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