Nikos Mattheos Centre for Oral Health Sciences Malmo, Sweden 2000 New dimensions in Distance Learning

Cyber learning communities Internet classroom Virtual Learning Environments Integrated Distance Learning Environments e -learning Web- based learning Virtual Classrooms

Virtual Learning Environments Or Virtual Classrooms Main Entry: vir·tu·al Pronunciation: 'v&r-ch&-w&l, -ch&l; 'v&rch-w&l Function: adjective Etymology: Middle English, possessed of certain physical virtues, from Medieval Latin virtualis, from Latin virtus strength, virtue Date: : being such in essence or effect though not formally recognized or admitted 2 : of, relating to, or using virtual memory 3 : of, relating to, or being a hypothetical particle whose existence is inferred from indirect evidence -- compare REAL 3REAL © 1997 by Merriam-Webster, Incorporated Published under license with Merriam-Webster, Incorporated

Student – tutor Student – student Student – learning resources In the Classroom… tutor students Learning resources Interaction

The network environment that can facilitate similar kinds of interaction as in a traditional classroom.

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Students Home

Students Home Teachers Rolf Attström, DDS, PhD Professor and chairman, dept of Periodontology Centre for Oral health Sciences, Malmö, Sweden CV Homepage links William F. Wathen, DMD Vice President, Center for Professional Development The Texas A&M University System Baylor College of Dentistry CV Homepage links

Students Home Teachers Admin. Course syllabus Calendar On-Line Registration Addressbooks Admission requirements

Students Home Teachers Admin. Bar ! Bulletin board Chat Virtual beers News Homepages SMS service

Synchronous communication tools Asynchronous communication tools

Sharing of programmes and documents On-line libraries, Search engines

Special tools and CAL programmes

Audio telephone conference as has been used since 1960s:

Audiovisual teleconference:

Integrated environment Simple equipment Affordable cost

Interaction in a typical teleconference session:

A Virtual Classroom allows the individual student or professional to access the whole learning process from the comfort of his/her home, with only a standard PC and a reasonably fast Internet connection.

How do we build a Virtual Classroom? The expensive way..! The less expensive way..! The alternative way..!

How do we build a Virtual Classroom? The expensive way..! Server Programmers Time Very high cost Need for expert maintennance - Tailor made environment Possibility to share or sell the developed structure +

How do we build a Virtual Classroom? The less expensive way..! Commercial packages: Blackboard Convene Embanet eCollege.com IntraLearn Symposium TopClass WebCT The Learning Manager WebMentor Lotus Lear. Space Integrated Virtual Learning Environment (IVLE) Softarc FirstClass LUVIT Virtual Workspace (MEVW) IMSeries Asymetrix Librarian Serf Virtual-U eduprise.com

How do we build a Virtual Classroom? The less expensive way..! Commercial packages: Quick Easy interface Technical support + Limited adjustability Need of expert maintenance Platform dependency Cost -

How do we build a Virtual Classroom? The alternative way: Do it yourself..!

Web communities Messenger service Discus

How do we build a Virtual Classroom? The alternative way: Do it yourself..! Costs time Limited control over freeware services Need of evaluation of all offered options Need for alternatives - 0 cost! Reasonably adjustable Easy to support Functional +

Students Home Teachers Admin. Bar ! What now?

Chat Audioconference On-line library Web boards Search engines Multimedia THE SOUP MODEL !

Factors of importance in a Virtual Classroom Before the course: the course determines the media – not vice versa. Make sure students and tutors can handle the technology Strict time planning – inform students and tutors on the time they must allocate to the course.

Factors of importance in a Virtual Classroom During the course: New media – new methods! Employ active learning PBL, DKN Groupwork, team spirit, distribution of roles, peer evaluation. Explore the limitattions of the learning tools. Async. – Sync. Communication contribute in different ways. Don’t exclude personal contact. Continuos technical assistance Adjust the Virtual Classroom to the needs of participants. Emphasise on the feedback.

Factors of importance in a Virtual Classroom After the course: Peer evaluation. Continuos evaluation of all stages Study the interaction – assess facts and figures

1 st chat2 nd chat Actual duration *20:15 – 21:23 68 min20:25 – 21:31 66 min Nr of Interactions**101 (seq) # 77 (non seq) ## 120 (seq) ( %) Interactions per minute1,4 /min1,8 /min ( %) Tutor interactions:48 (seq) (47,5 %)49 (seq) (40,8 %) Interactions per person20,224 Total of non seq. interactions 1412 Tutor non seq. inter77 Student InteractionsPC2221,7 %PC LE1514,8 %LE MF98,9 %MF AO55 %AO PC,LE,MF,AOPC,MF,AO,LE 25 20,8% 11 9,1% 15 12,5% 18 15% GROUP A

1 st chat2 nd chat Actual duration *20:21 – 22:23 73 min21:10 – 22:23 73 min Nr of Interactions**95154 (+ 62,1 %) Interactions per minute1,3 /min2,1/min (+ 61,5 %) Tutor interactions:38 (40 %)52 (33,7%) Interactions per person1930,8 Total of non seq. interactions Tutor non seq. inter Student InteractionsCe2221,7 %39 So1514,8 % LO98,9 % Er55 % Ce,Er,So,LOCe,Er,LO,So 17 11% 22 14% 24 15,5% 25% Group B

Future trends: Reliable and affordable technology Wide variety of tools for development Wide variety of courses available More demanding learner

Would you pay £50 for a computer based continuos education module ? (David Polard et al, 1999) 1993: 50% 1994: 60% % % with the vast majority drawing the line at £20.

Reliable and affordable technology Wide variety of tools for development Wide variety of courses available More demanding learner Future trends: Methodological framework ”Smart” database driven web applications will undertake important part of the interaction