A Socio-Cultural approach on learning in the virtual classrooms- key implications for practice

Abstract

As online classrooms have recently become integral to the teaching of Business Education in the United Kingdom (UK) and as a key challenge here is to use available resources effectively, all business teachers must be proficient in deploying virtual learning. Most international students entering Business Education do not know how to use a virtual learning environment (VLE); many are grappling with the transition to adult life, living alone and away from families. All business teachers are therefore responsible for engaging and involving each of them; by adopting a socio-cultural model in virtual learning classrooms, they can work with students on the gradual development of key business skills and characteristics with potentially broad application.This article discusses: a socio-cultural approach to the online teaching and learning of Business Education, together with implications for practice; the socio-cultural model proposed by Brenton (2014), with its key elementspeople (who), shared purpose (why), locating framework and social conditions (where), method (how) and activity (what). This particular model clearly incorporates the social and cultural characteristics of the student in business; it explains to students and develops in them such key business skills as problemsolving, creative thinking, communication, planning and organisation; it encourages in them self-management, self-efficacy, self-monitoring and a sense of responsibility. All of these skills and characteristics enhance employability and pave the way to future success in business enterprise. Understanding what Business Education students each bring to the virtual classroom is therefore essential to the creation of independent learners. The article focuses on the cultivation of collaboration in online classrooms and on developing communities of learning, with ideas for practice; it outlines the role of the lecturer in the virtual classroom, especially in sustaining inclusivity; it concludes by affirming the importance of lecturers' development of a social collaborative process in virtual classrooms, of their establishment of an inclusive online ethos and of their encouragement of skills that enhance employability and lead to success in business too. Many learners with anxiety, shyness and personal barriers to integration with other business students can benefit from the application of a socio-cultural model in VLEs. There are clear implications for all key stakeholdersstudents, lecturers, policy makers and developers of online classroom technology.

Socio-cultural perspective for online learning during COVID-19: EFL male and female visually impaired students’ lens

“…Based on the findings of this study, it was determined that male and female visually impaired students have different socio-cultural perspectives. From a sociocultural point of view, students should be seen as active learners who create new social identities by taking part in communities of learning (Bhandari, 2020). It proven students with visual impairments who are male believe that sociocultural online learning has a tremendously positive effect.…”

“…According to this perspective, the learning process and outcome cannot be separated from students' interactions with peers, teachers, learning resources, and relevant communities. Bhandari (2020) revealed that socio-cultural perspective maintains that students should be perceived as active learners who develop new social identities through participation in communities of learning. The sociocultural view on learning focuses on the interplay between the sociocultural environment and learning and, more specifically, on how participation in sociocultural activities influences learning (Wenger, 1999).…”

“…Online learning is a ref lection of complex sociocultural factors with impact upon their use and continuing effectiveness for both lecturers and students. Developing a social collaborative process in virtual classrooms, with lecturer as a facilitator, can enable the best use of virtual classroom (Bhandari, 2020). Therefore, online technologies do not isolate students, leaving them to work and study independently.…”