social, and technical aspects of interactions were examined in three course archives using Schullo’s (2005) schema. Participants reported that the Wimba interface was easy to use and that various features, such as text chat and the webcam, facilitated interaction among the students and with the instructor in the virtual classroom. The importance of students’ ability to receive immediate feedback and their experience as presenters was highlighted across the various kinds of interaction. The instructor’s teaching style and visual presence were instrumental in engaging students with the content. The results suggest that student interaction, and hence learning, was aided by the live communication that occurred through the virtual classroom. This study has implications for those who are considering adopting virtual classroom technologies for their online or blended teaching.

Citation

Martin, F., Parker, M. & Deale, D. (2012). Examining interactivity in synchronous virtual classrooms. The International Review of Research in Open and Distributed Learning, 13(3), 228-261. Athabasca University Press. Retrieved April 23, 2019 from .

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Cited By

  1. Student perception of the quality of discussion in a synchronous virtual classroom environment

    Kate Reynolds, The University of New Orleans Department of Curriculum, Instruction, and Special Education, United States; Linda Flynn-Wilson, The University of New Orleans, United States

    EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 2111–2116

  2. Navigating Turn-Taking and Conversational Repair in an Online Synchronous Course

    Yvonne Earnshaw

    Online Learning Journal Vol. 21, No. 4 (Dec 01, 2017)

  3. Assessment of the effectiveness of internet-based distance learning through the VClass e-Education platform

    Chadchadaporn Pukkaew, Rajamangala University of Technology Lanna, Chiang Mai Campus

    The International Review of Research in Open and Distributed Learning Vol. 14, No. 4 (Aug 28, 2013)

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.