There are many differences that separate the traditional classroom setting to that of the virtual classroom environment. One of these differences is the actual method of teaching that can be applied, and how such methods can vary from the conventional techniques. It is the role of the teacher to deliver the information to students for them to learn, however, with online education, the teacher’s role is somewhat different, though just as important.
When comparing traditional teaching methodologies with virtual ones, we must first look at how some of the established learning methods are converted into an online format. For example, a normal classroom discussion could now take place by means of discussion lists, newsgroups, chat and e-mail (Jaques, de Oliveira, 1999). The responsibility of the teacher to monitor these discussions has changed because of the fact that online discussions can often cause a stream of “endless dialogue (Fetterman, 1998),� and it is the teacher’s role to make sure the students do not “deviate from the intended topic for the lesson (Jaques, de Oliveira, 1999).�
Another traditional methodology of teaching that has been converted for the virtual classroom is “simple information transfer, such as lectures via web pages or obtaining individual feedback via email (Neufeld, 1997).� This methodology makes the teachers job simpler because “it is easy to keep track of individual participation when there is a written record (Neufeld, 1997).� With lectures that can be uploaded to a website that are then downloaded by students to be read, the teacher’s participation in the area of delivering the information is reduced, and the methodology in this instance is changed. Neufeld also offers a seven step model for using IT to enhance teaching and learning, an essential model when implementing technology into the classroom. Apart from discussions and the information transfer that occurs in the classroom, the actual method of learning and how it is best implemented in an electronic environment need also be mentioned. According to Roger Schank, learning only occurs when “trainers lead people into the places where they’re most likely to fail on the job – when training does that the unconscious mind gets interested and remembers (2002).� Schank goes by the theory of “learning by doing� and more about this can be read here.
Since the teaching methods required to successfully conduct a virtual classroom are different to the traditional ways of the physical classroom, a transition of techniques needs to occur if an individual wishes to successfully implement their teaching ability in the virtual world. Luckily, there are many sites on the web that offer help to teachers wishing to integrate technology into their curriculum. One such site is ‘The Teachers Lounge.’ Here, teachers are given an extensive list of websites that can offer assistance in incorporating technology into their courses, and methods of instruction for these.
Another notable site is ‘Netcourse Instructional Methodologies (NIM).’ Through this course, individuals can “prepare online teacher resources, practice moderation techniques by leading group discussions, and participate in collaborative activities (NIM, 2004).� These sites are just a fragment of what is available for teachers to help them make the transition to the virtual classroom. With technology playing such a vital role in the virtual classroom, it is important to remember “there is more to education than efficiency of delivery (Tetreault, 1995).�
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References
Fetterman, D. (1998) ‘Virtual Classroom at Stanford University’ Stanford University Online http://www.stanford.edu/~davidf/virtual.html (last accessed 15/10/04)
Jaques, P. A., de Oliveira, F. M. (1999) ‘Software Agents for Analysis of Collaboration in a Virtual Classroom’ Enable99: Enabling Networked-based Learning http://www.enable.evitech.fi/enable99/papers/jaques/jaques.html (last accessed 28/10/04)
Neufeld, J (1997) ‘Towards a Virtual Classroom: A Seven Step Model for using IT to Enhance Teaching and Learning’ Language and Communication Division (LCD) Temasek Polytechnic, Singapore http://staffhomes.tp.edu.sg/neufeldj/papers/virtual.htm (last accessed 28/10/04)
Schank, R. (2002) ‘Designing World-Class E-Learning: How IBM, GE, Havard Business School, and Columbia University Are Succeeding at E-Learning’ The McGraw-Hill Companies, Inc ISBN 0071377727
Tetreault, R. (1995) ‘The Virtual Classroom’ Focus on University Teaching and Learning Vol 4 No 5 http://www.tag.ubc.ca/resources/tapestry/archive/95/virtual.html (last accessed 28/10/04)
Example 1: ‘The Teachers Lounge’ http://www.cartwright.k12.az.us/Palmlane/tlounge.htm (last accessed 28/10/04)
Example 2: ‘Netcourse Instructional Methodologies (NIM)’ http://www.govhs.org/Content/ProfDev-NIM (last accessed 28/10/04)
Kezia Yong 08:23, 29 Oct 2004 (EST)
