Blended learning – vct combined with other forms of learning

In order to strengthen the constructivist aspect and enhance student participation, experiential learning, hands-on, problem-based learning, etc, it can be beneficial to combine VCT with other asynchronous e-learning technologies (Benbunan-Fich 2002). Thus, flexibility and efficiency are retained and at the same time it is possible to enhance the interactive methodology and let students take more control of their own learning.

Combination with Learning Management Systems (lms)

The use of learning platforms such as Classfronter, which is a natural part of ordinary classroom teaching, can contribute to good preparations and continuous processes of collaboration. All materials are made accessible prior to sessions with suggestions and ideas, and feedback from the participants is expected. Lecture foils can also be made accessible and comments invited to what is unclear, when details should be added, or what should have priority.

Combination with asynchronous learning technology

Combining the synchronous classroom with an asynchronous solution for all the students can give individual facilitation that can be very useful for a lot of students. The students will receive feedback on their contributions, which will be an add-on to the joint classroom. Although this combination presupposes increased use of resources, it retains and strengthens flexibility.

Combination with group supported learning systems (GSS)

The synchronous virtual classroom can be combined with project-organised learning where students have a greater degree of control of their own group activities and are able to manage their own projects, facilitated by the tutor.

Combination with physical classroom teaching

The possibility of face-to-face contact from time to time can be useful for long courses. The flexibility of VCT is useful, but the technology can be even better with opportunities for personal contact. Knowing peoples’ faces can make the virtual contact easier.

Variation and attention

Some of the reason for strengthening interactivity has to do with quite basic needs that are made evident when using the virtual classroom. This concerns the use of voice when body language is no longer available, and it particularly concerns variation during a VCT session.

Using the voice optimally – “radio voice”

Without body language the voice is the only medium. There is no “help” from body language to create or hold attention; there is no eye contact, no facial expression or gestures, no posture that shows openness or impassivity. Emotions that emphasise the content of the words have to be expressed through other media. The radio as a medium has had to develop its own type of voice – a “radio voice” – through decades. This includes building nuances and emotions into the voice, in addition to developing good and clear diction and a varied intonation. When the listeners cannot be seen, it is easy to forget them and resort to a flat type of recitation (Driscoll 2001). This “radio voice” can be developed over time; however, it requires awareness and attention to do so. Also, it will be necessary for all participants, including the learners, to develop this kind of voice to make what they say worth listening to.