Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning

This research study is a collaborative project between faculty in social foundations, special education, and instructional technology in which we analyze student data from six undergraduate and graduate courses related to the use of a virtual classroom space. Transactional distance theory (Moore &am...

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Autores principales:	J. Lynn McBrien, Rui Cheng, Phyllis Jones
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2009
Materias:	Distance learning synchronous online learning Transactional Distance Theory virtual classroom Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/92ff787968d64a73a336f65a67818230
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id	oai:doaj.org-article:92ff787968d64a73a336f65a67818230
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spelling	oai:doaj.org-article:92ff787968d64a73a336f65a678182302021-12-02T19:20:49ZVirtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning10.19173/irrodl.v10i3.6051492-3831https://doaj.org/article/92ff787968d64a73a336f65a678182302009-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/605https://doaj.org/toc/1492-3831This research study is a collaborative project between faculty in social foundations, special education, and instructional technology in which we analyze student data from six undergraduate and graduate courses related to the use of a virtual classroom space. Transactional distance theory (Moore & Kearsley, 1996) operates as our theoretical framework as we explore the role of a virtual classroom in distance education and analyze the ways in which a synchronous learning environment affects students’ learning experiences. Elluminate Live! was the software employed in the virtual classroom. In this analysis, particular themes emerged related to dialogue, structure, and learner autonomy. In addition, students rated convenience, technical issues, and pedagogical preferences as important elements in their learning experiences. The article discusses these themes as a contribution to reducing the “distance” that students experience in online learning and to developing quality distance education experiences for students in higher education.J. Lynn McBrienRui ChengPhyllis JonesAthabasca University PressarticleDistance learningsynchronous online learningTransactional Distance Theoryvirtual classroomSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 10, Iss 3 (2009)
institution	DOAJ
collection	DOAJ
language	EN
topic	Distance learning synchronous online learning Transactional Distance Theory virtual classroom Special aspects of education LC8-6691
spellingShingle	Distance learning synchronous online learning Transactional Distance Theory virtual classroom Special aspects of education LC8-6691 J. Lynn McBrien Rui Cheng Phyllis Jones Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning
description	This research study is a collaborative project between faculty in social foundations, special education, and instructional technology in which we analyze student data from six undergraduate and graduate courses related to the use of a virtual classroom space. Transactional distance theory (Moore & Kearsley, 1996) operates as our theoretical framework as we explore the role of a virtual classroom in distance education and analyze the ways in which a synchronous learning environment affects students’ learning experiences. Elluminate Live! was the software employed in the virtual classroom. In this analysis, particular themes emerged related to dialogue, structure, and learner autonomy. In addition, students rated convenience, technical issues, and pedagogical preferences as important elements in their learning experiences. The article discusses these themes as a contribution to reducing the “distance” that students experience in online learning and to developing quality distance education experiences for students in higher education.
format	article
author	J. Lynn McBrien Rui Cheng Phyllis Jones
author_facet	J. Lynn McBrien Rui Cheng Phyllis Jones
author_sort	J. Lynn McBrien
title	Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning
title_short	Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning
title_full	Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning
title_fullStr	Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning
title_full_unstemmed	Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning
title_sort	virtual spaces: employing a synchronous online classroom to facilitate student engagement in online learning
publisher	Athabasca University Press
publishDate	2009
url	https://doaj.org/article/92ff787968d64a73a336f65a67818230
work_keys_str_mv	AT jlynnmcbrien virtualspacesemployingasynchronousonlineclassroomtofacilitatestudentengagementinonlinelearning AT ruicheng virtualspacesemployingasynchronousonlineclassroomtofacilitatestudentengagementinonlinelearning AT phyllisjones virtualspacesemployingasynchronousonlineclassroomtofacilitatestudentengagementinonlinelearning
_version_	1718376808195293184

Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning

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