Methodologies and Technologies in the use of Virtual Classrooms in Higher Education

Author(s):

Sixto Cubo DelgadoPrudencia Gutiérrez EstebanAntonio Digo dos Reis Laura Alonso Díaz

Conference:

ECER 2010

Network:

16. ICT in Education and Training

Format:

Paper

Session Information

16 SES 02 B, Virtual Learning Settings

Paper Session

Time:

2010-08-25

11:15-12:45

Room:

Juhlasali (315), Kielikeskus / Language Centre

Chair:

Johan van Braak

Contribution

The aim of this paper is to show a research project entitled "Didactic-pedagogical, methodological and technological Modeling of Virtual Classrooms: implementation at the University of Extremadura".

The objectives of this study are the following:

1. Formalizing knowledge management models based on the use of virtual classrooms.
2. Define and differentiate the semantic space versus virtual platform virtual classroom.
3. Developing educational-teaching-learning models based in the virtual classroom.
4. Develop technological spaces that allow the use of virtual classrooms.
5. Develop empirical studies about the feasibility of these technologies and methodologies in subjects not not physically present in the University of Extremadura.
6. To demonstrate the feasibility and high economic returns to the University of Extremadura would the use of virtual classrooms.
7. Define profiles using virtual classrooms in higher education.

Method

This research is developed during 3 years. The first one is carried out mainly to review the conceptual basis of the topics implied in our survey. Together with getting data from scholars on virtual learning environments, as virtual debates through the Adobe Connect technology, with the participation of national and international experts. We aim to know the implications and meanings of using Information and Communication Technologies in higher education, from an institutional, technological and methodological point of view. The second year is to develop the empirical experience. We will use various technologies (Adobe Connect, Elluminate, etc..) in four courses to assess the technological and methodological implications in the training. The third year we analyze the data from a quantitative and qualitative point of view, the conclusions will be developed and and the strategies will be designed to disseminate the knowledge.

Expected Outcomes

In this paper we present data of virtual debates on the main topic of this study from a qualitative and quantitative methodological approach. These results should be considered on empirical experiences, using ICT to support learning, which will take place in the second year of our research at the University of Extremadura. These results are very important because will design the second and third year of the research.

References

Área Moreira, M. (2009). Manual electrónico. Introducción a la Tecnología Educativa. [en línea] . [Consulta: 9/1/2009, 10:35]. Universidad de La Laguna (España). Documento bajo licencia Creative Commons. Cabero, J. (coord.) (2007). Tecnología Educativa. Madrid: McGraw-Hill. Cabero, J., Llorente, M.C. y Gisbert, M. (2006). El papel del profesor y del alumno en los nuevos entornos tecnológicos de formación. En Cabero, J. (coord.) (2006). Nuevas tecnologías aplicadas a la Educación. Madrid: McGraw-Hill. Kapp, K.M., Mary Nicholson, Tom King (2009). Making the Most of Virtual Classrooms and Self-Paced Presentations-Guidelines for Rapid E-Learning. [en línea] . [Consulta: 10/1/2009, 17:20]. Lamb, B. (2004). Wide Open Spaces:Wikis, Ready or Not. [en línea] . [Consulta: 10/1/2009, 20:45]. Weigel, V. (2005). From Course Management to Curricular Capabilities: A Capabilities Approach for the Next-Generation CMS. [en línea] . [Consulta: 10/1/2009, 10:35].

Author Information

Sixto Cubo Delgado

Universidad de Extremadura

Ciencias de la Educación

Badajoz

Prudencia Gutiérrez Esteban

University of Extremadura

Sciences Education

Badajoz

Antonio Digo dos Reis

Universidad de Lisboa, Portugal

Laura Alonso Díaz

Sciences Education Department, Universidad de Extremadura, Spain

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