Interactivity in a virtual classroom

The concept of interactivity in a teaching/learning situation comprises all forms of mutual communication between teacher and students and among students, as opposed to one-way communication in the form of a teacher monologue. The discussion about interactivity is often concerned with the level of activity – how active students can or should be as participants in a teaching situation – and how important student participation is for learning.

How relevant is it to discuss the possibilities for interactivity with the use of VCT, or is VCT a technology adapted for one-way communication? Should the use of IT for teaching purposes be seen as on the one hand an objectivist model where technology is a means for transfer of knowledge and instruction, and on the other hand a constructivist model where technology is seen as a tool to support communication (Benbunan-Fich 2002)? Based on this categorisation VCT must be seen as supporting an objectivistic approach to learning, as opposed to group support systems that cater for collaborative learning. Or is it possible that the two approaches to learning can be seen as overlapping? Discroll (2001: 6), who represents Centra Software, one of the main suppliers of VCT, claims that, “… interaction in a live, online training session is extremely important”. This signalises that a constructivist approach is highly relevant when facilitating the virtual classroom. These main approaches are discussed theoretically below.

Pedagogical approaches

Before discussing the opportunities for interactivity with VCT, a short presentation of general theory of education will be necessary. The differences have been severe in pedagogical debate, partly along the lines of philosophical debates that have their basis in natural scientific and humanistic thinking. For our purpose it can useful to look at two general main approaches, namely behaviourist/objectivist and constructivist approaches, although there is a certain degree of overlap between the two. A common feature of the two is their purpose of good learning. Behaviourism is mainly associated with B. F. Skinner and is characterised by modification of behaviour through stimulus response. Learning can be observed as changed behaviour in the learners; furthermore, learning takes place through the transfer of knowledge with the students as objects for the teacher. Constructivism is first of all associated with scholars such as Jean Piaget, Lev Vygotsky and John Dewey (Melling-Olsen 1990, Strømnes 1993, Illeris 2000), and is characterised by its view of the learners as active and autonomous subjects that construct their own learning. Learning is internally managed through the subjects’ interest in solving problems through individual experiences. Aspects of knowledge development include listening to resource persons, studies of theory, critical thinking and reflection, and personal growth through meaningful and real-life activities. The tutor’s role is that of knowledge contributor and resource person as well as facilitator of the learning environment.