An Implementation of Virtual Classroom and Performance Analysis of Teaching-Learning Outcome

Virtual classroom is an irreplaceable part of distant learning systems and an important direction in the online education research field. A number of research works have been carried out in this area and many of them have been successfully implemented. However, most of them are video tutorial-based learning portal and video streaming classroom. In this paper, a model of real-time interactive virtual classroom has been proposed and implemented that provides real-time interactive classes with the collaboration of teacher and students in a single portal. It allows some responsive and co-operative tools that help teachers and students to interact easily irrespective of their distance. This virtual classroom has been designed to focus on the learners living is remote areas who cannot access the modern amenities of education. One of the main research goals is to provide the effective teaching and learning system where the distance between teacher and students can be reduced. Moreover, this paper makes some analysis and discussion about the testing and effectiveness of virtual classroom and analyzes the learning outcome

Methods of using virtual communication features in teaching English

The main contribution of this research is that it investigates an area of CALL (Computer Assisted Language Learning), specifically (Foreign language acquisition) FLA and OLL (Online language learning) in virtual classroom systems, that has not previously been extensively studied where the findings report that these systems are effective not only for language learning but virtual classroom systems can be used to replace traditional classroom teaching and learning for other subjects. In addition, this thesis has addressed FLA in knowledge building tasks. Previous studies of knowledge building addressed content learning and how students learn and teach each other in these student-centric environments. Since English is used as a lingua franca in knowledge building tasks, this thesis has addressed FLA as part of the knowledge building process, which was not a focus of former studies on this topic

Required Features of a Virtual Classroom Tool for Use in Higher Education

The integration of virtual-classroom systems into the arsenal of e-learning tools represents a major evolution in the landscape of modern distance education. For many courses, standard virtual learning environments (VLEs) provide only a foundation upon which to base a distance learning programme. However, synchronous live online-teaching software such as Microsoft Office Communicator and Adobe Connect allow educators to simulate a real-time classroom environment over the internet like never before. Since these tools are being used more and more within higher education, questions must be asked about how effective they ultimately can be in meeting student learning requirements. More importantly, what are the best practices to employ when conducting classes online in this way? This paper examines what basic requirements a virtual classroom tool should meet for higher education purposes with much reference to a variety of commercial brands available. Obstacles and restrictions that arise based on these requirements will be discussed in order to identify and overcoming them

Required Features of a Virtual Classroom Tool for Use in Higher Education

The integration of virtual-classroom systems into the arsenal of e-learning tools represents a major evolution in the landscape of modern distance education. For many courses, standard virtual learning environments (VLEs) provide only a foundation upon which to base a distance learning programme. However, synchronous live online-teaching software such as Microsoft Office Communicator and Adobe Connect allow educators to simulate a real-time classroom environment over the internet like never before. Since these tools are being used more and more within higher education, questions must be asked about how effective they ultimately can be in meeting student learning requirements. More importantly, what are the best practices to employ when conducting classes online in this way? This paper examines what basic requirements a virtual classroom tool should meet for higher education purposes with much reference to a variety of commercial brands available. Obstacles and restrictions that arise based on these requirements will be discussed in order to identify and overcoming them

OVERCOMING CHALLENGES IN VIRTUAL CLASSROOM TO MAINTAIN EFFECTIVE CLASSROOM MANAGEMENT AND CLASSROOM CULTURE: A CASE STUDY AT ONE VOCATIONAL SCHOOL

Effective classroom management supports the teacher classroom teaching profoundly. During Pandemic COVID 19 most classroom teachings are conducted in virtual classroom that have been greatly affected the way how teacher manage his or her own classroom. This causes some challenges for teachers in managing his or her virtual classroom. This study was conducted in the form of a case study in one vocational school in West Bandung region, West Java, Indonesia in which one English teacher was purposively selected as the participant of the research and one class consisted of 27 students. The objectives of this study are: (1) to find out the challenges of teacher in classroom management in virtual classroom (2) to find out what classroom management the teacher used in her virtual classroom. The researchers employed a qualitative case study which used classroom observation and teacher interview as main instrument. Data from classroom observation and interview transcript were analyzed according to the themes, coding and categorizing to answer the research questions. The results indicate that the teacher experienced many challenges in the virtual classroom, such as the students’ unreadiness to join the virtual class, internet connection problem, restricted time so that the teacher immediately taught the core material, students turned off the camera and sound, students learnt unattentively, less interaction and inappropriate class control. Some suggestions are given to the challenges occurred in their virtual classroom such as, by a) joining the virtual classroom earlier; b) checking the students’ attendance first; c) optimizing the teacher-students interaction during whilst- learning and post learning activity; and d) giving quizzes at the end of the lesson to make the students are more enthusiastic in learning. In this study, it is found that the teacher employed a combination of democratic and leisurely classroom management style. This finding leads to the point where a new style for virtual classroom management called Maye’s Conceptualization Model is proposed.&nbsp

OVERCOMING CHALLENGES IN VIRTUAL CLASSROOM TO MAINTAIN EFFECTIVE CLASSROOM MANAGEMENT AND CLASSROOM CULTURE: A CASE STUDY AT ONE VOCATIONAL SCHOOL

Effective classroom management supports the teacher classroom teaching profoundly. During Pandemic COVID 19 most classroom teachings are conducted in virtual classroom that have been greatly affected the way how teacher manage his or her own classroom. This causes some challenges for teachers in managing his or her virtual classroom. This study was conducted in the form of a case study in one vocational school in West Bandung region, West Java, Indonesia in which one English teacher was purposively selected as the participant of the research and one class consisted of 27 students. The objectives of this study are: (1) to find out the challenges of teacher in classroom management in virtual classroom (2) to find out what classroom management the teacher used in her virtual classroom. The researchers employed a qualitative case study which used classroom observation and teacher interview as main instrument. Data from classroom observation and interview transcript were analyzed according to the themes, coding and categorizing to answer the research questions. The results indicate that the teacher experienced many challenges in the virtual classroom, such as the students’ unreadiness to join the virtual class, internet connection problem, restricted time so that the teacher immediately taught the core material, students turned off the camera and sound, students learnt unattentively, less interaction and inappropriate class control. Some suggestions are given to the challenges occurred in their virtual classroom such as, by a) joining the virtual classroom earlier; b) checking the students’ attendance first; c) optimizing the teacher-students interaction during whilst- learning and post learning activity; and d) giving quizzes at the end of the lesson to make the students are more enthusiastic in learning. In this study, it is found that the teacher employed a combination of democratic and leisurely classroom management style. This finding leads to the point where a new style for virtual classroom management called Maye’s Conceptualization Model is proposed.&nbsp

The Use of Visual-based Simulated Environments in Teacher Preparation

While virtual technology for training in the simulation field has a long history in medicine, aviation, and the military, the application of similar emerging and innovative technologies in teacher preparation and education has been limited. TLE TeachLive™ (Teaching Learning Environment, Teaching in a Virtual Environment) [TLE] is an inventive mixed-reality environment (the blending of real and synthetic content) where prospective teachers can interact with a group of virtual students. The purpose of the virtual teaching environment of TLE is to strengthen teacher recruitment, preparation, and retention in education by allowing teachers to improve their skills with virtual students, providing a more constructive and ethical approach to learning the art of teaching. The protected environment allows pre-service teachers to utilize their emergent knowledge of behavior, diversity, and effective instruction in a flexible and safe practice environment. In this simulated environment, permission does not have to be gained to work with actual children and they are not exposed to missteps on the part of novice teachers as the teachers learn to refine their instructional techniques. This study investigated pre-service teachers’ use of differential reinforcement of incompatible behavior, a set of behavior management strategies, in a simulated classroom. Results indicated that the majority of participants evidenced an increase in the use of these strategies to enhance student engagement in the classroom

The Use of Visual-Based Simulated Environments in Teacher Preparation

While virtual technology for training in the simulation field has a long history in medicine, aviation, and the military, the application of similar emerging and innovative technologies in teacher preparation and education has been limited. TLE TeachLive™ (Teaching Learning Environment, Teaching in a Virtual Environment) [TLE] is an inventive mixed-reality environment (the blending of real and synthetic content) where prospective teachers can interact with a group of virtual students. The purpose of the virtual teaching environment of TLE is to strengthen teacher recruitment, preparation, and retention in education by allowing teachers to improve their skills with virtual students, providing a more constructive and ethical approach to learning the art of teaching. The protected environment allows pre-service teachers to utilize their emergent knowledge of behavior, diversity, and effective instruction in a flexible and safe practice environment. In this simulated environment, permission does not have to be gained to work with actual children and they are not exposed to missteps on the part of novice teachers as the teachers learn to refine their instructional techniques. This study investigated pre-service teachers\u27 use of differential reinforcement of incompatible behavior, a set of behavior management strategies, in a simulated classroom. Results indicated that the majority of participants evidenced an increase in the use of these strategies to enhance student engagement in the classroom

Creating A Flipped Elementary El Classroom That Is Effective And Engaging For Students

The Covid-19 pandemic closure of schools has had and will continue to have an impact on education. In order to keep students equally engaged in a virtual learning environment as an in-person learning environment, different blended learning teaching strategies can be explored and implemented. This capstone helps to answer the research question, How does an EL (English Learner) teacher create a flipped elementary EL classroom that is effective and engaging for students?. Research supports that flipped classrooms are supportive of an engaging community of learners where teachers create flipped classroom lessons that are student centered and collaborative