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In Virtual Classroom learners can learn individually. Outcome of this method gives high success ratio and flexible learning environment. It means Information-technology provides the features to manage courses in learner centric interactive environment. In our study, we investigated this ability of 30 registered in the author's class. The research methodology integrated an analysis of the preparation of the study of students and evaluation of correlations of data with their online previous experience. We found that new structure of information’s are required to cater online students to improve the skills.
Conversion into non- conventional learning from traditional disciplines environments is the most tangible tasks of present education system[1]. It is feasible to teach and learn all subjects in online classes a non-concurrently. The main adorable feature is the use of information-technological resources to maintain the academic requirements.
Research methodology
We try to fit the following hypotheses:
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“ Ok, let me say I’m extremely satisfy with the result while it was a last minute thing. I really enjoy the effort put in. ”
The research methodology included: a) analysis of the preparation of particular course, b) assessment of correlations in the Virtual Class Room.
Procedures and outcomes
Methods of collecting statistical data
The BB software used as an tool to gather data. It traced and archived all the activities of students’ in the class during the exam. The BB record the arrival, departure time and activities in the VIRTUAL CLASS ROOM’s content region. This tool generates various reports. These reports helped a lot of our research.
Online students’ starts their attendance earlier than the course begins officially. The participants of study had a chance to login the course site and without restraint explore there during a week before the examination had begun. This preparation emerged to be the most useful for identifying their course strategies. When investigate the activities and exmined data, we focused on the following three indicators.
Time exhausted: Actual time given in the Virtual Class Room within appraise period indicate by ORNA. In the graph, the v. axis shows the students’ names; the h. axis shows time (in hours.) Time given by the learner in the Virtual Class Room.
Stay in: The total number of stay-in/ Visit into the VIRTUAL CLASS ROOM, which take place within the examined period, a parameter of activity that we indicate by ORNA1. (Table 1)
Times given in the VIRTUAL CLASS ROOM before the examination had begun presented students’ ORNA.
| Name | BB help | C. Policy | Course Info | CW by W | Syllabus | d/f | Total |
|---|---|---|---|---|---|---|---|
| Raima | 0 | 3 | 10 | 1 | 4 | 2.5 | 20.5 |
| Varun | 0 | 1 | 1 | 1 | 3 | ||
| Calim | 0 | 1 | 1 | 2 | |||
| Kartika | 0 | 1 | 1 | 2 | |||
| Ratan | 0 | 10 | 51 | 3 | 13 | 3.9 | 80.9 |
| Shashi | 0 | 1 | 15 | 1 | 15 | 32 | |
| Arun | 0 | 13 | 2 | 2 | 6.5 | 23.5 | |
| Navdeep | 3 | 3 | 6 | ||||
| Jyoti | 9 | 31 | 3 | 12 | 2.6 | 57.6 | |
| Jeebon | 0 | 2 | 44 | 2 | 4 | 11 | 63 |
| Sourabh | 0 | 2 | 55 | 1 | 3 | 18.3 | 79.3 |
| Sameer | 0 | 3 | 3 | 3 | 1 | 10 | |
| Sagar | 0 | 15 | 108 | 3 | 18 | 6 | 150 |
| Namrata | 0 | 4 | 1 | 1 | 4 | 10 | |
| Ashok | 0 | 1 | 3 | 3 | 0.3 | 7.3 | |
| Rakesh | 0 | 7 | 7 | 2 | 9 | 0.8 | 25.8 |
| Ranajana | 0 | 1 | 39 | 2 | 3 | 13 | 58 |
| Ragini | 0 | 6 | 21 | 3 | 9 | 2.3 | 41.3 |
| Sushmita | 0 | 5 | 13 | 1 | 6 | 2.2 | 27.2 |
| Ravi | 0 | 5 | 30 | 4 | 9 | 3.3 | 51.3 |
| Xaris | 0 | 4 | 3 | 3 | 1.3 | 11.3 | |
| Yarit | 1 | 6 | 10 | 3 | 10 | 1 | 31 |
| Gulam | 0 | 27 | 95 | 1 | 28 | 3.4 | 154.4 |
| Utkarsh | 0 | 3 | 1 | 1 | 3 | 8 | |
| Akhil | 1 | 8 | 29 | 2 | 11 | 2.6 | 53.6 |
| Nishi | 0 | 3 | 2 | 2 | 1.5 | 8.5 | |
| Mou | 0 | 4 | 2 | 2 | 2 | 10 | |
| Robi | 1 | 8 | 1 | 3 | 12 | 0.1 | 25.1 |
| Barun | 0 | 1 | 3 | 3 | 0.3 | 7.3 | |
| Nishi | 0 | 3 | 3 | 3 | 1 | 10 |
After analyzing the data we have calculated the correlation (see table 2).
| Name | ORNA | ORNA1 | ORNC | AA | EXP |
|---|---|---|---|---|---|
| Raima | 0.36 | 14 | 2 | 86 | 1 |
| Varun | 0.03 | 1 | 1 | 82 | 1 |
| Calim | 0.00 | 1 | 1 | 80 | 1 |
| Kartika | 0.02 | 90 | 1 | ||
| Ratan | 0.58 | 64 | 3 | 87 |
We use, Pearson’s correlation coefficients to find out the relationship between variables.
Where n is the number of students in the group; x=(x1…xn) and y=(y1…yn) are distributions of the variables.
Correlational analysis displayed a positive dependency among both indicators of course activity: K (ORNA, ORNA1) = 0.83. Further, we will use only ORNA. Indicators of orientation correlates positively with each other: K (ORNA, ORNC) = 0.5.
A positive correlation found between course activity and academic accomplishment: K (ORNA, AA) = 0.38. No significant correlation was found between course activity and online familiarity: K (ORNA, EXP) = – 0.1. Sensible positive correlation found between courses in the VIRTUAL CLASS ROOM and academic up-liftment: K (ORNC, AA) = 0.58. A negative correlation was established between courses and online experience: K (ORNC, EXP) = – 0.48.
Course: Students explored the VIRTUAL CLASS ROOM with different level of interest. Nobody walk around technological resources provided by BB Help. Only six out of 30 students familiarized with Policies for online education. Even such an important document as Syllabus was not examined by some students (see Table 1)
In the meantime, many students were mainly interested in the Coursework by Week – it was visited much more frequently than all the other areas of the VIRTUAL CLASS ROOM. It seems that they wanted to start the first homework assignment which was due soon.
Though, their impatience to learn the subject did not compensate for lack of interest in mastering the instrument of learning. In fact, they substituted the problem.
Course and academic achievement: The hypothesis about connection between course and academic up-liftment is confirmed: K (ORNA, AA) = 0.38. A higher course activity occurred with a higher final grade. The amount of time spent in the VIRTUAL CLASS ROOM before the examination had begun ensured more successful performance during the examination. Dependence between orientation in content and final grades is even more significant: K (ORNC, AA) = 0.57. These results correspond the more time is spent for awaring the problem: its data, statement, and the unknowns, – the higher the probability that the problem will be solved successfully.
Course and online experience: No correlation was found between orientation activity and experience: K(ORNA, EXP) = – 0.1; and negative correlation was discovered between orientation in the content and experience K (ORNC, EXP) = – 0.47. Thus, an extensive review of the VIRTUAL CLASS ROOM was undertaken more often by novices than experienced students. There are several explanations of the result. By online experience we mean the number of taken courses. Though, the courses differ in their quality. Perhaps, some students attended classes in which they were not trained to explore the VIRTUAL CLASS ROOM. Also, need for course may depend more on the personality of student than experience. Self-controlled and disciplined students need less time than others.
Course Activity Overview and All User Activity inside Content Areas reports of 51 students from the control population were analyzed. Their ORNA and ORNc shown within a week before the semester had begun were discovered.
Correlation coefficients between the students’ ORNA and their AA for both control groups were calculated. A dependency between the students’ orientation activity and final grades in both control groups was found. These results are displayed in Table 3. Closeness of these results to the result of the experimental group confirms their reliability.
Table 3. The Correlation Coefficients between ORNA and AA Listed by Group Type.
The Correlation Coefficient K(ORNA,AA)
The experimental group 0.41
The Control group1 0.42
The control group 2 0.34
In the control groups, the same four orientation strategies were found: prudent, insular, self-assured, and careless. Their quantity in the control groups was different; their quality was similar. Like in the experimental group, the students with prudent strategy constituted a majority in the control population.
Some students from the control groups 1 and 2 did not orient themselves in the VIRTUAL CLASS ROOM before the examination. Like in the experimental group, opposite orientation strategies were found among such students. Some students, who had the neglectful strategy, failed; others succeeded.
Similarity of orientation strategies demonstrated by students of experimental and control groups also confirms the reliability of the results received in the study.
An analysis of students’ activity in the VIRTUAL CLASS ROOM before the semester had begun is an appropriate approach which allows the instructor to better understand the students’ needs, problems, and orientation strategies as well as to predict their success in the online classes. Blackboard environment provides the data for identifying two major components of orientation in the VIRTUAL CLASS ROOM: orientation activity and orientation in the content. Their presence makes prognosis of online learning favorable, while their absence predicts a risk of failure.
Analysis of two major components of the students’ orientation in the VIRTUAL CLASS ROOM allowed to identify four different students’ strategies: prudent, close-minded, self-assured, and neglectful. Orientation strategies of the same types were found in the control population.
Students who used a chance to explore the VIRTUAL CLASS ROOM before the semester had begun productively studied within the semester. However, some others did not use extra time given for exploring the VIRTUAL CLASS ROOM, and it did not undermine their success in learning. Probably, they belonged to the category of technologically advanced individuals, those who in the literature are often called “digital natives”.
Farther enhancement in the online courses’ design should account for the potential difficulties of many students’ adjustment to the VIRTUAL CLASS ROOM. New forms of instructional support are needed to help online learners specializing in social sciences, especially beginners, develop skills for getting adequate knowledge of the VIRTUAL CLASS ROOM. A better understanding of the instrument of learning allows for a more productive study of the course subject.
References
A Study of Virtual Classroom Based on Information Technology Based Infrastructure. (2024, Feb 12). Retrieved from https://studymoose.com/document/a-study-of-virtual-classroom-based-on-information-technology-based-infrastructure
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