The New Virtual Classroom: Evidence-based Guidelines for Synchronous e-Learning

The New Virtual Classroom: Evidence-based Guidelines for Synchronous e-Learning

by Ann Kwinn, Ruth C. Clark
Released April 2007
Publisher(s): Pfeiffer
ISBN: 9780787986520

Read it now on the O’Reilly learning platform with a 10-day free trial.

O’Reilly members get unlimited access to books, live events, courses curated by job role, and more from O’Reilly and nearly 200 top publishers.

Start your free trial

Book description

The New Virtual Classroom draws on the most current research in multimedia learning as well as practitioner experience to show how to effectively harness the power of the virtual classroom. Written by Ruth Clark, co-author of the best selling e-Learning & the Science of Instruction, and Ann Kwinn¾recognized experts in instructional design and workforce learning, this important resource includes guidelines, research, and illustrative examples that clearly show how to leverage the powerful instructional features in the new virtual classroom.

Table of contents

  1. Copyright
  2. CONTENTS OF THE CD-ROM
  3. PREFACE
    1. Why The New Virtual Classroom?
  4. ACKNOWLEDGMENTS
  5. BOOK OVERVIEW
    1. Purpose
    2. Audience
    3. Package Components and Features
      1. Expert Forums
      2. Virtual Classroom Demonstrations and Resources on the CD
      3. Glossary
    4. Product Description
      1. Introduction: Meet the New Virtual Classroom
      2. Part One: Learning and the New Virtual Classroom
      3. Part Two: Engaging Participants in the New Virtual Classroom
      4. Part Three: Optimizing Your Virtual Events
      5. Part Four: Creating Effective Learning Events in the New Virtual Classroom
  6. INTRODUCTION
  7. 1. Meet the New Virtual Classroom
    1. 1.1. Ready or Not—Here It Comes!
      1. 1.1.1. Old Wine in New Bottles?
    2. 1.2. What Is the New Virtual Classroom?
      1. 1.2.1. Features of the New Virtual Classroom
    3. 1.3. The Virtual Classroom: A Hybrid Learning Environment
      1. 1.3.1. Virtual and Face-to-Face Classrooms
      2. 1.3.2. Virtual Classrooms and Asynchronous e-Learning
      3. 1.3.3. Harnessing the Centaur
    4. 1.4. When to Use the Virtual Classroom
    5. 1.5. Integrating Virtual Classrooms into Media Blends
    6. 1.6. The Bottom Line
    7. 1.7. COMING NEXT: LEARNING IN THE VIRTUAL CLASSROOM
    8. 1.8. On The New Virtual Classroom CD
    9. 1.9. For More Information
  8. I. Learning and the New Virtual Classroom
    1. 2. Learning in the New Virtual Classroom
      1. 2.1. Which Technology Is Best for Learning?
        1. 2.1.1. Media Comparison Research
        2. 2.1.2. Electronic Distance Learning vs. the Classroom
      2. 2.2. Instructional Modes, Methods, and Architectures
        1. 2.2.1. Communication Modes: The Atoms of Instruction
        2. 2.2.2. Instructional Methods: The Molecules of Instruction
        3. 2.2.3. Instructional Architectures: The DNA of Instruction
        4. 2.2.4. Which Instructional Components Work Best?
      3. 2.3. Working Memory and Long-Term Memory and Learning
      4. 2.4. Harnessing Learning Processes in the Virtual Classroom
        1. 2.4.1. Support Attention in the Virtual Classroom
        2. 2.4.2. Activate Prior Knowledge in the Virtual Classroom
        3. 2.4.3. Manage Cognitive Load in the Virtual Classroom
        4. 2.4.4. Help Learners Construct New Mental Models in the Virtual Classroom
        5. 2.4.5. Encourage Transfer of Learning in the Virtual Classroom
        6. 2.4.6. Guide Learning Management in the Virtual Classroom
        7. 2.4.7. Promote Motivation in the Virtual Classroom
      5. 2.5. The Bottom Line
      6. 2.6. COMING NEXT: EXPLOITING FEATURES IN THE NEW VIRTUAL CLASSROOM
      7. 2.7. On The New Virtual Classroom CD
        1. 2.7.1.
          1. 2.7.1.1. Directive Architecture
          2. 2.7.1.2. Guided Discovery Architecture
      8. 2.8. For More Information
    2. 3. Features to Exploit in the New Virtual Classroom
      1. 3.1. All Training Media Are Not Equivalent
      2. 3.2. Features That Matter
      3. 3.3. Communication Modes
        1. 3.3.1. The Power of Visuals
        2. 3.3.2. Visuals in the Virtual Classroom
        3. 3.3.3. The Power of Audio
        4. 3.3.4. Audio and Social Presence
        5. 3.3.5. Audio and the Virtual Classroom
        6. 3.3.6. The Power of Text
        7. 3.3.7. Text and the Virtual Classroom
        8. 3.3.8. Communication Modes and the Virtual Classroom
      4. 3.4. Overt Rehearsal Options
        1. 3.4.1. Principle 1: Mirror Job Requirements in Practice Exercises
          1. 3.4.1.1. Mirroring Job Requirements in the Virtual Classroom
        2. 3.4.2. Principle 2: Distribute Practice Throughout Learning Events
          1. 3.4.2.1. Distributed Practice and the Virtual Classroom
          2. 3.4.2.2. Distributed Practice and Blended Learning
        3. 3.4.3. Principle 3: Replace Some Practice with Faded Worked Examples
      5. 3.5. Control Over Pacing
        1. 3.5.1. Pacing in the Virtual Classroom
      6. 3.6. Social Learning Facilities
        1. 3.6.1. Social Learning in the Virtual Classroom
      7. 3.7. Media and Learning
      8. 3.8. The Bottom Line
      9. 3.9. COMING NEXT: TEACHING CONTENT TYPES IN THE VIRTUAL CLASSROOM
      10. 3.10. For More Information
        1. 3.10.1. On Communication Modes and Learning
        2. 3.10.2. On Design of Effective Practice
        3. 3.10.3. On Social Learning
    3. 4. Teaching Content Types in the New Virtual Classroom
      1. 4.1. Match Teaching Methods to Content
      2. 4.2. Two Types of Tasks: Procedures and Principle-Based
        1. 4.2.1. Teaching Procedural Tasks
        2. 4.2.2. Teaching Procedural Tasks in the Virtual Classroom
        3. 4.2.3. Teaching Principle-Based Tasks
        4. 4.2.4. Teaching Principle-Based Tasks in the Virtual Classroom
      3. 4.3. Teaching Processes
        1. 4.3.1. Instructional Methods for Processes
        2. 4.3.2. Teaching Processes in the Virtual Classroom
      4. 4.4. Teaching Supporting Knowledge
        1. 4.4.1. What Are Facts and Concepts?
        2. 4.4.2. Presenting Factual Information
        3. 4.4.3. Teaching Concepts
        4. 4.4.4. Teaching Concepts in the Virtual Classroom
      5. 4.5. Pulling Your Lesson Together
      6. 4.6. The Bottom Line
      7. 4.7. COMING NEXT: VISUALIZE YOUR MESSAGE
      8. 4.8. On The New Virtual Classroom CD
      9. 4.9. For More Information
  9. II. Engaging Participants in the New Virtual Classroom
    1. 5. Visualize Your Message
      1. 5.1. Visualizing Content in the Virtual Classroom
      2. 5.2. Visuals and Learning
        1. 5.2.1. Three Views of Visuals
        2. 5.2.2. The Seven Communication Functions of Visuals
      3. 5.3. Use Visual Treatments That Support Learning Events
        1. 5.3.1. Support Attention with Graphic Treatments
        2. 5.3.2. Activate Prior Knowledge with Visuals
        3. 5.3.3. Use Visual Treatments That Minimize Cognitive Load
          1. 5.3.3.1. Use Audio to Explain Visuals
          2. 5.3.3.2. Less Is More
        4. 5.3.4. Use Graphics That Build Mental Models
        5. 5.3.5. Use Visuals That Transfer Learning
        6. 5.3.6. Use Graphics That Motivate and Don't Detract
      4. 5.4. Design Visuals That Work in the Virtual Classroom Interface
      5. 5.5. The Bottom Line
      6. 5.6. COMING NEXT: MAKE IT ACTIVE: PLANNING INTERACTIONS IN THE NEW VIRTUAL CLASSROOM
      7. 5.7. On The New Virtual Classroom CD
    2. 6. Make It Active: PLANNING INTERACTIONS IN THE NEW VIRTUAL CLASSROOM
      1. 6.1. Interactive Options in the Virtual Classroom
        1. 6.1.1. Polling
        2. 6.1.2. Chat
        3. 6.1.3. White Board Input
        4. 6.1.4. Audio
        5. 6.1.5. Icons
        6. 6.1.6. Breakout Rooms
        7. 6.1.7. Application Sharing
      2. 6.2. Interactions and Learning
        1. 6.2.1. Support Attention with Frequent Interactions
        2. 6.2.2. Activate Prior Knowledge with Interactions
        3. 6.2.3. Manage Cognitive Load with Interaction Staging
          1. 6.2.3.1. Orient Participants to Response Tools
          2. 6.2.3.2. Give Clear Written Directions
          3. 6.2.3.3. Provide Visual Memory Support
          4. 6.2.3.4. Avoid Extraneous Interactions
          5. 6.2.3.5. Ease into Practice of Procedures Gradually
        4. 6.2.4. Promote Rehearsal and Encoding with Your Interactions
        5. 6.2.5. Promote Transfer with Effective Interactions
        6. 6.2.6. Guide Learning Management with Interactions
      3. 6.3. Four Types of Interaction
        1. 6.3.1. Demographic Interactions
        2. 6.3.2. Behavior Interactions
        3. 6.3.3. Attitude Interactions
        4. 6.3.4. Knowledge Interactions
      4. 6.4. The Bottom Line
      5. 6.5. On The New Virtual Classroom CD
      6. 6.6. For More Information
      7. 6.7. COMING NEXT: MAXIMIZING ENGAGEMENT IN THE NEW VIRTUAL CLASSROOM
    3. 7. Make It Active: MAXIMIZING ENGAGEMENT IN THE NEW VIRTUAL CLASSROOM
      1. 7.1. Replace Meaning Taking with Meaning Making
        1. 7.1.1. What Are Inductive Events?
          1. 7.1.1.1. How to Design Inductive Events
          2. 7.1.1.2. Evidence for Inductive Learning
          3. 7.1.1.3. When to Use Inductive Interactions
      2. 7.2. Use Topic Lead-In Questions
      3. 7.3. Increase Your Ratio of Closed to Open-Ended Questions
      4. 7.4. Rely on Inclusive Versus Individual Response Options
      5. 7.5. Make Appropriate Use of Breakout Rooms
      6. 7.6. Extend the Virtual Classroom with Assignments
        1. 7.6.1. Reading and Research Assignments
        2. 7.6.2. Project Assignments
      7. 7.7. Assign Paired Chat Exercises
      8. 7.8. Group Management Tips
      9. 7.9. The Bottom Line
      10. 7.10. COMING NEXT: MANAGE MENTAL LOAD IN THE NEW VIRTUAL CLASSROOM
      11. 7.11. On The New Virtual Classroom CD
      12. 7.12. For More Information
  10. III. Optimizing Your Virtual Events
    1. 8. Manage Mental Load in the New Virtual Classroom
      1. 8.1. Overload in the Virtual Classroom
      2. 8.2. What Is Cognitive Load?
      3. 8.3. Less Is More: Weed Out Extraneous Content
        1. 8.3.1. Identify Need-to-Know Content
        2. 8.3.2. Identify Content Appropriate for the Virtual Classroom
        3. 8.3.3. Keep Virtual Classroom Sessions Brief
        4. 8.3.4. Avoid Redundant Information and Modalities
        5. 8.3.5. Eliminate Extraneous Themes and Games
        6. 8.3.6. Use Care with the Web-Cam
        7. 8.3.7. Segment and Sequence Content
        8. 8.3.8. Set Ground Rules to Minimize Distractions
      4. 8.4. Minimize Extraneous Mental Work
        1. 8.4.1. Sequence Content Just in Time
        2. 8.4.2. Minimize Split Attention
        3. 8.4.3. Incorporate Visual Memory Support
        4. 8.4.4. Ease into Practice Problems
        5. 8.4.5. Build Fluency Via Asynchronous Drill and Practice
      5. 8.5. Managing Instructor Overload
        1. 8.5.1. Set Up Features and Functions Ahead
        2. 8.5.2. Team Teach
        3. 8.5.3. Introduce Features Gradually
        4. 8.5.4. Manage Learner Responses
        5. 8.5.5. Practice, Review, and Reflect
      6. 8.6. The Bottom Line
      7. 8.7. COMING NEXT: MAKE A GOOD FIRST IMPRESSION
      8. 8.8. On The New Virtual Classroom CD
      9. 8.9. For More Information
    2. 9. Make a Good First Impression
      1. 9.1. Make a Good First Impression!
      2. 9.2. Make Your Session Interactive from the Start
        1. 9.2.1. Establish Social Presence
        2. 9.2.2. Build Familiarity with the Interactive Facilities
        3. 9.2.3. Assess Participant Backgrounds
        4. 9.2.4. Activate Relevant Prior Knowledge
      3. 9.3. Make Your Introductions Informative and Motivational
      4. 9.4. Introduce Yourself
      5. 9.5. Make Your Introduction Visual
      6. 9.6. Make Introductions Concise
      7. 9.7. A Sample Introductory Outline
      8. 9.8. The Bottom Line
      9. 9.9. COMING NEXT: PACKAGING YOUR VIRTUAL CLASSROOM SESSION
      10. 9.10. On The New Virtual Classroom CD
        1. 9.10.1. How to Construct a Formula in Excel
        2. 9.10.2. How to Define Business Goals
        3. 9.10.3. How to Plan an Interview
    3. 10. Packaging Your Virtual Classroom Session
      1. 10.1. Blended Solutions
        1. 10.1.1. Instructor-Paced vs. Learner-Paced Media
      2. 10.2. Virtual Classroom Pre-Session Communication
        1. 10.2.1. Tool Orientation
        2. 10.2.2. Instructor-Participant Telephone Introductions
        3. 10.2.3. Pre-Session Notifications
      3. 10.3. Planning Effective Handouts
      4. 10.4. Facilitator Preparation
        1. 10.4.1. A. Build Technology Comfort
        2. 10.4.2. B. Plan Sessions That Leverage the Virtual Classroom
        3. 10.4.3. C. Show Time: Be Prepared
      5. 10.5. The Bottom Line
      6. 10.6. COMING NEXT: PROBLEM-BASED LEARNING IN THE VIRTUAL CLASSROOM
    4. 11. Problem-Based Learning in the New Virtual Classroom
      1. 11.1. Instructive vs. Inductive Learning Environments
      2. 11.2. What Is Problem-Based Learning (PBL)?
      3. 11.3. PBL in the Virtual Classroom
      4. 11.4. When to Use PBL
        1. 11.4.1. Use PBL for More Experienced Learners
        2. 11.4.2. Use PBL for Far-Transfer Tasks
        3. 11.4.3. Use PBL When Groups Can Work Together Synchronously and Asynchronously
        4. 11.4.4. Use PBL When You Have Ample Instructional and Development Time
      5. 11.5. Does PBL Work?
      6. 11.6. Projects vs. Cases in PBL
        1. 11.6.1. What Is Project-Based Learning?
        2. 11.6.2. What Is Case-Based Learning?
      7. 11.7. Planning a PBL Course
        1. 11.7.1. Define the Process and Product Deliverables
        2. 11.7.2. Identify Case Supporting Data (Task Inputs)
        3. 11.7.3. Design Resources for Instructional Support
        4. 11.7.4. Plan Feedback and Evaluation
        5. 11.7.5. Plan the Trigger Event
        6. 11.7.6. Plan Your Delivery Media Blend
      8. 11.8. The Bottom Line
      9. 11.9. COMING NEXT: GETTING STARTED IN THE NEW VIRTUAL CLASSROOM
      10. 11.10. On The New Virtual Classroom CD
      11. 11.11. For More Information
  11. IV. Creating Effective Learning Events in the New Virtual Classroom
    1. 12. Getting Started in the New Virtual Classroom
      1. 12.1. Basic Principles for Harnessing the Virtual Classroom
        1. 12.1.1. Principle 1. Pre-Engineering Virtual Classroom Events Is the Surest Path to Success
        2. 12.1.2. Principle 2. Diverse Delivery Media Complement One Another
        3. 12.1.3. Principle 3. Good Virtual Events Are Explicitly Job Relevant
        4. 12.1.4. Principle 4. Learning Is Interactive
        5. 12.1.5. Principle 5. Social Presence Promotes Learning
        6. 12.1.6. Principle 6. Appropriate Visual and Verbal Modalities Accelerate Learning
        7. 12.1.7. Principle 7. Cognitive Load Must Be Managed in All Instructor-Led Events
      2. 12.2. Engineering Your Virtual Classroom Session
      3. 12.3. Conversions from Face-to-Face Classrooms
        1. 12.3.1. Upgrading the Existing Course
        2. 12.3.2. Converting the Existing Course
      4. 12.4. Starting from Scratch
      5. 12.5. The Bottom Line
      6. 12.6. On The New Virtual Classroom CD
  12. GLOSSARY
  13. REFERENCES
  14. ABOUT THE AUTHORS
  15. HOW TO USE THE CD-ROM
  16. Pfeiffer Publications Guide
    1. FORMATS
    2. METHODOLOGIES
    3. TOPICS

Product information

  • Title: The New Virtual Classroom: Evidence-based Guidelines for Synchronous e-Learning
  • Author(s): Ann Kwinn, Ruth C. Clark
  • Release date: April 2007
  • Publisher(s): Pfeiffer
  • ISBN: 9780787986520