Virtual and traditional classroom – a comparison.ppt

ma gorzatarze nik 2005 virtualandtraditionalclassroom acomparisonma gorzatarze nik ma gorzatarze nik 2005 mainpoints definitionstheclassroomanditsenvironmentthetimedimensiongroupprocessesfinalremarks ma gorzatarze nik 2005 definitions traditionalclassroomaroomespeciallydesignedandfurnishedtoprovideoptimallearningenvironment virtualclassroom virtualclassroom anyonlineareainwhichinstructorsandstudents meet viatheircomputerconnections forcourseactivities ko susan rossen steve 2004 teachingonline apracticalguide ma gorzatarze nik 2005 definitions classroom place time people interactions ma gorzatarze nik 2005 traditionalclassroomanditsenvironment closedandfairlyfreefromoutsidedistractionsconcentratedandfairlyhomogenoustangible ma gorzatarze nik 2005 virtualclassroomanditsenvironment openandsubjecttooutsidedistractionsbothfromtheinternetandtherealworlddistributedanddiverseintangible ma gorzatarze nik 2005 sowhat theopennatureofthevirtualclasscanbebothanadvantageandaproblem dealingwithdiversity techniquesforbuildinglearningcommunities tangibilisationofvirtualclassrooms ma gorzatarze nik 2005 traditionalclassroom thetimedimension limitedtohoursofinstructionandoccasionaladditionalactivitiesstructuringtasksandarrangingphysicalelementsofaclassroomarefairlywellresearchedtheteacherphysicallypresentatalltimesduringaclass ma gorzatarze nik 2005 virtualclassroom thetimedimension operating24 7 nocleardistinctionbetweenin classtasksandhomeworklayingout lessonplans quitecomplicatedandnotwellresearched theteacherandlearners virtuallypresent atalltimesthroughtheirpostingsandcontactdetailsbuthardlyeverpresentinrealtime nottomentionphysicalpresence ma gorzatarze nik 2005 sowhat structuringtasksandplanninglessons thechallengelimitedhoursvs24hours thequestionofhowmuchshouldateacherbepaidinonlineeducation netaddiction burnout dropout possiblehazards ma gorzatarze nik 2005 overlap commonuseofictespeciallye mailandwebpagesintraditionalteaching addstheextradimensions openspace anytime blendedapproach ma gorzatarze nik 2005 groupprocessesintraditionalvsvirtualclassrooms visible vsinvisiblewhatisimmediatelyvisibleinthetraditionalclassroomismostlyinvisibleinthevirtualone traditionalnon verbalcommunicationmoodsinterestinthelessonpatternsofinteractionconflicts virtualonlinetrafficformalcommunicationonforaand orchats ifrecordedbythesystem workofanindividualstudentonthee learningplanform ma gorzatarze nik 2005 groupprocessesintraditionalvsvirtualclassrooms problemdiagnosisandresolutiongenerallyeasierandfasterinatraditionalsetting group formation longeronlinecommunication slowerandlesseffectiveonline unlessthegroupisveryclosely knit onlinestudentsseekindividualattention ma gorzatarze nik 2005 selectedbibliography castells m 2001 theinternetgalaxy oxforduniversitypressgarrison d r anderson t 2003 e learninginthe21stcentury london newyork routlege falmer ko susan rossen steve 2004 teachingonline apracticalguide 2ndedition houghtonmiffincompany boston newyorkkotler p 2005 marketingmanagement 12ed prenticehallmcvaylynch m 2002 theonlineeducator london newyork routlege falmer paloffr m prattk 2001 lessonsfromthecyberspaceclassroom sanfrancisco jossey bass paloffr m prattk 2003 thevirtualstudent sanfrancisco jossey bass salmon g 2000 e moderating london sterling usa koganpage wallace p 1999 thepsychologyoftheinternet cambridgeuniversitypresswarschauer m 2004 technologyandsoci