Reimagining the Virtual Classroom

It’s time to snap out of black-and-white thinking when itcomes to eLearning and reimagine the virtual classroom.

The concept of synchronous learning, where the instructorand learners are online simultaneously and interaction occurs in real time, ispractically baked in to the definition of a virtual classroom. Why would youneed a “classroom”—metaphoric or real—for asynchronous learning?

And, although asynchronous eLearning offers learners thegreatest amount of control and flexibility—they choose when and where to doit—it unfortunately also offers the option of “never.” On the other hand, synchronouseLearning offers the advantage of greater accountability: The instructor knowswho’s there and who’s actively participating.

Why choose?

The eLearning “conventional wisdom” that instructionaldesigners (IDs) must choose between synchronous and asynchronous learningpresents a false dilemma. You can, in fact, have the best of bothworlds. A creative blended eLearning solution combines synchronous sessions withasynchronous elements, adopting elements of the “flipped classroom” in theprocess. The results can be a win all around: Learners have a betterexperience, and the format encourages collaboration and improves outcomes.

A blended solution forces IDs to let go of two relics: the viewthat a virtual classroom is simply a traditional classroom that has been moved onlineand the image of teaching as presenting information to passive learners. Whilea lecture or webinar can be part of the synchronous eLearning experience, itis—or should be—only a small part of the package.

Even at their best, lectures are not the ideal instructionalapproach. And, lacking the physical connection that an in-person sessionoffers, a lecture delivered online can be tedious, even in a setting thatpermits discussion. A synchronous eLearning session should always include morethan just a talking head presenting information. And even during thepresentation, an instructor can integrate interactivity: add polls, brainstormideas via chat, share the whiteboard. In other words, let learners join inbeyond asking questions.

Flip the virtual classroom

Instructors can back farther away from the dated “sage onthe stage” approach by applying flipped classroom concepts to their virtualclassrooms. Some suggestions:

• Consider turning (short) lectures intoasynchronous assignments by recording them. Ask learners to watch the lecturesand prepare a question or comment or write a response—as homework. Theseassignments then form the foundation of a discussion, exercise, or quiz in thenext synchronous session.
• Use breakout rooms or paired chat for part ofthe synchronous session. Most virtual classroom platforms offer these features,which make short collaborative assignments or discussions easy to implement andsupervise.
• Collaborative or individual projects completedas asynchronous elements of the course can then be shared via the virtualclassroom’s whiteboard for synchronous discussion and analysis. Alternatively,the instructor can turn over the microphone for part of the live session topermit each learner to present a project to classmates. Sharing in these ways fostersa community feeling, even when students are meeting only virtually.

Asynchronous collaboration builds community

Additional asynchronous elements like discussion boards,collaborative blogs, and course wikis build community and increase learners’engagement with one another.

• Many instructors structure discussion boardsaround particular topics and require learners to comment on and engage withother learners’ posts. Alternatively, in smaller courses, each learner couldrun a discussion, curating content and moderating other learners’contributions.
• Blog posts—generated by the learners or postedby the instructor—can also form the basis for asynchronous discussion, withlearners required to post comments and respond to other learners’ comments.
• A course wiki is a forum for collaborativeresearch.

These asynchronous elements provide spaces for learners andinstructors to generate content, share curated content, or shape a finalproduct together.

Put it all together

As instructors ramp up their virtual classrooms to includemore interactive and collaborative elements, the demands on them increase.Preparation is essential, not only to get the content ready but to becomecomfortable using the tools—whiteboard, chat, polls—while teaching. Lecturingto passive learners is easier, but taking the easy way out will show in theresults. It’s time to reimagine and reinvigorate the virtual classroom.

References

Christopher, Darlene. The Successful Virtual Classroom:How to Design and Facilitate Interactive and Engaging Live Online Learning.New York, NY: Amacom, 2015.