Sheri Anderson and Beth Oyarzun Instructional Designers UNC Wilmington

 Literature Review  Methods  Results

LITERATURE REVIEW

 Virtual classroom session design should include techniques for keeping students engaged in the lesson – Focus on interactivity – Inform students of interactivity expectations – Plan and inform academic requirements – Continuously improve interactivity over multiple sessions – Skillfully use technology – Have technical functionality and support (Keegan, et. al., 2005).

 Be prepared with resources and activities  Neutralize distractions  Set Ground Rules (e.g. type a “?” in the chat area if you have a question)  Use virtual body language (e.g. emoticons)  Use video for virtual body language (Finkelstein, 2006)

METHODS

 Survey study  Quantitative data – 7 item researcher developed questions including demographic information  Convenience sample of researchers’ courses covering 3 semesters  Deploy to 5 sections of Educational courses at UNC-Wilmington – Approximately 140 students received survey electronically – Return rate was approximately 15%

RESULTS

 75% of respondents were from the millennial generation (18-30 years old)  25% were from generation X (30-50 years old)

 Without the camera, I wouldn't feel like I was being watched, so I would wander away from class.  When connection had "hiccups" then could read lips and know if there was more information that was missed  Facial expression and gestures communicate a lot when an instructor is speaking.

Student comments Not important Yes I watch it. I think its important but I could still do without it. I do watch the video, I don’t think it is necessarily important, but it is easier to see body language and facial expressions to get the full effect of the lecture I think Yes I always watch but I can learn just as much without the video Important Yes, I think it is because I like to be able to put a face with the words I am hearing. Yes, I think that it is important it keeps me focused more. When the video is not up my mind tends to wonder more and it is harder to stay attentive. Yes! If I did not have the instructor video to watch, I would zone out.

Finkelstein, J., (2006). Learning in Real Time: Synchronous Teaching and Learning Online. San Francisco: Jossey-Bass. Keegan, D., Schwenke, E., Fritsch, H., Kenny, G., Kismihók, G., Bíró, M., Gábor, A., Ó’Suilleabháin, G., and Nix, J. (2005). Virtual Classrooms in Educational Provision: Synchronous elearning systems for European institutions. Hagen: FernUniversitaet (ZIFF). Retrieved February 18, 2009 from: hagen.de/ZIFF/synchronous.pdf.

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