Virtual classroom

A virtual classroom is software that is used for synchronous e-learning (such as webinars ). A virtual classroom usually bundles several tools, such as audio conference, text chat, interactive whiteboard , or application sharing.

What exactly happens in the virtual classroom can look very different. A virtual classroom can be used for group learning or for synchronous online lectures. To take part in such a course, you usually need a computer with internet access and headphones with a microphone.

The term should not be confused with the "virtual classroom", which originally referred to asynchronous e-learning scenarios.

Learning types in the virtual classroom

Synchronous teaching

Synchronous lessons, also known as live e-learning, mean that all course participants connected via the Internet sit in front of the computer at the same time and learn together. The basis is a virtual room in which all participants hear, see and experience the same thing at the same time, just like in a real room. So you are in the same (virtual) place. However, the focus here is not on physical but rather on virtual presence. The learners can communicate directly with each other and also exchange files. For this purpose they use various media, which is discussed in more detail in the section on technology . The live online course is in principle led by a lecturer who is present for all participants in picture and sound. Depending on the software architecture, both general and private feedback is possible. The lecturer can observe the respective sensitivities of the learners. Feedback would be e.g. B. a question about teaching speed. The participants can express themselves, for example, with answers such as “faster”, “optimal”, “slower” or “please repeat”. These utterances are mostly presented as general pie or bar graphs. If the graph is shown to the instructor, he can take appropriate action.

Teaching models

In synchronous teaching, one can distinguish between two teaching models, namely: the peer-to-peer and the studio model.

• peer to peer

The peer-to-peer model is characterized by the fact that lecturer and student have identical rights. As a course instructor, the lecturer, parameter-controlled, retains his privileges, such as B. the word allocation or the media navigation.

• Studio model

In the studio model, the lecturer works with special software, while there is another, often more functionally restricted, software for the learners.

Depending on the type and structure of the course, the two models can be used appropriately. They differ essentially in the openness they create. The peer-to-peer model allows for more lively teaching. The studio model is more geared towards frontal teaching because it reduces the opportunities for interaction between teachers and students.

Moderation modes

In order for the lessons in the virtual classroom to be more varied and the learning process more effective, the software used should have different moderation modes:

• Instructor-guided mode

The course leader (lecturer or moderator) gives the floor and takes it back. This approach is suitable for larger groups. The virtual hand raise function should be mentioned here. A student can use it to speak, and as long as the lecturer sees this in the list of participants, he can decide whether he wants to give the student the floor.

• Open discussion

Every student in the virtual classroom has the opportunity to speak at any time with a click of the mouse. More suitable for smaller groups.

• Working groups

The participants are divided into smaller working groups (as in normal face-to-face courses), whereby open discussion is necessary.

• Co-moderators

This refers to the inclusion of other trainers, tutors or specialists in the course. If z. If, for example, more practical examples are required to explain theoretical knowledge for a topic, then a specialist who is geographically distant can take on the role of lecturer for a lesson. It should therefore be possible to allow co-moderators with similar rights and privileges as lecturers.

Communication media

Chat

Course participants can communicate directly with each other via chat, text-based. The chat program can be integrated into the software or function separately. In the first case, the lecturer can observe and manage the public chat (and turn it off if necessary). The private chat between lecturer and student can be used to ask questions or to make statements, whereby confidentiality is maintained.

Video and audio conference

These two communication media make the interaction between learners more lively and dynamic. The course participants feel more involved in the learning process. Audio conference systems can be combined with application sharing or subdivided so that one can work together on a document while discussing it. For a video conference you need a webcam (video camera on the computer) that can take the picture. However, video conferences often place greater demands on the bandwidth of the connection. A WLAN connection can also have a negative effect.

e-mail

The e-mails are suitable for asynchronous communication, both between the course participants and between the course participants and the lecturers or tutors. They are often used for personal surveys and feedback and also for submitting tasks. Its functions are similar to chat, but the interaction is time-independent. However, e-mail is not a typical characteristic of virtual classrooms.

Newsgroups

There are also forums specially set up for the respective course, where participants can exchange opinions, information, additional tasks, etc. This type of communication is also used asynchronously. This is also not a central element of a virtual classroom, but a helpful addition.

Cooperation media

Application sharing

This is a commonly used tool in virtual classrooms. Together with an audio conference, it provides the central communication basis in the virtual classroom. Application sharing means that the user interface of a program or the entire desktop of a PC is displayed jointly on all PCs involved. This usually means that all outputs of the "shared application" (at least the visual, sometimes also audio or other media related) are played back on all PCs simultaneously and that usually one of the PCs (sometimes all at the same time) the inputs of the "shared application" (usually via keyboard and mouse) takes over. With the help of application sharing, it is possible for the lecturer and the lesson participants to work with one and the same application at the same time, whereby it is possible to demonstrate handling directly to the entire class.

Application sharing fulfills several functions:

• Virtual projector for moderator or participants
• Joint work on documents / programs, be it that of a moderator or a participant. Remote operation of mouse and keyboard.

Forms of sharing:

• Application sharing: exactly one specific application is used.
• Desktop sharing: The entire desktop is used.
• Sharing area: Only the part of the screen that is in a changeable rectangular window is transferred.

One distinguishes between:

• Normal sharing, i.e. H. the sharing is started by the respective PC user, be he moderator or participant.
• Remote sharing: The moderator requests remote sharing on a participant's PC. Special security mechanisms must be provided here in order to guarantee the protection of the data on the participant PC.

Whiteboard

The interactive whiteboard combines the conventional board and the flipchart on a digital basis. Features such as pointers, markers or various geometric symbols (ellipses, rectangles, etc.) are used to develop various planning techniques or to use brainstorming. It's the equivalent of working on a blackboard or moderation wall in a real classroom.

Virtual overhead projector

In principle, a virtual overhead projector is the software that is used to create and view screen presentations. Depending on the virtual classroom, the presentations can be in different formats. PDF or PowerPoint files are typical .

Virtual video projector

When including video elements as a teaching aid, but not as a webcam to represent the participants, two situations must be distinguished:

• Preserved video from a streaming server
• Live video as a teaching aid (e.g. in medicine and mechanical engineering) directly from a live camera

In both cases, keep in mind that the use of videos increases the bandwidth required. The number of images per second, the color depth and the image size are also relevant for the bandwidth. Live video also requires special hardware (rendering) on ​​the moderator's side.

The respective video player (Windows Mediaplayer, Flash, ..) must be able to be started synchronously by the moderator via the Virtual Classroom software.

In this way, examples for pure theory can be given or better explanations of difficult to imagine mechanical precursors can be created.

Applications of virtual classrooms

• at universities,
• in cooperation between spatially distributed universities;
• in continuing vocational training (on the job);
• Training and education in distributed organizations / networks, especially sales, freelancers (healthcare, tax consultants, lawyers) etc.
• for the individual tutoring of children and adolescents.
• In foreign language training

Success factors

In order to make web-based training a success, especially in adult education, the following criteria should be met:

• Easy installation and operation of the software
• Training concept and teaching material tailored to the virtual training
• Well trained teachers
• Motivating, practice-oriented exercises and plenty of opportunities for participants to participate

Design tips for building a successful design

• Varied content The course should be structured as multimedia as possible and use the numerous possibilities of the Internet. This can increase the frequency of use. In addition, the learners find the multimedia processing helpful in the learning process.
• Entertainment factor The learning process is enriched and increased in particular through the use of creative teaching approaches such as puzzles and games.
• Immediate feedback When setting up the system, particular care should be taken to enable direct feedback. In this way errors can be corrected directly and difficulties in understanding can be overcome.
• Encourage interaction

The lecturer should always stimulate, e.g. B. to discuss the topics dealt with using online forums and thus create a sense of community.

providers

Virtual classroom providers include Citrix , Webex and Adobe Connect . In addition to commercial systems, there are also open source products such as OpenMeetings or BigBlueButton .

literature

• Ulrich Dittler: E-Learning: Success factors and deployment concepts with interactive media . Oldenbourg, Munich / Vienna 2002.
• J. Hüther, B. Schorb: Basic concepts of media education. 4th, newly designed edition. Kopaed., Munich 2005.
• W. Schnotz: Educational Psychology . Workbook. BeltzPVU, Weinheim 2006.
• Sabine Seufert: Specialized lexicon e-learning . Bonn 2002.
• R. Keller: Live e-learning in knowledge management - New forms of knowledge access through learning in organizations and companies. Federal University of Applied Sciences for Public Administration, Brühl 2002.
• R. Keller: Live e-learning in the virtual classroom. A qualitative study on the specifics of teaching and learning. Dr. Kovac, Hamburg 2009, ISBN 978-3-8300-4149-8 .
• R. Jankowski, M. von Osthoff, P. Zöller-Greer: Virtual classroom and teleteaching for practice: do-it-yourself eTeaching in class. Wächtersbach 2012, ISBN 978-3-9811639-4-0 .

Individual evidence

1. ↑ Case study on the use of virtual training courses (PDF; 1.1 MB)
2. ↑ Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation . In: Information & Management . tape 42 , no. 8 , December 1, 2005, ISSN  0378-7206 , p. 1095–1104 , doi : 10.1016 / j.im 2003.10.007 ( sciencedirect.com [accessed January 31, 2018]).