{"id":11411,"date":"2019-09-12T15:27:57","date_gmt":"2019-09-12T20:27:57","guid":{"rendered":"https:\/\/trainingmag.com\/take-advantage-of-the-virtual-classrooms-major-advantage\/"},"modified":"2019-09-12T15:27:57","modified_gmt":"2019-09-12T20:27:57","slug":"take-advantage-of-the-virtual-classrooms-major-advantage","status":"publish","type":"post","link":"https:\/\/trainingmag.com\/take-advantage-of-the-virtual-classrooms-major-advantage\/","title":{"rendered":"Take Advantage Of The Virtual Classroom\u2019s Major Advantage"},"content":{"rendered":"

\n\tDigital learning content is increasingly popular in organizational learning as it improves access to learning and allows for flexibility in time and place. We commonly discuss two broad categories of eLearning\u2014synchronous and asynchronous.<\/p>\n

\n\tSynchronous eLearning happens in real time, where participants and one or more instructors meet virtually at the same time from different places. One of the most commonly used technologies deployed for synchronous learning is the virtual classroom (VC). Synchronous sessions may be recorded, which makes them useful for people who cannot attend, but recorded sessions are unlikely to include ways to interact with others.<\/p>\n

\n\tAsynchronous eLearning is self-paced. Learners can access online content, such as online audio and video, and self-paced online courses at the time and place of their choosing.<\/p>\n

\n\tIt may seem that self-paced eLearning has a major advantage over synchronous eLearning because it preserves both time and place flexibility. But synchronous learning has a major advantage that makes it critical to consider when designing technology-mediated instruction: opportunities for social interaction.<\/p>\n

\n\tInteraction and Inclusion<\/strong><\/p>\n

\n\tCertain types of interaction made possible by the VC\u2014participant-to-participant interaction and<\/em> participant-to-expert\/ presenter\/instructor interaction\u2014are beneficial to learning and understanding. Well-designed VC instruction, aided by live communication using VC tools (such as text chat, audio chat, and polls), makes these interactions possible.<\/p>\n

\n\tMichael G. Moore explains how interactions can help participants deeply process what they are learning. Deep processing is a precursor for application. For example, sharing insights with other participants allows for different points of view, varying contexts, valuable resources, and more. These interactions improve interest and effort and have been found to be key to learning outcomes. Good instructors model skills and attitudes, nudge participants to think deeply and apply what they are learning, correct mistakes and misconceptions, and offer feedback (so important!).<\/p>\n

\n\tTechnical Barriers<\/strong><\/p>\n

\n\tTeaching and learning in the VC is mediated by technology. Technology can assist in teaching and learning, but it also adds potential problems. Common technical issues include:<\/p>\n