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Students’ experiences of learning in a virtual classroom: An Activity Theory perspective
ARTICLE

, University of Waikato, New Zealand

IJEDICT Volume 10, Number 4, ISSN 1814-0556 Publisher: Open Campus, The University of the West Indies, West Indies

Abstract

Online learning environments can offer learners opportunities for flexibility, interaction and collaboration distinctly different from face-to-face learning environments. However, current practices of e-learning are not without constraints and criticisms. This paper seeks to develop an understanding of students’ experiences and their perspectives of learning with the specific online learning technology of Adobe Connect virtual classroom. The study was conducted in a university in New Zealand using a case study method. With Activity Theory as its research framework, the research methods of this study include individual interviews, online observation and analysis of other relevant documents. This paper includes some of the findings of the research and a discussion on how the synchronous technology— Adobe Connect virtual classroom, used in an online learning environment affected students’ active participation in e-learning activities.

Citation

Gedera, D. (2014). Students’ experiences of learning in a virtual classroom: An Activity Theory perspective. International Journal of Education and Development using ICT, 10(4),. Open Campus, The University of the West Indies, West Indies. Retrieved June 6, 2020 from .

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