Student perception of the quality of discussion in a synchronous virtual classroom environment
Kate Reynolds, The University of New Orleans Department of Curriculum, Instruction, and Special Education, United States ; Linda Flynn-Wilson, The University of New Orleans, United States
EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract: The interactive nature of synchronous communication environments is a crucial factor in decreasing ambiguity in communication and increasing participant collaboration. And while the format of the virtual classroom should also encourage robust discussion, the authors found this not to be the case in the online virtual courses in education they have taught. Curious as to why the quality of discussion was poorer than expected, the authors surveyed students enrolled in their virtual classes during the fall 2017 and spring 2018 semesters. Thirty students completed the survey (N= 29). Analysis of respondents’ Likert Scale ratings and answers to open ended questions about various aspects of the delivery method were analyzed.
Reynolds, K. & Flynn-Wilson, L. (2018). Student perception of the quality of discussion in a synchronous virtual classroom environment. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 2111-2116). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)