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