Virtual and traditional classroom a comparison Malgorzata Rzeznik

1. Malgorzata Rzeznik, 2005 Virtual and traditional classroom � a comparison Malgorzata Rzeznik Let us get started. My name, as you can see is Malgorzata Rzeznik and today I will have great pleasure in sharing with you my observations concerning the subject of virtual and traditional classrooms. I teach English at the Polish-Japanese Institute of Information Technology, one of the leading Polish non-state universities offering degrees in IT. Among different types of courses we run undergraduate studies online. The methodology of teaching e-courses has become not only my professional concern but also the area of PhD research. And the subject I will be talking about came to me first a few months ago when I was attending a course on classroom dynamics and classroom management run by professor Komorowska for the graduate students of English Philology. Since using technology is not a problem, I believe we need to start using it more consciously. Let us get started. My name, as you can see is Malgorzata Rzeznik and today I will have great pleasure in sharing with you my observations concerning the subject of virtual and traditional classrooms. I teach English at the Polish-Japanese Institute of Information Technology, one of the leading Polish non-state universities offering degrees in IT. Among different types of courses we run undergraduate studies online. The methodology of teaching e-courses has become not only my professional concern but also the area of PhD research. And the subject I will be talking about came to me first a few months ago when I was attending a course on classroom dynamics and classroom management run by professor Komorowska for the graduate students of English Philology. Since using technology is not a problem, I believe we need to start using it more consciously.

2. Malgorzata Rzeznik, 2005 Main points Definitions The classroom and its environment The time dimension Group processes Final remarks I plan to talk about the basics � the physical space in each type of classroom, the time dimension and the influence of these factors on the didactic process. I will finish off with some practical observations. I plan to talk about the basics � the physical space in each type of classroom, the time dimension and the influence of these factors on the didactic process. I will finish off with some practical observations.

3. Malgorzata Rzeznik, 2005 Definitions Traditional classroom A room especially designed and furnished to provide optimal learning environment. Virtual classroom Before we turn to comparisons, let us try and define the objects we want to compare. Most of us associate it with a purpose-built room in which students and teacher meet at a certain time with the aim of transferring some knowledge,practising new skill, etc. It is usually furnished wih some desks/tables, a board and standard audio-video equipment. Usually we would imagine a classroom full of people � students and teachers seem to be indelible elements for a classrooom to be called so. If it is a room used primarily for language teaching, we would also have some decoration connected with the target language, eg lists of irregular verbs. The room is usually located in an educational institution so the whole environment is fairly closed (sometimes even with security at the door). The ideal classroom would offer maximum freedom from outside distractions and concentration on the subject beign taught during a particular lesson. For the definition of a �virtual classroom� I would quote my favourite authors of a e-methodology manual �Teachiong Online�. As you can see on the slide it is�Before we turn to comparisons, let us try and define the objects we want to compare. Most of us associate it with a purpose-built room in which students and teacher meet at a certain time with the aim of transferring some knowledge,practising new skill, etc. It is usually furnished wih some desks/tables, a board and standard audio-video equipment. Usually we would imagine a classroom full of people � students and teachers seem to be indelible elements for a classrooom to be called so. If it is a room used primarily for language teaching, we would also have some decoration connected with the target language, eg lists of irregular verbs. The room is usually located in an educational institution so the whole environment is fairly closed (sometimes even with security at the door). The ideal classroom would offer maximum freedom from outside distractions and concentration on the subject beign taught during a particular lesson. For the definition of a �virtual classroom� I would quote my favourite authors of a e-methodology manual �Teachiong Online�. As you can see on the slide it is�

4. Malgorzata Rzeznik, 2005 Definitions Classroom = place+time+people+interactions Before we turn to comparisons, let us try and define the objects we want to compare. Most of us associate it with a purpose-built room in which students and teacher meet at a certain time with the aim of transferring some knowledge,practising new skill, etc. It is usually furnished wih some desks/tables, a board and standard audio-video equipment. Usually we would imagine a classroom full of people � students and teachers seem to be indelible elements for a classrooom to be called so. If it is a room used primarily for language teaching, we would also have some decoration connected with the target language, eg lists of irregular verbs. The room is usually located in an educational institution so the whole environment is fairly closed (sometimes even with security at the door). The ideal classroom would offer maximum freedom from outside distractions and concentration on the subject beign taught during a particular lesson. For the definition of a �virtual classroom� I would quote my favourite authors of a e-methodology manual �Teachiong Online�. As you can see on the slide it is�Before we turn to comparisons, let us try and define the objects we want to compare. Most of us associate it with a purpose-built room in which students and teacher meet at a certain time with the aim of transferring some knowledge,practising new skill, etc. It is usually furnished wih some desks/tables, a board and standard audio-video equipment. Usually we would imagine a classroom full of people � students and teachers seem to be indelible elements for a classrooom to be called so. If it is a room used primarily for language teaching, we would also have some decoration connected with the target language, eg lists of irregular verbs. The room is usually located in an educational institution so the whole environment is fairly closed (sometimes even with security at the door). The ideal classroom would offer maximum freedom from outside distractions and concentration on the subject beign taught during a particular lesson. For the definition of a �virtual classroom� I would quote my favourite authors of a e-methodology manual �Teachiong Online�. As you can see on the slide it is�

5. Malgorzata Rzeznik, 2005 Traditional classroom and its environment CLOSED and fairly free from outside distractions CONCENTRATED and fairly homogenous TANGIBLE We can define a traditional classroom as : closed, concentrated (all partuicipants are in one place and participants are usually quite similar in age and experience and tangible. I would like to dwell on the last notion a bit. The issue of tangibility (or rather intangibility)� introduced by marketing specialists (and popularised by the leading authority Philip Kotler, when referring to selling services. Education is a service and is inherently intangible, that is we cannot see, touch, smell the product. However, there are ways of tangibilising a servicem, and education is easily tangibilised with school buildings, nice-looking classrooms, and nice-looking teachers, certificates and diplomas, etc. A classroom as such is perfectly tangible. It does have �real� substance. We can define a traditional classroom as : closed, concentrated (all partuicipants are in one place and participants are usually quite similar in age and experience and tangible. I would like to dwell on the last notion a bit. The issue of tangibility (or rather intangibility)� introduced by marketing specialists (and popularised by the leading authority Philip Kotler, when referring to selling services. Education is a service and is inherently intangible, that is we cannot see, touch, smell the product. However, there are ways of tangibilising a servicem, and education is easily tangibilised with school buildings, nice-looking classrooms, and nice-looking teachers, certificates and diplomas, etc. A classroom as such is perfectly tangible. It does have �real� substance.

6. Malgorzata Rzeznik, 2005 Virtual classroom and its environment Open and subject to outside distractions both from the Internet and the real world Distributed and diverse Intangible A virtual classroom is completely different � much more open, without clear-cut borders. Even if a student needs to give a password to enter the enclosed learning space, he or she can be outside it in another window. There are usually direct links from the classroom to the Internet at large (which is just a click away). Also the real world environment is different for participants who enter it from their homes or work. One does not have to be an expert to see the risk of multiple distractions. Soo a virtual classroom is an open and distributed environment. Quite diverse to that with participants of different age and experience. Putting the elements together so learning occurs seems quite a challenge. The issues of diversity and relative openness of e-learning systems are discussed in many books on e-learning methodology. The selected bibliography will be presented at the end. And there is the issue of tangilbility or rather intangibility. We cannot touch and smell virtual desks, at least not yet. (Although I was reading the article in a Wired online magazine about the next generation Internet and it seems touching and smelling desks might be possible sooner than we expect.A virtual classroom is completely different � much more open, without clear-cut borders. Even if a student needs to give a password to enter the enclosed learning space, he or she can be outside it in another window. There are usually direct links from the classroom to the Internet at large (which is just a click away). Also the real world environment is different for participants who enter it from their homes or work. One does not have to be an expert to see the risk of multiple distractions. Soo a virtual classroom is an open and distributed environment. Quite diverse to that with participants of different age and experience. Putting the elements together so learning occurs seems quite a challenge. The issues of diversity and relative openness of e-learning systems are discussed in many books on e-learning methodology. The selected bibliography will be presented at the end. And there is the issue of tangilbility or rather intangibility. We cannot touch and smell virtual desks, at least not yet. (Although I was reading the article in a Wired online magazine about the next generation Internet and it seems touching and smelling desks might be possible sooner than we expect.

7. Malgorzata Rzeznik, 2005 So what? The open nature of the virtual class can be BOTH an advantage and a problem. Dealing with diversity, techniques for building learning communities. Tangibilisation of virtual classrooms. Warschauer � 64% of all domains are in English. Salmon � group forming ccle. Tangibilisation (not using the term though) discussed in the majority of books on e-learning methodology ()MacVie, etc)Warschauer � 64% of all domains are in English. Salmon � group forming ccle. Tangibilisation (not using the term though) discussed in the majority of books on e-learning methodology ()MacVie, etc)

8. Malgorzata Rzeznik, 2005 Traditional classroom � the time dimension Limited to hours of instruction and occasional additional activities Structuring tasks and arranging physical elements of a classroom are fairly well researched The teacher physically present at all times during a class.

9. Malgorzata Rzeznik, 2005 Virtual classroom - the time dimension Operating 24/7, no clear distinction between in-class tasks and homework Laying out �lesson plans� quite complicated and not well researched. The teacher and learners �virtually present� at all times through their postings and contact details but hardly ever present in real time, not to mention physical presence. Again all thre books on the subject Castells- home is not a place when one works occasionally but when one is working all the time � the same could be said about e-learning and e-teaching naturally.Again all thre books on the subject Castells- home is not a place when one works occasionally but when one is working all the time � the same could be said about e-learning and e-teaching naturally.

10. Malgorzata Rzeznik, 2005 SO WHAT? Structuring tasks and planning lessons� the challenge Limited hours vs 24 hours � the question of how much should a teacher be paid in online education? Net addiction, burnout, dropout � possible hazards All the books stress that. Tasks specific to a subject must be pre-tested.Teachers and course planners should become e-learners themselves. More widesoread training in time management.All the books stress that. Tasks specific to a subject must be pre-tested.Teachers and course planners should become e-learners themselves. More widesoread training in time management.

11. Malgorzata Rzeznik, 2005 Overlap Common use of ICT especially e-mail and web pages in traditional teaching � adds the extra dimensions � open space, any time. Blended approach. Akademia-online � the forum for professionals engaged in e-education mostly at academic level. More participants expressed the need for adopting the blended approach. Also � things that are online are increasingly accepted as parts of physical reality. Putting sth online is a way of validating it. Not only for very young people but older generations coning online as well. Online is sort of halfway between tangible and intangible. Akademia-online � the forum for professionals engaged in e-education mostly at academic level. More participants expressed the need for adopting the blended approach. Also � things that are online are increasingly accepted as parts of physical reality. Putting sth online is a way of validating it. Not only for very young people but older generations coning online as well. Online is sort of halfway between tangible and intangible.

12. Malgorzata Rzeznik, 2005 Group processes in traditional vs virtual classrooms Visible (+) vs invisible What is immediately visible in the traditional classroom is mostly INVISIBLE in the virtual one!!! +Traditional Non-verbal communication Moods Interest in the lesson Patterns of interaction Conflicts +Virtual Online traffic Formal communication on fora and/or chats (if recorded by the system) Work of an individual student on the e-learning planform Pratt Paloff, Ko Rossen, SalmonPratt Paloff, Ko Rossen, Salmon

13. Malgorzata Rzeznik, 2005 Group processes in traditional vs virtual classrooms Problem diagnosis and resolution Generally easier and faster in a traditional setting. Group-formation � longer online Communication � slower and less effective online (unless the group is very closely-knit) Online students seek individual attention. In e-mails gathered over the period of 3 months students used English for submitting homework and Polish for reporting problems � minimising apprehension.In e-mails gathered over the period of 3 months students used English for submitting homework and Polish for reporting problems � minimising apprehension.

14. Malgorzata Rzeznik, 2005 Selected bibliography Castells,M., 2001, The Internet Galaxy, Oxford University Press Garrison, D.R. & Anderson, T. 2003. E-learning in the 21st century, London & New York: Routlege/Falmer. Ko, Susan, Rossen, Steve, 2004, Teaching Online: A Practical Guide, 2nd edition, Houghton Miffin Company: Boston, New York Kotler, P., 2005, Marketing Management, 12 ed, Prentice Hall McVay Lynch, M. 2002. The Online Educator, London & New York:Routlege/Falmer. Paloff R.M., Pratt K.2001. Lessons from the Cyberspace Classroom, San Francisco: Jossey-Bass. Paloff R.M., Pratt K.2003. The Virtual Student, San Francisco: Jossey-Bass. Salmon,G. 2000. E-Moderating, London & Sterling (USA):Kogan Page. Wallace,P., 1999, The Psychology of the Internet, Cambridge University Press Warschauer,M, 2004, Technology and Social Inclusion, MIT Warschauer, M.,Kern R., 2000, Network-based Language Teaching: Concepts and Practice, Cambridge University Press No webgraphy as it changes. No webgraphy as it changes.

15. Malgorzata Rzeznik, 2005 Thank you! Questions: malgosia@pjwstk.edu.pl