MUZHAFFAR HILMI BIN MUHAMMAD (P79902)

SKBI6133 COMPUTER APPLICATION IN ESOL

VIRTUAL CLASSROOM IN LANGUAGE LEARNING
INTRODUCTION
At present, new technologies are developed to cater to new demands in the field of
learning and it has made teaching easier for educators. One of these innovations is the creation of
the internet. The internet offers many advantages such as flexible access to information and new
ways of communicating and assessing for both students and teachers. The flexibility of
communication and access to information of the internet gave rise to the popularity of online
learning and thus creating a new paradigm in education, one that integrates the technology of
computers and the internet in education. The creation of the internet and advances in technology
also led to the proliferation of distance education as a system of choice for learning especially for
adult learners. Distance learning enable language educators to expand learning opportunities to
all students, regardless of where they live, the human and material resources available to them, or
their background and needs.
In recent years, technology has been used to both assist and enhance language learning.
Furthermore, there are some technologies that enable teachers to differentiate instruction and
adapt classroom activities and homework assignments, thus enhancing the language learning
experience. Overall, technology continues to grow in importance as a tool to assist teachers of
foreign languages in facilitating and mediating language learning for their students. In view of
the increasingly popularity of convenience and benefit of using technology in education and
language learning, it has led to the creation of the virtual classroom as a new method of learning
by fusing the conventional classroom and distance learning made possible through technology.
The virtual classroom according to Suvidya M Sarvankar (2012) can be defined as a
simulated classroom via Internet, which provides a convenient communication environment for
learner just like traditional face-to-face classroom. Virtual classrooms allow learners to attend a
class from any were in the world and an aim is to provide a learning experience that is similar to
the real classroom. Virtual classroom is a scheduled online teacher lead training sessions where
teacher and learner interact together using computer through internet. Participants present in

virtual classroom can talk with each other as in the traditional classroom via chat and where a
teacher uses a whiteboard to give notes and presentations.
Virtual classroom according to Florence Martin et.al. (2013) can also be defined as online
environments that allow students and instructors to communicate synchronously using audio,
video, text chat, interactive whiteboard, application sharing, instant polling, etc. These features
enable teachers and students to interact with one another as if they were sitting face to face in a
classroom. Participants can talk to each other, view each other through a webcam, use emoticons,
and work together in groups within breakout rooms. Virtual classrooms can enhance interactivity
and made the participants feel a sense of community. The virtual classroom can also be used in
online and blended instructional delivery (Author & Author, 2010). Elluminate, Adobe Connect,
and Horzion Wimba are some of the synchronous virtual classrooms that are prevalent in higher
education whereas Webex and Centra are more commonly used in the corporate sector. Freeware
versions of the virtual classroom include DimDim and WizIQ. Use of the virtual classroom is
also known as web conferencing or e-conferencing in literature (Rockinson-Szapkiw & Walker,
2009). Virtual classrooms imply that there is less dependence on rote learning, repetitive tests
and a one size fits all type of instruction, and more use of experiential discovery, engaged
learning, differentiated teaching and the building of character through innovative and
effective teaching approaches and strategies.
In addition, Rejithkumar.R (2014) also listed down the delivery method of the virtual
classroom and tools that enables it which include:
Virtual classroom delivery methods

Broadcast - Used to deliver lessons to wide and open audience of enrolled students.

Combines live and pre-recorded lessons.

Multicast - pre-designed lessons that can be taken at any time by student.
Unicast - Used when providing one on one instruction or tutoring.

Virtual classroom devices

Desktop / Laptop - Any computer with access to the internet.

Video Phone - Digital video phones provide an economical way of viewing training
presentations.

Mobile Device - Any web enabled mobile device can support our training system.

LITERATURE REVIEW
Past Studies
The first study is by Atasi Mohanty and Madanmohan Samanta titled Learning Through
Virtual Classroom. This study explores the definition of the virtual classroom, the characteristics
of virtual classroom learning, the merits and demerits of the virtual classroom and its future
challenges and opportunities.
The second study is by Nantha Kumar Subramaniam and Maheswari Kandasamy (2011)
titled The virtual classroom: A catalyst for institutional transformation explores the use of the
virtual classroom which has been created in myVLE, a learning management system used by the
Open University Malaysia (OUM). This study was aimed to elicit students perceptions of the
virtual classroom, based on their learning experiences, how well it supported their self-managed
learning, and their personal preference for this compared with face to face interactions. The
findings indicated that students viewed the virtual classroom as supplementary learning and
classroom learning as the primary learning method. The learners evaluation indicated that the
virtual classroom has a moderate influence on their learning.
The third study is by Florence et.al.(2013) titled A Case Study on the Adoption and use of
Synchronous Virtual Classrooms. This is a case study of faculty adoption and use of Horizon
Wimba Virtual Classroom in online courses at a Southeastern University in the United States.
The purpose of this case study was to explore faculty adoption and use of Horizon Wimba in
their online courses. The faculty were surveyed and interviewed about their decision to adopt and
use Wimba. This case study provides meaningful information for administrators interested in
promoting technology enhanced learning on their campuses and for faculty considering adoption.
The fourth study is by Florence Martin and Michele A. Parker (2014) titled Use of
Synchronous Virtual Classrooms: Why, Who, and How? The purpose of the study was to identify
why instructors adopt synchronous virtual classrooms and how they use them after their
adoption. An electronic survey was administered asking instructors from various institutions to
describe their experience adopting a synchronous virtual classroom in either a blended or online
course. In describing their reasons for adopting the technology, respondents most frequently cited

institutional resource availability, increasing social presence, enhancing student learning, and the
availability of technology. Along with audio chat, the features that most influenced the adoption
of virtual classrooms and were used most frequently by respondents were the ability to archive
conference sessions, see participants through webcams, and use text-based chat interfaces.
The fifth study is by Ana Loureiro and Teresa Bettencourt (2014) titled The use of virtual
environments as an extended classroom - a case study with adult learners in tertiary education.
This study was conducted in immersive 3D virtual environment Second Life, with the support of
web 2.0 tools as a complement to physical classroom - extended classroom. This study aims to
identify the variables that may influence knowledge sharing in learning contexts using virtual
environments; with the aim of contributing to the improvement of learning situations using the
online tools. The study was implemented in a tertiary education institution involving regular and
adult learners. It was concluded that in virtual environments learners tend to feel more confident,
open, participatory, creative, understanding and seem to participate in training sessions because
they are indeed interested in learning. On the other hand, the possibility of providing online
tutorial session allows reaching a larger number of learners. These online sessions can be
established in a time and place (virtual) free of constraints and can be tailored, allowing a more
effective participation from learners.

The next study is by Suvidya M Sarvankar (2012) titled Use of virtual classroom. The
Aim of this study was to study effectiveness of virtual classroom for X standard students. For
this research 200 students studying in X standard and 20 teachers teaching different subjects to
these students were randomly selected from Bruhan Mumbai Municipal Corporations (BMC)
Marathi and English medium schools in Mumbai. The data was collected with the help of
interview and questionnaire. It was found that students like teaching with virtual classroom very
much as they get expert guidance of different subject teachers of different school and they can
clear their doubts while class is going on.
Virtual classroom in learning
In the studies that were mentioned, the use of virtual classroom can be considered a fine
tool for learning. According to the study by Florence et.al.(2013), the virtual classroom possess
several features which makes it suitable for distance learning especially in higher education

which includes text chat, audio chat, E-board, polling, hand raising, emoticons, archiving the
sessions, application sharing, sharing web links, breakout rooms, viewing the webcam,
downloading the archive, guess access and listening to the audio via phone. In addition, since the
virtual classroom is based on technology, over time it will evolve and new features may be added
to further improve the learning experience.
Furthermore, the virtual classroom according to the study by Florence Martin and
Michele A. Parker (2014) manage to identify why instructors adopt synchronous virtual
classrooms and how they use them after their adoption from various institutions. According to
them, they list down what influenced the faculty of institutions into adopting and using the
synchronous virtual classroom. This includes institutional support and resource availability,
promotes a sense of community and social presence, able to reduce travel time, cost and face to
face lessons, improve teaching and enhance student learning, and lastly easy to set up and easy to
use.

Additionally, Rejithkumar.R (2014) listed down characteristics of the virtual classroom

which serves as a viable alternative to the conventional classroom which includes:

Non-Restricting

A virtual classroom allows both learners and instructors around the world to participate in live
classes to collaborate and interact.

Affordable

The low costs of virtual classrooms are considered to be major advantage. Learners can save
money by not having to worry about travel expenses. Participants also save time since all that is
needed is an internet connection.

Flexible learning

Online classes also allow for the ability to record class as it happens, including any presentation
audio and visuals. The content is accessible even after being delivered, an added benefit for those
who want quick refresher, or perhaps did not fully understand the first time.

Practical and proven

Synchronous takes learning is a learning environment where everyone takes part in the learning
at the same time. A traditional lecture is an example of this type of learning, and has used for
hundreds of years. Online learning enables this same type of experience, but with far more
conveniences and tools.

Accessible

Virtual classrooms can be used to deliver lectures or even tutorials online. They are also great
options for meetings and group projects where members need to check-in on progress and
bounce ideas of one another. With the virtual environment, ideas and collaborators are never far
away.

Virtual classroom in language learning

According to the study by Suvidya M Sarvankar (2012), the virtual classroom can
enhance the language learning experience. In his study he found out that the virtual classroom is
useful in teaching English grammar and to develop writing skill, story and paragraph writing. In
addition, the study by LaPointe et al. (2004) found that the audio and visual technology of
synchronous method of teaching of ESL helped to bridge cultural differences and establish
tightly knit communities better than asynchronous distance education methods. Florence Martin
and Michele A. Parker (2014) believed that audio and text chat features in the virtual classroom
promote interaction, community, and collaboration which in turn may help improve the language
learning process.
IMPLICATIONS
The implications of the virtual classroom in learning are that it has its own merits and
demerits when used as tool in the learning process. Rejithkumar.R (2014) listed down these
merits and demerit of the virtual classroom which include:
Merits of virtual classroom

Virtual textbooks move the learners beyond content mastery to information seeking and
problem solving skills. This enables the learner to evaluate and synthesize information

from diverse sources and understand and apply the difference between facts and

opinions.
Virtual classroom information can be presented via multimedia with text, pictures, video,
sound and animation. Vast amount of information can be searched and downloaded from
internet. The instructor of a virtual classroom may use the whiteboard to answer
questions from students. Such tools allow images to be displayed, manipulated,

annotated and shared between two learners or among a whole group.

In virtual learning environment, list servers can be used to redistribute email messages.
Use net newsgroups, computer conferencing and collaborative work spaces may serve
for sharing this kind of interactions. The net-based virtual auditorium or lecture room
systems are more sophisticated and provide voice communications. Virtual classrooms
use video conferencing and teleconferencing to make the presentation more attractive

and lively.
Virtual learning environment encourages freedom of expression and students are more
open to communicate and express opinion and would often thrive in these environments.

Demerits of virtual classroom

Learning in virtual classroom is not natural and spontaneous rather artificially created.
Teacher in the virtual classroom is present in virtual image. Virtual classroom lacks the
human touch.
In addition, the implication of the virtual classroom for English language learning is that
virtual classrooms are readily made available to students who wish to learn the English language
with unlimited sessions every hour of the day. These live, online classes give them the
opportunity to learn English in small, intimate study groups with other speakers of English and
those who are at the same level of comprehension and because these classes can be imparted in
small groups, it permit them to engage in conversations and practice the language continuously.

CONCLUSION
In conclusion, the virtual classroom have many innovative and possibilities. It has many
features which supports language learning. Virtual classrooms have multiple features, such as the
ability to be accessed simultaneously from different locations, as a tool for collaboration and

video calls, and as a platform to deliver and retrieve online lectures. Virtual classroom archives
also provide professional development opportunities, both in terms of live virtual training and for
self-review by reviewing the archives of previous sessions. These features can guide and support
students in their language learning process. Even though the current use of the web based virtual
classrooms is very limited and subject to intense debate, it still remains a useful tool if put to
good use. Schools, universities and corporate organizations benefit from virtual classroom as it
provides an excellent way for experts to teach a geographically dispersed group of students
without hassle.

REFERENCES
Florence Martin, Michele Parker & Beth Allred Oyarzun. (2013). A Case Study on the Adoption
and use of Synchronous Virtual Classrooms. Electronic Journal of e-Learning, Volume 11.
pg124-138.
Nantha Kumar Subramaniam and Maheswari Kandasamy (2011). The virtual classroom: A
catalyst for institutional transformation. Australasian Journal of Educational Technology.
Suvidya M Sarvankar (2012). Use of Virtual Classroom. Volume 1. International Educational EJournal.
Ana Loureiro and Teresa Bettencourt (2014). The use of virtual environments as an extended
classroom - a case study with adult learners in tertiary education. Procedia Technology 13. Pg
97-106.
Rejithkuma r.R (2014). The virtual classroom: learning and leading with advanced technology
Conflux Journal of Education Volume 1, Issue 10.
Florence Martin and Michele A. Parker (2014). Use of Synchronous Virtual Classrooms: Why,
Who, and How? MERLOT Journal of Online Learning and Teaching Vol. 10.
Atasi, Mohanty., Madanmohan, Samanta. Learning Through Virtual Classroom. Retrieved
February 20, 2014 from http: //www.aiaer.net/ejournal/vol 19207/24. Atasi. Madan.htm