Exploring the virtual classroom: What students need to know (and teachers should consider)

Technological improvements in many countries have meant that institutions offering distance education programmes now have more options available to them to communicate and interact with their students, and increasingly, attention is being turned to the potential of Web2 technologies to facilitate synchronous interaction. This study explores the affordances and limitations of an online virtual classroom, Adobe Connect Pro, when used in the learning programmes of two groups of undergraduate and postgraduate education students. Results indicate that while both groups gained value from using the classroom, they also found it a completely new environment, and one to which many had trouble transferring the interaction and communication skills developed in other contexts. The reasons for this related to three specific areas of knowledge – technical, procedural and operational, that were identified as being critical to student performance in this environment. The study suggests that educators and course designers need to embed strategies into their online offerings to enable students to develop these, if they are to gain substantial benefit from the availability of virtual classrooms. Additionally, the study identified that when making design decisions about online learning environments, it is very much a matter of horses for courses when selecting tools for specific purposes. While the virtual classroom proved useful for developing social connection and a sense of community, it may not be so beneficial for supporting deeper learning

Using videoconferencing in a school-scientist partnership: students’ perceptions and scientists’ challenges

This research studied a series of videoconference teaching workshops and virtual labs, which formed a component of a school-scientist partnership involving a New Zealand science research institute and year 13 students at a Wellington high school. It explored students' perceptions of the effectiveness of the videoconferences as an interactive medium for developing content knowledge, identified factors influencing their level of interaction during the conferences, and exposed issues when using videoconferences for highly specialised activities. The research followed an interpretive methodology using a case study approach, and employed mixed method qualitative/quantitative data gathering procedures. Results suggest that while videoconferencing was effective it was also expensive and timeconsuming, and that scientists' efforts to engage students more interactively through movement towards more constructive practice, were largely ineffective. This article provides direction for teachers considering exploring the potential of interactive videoconferencing with students

Making the Connection: Moore’s Theory of Transactional Distance and Its Relevance to the Use of a Virtual Classroom in Postgraduate Online Teacher Education

This study explored the use of the Web-based virtual environment, Adobe Connect Pro, in a postgraduate online teacher education programme at the University of Waikato. It applied the tenets of Moore’s Theory of Transactional Distance (Moore, 1997) in examining the efficacy of using the virtual classroom to promote quality dialogue and explored how both internal and external structural elements related to the purpose and use of the classroom affected the sense of learner autonomy. The study provides an illustration of the complexity of the relationship that exists between the elements of Moore’s theory, and how the implementation of an external structuring technology such as the virtual classroom, can have both positive impacts (dialogue creation) and negative impacts (diminished sense of learner autonomy). It also suggests that, although Moore’s theory provides a useful conceptual “lens” through which to analyse online learning practices, its tenets may need revisiting to reflect the move toward the use of synchronous communication tools in online distance learning

Key competency development and students use of digital learning objects

The inclusion of key competencies in the New Zealand Curriculum (2007) has presented challenges for teachers in their efforts to gather evidence and detail student progress for reporting purposes. Research identifies the need to adopt different evaluation processes and systems, as outcomes and progression in key competencies is fundamentally different from those associated with more conventional learning. It also suggests the use of digital tools may assist in this process, but offers few suggestions as to how this might take place. This article introduces and describes a current research project utilising a thinking skills framework and screen-recording software to map students’ interaction with digital learning objects, and explore the extent to which they provide opportunities to develop thinking and relating to others competencies. It suggests the approach offers potential to make explicit for reporting purposes the nature and quality of students’ thinking, and how their interaction with others in groups, influences their ability to solve problems presented by the objects. However, it also suggests the approach may suffer from manageability challenges, and that student-led administration systems need to be developed to ensure its viability in whole class context

The Science-for-Life Partnerships: Does size really matter, and can ICT help?

This study introduces findings of an initial pilot from a New Zealand government-funded initiative known as Science-for-Life, which aims to enhance the quality of science teaching through the formation of face-to-face and virtual learning partnerships involving crown research institutes (CRIs) and primary and secondary schools. Using a case study methodology, it describes and analyses a trial partnership between the CRI, Scion Research, and teachers of Seadown Primary School in Hamilton. The study uses Grobe's (1990) typology of industry-education partnerships as an analytical "lens" through which to evaluate the characteristics of the partnership, and explores the role that ICT played in establishing and sustaining it, well beyond its anticipated conclusion. Findings indicate that while in terms of Grobe's framework a genuine partnership label may not have been appropriate in this case, the interaction nonetheless proved to be extremely valuable in supporting learning goals, and that while ICT played a significant role in this, it was not fundamental to the partnership's success

Looking to the future: M-learning with the iPad

Might Apple’s new iPad gain unprecedented traction in education, or is just another example of the over-hyping of new devices in a time of technological determinism (Postman, 2000)? This paper explores the potential affordances and limitations of the Apple iPad in the wider context of emergent mobile learning theory, and the social and economic drivers that fuel technology development. Against the background of effective teaching and learning, the functionality offered by the iPad, and its potential uses for learning, are discussed. A critical review of the way the iPad may support learning, that draws on learning theory, contemporary articles and e-learning literature, suggests that the device may offer an exciting platform for consuming and creating content in a collaborative, interactive way. However, of greater importance is that effective, evidence-driven, innovative practices, combined with a clear-sighted assessment of the advantages and limitations of any product, should take priority over the device itself

Digital learning objects: A need for educational leadership

Despite increasing interest in technology-assisted education, technology-based instructional design still lacks support from a reliable body of empirical research. This dearth of reliable information hampers its integration into mainstream school systems. In fact, many teachers remain resistant to using technology in the classroom. In order to overcome teacher resistance to technology in the classroom, we have sought to follow a process described by Friesen to evaluate the advantages and disadvantages of the educational use of digital learning objects (DLOs) from the teachers' point of view. This article explores the opportunities and challenges inherent in using digital learning objects and reports on the impact of DLO use at both the classroom and school levels. By providing research that links students' use of DLOs with the development of key competencies, we hope to sharpen teachers' visions of how DLOs can help them achieve their educational goals, and to encourage DLO uptake for educational purposes. Finally, we envision a DLO that can assist school principals in the facilitation of educational leadership and help transform teachers' attitudes toward technology-based teaching

The delaying effect of stigma on mental health help‐seeking in Sri Lanka

Background: Mental health stigma has been associated with delays in seeking treatment. Aims: To describe perceived stigma experienced by patients and carers in Sri Lanka and to determine the effects of stigma on help‐seeking delay. Methods: Survey of outpatients and family carers (n = 118 dyads) attending two psychiatric hospitals in Sri Lanka, using the Disclosure and Discrimination subscales of the Stigma Scale. Results: Stigma was positively related to help‐seeking delay for carers but not patients. Public stigma experienced by carers accounted for 23% of the variance in help‐seeking delay. Conclusion: Reducing stigma may reduce help‐seeking delays during the course of treatment