WRITE AN ARTICLE EXPERIENCE ABOUT VIRTUAL CLASSES ....
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Online learning environments can offer learners opportunities for flexibility, interaction and
collaboration distinctly different from face-to-face learning environments. However, the integration
of educational technologies also presents challenges and concerns in relation to students’
learning. This article attempts to develop a better understanding of students’ experiences 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 article 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. The article also offers some suggestions that can be of use to instructors who teach online courses.
E-learning can be defined as the use of educational technologies to design, deliver, and manage
both formal and informal learning and knowledge sharing at any time, any pace and any place. In
educational contexts, some e-learning courses are offered fully online without any face-to-face
interactions while in some contexts, courses are offered with a blended mode that is the use of
both face-to-face and online interactions that are facilitated by educational technologies. Online
learning environments can offer learners opportunities for flexibility, interaction and collaboration
Also, with the significant growth of e-learning, teachers and students explore new ways of constructing knowledge and enhancing teaching and learning experiences outside the four walls of the classroom. According to New Horizons (2012),
“4,600,00 college students in the United States are currently taking at least one of their classes
online and by 2014 this number will increase to 18,650,000” (para. 10).
In spite of the significant growth and interest in e-learning (Bell & Federman, 2013; Nagel, 2010;
Rivera & Rice, 2002), positive outcomes are not ensured in all contexts (Alexander, 2001). In
view of this, some researchers have shown uncertainties about technology transforming teaching
and learning (Lee, 2006; Romeo, 2006; University of Washington, 2013) and the pedagogic
values of online learning OECD, 2005). In addition, the integration of educational technologies
presents challenges and concerns in relation to students’ learning.
In relation to challenges and uncertainties about technology, the e-learning Advisory Group (2004)
accentuate that technology does not offer a complete solution for a transformative education;
rather the practitioners should concentrate on the potentials and uses educational technologies
offer individuals to enhance their performance and also the limitations of these technologies that
hinder their performance. These potentials and limitations are known as affordances and
constraints of technologies in education and they should be thoroughly considered for a
successful implementation of e-learning. Focusing on affordances and constraints, this article attempts to develop a better understanding of students’ experiences of learning with the specific online learning technology of Adobe Connect virtual classroom.