Students’ experiences of learning in a virtual classroom: An Activity Theory perspective
Dilani S. P. Gedera, University of Waikato, New Zealand
Online learning environments can offer learners opportunities for flexibility, interaction and collaboration distinctly different from face-to-face learning environments. However, current practices of e-learning are not without constraints and criticisms. This paper seeks to develop an understanding of students’ experiences and their perspectives of learning in a virtual classroom – specifically, an Adobe Connect virtual classroom. The study was conducted in a university in New Zealand using a case study method. With Activity Theory as its research framework, the research methods of this study include individual interviews, online observation and analysis of other relevant documents. This paper includes some of the findings of the research and a discussion on how the synchronous technology— Adobe Connect virtual classroom, used in an online learning environment affected students’ active participation in e-learning activities.
International Journal of Education and Development using ICT
IJEDICT is an e-journal that provides free and open access to all of its content. It provides a space for researchers, practitioners and theoreticians to jointly explore ideas about ICT in education for development in hitherto less developed parts of the world.
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