Virtual spaces: Employing a Synchronous Online Classroom to Facilitate Student

Engagement in Online Learning

In the study conducted by McBrien, Cheng, & Jones (2009), the role of a virtual
classroom in distance education and how a synchronous learning environment affects
students learning experiences were investigated. Moores (1993) theory of transactional
distance offered a theoretical framework for this research. Within this framework, the
researchers explored distance between learner and instructor, learner and learner, and
learner and content by analyzing three important elements of Transactional distance
theory: Dialogue, structure, and learner autonomy. The following research questions
guided the study: 1. Do synchronous online platforms (specifically, Elluminate Live!)
increase the social interaction that is missing in other, older forms of distance learning? Is
this increase sufficient to create a positive learning experience for students? 2. What are
the specific strengths and weaknesses of currently available synchronous online learning
platforms, and what could be done to reduce the weaknesses? E! is the synchronous
software used for this particular study. It is a learning environment in which different
tools combined for the use of a whole class or small groups of students such as text chat,
two-way Voice-Over Internet Protocol (VOIP) audio, video, real-time presentation,
breakout rooms for small group activities, white board presentations, class polling
instruments, and application sharing. It also provides online interaction in real-time.
Participants in the project were ninety students enrolled in three undergraduate
and three graduate courses in the College of Education at a regional campus of the
University of South Florida. The data were collected from a short, open-ended survey
constructed by the researchers. The students took the survey at the end of the course and

it provided researchers with student reflections about their experiences in our virtual
classrooms.
The research indicated students positive perceptions of comfort in the dialogue of
the virtual classroom. Most students appraised E! positively as far as rising the
opportunities for dialogue and interaction between students and the instructor and
increasing exchange of ideas and interaction among students. In terms of theme of
structure of the synchronous E! class, students confusion seemed to be a negative
feedback. Excessive amount of chats among students and group works in the
synchronous section found a factor that may cause students poor performance. For the
theme of learner autonomy, the technical difficulties and student involvement came to the
forefront. The technical issues experienced by students constituted a major weakness,
such as; poorly functioning microphones, being unable to log onto the site. However,
strengths of the program were emphasized that the lack of non-verbal communication can
motivate students to reflect more and to be precise with their verbal responses. While the
results of this study were not generalizable, it provides insights for instructors in
assessment of delivery method of online courses.

Comparison with the Concepts of Other Learning Environments

In his study, Falloon (2011) also represented the research analyses in the light of
triad elements of Moores Transactional Theory. Similar to the study I presented, this
study found that most negative rates from students are linked to the structure of virtual
classroom. The synchronicity of the classroom seemed to be against their engagement in
purposeful dialogue because it made students less comfortable in providing comments in

a limited time. However, McBrien and his colleagues (2009) emphasized the
comfortabiliy of asynchronous classroom that promotes student engagement. Based on
Moores (1993) Theory of Transactional Distance, the outcomes of both studies underline
that online learning environments can potentially contribute to the development of quality
dialogue, but structural aspects should be the focus of design.
Abrami, Bernard, Bures, Borokhovski, & Tamim (2011) emphasize several
evidence-based suggestions to be considered in design of interactive distance education
tools. Based on multimedia principle, it was suggested to reduce complexity likewise
Falloon (2011) and McBrien et al. (2009) recommended. Abrami and his colleagues also
discussed that students understanding of their role in collaboration may help them
benefit from positive interdependency. Those suggestions made by Abrami et al. (2011)
seemed to be supported by McBrien et al. (2009). Regarding the complexity problem of
instructional tools of online learning environments indicated by Falloon (2011), Abrami
et al. (2011) provides a recommendation about paying more attention to ease of use as an
overall design objective and also suggests more guidance to the students should be given
as needed.
Elen, Clarebout, Lonard, & Lowyck (2007) described three views of different
relations of student-teacher centeredness. Transactional view stressing the constant
mutual relation of teachers and students responsibilities and tasks, Balance view
referring more responsibilities to students in learning process, and the Independent view
in which the tasks and duties of teacher and students are clearly distinguished. McBrien
et al. (2009) appeared to be relied on Transactional view while an important focus point
of E! is learners autonomy. Although E! is a user-friendly setting in which students

interaction and dialogue increases, its design mostly required instructor to be the control
person of the environment.
Shackelford & Maxwell (2012) investigated contributions of learnerlearner
interactions in online learning to sense of community. The nature of academic discussion
involving the entire class was described as a significant contributor to community.
Classroom discussions may lead students build an understanding through questioning
content and seeking for clarifications. In E! online learning environment explain by
McBrien et al. (2009), students find this opportunity in both group collaborations and
whole classroom settings. Exchanging ideas and resources can be found another
contributor to the sense of community. However, there are still some weaknesses of such
environments identified during this discussion. Technical difficulties experienced by
students and limited time for each student in real-time sessions may negatively affect
students acquisition and motivation.

References
Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011).
Interaction in distance education and online learning: using evidence and theory
to improve practice. Journal of Computing in Higher Education, 23(2-3), 82-103.
doi: 10.1007/s12528-011-9043-x
Elen, J., Clarebout, G., Lonard, R., & Lowyck, J. (2007). Student-centred and teachercentred learning environments: What students think. Teaching in Higher
Education, 12(1), 105-117. doi: 10.1080/13562510601102339

Falloon, G. (2011). Making the connection: Moores theory of transactional distance and
its relevance to the use of a virtual classroom in postgraduate online teacher
education. Journal of Research on Technology in Education, 43(3), 187-209. doi:
10.1080/15391523.2011.10782569
McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous
online classroom to facilitate student engagement in online learning. The
International Review of Research in Open and Distributed Learning, 10(3).
Retrieved from http://www.irrodl.org/index.php/irrodl/article/viewFile/605/1298
Shackelford, J. L., & Maxwell, M. (2012). Sense of community in graduate online
education: Contribution of learner to learner interaction. The International Review
of Research in Open and Distance Learning, 13(4), 228-249. Retrieved from
http://www.irrodl.org/index.php/irrodl