Strengthening interactivity when using vct

The virtual classroom technology brings in new perspectives on education, making the virtual classroom different from the traditional classroom situation. Although experiences from the physical classrooms can be transferred to the virtual classroom, special considerations must be observed to make the learning environment function. Synchronous e-learning may be considered a basic condition for furthering objectivist pedagogy (Benbunan-Fich 2002: 94). Still, it is important to exploit the pedagogical possibilities for interaction in practice so that the pedagogy develops in a more constructivist direction. A lack of focus on this goal strengthens the objectivist tendency, and the pedagogical choices take place somewhere between an objectivist and a constructivist learning-environment. In a physical classroom the experienced teacher will take signals from students and can choose to consider them if they are seen as important in the context. Even if this possibility is removed, it does not mean that students’ expectations to be seen without having to show visual initiatives automatically disappear. Thus technology increases the need to make active choices about involving the participants, and it increases the need for participants to take individual initiatives and click on icons. VCT requires more focus on and awareness about pedagogical choices because the use of this technology may, unwittingly, lead to one-way communication and passivity. Thus, the degree of involvement is a pedagogical choice.

Students may contribute to planning on a long-term and short-term basis

Building closer cooperation between the tutor and the participants can be useful in order to break down mental barriers made by the technology. If students assume ownership of educational goals it may lead to more empowerment and responsibility, and they may perceive the contents as meaningful. Traditional roles are thus challenged, which may contribute to commitment and motivation. Students can be involved in a discussion of learning goals and in curriculum planning, as well as taking part in the fundamental discussion of VCT teaching and its goals, both the long-term aspects of the course and the individual lesson. The long-term aspects of the discussion could deal with the characteristics of VCT and the importance of active student participation. Such active participation may comprise planned presentations on special topics of interest and on experiences the students have made, the goals of the group work in breakout rooms, or the importance of preparing for the VCT teaching sessions. The short-term discussions could deal with priorities and with what emphasis should be given to exemplification. When storyboard is used systematically, a virtual classroom session can have a large degree of variation and activity, and passivity and one-way communication can be avoided.

Metadiscussions – continuous improvements of interactivity

VCT is a new experience for most people, teachers and students alike. Particular focus on the pedagogical aspects is needed to make VC teaching attractive and not just a poorer version of a physical classroom. The storyboard can be one solution: used as a permanent item on the agenda for discussions of what functioned well and what could have been done better, the storyboard makes it possible for everybody to contribute to continuous development of the virtual classroom. In a setting where a group has regular VC sessions, such metadiscussions may contribute to more participation and more commitment to making the sessions function well. Both the organisation and the implementation of VC will benefit from joint reflection at single loop as well as double loop level (Argyris 1992), and will develop from such participation, among other things through listening to fellow students and using association. This dynamic process is thus made part of the agenda and the concrete plans, the storyboard. Rules for collaboration are discussed openly (Krogstie 2005, Krogstie and Bygstad 2005), and the students influence the interaction, such as who should speak and for how long, whether it is allowed to interrupt, and so on.

Practice in working independently has to be part of the sessions to make student participation at VCT function, and a change in attitude on the part of the educator is a precondition. The ability to work independently can be trained by systematic discussions of goals, both general goals and personal goals and the relationship between them. Further, it can be trained by encouraging students to ask relevant and central questions, experience the importance of good preparations, discover the need for supplementary reading by searching the Web, and trust fellow students so that chatting is perceived as meaningful and not just a matter of form. With a continuous focus on mutual preparations the virtual classroom can be steadily improved.