Reflection on Virtual Classes: Spirit of the Time

Abstract

Traditionally the school has been the place where teachers and pupils meet each other. It has been the setting where the institutional teaching/learning process takes place. However, various forms of computer-mediated communication are adding interesting new dimensions to regular school learning. Use of the Internet and Web are leading to significant changes in educational models. Effective exploitation of these changes requires adequate attention to understanding the technology, the educational processes and issues, student's characteristics, etc.

The Impact of Virtual Classes on Second Language Interaction in the Saudi EFL Context: A Case Study of Saudi Undergraduate Students

“…Hussein (2016) emphasised that virtual classrooms have many of the same characteristics as physical classrooms but without the same limitations. They allow interaction between students and teachers through several media, including oral communication, texts, video conversation, audio chat and PowerPoint presentations (Yadav, 2016). Depending on the particular virtual classroom platform used, students and teachers may also share content via whiteboards, break-out virtual rooms, shared web browsing, feedback and even the sharing of applications; different online tools (Cakiroglu, 2014;Hamouda, 2020).…”

Attitudes and Challenges Towards Virtual Classes in Learning English Language Courses From Students' Perspectives at Taibah University During COVID-19 Pandemic

“…Virtual classes according to Cakiroglu (2014) include a variety of learning and teaching services, such as chat, whiteboard, break-out rooms, application sharing, synchronized web browsing, and feedback. It also has many advantages that motivate both learners and teachers to develop the learning process, such as overcoming geographical barriers, recording the session, reducing students' anxiety and increasing their motivations, and improving communication and collaboration (Yadav, 2016). Many universities and educational institutions all over the world during COVID-19 pandemic move to online learning as the only available choice for learning.…”

“…Using virtual classes in English language learning and teaching becomes widely used during the present pandemic. They allow both teachers and students to communicate, share, and exchange their ideas through online platforms (Yadav, 2016).…”

¿Cómo es el trabajo de los profesores de educación básica en tiempos de pandemia? Modalidades de aprendizaje y percepción del profesorado chileno sobre la educación a distancia

“…Con respecto a la EaD por medio de las videoconferencias, también se han identificado distintos posicionamientos sobre su efectividad. Por un lado, si bien hay autores que indican que su implementación es un potencial para la enseñanza, el aprendizaje, la interacción y la motivación estudiantil (Çakiroğlu, 2014;Yadav, 2016), por otro lado, también se ha podido dar cuenta de que el estudiantado que sigue clases por videoconferencia puede presentar un retraso en los aprendizajes con respecto a quienes cursan clases presenciales. Las causas de esas diferencias obedecen a que el contacto es menor con el profesorado, a la confianza en la autonomía del estudiantado en la realización de actividades y a las dificultades en establecer interacciones en la enseñanza en línea (CREDO, 2015).…”