R U there yet? Using virtual classrooms to transform teaching practice.
Access to quality higher education is challenging for many Western Australians that live outside the metropolitan area. In 2010, the School of Education moved to flexible delivery of a fully online Bachelor of Education degree for their non-metropolitan students. The new model of delivery allows acc...
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| Format: | Conference Paper |
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The University of Queensland
2010
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| Online Access: | http://hdl.handle.net/20.500.11937/19427 |
| _version_ | 1848750030782988288 |
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| author | Pelliccione, Lina Broadley, Tania |
| author2 | CH Steel |
| author_facet | CH Steel Pelliccione, Lina Broadley, Tania |
| author_sort | Pelliccione, Lina |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Access to quality higher education is challenging for many Western Australians that live outside the metropolitan area. In 2010, the School of Education moved to flexible delivery of a fully online Bachelor of Education degree for their non-metropolitan students. The new model of delivery allows access for students from any location provided they have a computer and an internet connection.A number of academic staff had previously used an asynchronous environment to deliver learning modules housed within a learning management system (LMS) but had not used synchronous software with their students. To enhance the learning environment and to provide high quality learning experiences to students learning at a distance, the adoption of synchronous software (Elluminate Live) was introduced. This software is a real-time virtual classroom environment that allows for communication through Voice over Internet Protocol (VoIP) and videoconferencing, along with a large number of collaboration tools to engage learners.This research paper reports on the integration of a live e-learning solution into the current LMS environment. Qualitative data were collected from academic staff through informal interviews and participant observation. The findings discuss (i) perceived level of support; (ii) identification of strategies used to create an effective online teacher presence; (iii) the perceived impact on the students' learning outcomes; and (iv) guidelines for professional development to enhance pedagogy within the live e-learning environment. |
| first_indexed | 2025-11-14T07:30:21Z |
| format | Conference Paper |
| id | curtin-20.500.11937-19427 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:30:21Z |
| publishDate | 2010 |
| publisher | The University of Queensland |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-194272023-01-13T07:56:30Z R U there yet? Using virtual classrooms to transform teaching practice. Pelliccione, Lina Broadley, Tania CH Steel MJ Keppell P Gerbic S Housego elearning synchronous software academic professional development Access to quality higher education is challenging for many Western Australians that live outside the metropolitan area. In 2010, the School of Education moved to flexible delivery of a fully online Bachelor of Education degree for their non-metropolitan students. The new model of delivery allows access for students from any location provided they have a computer and an internet connection.A number of academic staff had previously used an asynchronous environment to deliver learning modules housed within a learning management system (LMS) but had not used synchronous software with their students. To enhance the learning environment and to provide high quality learning experiences to students learning at a distance, the adoption of synchronous software (Elluminate Live) was introduced. This software is a real-time virtual classroom environment that allows for communication through Voice over Internet Protocol (VoIP) and videoconferencing, along with a large number of collaboration tools to engage learners.This research paper reports on the integration of a live e-learning solution into the current LMS environment. Qualitative data were collected from academic staff through informal interviews and participant observation. The findings discuss (i) perceived level of support; (ii) identification of strategies used to create an effective online teacher presence; (iii) the perceived impact on the students' learning outcomes; and (iv) guidelines for professional development to enhance pedagogy within the live e-learning environment. 2010 Conference Paper http://hdl.handle.net/20.500.11937/19427 The University of Queensland fulltext |
| spellingShingle | elearning synchronous software academic professional development Pelliccione, Lina Broadley, Tania R U there yet? Using virtual classrooms to transform teaching practice. |
| title | R U there yet? Using virtual classrooms to transform teaching practice. |
| title_full | R U there yet? Using virtual classrooms to transform teaching practice. |
| title_fullStr | R U there yet? Using virtual classrooms to transform teaching practice. |
| title_full_unstemmed | R U there yet? Using virtual classrooms to transform teaching practice. |
| title_short | R U there yet? Using virtual classrooms to transform teaching practice. |
| title_sort | r u there yet? using virtual classrooms to transform teaching practice. |
| topic | elearning synchronous software academic professional development |
| url | http://hdl.handle.net/20.500.11937/19427 |