| Why choose virtual classroom?
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| | recourses thrown up by the developing
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| Web based learning cannot rival
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| | technology. On the other hand, a virtual
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| conventional classroom training for some
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| | classroom assists in a meaningful, useful
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| very obvious reasons. Since it is mostly
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| | and informative exchange of notes between
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| delivered through asynchronous
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| | instructor-learner, and learner-learner.
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| communication methods, it provides thin
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| | It allows learning in an accustomed
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| scope for interaction among the learners
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| | ambiance
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| as well as between the learner and the
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| | Learning has always been more effective
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| instructor. It lacks the depth that an
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| | when it happens in a familiar ambience.
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| instant face to face dialogue can
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| | The comparatively unidentified existence
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| provide, because synchronous mode of
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| | of learners in the virtual space is an
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| learning is devoid of instant responses
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| | added comfort factor. The cumulative
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| and interaction. In turn, it limits the
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| | effect of this results in an augmented,
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| comprehension of the student, thus
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| | open and active learner participation in
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| reducing his interest in learning. On the
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| | virtual classroom discussions, which
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| other hand, a virtual classroom rids web
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| | certainly beats that in a traditional
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| based training of such maladies. It is
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| | one. Also most learners are averse to
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| essentially a cyber classroom, where the
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| | speaking in front of an audience. A
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| instructor and the learners can converse
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| | virtual classroom removes this hurdle for
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| in real time. Thus, a virtual classroom
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| | them, because of which, it has become a
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| tries to simulate in every way it can,
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| | boiling pot of information from different
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| the learning platform provided by
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| | sources and is synonymous with increased
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| conventional classroom, and is quite
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| | interaction between peers and
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| successful at that. Let us have a look at
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| | learner-instructor. Indeed, a
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| how it genuinely enhances the effect of
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| | conventional classroom setting could
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| other learning components in the learning
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| | never have dreamed of attaining this.
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| process.
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| | Simply put, a virtual classroom liberates
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| It engenders the sense of community
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| | learners from the shackles of
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| existence among learners
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| | geographical distance, discriminations,
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| The synchronous mode of communication in
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| | and inhibitions.
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| a virtual classroom allows immediate
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| | It provides an egalitarian platform for
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| feedback on queries, and motivational
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| | learners
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| encouragement, which provides the
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| | Being devoid of props such as the dais,
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| learners with a sense of belonging to a
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| | stage lights, or the front and back row,
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| community. Thus, an instructor can be
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| | the virtual classroom is one step ahead
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| personally involved with learners during
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| | of its conventional counterpart, in that
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| the course of an online chat. On the
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| | it provides a leveled platform for all.
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| contrary, content is delivered to
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| | There is no raising of hands to answer
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| multiple recipients in a traditional
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| | questions, and learners who answer are
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| classroom or asynchronous training mode,
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| | not differentiated from others, since
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| making it impersonal. Virtual classrooms
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| | there is no standing up required to give
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| have broken free of this stigma by
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| | answers. Apart from this, learners are
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| harnessing technology for nurturing
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| | spared the hassle of dealing with
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| social interaction, instead of curtailing
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| | discrimination on the basis of gender,
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| it. This sense of a group existence helps
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| | race, or any physical constraints. And
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| students to identify with fellow
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| | even though the instructor leads the
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| learners, thus keeping them glued through
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| | discussion, he is recognized from the
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| the course till its completion without
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| | learners only by his screen name. Each
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| allowing loneliness to creep in.
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| | learner too, has a unique screen name and
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| It helps assess learning trends among
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| | merit of the learners' comments and
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| learners
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| | opinions is the only criterion that
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| Similar to a conventional classroom, a
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| | separates them from one another. The
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| virtual classroom provides clues of
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| | virtual classroom practically makes
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| student's performance, interest and
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| | learners lose their fear of teachers -
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| activities inside the class. In a
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| | that is a part of the traditional
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| traditional classroom, inattentiveness,
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| | classroom set-up - although the
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| restlessness, blank or quizzing
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| | instructor remains the guiding force of
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| expressions, or fiddling could be signs
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| | the whole class.
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| of student disinterest and lack of
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| | It allows instructors to experience the
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| involvement in the course. Likewise, in a
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| | joy of learner 'Nirvana'
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| virtual classroom, an analysis of the
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| | Instructors of online courses often crib
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| responses and comments of the
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| | about missing the spark of realization on
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| participants provide substantial cues to
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| | their students' face that ensues a
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| the level of interest and comprehension
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| | thorough understanding of a concept. But,
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| among learners. For example, the
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| | unlike popular belief, learner nirvana
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| frequency of comments posted by a learner
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| | can very well be experienced in a virtual
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| or the type of learner queries often
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| | classroom. The nature of learner
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| gives an insight into the student
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| | responses and comments often reveals the
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| involvement. Little wonder then, that
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| | comprehension levels of a student,
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| virtual classrooms beat other components
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| | allowing the instructor to enjoy the
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| of learning - like web pages, email and
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| | experience of a learner exactly grabbing
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| forum postings, to enjoy the highest
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| | the soul of a concept. The experience of
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| rankings as the most favored tool. And,
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| | seeing a relatively fresh mind imbibe the
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| while all the components together make
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| | essence of a concept is like being the
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| the learning process more effective,
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| | hand on the potter's wheel. This is the
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| learning initiatives could do well by
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| | best award for their teaching endeavor,
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| adding more chat discussions to them.
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| | not only because it proves the
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| It allows informative exchange of
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| | effectiveness of their teaching method,
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| knowledge
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| | but also because it displays the perfect
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| An equal and active participation from
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| | camaraderie that is shared by them.
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| both learner and instructor, and a
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| | Epilogue
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| precise two way instructive communication
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| | Even though other components of an online
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| between them leads to the fruition of a
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| | learning initiative cannot be sidetracked
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| learning process. Since asynchronous
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| | by virtual classrooms, including more
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| training leaves the student to flaccidly
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| | online chat in the courseware explains,
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| receive information from the instructor
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| | improves and strengthens the concepts
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| with its one-time, one-way mode of
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| | that are laid down by other asynchronous
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| communication, the information flow is
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| | components. Obviously, a web based
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| essentially one sided, at any given time.
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| | learning initiative is incomplete without
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| This is pure under-exploitation of the
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| | virtual classrooms.
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