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Nikos MattheosCentre for Oral Health SciencesMalmo, Sweden
2000
New dimensions in Distance Learning
Cyber learning communities
Internet classroom
Virtual Learning Environments
Integrated Distance Learning Environments
e-learning
Web- based learning
Virtual Classrooms
Virtual Learning Environments
Or
Virtual Classrooms
Main Entry: vir·tu·alPronunciation: 'v&r-ch&-w&l, -ch&l; 'v&rch-w&lFunction: adjectiveEtymology: Middle English, possessed of certain physical virtues, from Medieval Latin virtualis, from Latin virtus strength, virtueDate: 16541 : being such in essence or effect though not formally recognized or admitted <a virtual dictator>2 : of, relating to, or using virtual memory3 : of, relating to, or being a hypothetical particle whose existence is inferred from indirect evidence <virtual photons> -- compare REAL 3
© 1997 by Merriam-Webster, IncorporatedPublished under license with Merriam-Webster, Incorporated
Student – tutor
Student – student
Student – learning resources
In the Classroom…
tutor
students
Learning resources
Interaction
The network environment that can facilitate similar kinds of interaction as in a traditional classroom.
Home
Students
Home
Students
Home
Teachers
Rolf Attström, DDS, PhDProfessor and chairman, dept of PeriodontologyCentre for Oral health Sciences, Malmö, Sweden
CV Homepage e-mail links
William F. Wathen, DMDVice President, Center for Professional DevelopmentThe Texas A&M University SystemBaylor College of DentistryCV Homepage e-mail links
Students
Home
Teachers
Admin.
Course syllabus
Calendar
On-Line Registration
Addressbooks
Admission requirements
Students
Home
Teachers
Admin.
Bar !Bulletin board
Chat
Virtual beers
News
Homepages
SMS service
Synchronous communication tools
Asynchronous communication tools
Sharing of programmes and documents
On-line libraries, Search engines
Special tools and CAL programmes
Audio telephone conference as has been used since 1960s:
Audiovisual teleconference:
•Integrated environment
•Simple equipment
•Affordable cost
Interaction in a typical teleconference session:
A Virtual Classroom allows the individual
student or professional to access the whole learning process from the comfort
of his/her home, with only a standard PC and a
reasonably fast Internet connection.
How do we build a Virtual Classroom?
•The expensive way..!
•The less expensive way..!
•The alternative way..!
How do we build a Virtual Classroom?
The expensive way..!
Server Programmers Time
Very high cost
Need for expert maintennance
-Tailor made environment
Possibility to share or sell the developed structure
+
How do we build a Virtual Classroom?
The less expensive way..!
Commercial packages:
Blackboard Convene Embanet eCollege.com
IntraLearn Symposium TopClass WebCT
The Learning Manager WebMentor Lotus Lear. Space
Integrated Virtual Learning Environment (IVLE)
Softarc FirstClass LUVIT Virtual Workspace (MEVW)
IMSeries Asymetrix Librarian Serf Virtual-U
eduprise.com
How do we build a Virtual Classroom?
The less expensive way..!
Commercial packages:
Quick
Easy interface
Technical support
+Limited adjustability
Need of expert maintenance
Platform dependency
Cost
-
How do we build a Virtual Classroom?
The alternative way:
Do it yourself..!
Web communities Messenger service
Discus
How do we build a Virtual Classroom?
The alternative way:
Do it yourself..!
Costs time
Limited control over freeware services
Need of evaluation of all offered options
Need for alternatives
-0 cost!
Reasonably adjustable
Easy to support
Functional
+
Students
Home
Teachers
Admin.
Bar !
What now?
Chat
Audioconference
On-line library
Web boards
Search engines
Multimedia
THE SOUP MODEL !
Factors of importance in a Virtual Classroom
Before the course:
• the course determines the media – not vice versa.
•Make sure students and tutors can handle the technology
•Strict time planning – inform students and tutors on the time they must allocate to the course.
Factors of importance in a Virtual Classroom
During the course:
• New media – new methods! Employ active learning PBL, DKN
•Groupwork, team spirit, distribution of roles, peer evaluation.
•Explore the limitattions of the learning tools. Async. – Sync. Communication contribute in different ways.
•Don’t exclude personal contact.
•Continuos technical assistance
•Adjust the Virtual Classroom to the needs of participants.
•Emphasise on the feedback.
Factors of importance in a Virtual Classroom
After the course:
• Peer evaluation.
• Continuos evaluation of all stages
•Study the interaction – assess facts and figures
1st chat 2nd chat
Actual duration * 20:15 – 21:23 68 min 20:25 – 21:31 66 min
Nr of Interactions** 101 (seq) # 77 (non seq) ##
120 (seq) (+ 18.8 %)
Interactions per minute 1,4 /min 1,8 /min (+ 28.5 %)
Tutor interactions: 48 (seq) (47,5 %) 49 (seq) (40,8 %)
Interactions per person 20,2 24
Total of non seq. interactions
14 12
Tutor non seq. inter 7 7
Student Interactions PC 22 21,7 % PC
LE 15 14,8 % LE
MF 9 8,9 % MF
AO 5 5 % AO
PC,LE,MF,AO PC,MF,AO,LE
25 20,8%
11 9,1%
15 12,5%
18 15%
GROUP A
1st chat 2nd chat
Actual duration * 20:21 – 22:23 73 min 21:10 – 22:23 73 min
Nr of Interactions** 95 154 (+ 62,1 %)
Interactions per minute 1,3 /min 2,1/min (+ 61,5 %)
Tutor interactions: 38 (40 %) 52 (33,7%)
Interactions per person 19 30,8
Total of non seq. interactionsTutor non seq. inter
Student Interactions Ce 22 21,7 % 39
So 15 14,8 %
LO 9 8,9 %
Er 5 5 %
Ce,Er,So,LO Ce,Er,LO,So
17 11%
22 14%
24 15,5%
25%
Group B
Future trends:
• Reliable and affordable technology
• Wide variety of tools for development
• Wide variety of courses available
• More demanding learner
Would you pay £50 for a computer based continuos education module ? (David Polard et al, 1999)
• 1993: 50% •1994: 60%. •1995 37% •1998 5% with the vast majority drawing the line at £20.
• Reliable and affordable technology
• Wide variety of tools for development
• Wide variety of courses available
• More demanding learner
Future trends:
•Methodological framework
• ”Smart” database driven web applications will undertake important part of the interaction
