Seeing self and others on-screen does not negatively impact learning in virtual classrooms.

2021 ◽  
Author(s):  
Michael R. Austin ◽  
Kethera A. J. Fogler ◽  
David B. Daniel
Keyword(s):  
Virtual Classrooms

Virtual classroom project

2017 ◽  
Author(s):  
Nicholas Gmeiner
Keyword(s):  
Virtual Reality ◽  
Students With Disabilities ◽  
Learning Experience ◽  
Virtual Classroom ◽  
Traditional Classroom ◽  
Video Capture ◽  
Interactive Learning Environment ◽  
Virtual Reality Technology ◽  
Virtual Classrooms ◽  
Classroom Project

This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learning environment.

scholarly journals Beyond Virtual Classrooms: Exploring Feelings in the Social World

2021 ◽  
pp. 104837132098516
Author(s):  
Chiao-Wei Liu
Keyword(s):  
Racial Inequality ◽  
Well Being ◽  
Virtual Classroom ◽  
Supportive Relationships ◽  
Virtual Classrooms ◽  
Social Unrest ◽  
The Social ◽  
Personal Experiences ◽  
Embodied Experiences ◽  
Chronic Stressor

In this column, I continue to focus on creating supportive relationships in the virtual classroom amid the pandemic and growing social unrest. As many schools continue to shift between hybrid and remote learning, I ask, how do we address our own and students’ emotional well-being to promote active learning during the pandemic? How can we as teachers help students cope with this chronic stressor, be it the COVID-19 pandemic or the racial inequality? I share my own personal experiences and argue that affect/feelings/emotions are embodied thoughts imbricated with social values and often involved in the preservation of social expectations and power relations. I suggest that educators recognize affect/feelings/emotions as a critical part of students’ embodied experiences, encourage students to attend to their surrounding world and live their life with heightened consciousness and reflectiveness. I end this column with a few curriculum ideas for readers to consider.

scholarly journals Percepciones de los docentes acerca de la incorporación de las aulas virtuales en la enseñanza / Teachers' perceptions about the incorporation of virtual classrooms in teaching

2015 ◽  
Vol 1 (2) ◽  
pp. 51
Author(s):  
Fabiana Yañez ◽  
Raquel Rodríguez ◽  
Stella M Briones
Keyword(s):  
Blended Learning ◽  
Virtual Classrooms ◽  
Teachers Perceptions

Esta presentación se enmarca en el Proyecto de Investigación “MOODLE y Blended- Learning: un análisis de aulas virtuales en contextos universitarios”1, orientado a investigar las propuestas de blended–learning de la Facultad de Ciencias de la Salud (en el período 2010- 2011). Es un estudio descriptivo basado en la observación de tales aulas virtuales, con la finalidad de analizar y categorizar la totalidad de aulas virtuales, de grado y de posgrado, y seleccionar algunos casos significativos, para indagar en profundidad las dimensiones de análisis planteadas en esta investigación. Se propone también realizar encuestas semiestructuradas en línea, a docentes y tutores y a alumno/as de asignaturas/cursos virtuales, y entrevistas cualitativas presenciales y en línea a autoridades y personal del área informática y a docentes de aulas virtuales seleccionadas como casos significativos. A fin de favorecer la validez interna de la investigación se proponen procesos de triangulación  de técnicas, de sujetos y de investigadores.   

scholarly journals CHALLENGES AND ADAPTABILITY OF LANGUAGE TEACHERS TOWARDS VIRTUAL CLASSROOMS DURING COVID 19

2021 ◽  
pp. 517
Author(s):  
Ketki Satpute
Keyword(s):  
Online Teaching ◽  
Graphical Representation ◽  
Sampling Technique ◽  
Virtual Classroom ◽  
Language Teachers ◽  
Survey Method ◽  
College Level ◽  
Virtual Classrooms ◽  
Significant Difference ◽  
Rural Language

The outbreak of COVID 19 has locked down entire country and created a crisis situation. It compelled all Educational Institutions to close down.  To keep teaching-learning process continuing, massive shift is being observed from physical classrooms to virtual classrooms. Language plays a key role in learning. Hence meaningful language learning is a must. Creating a conducive learning environment to teach languages effectively online, necessitates the use of virtual classroom by Language Teachers. However, it may create various challenges, unless the mindset of the teachers is positive and ready to adapt to new situations. Present study aims to find out challenges faced by the language teachers and their adaptability towards online teaching during COVID pandemic.  The researcher used descriptive survey method. The sample of the study included 51 language teachers teaching at college level in the state of Maharashtra. The sampling technique used was snowballing through known contacts.  The tool used was questionnaire. Data was analysed through descriptive and inferential statistical techniques such percentage, mean, standard deviation, graphical representation and ‘t’ test. The findings of the study revealed that there is significant difference between the challenges faced by urban and rural language teachers. But no significant difference was found among urban and rural language teachers in adaptability towards virtual classroom teaching. Though teachers tried to adapt to online teaching voluntarily, proper training in the use of e-learning platforms, apt digital tools for language development and development of new skill set are recommended to adapt to the new normal effectively.

Using COVID19 as an Opportunity to Measure Seismic Silences and Bring Geoscience Projects to Students

2021 ◽  
Author(s):  
Artash Nath
Keyword(s):  
Northwest Territories ◽  
World Health ◽  
Virtual Classrooms ◽  
Power Spectral ◽  
Essential Services ◽  
Power Spectral Densities ◽  
The World ◽  
Seismic Vibrations ◽  
Health Organization ◽  
Almost All

<p>On 11 March 2020, the World Health Organization declared Covid19 a pandemic. Countries around the world rushed to declare various states of emergencies. Canada also implemented emergency measures to restrict the movements of people including the closure of borders, non-essential services, and schools and offices to slow the spread of Covid19. I used this opportunity to measure changes in seismic vibrations registered in Canada before, during, and after the lockdown due to the slowdown in transportation, economic, and construction activities. I analyzed continuous seismic data for 6 Canadian cities: Calgary and Edmonton (Alberta), Montreal (Quebec), Ottawa, and Toronto (Ontario), and Yellowknife (Northwest Territories). These cities represented the wide geographical spread of Canada. The source of data was seismic stations run by the Canadian National Seismograph Network (CNSN). Python and ObSpy libraries were used to convert raw data into probabilistic power spectral densities. The seismic vibrations in the PPSDs that fell between 4 Hz and 20 Hz were extracted and averaged for every two weeks period to determine the trend of seismic vibrations. The lockdown had an impact on seismic vibrations in almost all the cities I analyzed. The seismic vibrations decreased between 14% - 44% with the biggest decrease in Yellowknife in the Northwest Territories. In the 3 densely populated cities with a population of over 1 million - Toronto, Montreal, and Calgary, the vibrations dropped by over 30%.</p><p>To enable other students to undertake similar projects for their cities, I created a comprehensive online training module using Jupyter notebooks available on Github. Students can learn about seismic vibrations, how to obtain datasets, and analyze and interpret them using Python. They can share their findings with local policymakers so that they become aware of the effectiveness of the lockdown imposed and are better prepared for lockdowns in the future. When we make data and technology accessible, then lockdowns because of pandemics can be an opportunity for students to take up practical geoscience projects from home or virtual classrooms.</p>

Successful teaching in virtual classrooms

2019 ◽  
pp. 211-221
Author(s):  
Richard Terry ◽  
Jon Taylor ◽  
Matt Davies
Keyword(s):  
Virtual Classrooms ◽  
Successful Teaching

Utilizing Learning Management System (LMS) Tools to Achieve Differentiated Instruction

2015 ◽  
pp. 12-33 ◽  
Author(s):  
Sophia Palahicky
Keyword(s):  
Differentiated Instruction ◽  
Instructional Strategies ◽  
Learning Activities ◽  
Responsive Teaching ◽  
Virtual Classrooms ◽  
Diverse Student ◽  
Brick And Mortar ◽  
Individual Needs ◽  
Learning Management ◽  
Personal Interests

Students bring their own knowledge, experiences, and personal interests to brick-and-mortar and virtual classrooms. When instructional strategies and learning activities are developed based on prior knowledge, experiences, and personal interests, the instruction is a form of differentiation. This chapter discusses how Learning Management Systems (LMSs) can help teachers and instructors achieve differentiated instruction that meets individual needs. There are two important implications of differentiated instruction: (a) lessons are tailored to meet individual and diverse student needs, and (b) lessons cannot be planned without knowledge about who the learners are. When taking into consideration that teaching is tailored to meet individual needs, it becomes apparent that differentiated instruction means more work for the teacher or instructor. It also means the teacher or instructor has to continually change learning activities and is not able to use handy pre-designed ones because student progress or lack of progress informs teaching strategies. This chapter argues that differentiated instruction is worth the time and effort because it responds to individual needs, and responsive teaching maximizes each student's success.

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