A framework of virtual classroom model on the Internet

2012 ◽  
Author(s):  
Dussadee Seewungkum ◽  
Hathairat Ketmaneechairat ◽  
Mirko Caspar
Keyword(s):  
Virtual Classroom ◽  
The Internet

Implementation of Virtual Classroom and Zoom Networks in Continuing Student Learning

2022 ◽  
Vol 3 (1) ◽  
Author(s):  
Nurbaiti Nurbaiti ◽  
Nadhrah Al Aflah ◽  
Supardi Supardi
Keyword(s):  
Virus Disease ◽  
Virtual Classroom ◽  
Learning Activity ◽  
The Internet ◽  
Activity System ◽  
Effective Learning ◽  
The World ◽  
Almost All ◽  
Internet Networks ◽  
Use Of Internet

Almost all corners of the world have been affected or affected by this Covid-19 virus disease, even some countries have set a lockdown status and other anticipations for the spread of the Covid-19 virus. The alternative used in this bold learning activity system is to utilize the internet network, namely the Zoom Meeting and Classroom application. This study aims to determine students' perceptions of the use of internet networks such as zoom meetings and classrooms used and how effective learning is during the Covid-19 pandemic. The research conducted here uses descriptive qualitative research methods. And the results of this study indicate that the zoom application is an application that is very effective and preferred by students because it is easier to use and very efficient when the learning process is bold and shows that some students who give their perception of the application used during learning that are brave are the Zoom Meeting application, namely the application. Zoom Meeting. by 66.7%, followed by the Google Meet application at 22.2% and the Classrom application at 11.1%.  

Issues in Delivering Course Material Via the Web

2005 ◽  
pp. 1697-1701
Author(s):  
Karen S. Nantz
Keyword(s):  
Virtual Classroom ◽  
The Internet ◽  
Web Based ◽  
Course Materials ◽  
Discussion List ◽  
Testing Facility ◽  
Web Course ◽  
E Learning ◽  
Course Material ◽  
The Web

Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. 2002 figures suggest that over two million students are taking at least one Web course (Thornton, 1999). According to E-Learning (2001), more than 3,000 universities will offer substantial Web courses by 2004.

Book Review: Creating the Virtual Classroom: Distance Learning with the Internet

1999 ◽  
Vol 13 (1) ◽  
pp. 101-102
Author(s):  
Linda Clemens ◽  
Doreen Stärke-Meyerring ◽  
Ann Hill Duin
Keyword(s):  
Distance Learning ◽  
Virtual Classroom ◽  
The Internet

English e-learning in the virtual classroom and the factors that influence ESL (English as a Second Language): Taiwanese citizens’ acceptance and use of the Modular Object-Oriented Dynamic Learning Environment

2015 ◽  
Vol 54 (2) ◽  
pp. 211-228 ◽  
Author(s):  
Paul Juinn Bing Tan
Keyword(s):  
Technology Acceptance ◽  
English Learners ◽  
Virtual Classroom ◽  
Point Of View ◽  
The Internet ◽  
Dynamic Learning ◽  
Traditional Methods ◽  
Knowledge Innovation ◽  
E Learning ◽  
Acceptance Model

Currently, the speed of knowledge innovation is accelerating with the prevalence of online learning, which penetrates the limits of both time and space. To date, studies examining English e-learning websites have rarely been conducted from the point of view of both the technology acceptance model (TAM) and information technology. In this research, we use the TAM as our basic theory to research the use of English e-learning websites. We find that (1) most English learners think that using the Internet to learn English is more convenient than using traditional methods; and (2) that most adult English learners think that using the Internet to learn English is more helpful than using traditional methods.

scholarly journals The Internet as a Medium for Education and Educational Research

2017 ◽  
Vol 17 (2) ◽  
pp. 7
Author(s):  
Marcos Silva ◽  
Glenn F. Cartwright
Keyword(s):  
Educational Research ◽  
Virtual Classroom ◽  
The Internet ◽  
Teaching And Research ◽  
Use Of The Internet ◽  
Industry And Education ◽  
Research And Education ◽  
Education Network ◽  
K 12

1bis paper examines the advent of the Internet and its impact on K-12 education and librarianship. It discusses the use of the Internet as a resource for teaching and research and as a virtual classroom and laboratory. In addition, the reasons justifying investment in national supernetworks such as the American National research and Education Network (NREN) and the Canadian Network for the Advancement of Research, Industry, and Education (CANARIE) are outlined. Finally, the implications for education and li brarianship concerning the establishment of these supernetworks are explored.

Exploring Ideas and Possibilities of Second Life as an Advanced E-Learning Environment

2010 ◽  
pp. 165-181 ◽  
Author(s):  
Bo Kyeong Kim ◽  
Youngkyun Baek
Keyword(s):  
Learning Environment ◽  
Social Networking ◽  
Second Life ◽  
Real Life ◽  
Virtual Classroom ◽  
Net Generation ◽  
The Internet ◽  
Classroom Context ◽  
E Learning ◽  
Cyber Space

Web 2.0 is changing the paradigm of using the Internet which is affecting the e-learning paradigm. In this chapter, e-learning 2.0 and its strategies will be described for net generation. E-learning 2.0 was followed by introduction of Second Life as an advanced e-learning environment. Flexibility, strong social networking, and residents’ creative activities of Second Life allow unlimited potential to educators when they apply various educational principles to designing a learning environment. The authors assert that Second Life is a classroom built in 3D cyber space. Some cases that Second Life was used for a new e-learning environment are also presented. The 3D virtual classroom context is attractive to the educators with the same appearance as real life as well as prepared educational elements which can be built into Second Life. Exploring ideas and possibilities of Second Life provides alternatives to make up for the limits in the current e-learning environment.

Issues in Delivering Course Material Via the Web

2011 ◽  
pp. 293-299
Author(s):  
Karen S. Nantz
Keyword(s):  
Virtual Classroom ◽  
The Internet ◽  
Web Based ◽  
Course Materials ◽  
Discussion List ◽  
Testing Facility ◽  
Web Course ◽  
E Learning ◽  
Course Material ◽  
The Web

Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. 2002 figures suggest that over two million students are taking at least one Web course (Thornton, 1999). According to E-Learning (2001), more than 3,000 universities will offer substantial Web courses by 2004.

Racial Issues in the Virtual Classroom

2011 ◽  
pp. 397-401
Author(s):  
Alfred P. Rovai ◽  
Louis B. Gallien Jr.
Keyword(s):  
Distance Education ◽  
Classroom Environment ◽  
Virtual Community ◽  
Virtual Classroom ◽  
Asynchronous Learning ◽  
The Internet ◽  
Learning Networks ◽  
Mediated Communication ◽  
Face To Face ◽  
Class Meetings

Distance education has burgeoned over the past decade and it continues to rapidly expand. The National Center for Educational Statistics reports that U.S. enrollments in postsecondary distance education courses nearly doubled between 1995 and 2000, with 56% of the nation’s two- and four-year institutions of higher education offering courses at a distance during the 2000-2001 academic year (Walts & Lewis, 2003). The Internet is the favorite medium of colleges and universities for presenting such courses. The anytime, anywhere delivery of courses by the Internet, known as ALNs (i.e., asynchronous learning networks) has become a viable alternative for students who either cannot or choose not to travel to campuses to attend traditional class meetings at predetermined times. Additionally, synchronous networks, such as chat rooms and MUDs (i.e., multiuser dungeons/dimensions/domains), are frequently used for educational purposes. Unlike ALNs, MUDs are real-time, text-based virtual realities that allow as many as 20 (and sometimes more) individuals from around the Internet to be simultaneously connected to a simulated physical space, such as a classroom or laboratory, populated with virtual objects that can be examined and manipulated. As a result of using the Internet for coursework, students will not usually meet one another face-to-face as they exchange ideas and construct knowledge through computer-mediated communication (CMC). The end result is the formation of a virtual community in which students and instructors engage in text-based conversations along with other diverse pedagogical tasks. They can do almost everything students do in a traditional face-to-face classroom environment, but they do it separated by space and/or time. This personal separation can contribute to weak feelings of community.

scholarly journals Metodologia baseada em sala de Aula invertida e Resolução de Problemas relacionado ao cotidiano dos estudantes: uma proposta para ensinar programação para iniciantes

2017 ◽  
Vol 1 (1) ◽  
pp. 52
Author(s):  
Lucia Maria Martins Giraffa ◽  
Luana Müller
Keyword(s):  
Problem Solving ◽  
Flipped Classroom ◽  
Daily Life ◽  
Virtual Classroom ◽  
Lessons Learned ◽  
Drop Out ◽  
The Internet ◽  
Leisure Interests

INTRODUCTION: This paper presents the lessons learned from a methodology created to support the teaching of programming for beginners based on Flipped Classroom and Problem Solving approaches using a virtual classroom and exercises linked with student leisure interests. OBJECTIVES: To help students stay on schedule and avoid discipline drop out. METHODOLOGY: we created a virtual classroom with different resources with videos, code examples, and exercises statements that allowed us to approach the interests of the students through situations anchored in their leisure habits. RESULTS: options and possibilities to integrate multiple spaces and tools on the Internet, examples of exercises related to the daily life of the students.

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