Virtual Classroom: Teacher Skills to Promote Student Engagement

Abstract

The Virtual Classroom is the main tool for blended learning, since it allows the breaking of time and space barriers between the teacher and the student. In order to develop and put into practice a higher studies course through this tool, teachers need to have a series of skills related to the command of digital technologies and an understanding of students’ affective and behavioral states: and to then apply appropriate communication strategies to deliver course content and prepare students for this innovative learning approach. This study reviews educational research literature on virtual classrooms, teacher behavior and student engagement to establish a theoretical model that explains the type of abilities that teachers must develop to achieve student engagement in academic activities. These abilities are classified in three categories: technical, affective and communicative. Furthermore, several learning theories (objectivism, constructivism and connectivism) are reviewed to conduct an appropriate Virtual Classroom design and implementation that can adapt to each student’s specific learning needs. Future study lines, as well as empirical proposals to go deeper into these theoretical propositions, are presented.

Managing Learner Behaviour in a Virtual Classroom: Experiences of Selected Private High School Teachers in Bulawayo Metropolitan Province, Zimbabwe

“…The classroom problems can be solved through good planning, interesting and relevant lessons, and effective teaching (Stewart, 2008). Hence, in managing learners' behaviour in a virtual classroom, the teacher's role is crucial in promoting learners' engagement in online platforms, where dialogue is central to improve learners' performance (Bigné, Badenes, Ruiz, & Andreu, 2018). Accordingly, literature has suggested various strategies which could be adopted by teachers to manage learners' behaviour in a virtual classroom.…”

“…In fact, it is the learners themselves that prefer the teacher to guide them in the use of resources and tasks, to acknowledge that their information is correct and to boost their participation. An additional challenge is set, since the teacher will have to apply, and even combine, different learning approaches to improve the learner's engagement and measurable results (Bigné, Badenes, Ruiz, & Andreu, 2018). In view of that, teachers should be proactive to prevent problems, plan engaging instruction, and maximise instructional time (Ellis, 2018).…”

“…Technical and affective skills, in turn, positively influence the communicative results of teacher-learner interactions. Accordingly, if the teacher possesses these abilities, and is familiar with the tools and functionalities that the virtual classroom offers, learner engagement can be enhanced and this would minimise untoward behaviour among learners in a virtual classroom (Bigné, Badenes, Ruiz, & Andreu, 2018).…”

Evaluación De La Implantación De Aprendizaje Basado en Proyectos Como Herramienta Para El Estudio De La Economía De La Empresa

“…Como futuras líneas de investigación consideramos que sería interesante la implantación esta metodología de Aprendizaje Basado en Proyectos con técnicas de autoevaluación (Sánchez-Marín, et al 2018). Así mismo consideramos que el Aprendizaje Basado en Proyectos teniendo en cuenta las habilidades de los profesores para conseguir el compromiso de los estudiantes (Bigné, et al 2018) resultaría enriquecedora en la aplicación de nuestra experiencia.…”

Development of a Blended Course for Online Teaching: Process and Outcomes

“…The incorporation of digital technologies to teaching environments also requires teachers to develop new skills and roles (Bigné et al, 2018). The notion of the teacher of a module as a core source of knowledge is obsolete.…”