From M/Cyclopedia of New Media
Amy Thompson
== Annotated Bibliography ==
Overall topic: Virtual Classrooms
The virtual university
Sandelands, E. and Wills, M. (1998) “Creating virtual support for lifelong learning�?, in R. Teare, D. Davies and E. Sandelands (eds.) The Virtual University: An Action Paradigm and Process for Workplace Learning, London: Cassell, pp. 280-287. ISBN 0-304-70324-9
- This chapter provides a concise account of the virtual university model, and distance-learning model theories currently emerging in the sphere of education. It explains the changes that the traditional university has experienced to date, such as socio-economic shifts (in terms of whom can afford to attend university) and the rise of the distance-learning model of teaching. However, the chapter reveals that the most significant change in the traditional university today is the advancement in technology and electronic communication that many universities are utilising to supplement their common mode of courseware delivery. The chapter discusses the benefits of such technology and electronic communication for universities, explaining that the method in which courses are delivered will continue to change, but face to face teaching will never be fully replaced by online teaching. An example is provided of an institution that has adopted this virtual university model, with a list of how they have used the Internet to deliver their courseware and other teaching instruments. It concludes that the model emerging for distance learning is a mix of online and offline teaching, with the online materials used as a supplement rather than a replacement of offline materials. But according to the authors, this model is expected to change as the meaning and the purpose of the university changes. The chapter is an excellent resource of information on the virtual university model, of which a factual and objective analysis is given by the authors, Sandelands and Wills (Director of Internet Research and Development Centre; Vice President, Anbar, Bradford, UK). It will be appropriate for the research of virtual classrooms, within the subject of e-learning, in terms of higher education.
Online learning styles and tools
Watkins, R. (2004) “E-learning Study Skills and Strategies,�? Distance Learning vol.1, no.3, pp. 32-34. ISBN 15474712
- This article is relevant to the research of e-learning, specifically virtual classrooms. It focuses on the shift from the real classroom to the virtual classroom for the learner, the similarities/differences between the online and offline environment, and the advantages/disadvantages for the learner in the online learning environment. The author, Ryan Watkins, explains how the transition is not always smooth from the real classroom, with its unique structure of face-to-face teaching, to the online teaching environment. The argument is maintained that traditional skills and learning techniques found in the real classroom have to be modified in order to be equally successful in a virtual classroom. Watkins takes the reader through some effective study tips for online learners, separating the strategies of online learning into two sections: synchronous and asynchronous learning. He explains the benefits of synchronous communication in online learning environments, and although there are disadvantages involved related to access, costs, and technology literacy, Watkins perceives this type of communication as being the principal attraction of online teaching. While synchronous communication is revealed to be different to face-to-face communication in the real classroom, Watkins explains that the same techniques in writing, grammar, and formality in communication in the real classroom must be applied to any e-learning environment to avoid miscommunication. Asynchronous communication is discussed in terms of the advantages for the learner, such as being able to utilise it at a time that suits them. The article concludes that an online learner’s success depends on a smooth transition of the offline traditional learning techniques to an online teaching and learning environment. It also depends on having the literacy and skills to use the software and other features incorporated in the online classroom.
Oakes, K. (2002) “E-Learning: Synching up with Virtual Classrooms,�? American Society for Training and Development vol.56, no.9, pp. 57-60. ISBN 10559760
- This journal article provides a thorough analysis of e-learning and the reasons behind its growing popularity; in particular it focuses on synchronous communication and learning in virtual classrooms. The article presents a mostly unbiased report of synchronous and asynchronous e-learning; Kevin Oakes’s discussion could be contrasted with other author’s analyses of the topic. Oakes explains that the primary benefit of e-learning is that it is “time and place independent�? (Oakes, 2002, p. 57), however synchronous e-learning is not. Synchronous learning therefore closely matches to the traditional offline classroom, as it depends on the learner’s time and place. The term instructor-led training is introduced, using it to explain that virtual classrooms using synchronous learning will become more and more prevalent. This is because they, according to Oakes, achieve the benefits affiliated with instructor-led training in a real classroom. The differences between synchronous and asynchronous learning, in terms of their costs, benefits and similarities to the real classroom are explained. Oakes argues that the virtual classroom, which employs both synchronous and asynchronous learning features, goes beyond just imitating the real classroom. The article then goes on to explain the benefits a virtual classroom has, it lists these benefits, stating that they are “usually not possible in the real classroom�? (Oakes, 2002, p. 60).
Lehmann, K.J. (2004) “Successful Online Communication�?, in K.J. Lehmann (ed.) How to be a Great Online Teacher, USA: Scarecrow Education, pp. 9-16. ISBN 1-57886-112-8
- Kay Johnson Lehmann, an award winning educator, provides in this chapter an analysis of online communication tools for the virtual classroom. She proposes that to make important human connections in online courses it is necessary to have the most appropriate communication tools, and to have the right facilitation of these tools by the instructor. The chapter explains different types of communication tools and how they can be effectively used in an online teaching environment. The first section of the chapter covers text-based tools, which are Email, threaded discussion forums, chat, instant messaging, and file transfers. The second section covers non-text-based tools, which are audio and video streaming, and the telephone. Both sections provide a list of hints, for instructors, for effective use of each tool. The chapter then explains three characteristics that must be checked against online communication tools in order for the tools to be successful. These characteristics are applied to the previously examined text-based and non-text-based tools as an example of how the characteristics should be used by the instructor as a measure of judgement for which ones should be included in their online course. At the end of the chapter it is explained that there are both positive and negative aspects in every communication tool; the instructor must make an informed decision about which tools to utilise in their course for it to be a success, from an educational and economical perspective. Readers whom want guidance from this chapter should be critical of the information presented, as it is only one author’s perspective on the topic, which may be contrasted with other author’s perspectives.
Downes, S. (2004) “Learning Objects: Resources for Learning Worldwide", in R. McGreal (ed.) Online Education Using Learning Objects London: RoutledgeFalmer, pp. 21-31. ISBN 0-415-33512-4
- This chapter explains the concept behind learning objects (LOs), discussing their uses, relevance, and importance for online teaching. The author, a member of the National Research Council of Canada, provides a definition of what LOs are, however, he focuses more on their functional use and how they solve problems in e-learning. The chapter outlines online learning in terms of the factors that influenced its development; it then analyses the structure of online courses and lists the costs that are involved. The following section provides an account of how different components within one online institution’s course structure can be used in another online institution’s course, describing these components as LOs. It compares this sharing of LOs to the way that real classrooms in schools share materials with each other, giving examples of such materials. LOs are explained to be essential to building cheaper, more efficient, flexible, and effective online learning systems and online courses. The final section of this chapter explains that LOs are contained in LO repositories so that they can be accessed for the use in building lessons and courses, and a list of such repositories is given. The chapter is part of a much larger examination of LOs, but alone it provides enough information to understand how LOs fit in with e-learning.
Merriënboer, J., Bastiaens, T., and Hoogveld, A. (2004) “Instructional design for integrated e-learning�?, in W. Jochems, J. Merriënboer and R. Koper (eds.) Integrated E-learning: Implications for Pedagogy, Technology and Organisation, London: RoutledgeFalmer, pp.13-23. ISBN 0-415-33503-5
- This chapter introduces the concept of e-learning; arguing that it is not the media and technologies used in e-learning that will improve the quality of education; it is the teaching models employed. The chapter illustrates e-learning in three ways. Firstly it looks at the “four-component instructional design model�? (“4C/ID model�?), used in many learning institutions (Merriënboer, Bastiaens, and Hoogveld, 2004, p. 14). Each of the components in the model is a medium of learning, which are fundamental to any educational training/learning experience. Secondly, the authors explain that well-designed e-learning applications should incorporate these components. They describe how the model can be adopted as a whole, or as a supplement, into e-learning applications. Thirdly, it looks at two appropriate pedagogical styles for employment in e-learning environments, referring explicitly to how they correspond with the components of the instructional design model. Overall, the authors give the reader a good understanding of the topics covered, and knowledge with which they can put into practice.
E-Learning Essentials (2005) “WorldWideLearn.Com,�? retrieved August 3, 2005, from
http://www.worldwidelearn.com/elearning-essentials/index.html
- E-Learning Essentials is a substantial website situated within a larger website, which clearly outlines features of e-learning, with an objective to aid readers whom are interested in beginning an online course to choose one that suits their needs. Each page within the website is intended to be viewed in a particular order, which helps the reader step-by-step to understand e-learning, and learn how to evaluate online courses. There are pages covering the basics of e-learning; what it is; universal terms used to describe it; common attributes of successful online learners; types and delivery methods; and learning styles. The page on learning styles helps the reader to determine the best style in which they learn, and how to look for this style offered in online courses. Other pages in the website provide a concise list of features and benefits associated with the convenience, cost, flexibility, and global collaboration opportunities of e-learning. One of the final pages in the website is an e-learning evaluation page that thoroughly explains online course features such as the style or mode of delivery; the time frame of the course; the support level offered, and the costs involved. It then shows how to match these features with the learner’s preferences. The website is a straightforward guide to e-learning and online courses, which will assist in the research of virtual classrooms.
E-learning and Australia’s education system
White, G. (2004) “E-learning: Australia’s Achievements in Education and Training,�? paper presented to the CeBIT eGovernment Forum, Sydney Exhibition Centre, Darling Harbour, Australia, 4-6 May.
- This is a paper written by the CEO of education.au limited, which reports on the current endeavours of e-learning in Australia and what is expected for e-learning in the future. The report introduces Australia’s educational climate and the purpose of education in the shifting economy. It explains how learning transforms as new technologies, notably online learning media, are discovered and employed. A key statement confirmed throughout the whole report is: [e-learning] “is one of the keys to a more knowledgeable and productive Australia�? (White, 2004, p.2). What follows is a comprehensive examination of collaborative processes, infrastructure, and e-learning products and services; which are levels of a model that directly support e-learning, with e-learning being at the top of the model. Collaborative organisations and government bodies are explored in depth; the infrastructure needed for e-learning to work is explained; examples are given of products and services that provide resources, curriculum content, and systems for e-learning. The author also explains government policy initiatives in higher education sectors and school education, which aim to improve all aspects regarding the use of e-learning technologies and teaching practices. E-learning’s benefits, achievements, challenges, priorities (in terms of a learner-centred approach to e-learning), access, intellectual property, and privacy issues are listed. The essence of the paper is stressed in the conclusion, which asserts that investment must be put in people (teachers, trainers, and instructors) because they determine the success of education through e-learning above all other factors.
Amy Thompson 07:58, 12 Aug 2005 (EST)
