By Ruth Colvin Clark; Ann Kwinn

ISBN-10: 0787986526

ISBN-13: 9780787986520

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2, instructional justifications. Not all delivery media can equally accomplish all instructional goals. For example, there is no substitute for hands-on practice to learn motor skills. e-Learning is not a good choice for practice of non-computer-related motor skills. We recommend using the virtual classroom when learning goals can be best realized by several of the following factors: (1) real-time interactions among instructors and participants, (2) real-time interactions with scarce content expertise, (3) visualization of content, (4) demonstrations and practice of computer applications, (5) collaboration among participants, and (6) moderate social presence.

Instead of tearing off a full sheet and taping it to the wall, in the virtual classroom you save it (for reference later) and start with another blank white board. • Refer to file sharing as a “virtual” handout. Similar to a classroom, if an instructor passes around a document for you to keep, you can choose to take it with you or leave it on the table. With file sharing, you have a choice to accept or decline the automatic download initiated by your instructor. • Set up breakout rooms similar to a classroom with instructions and the assignment.

Adapted from Bernard et al. (2004). 25 Effect Size (in this case delivery media) over another. 20 indicate little practical advantage of one condition over another. 80 and above suggest considerable practical advantage of one condition over the other. The histogram of achievement effect sizes shows two main findings. First, the bars are broadly spread across the graph. This indicates a lot of variation in the learning results among the various comparisons. Some distance learning classes led to much better learning than the physical classrooms, and vice versa.

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The new virtual classroom : proven techniques for maximising media for learning by Ruth Colvin Clark; Ann Kwinn


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