Document Type
Article
Publication Date
2009
Keywords
Distance learning, synchronous online learning, Transactional Distance Theory, virtual classroom
Digital Object Identifier (DOI)
https://doi.org/https://doi.org/10.19173/irrodl.v10i3.605
Abstract
This research study is a collaborative project between faculty in social foundations, special education, and instructional technology in which we analyze student data from six undergraduate and graduate courses related to the use of a virtual classroom space. Transactional distance theory (Moore & Kearsley, 1996) operates as our theoretical framework as we explore the role of a virtual classroom in distance education and analyze the ways in which a synchronous learning environment affects students’ learning experiences. Elluminate Live! was the software employed in the virtual classroom. In this analysis, particular themes emerged related to dialogue, structure, and learner autonomy. In addition, students rated convenience, technical issues, and pedagogical preferences as important elements in their learning experiences. The article discusses these themes as a contribution to reducing the “distance” that students experience in online learning and to developing quality distance education experiences for students in higher education.
Rights Information
This work is licensed under a Creative Commons Attribution 4.0 License.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
International Review of Research in Open and Distributed Learning, v. 10, no. 3
Scholar Commons Citation
McBrien, J. Lynn; Cheng, Rui; and Jones, Phyllis, "Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning" (2009). School of Interdisciplinary Global Studies Sarasota Manatee Campus Faculty Publications. 30.
https://digitalcommons.usf.edu/sigs_facpub_sm/30
