Examining interactivity in synchronous virtual classrooms

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 i...

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Autores principales:	Florence Martin, Michele A Parker, Deborah F Deale
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2012
Materias:	Synchronous Virtual Classroom Learner-Learner Learner-Instructor Learner-Content Learner-Interface Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/d980fe61dd364e3ca7fc557219ed2e66
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spelling	oai:doaj.org-article:d980fe61dd364e3ca7fc557219ed2e662021-12-02T16:59:50ZExamining interactivity in synchronous virtual classrooms10.19173/irrodl.v13i3.11741492-3831https://doaj.org/article/d980fe61dd364e3ca7fc557219ed2e662012-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1174https://doaj.org/toc/1492-3831 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. Florence MartinMichele A ParkerDeborah F DealeAthabasca University PressarticleSynchronousVirtual ClassroomLearner-LearnerLearner-InstructorLearner-ContentLearner-InterfaceSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 13, Iss 3 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	Synchronous Virtual Classroom Learner-Learner Learner-Instructor Learner-Content Learner-Interface Special aspects of education LC8-6691
spellingShingle	Synchronous Virtual Classroom Learner-Learner Learner-Instructor Learner-Content Learner-Interface Special aspects of education LC8-6691 Florence Martin Michele A Parker Deborah F Deale Examining interactivity in synchronous virtual classrooms
description	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.
format	article
author	Florence Martin Michele A Parker Deborah F Deale
author_facet	Florence Martin Michele A Parker Deborah F Deale
author_sort	Florence Martin
title	Examining interactivity in synchronous virtual classrooms
title_short	Examining interactivity in synchronous virtual classrooms
title_full	Examining interactivity in synchronous virtual classrooms
title_fullStr	Examining interactivity in synchronous virtual classrooms
title_full_unstemmed	Examining interactivity in synchronous virtual classrooms
title_sort	examining interactivity in synchronous virtual classrooms
publisher	Athabasca University Press
publishDate	2012
url	https://doaj.org/article/d980fe61dd364e3ca7fc557219ed2e66
work_keys_str_mv	AT florencemartin examininginteractivityinsynchronousvirtualclassrooms AT micheleaparker examininginteractivityinsynchronousvirtualclassrooms AT deborahfdeale examininginteractivityinsynchronousvirtualclassrooms
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Examining interactivity in synchronous virtual classrooms

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