Inducing Student Interaction in a Virtual Environment

摘要

In this paper we are reporting on an experimental research study. The study employed a mixed teaching procedure {traditional classroom -face to face- and virtual classroom). The purpose of the study was to induce student interactions in a virtual environment. The aim was to develop a series of specific skills by means of collaborative online work including collective essays and digital presentations.rnWe used technological devices such as Virtual Learning Environment - VLE and Learning Management System - LMS, in order to develop a new learning interactive system. Different electronic communication tools (chat) were used as well as a working platform for collaboration online (Moodle platform). 68 undergraduate students participated in this study which was carried out using two groups, one with 35 and the other with 33 students. The results were evaluated on a scale based on seven performance levels (1- insufficient, 2- very low, 3- low, 4-average, 5- high, 6- very high and 7- excellent).rnThe students worked on collective essays in a Wiki platform. Dialogues to exchange opinions and points of view were carried out via chat. Each intervention of the students was recorded and measured in terms of the extent of their contributions (number of words). Qualitative aspects of the collective essays and the digital presentation were evaluated by a group of tutors-teachers.rnIn order to promote authentic or situated learning, students need to use a 3 phase process. During the first phase, each student selects a curricular topic of his/her interest. In the second phase, the student has to work on the same topic as a part of a team during which they have to prepare a thematic essay in the virtual classroom, using a real case study carrying out interviews. Finally, in the third phase, they have to work online in order to prepare the digital presentation.rnAll actions taken by students were recorded in the online environment. Additionally, we introduced regular questionnaires to gather further information. Such formative assessment is relatively difficult in a traditional classroom.rnWhen putting together all of the indicative data, over 90% of the students agreed that working on the collective essays was anrnenriching experience. They also liked the way the course developed, the dynamics in the virtual classroom, the teachers, and above all the fact that they had contact with a real case. 10% of the students expressed their disagreement with having to deliver reading reports via Internet. In general terms, the opinions expressed by the students were equally favorable. There are divided views on whether working online encourages better contributions. Another observation is that 56% used the telephone and 75% used Messenger, rather than the chat facility in the virtual classroom.rnIn order to appreciate the type of interaction pattern generated by each student in their teams, we summarized their performance in the figure below. The size of the diameter corresponds to the intensity of the performance, and the arrows indicate the technological resources used in order to interactions with peers.rnThe figure shows that there are good groups (for example: G11 and G13) which work together in harmonious interactions. In the bad groups (such as G1), there are striking differences where some members work hard while and others do not.rnThe results allowed us to see that there are differences between the cognitive and learning styles in the student groups. This may be due to interactive effects that respond better to the characteristics of idiosyncratic profiles of the students, as has been widely suggested in the literature as cognitive styles and learning styles.rnWe believe that learning style differences are, to a large extent, produced by teaching style patterns. The traditional educational model, by means of which students have been trained for many years, could be one reason that explains part of our findings. The teaching model is focused on th