Virtual classroom pedagogy

Matt Bower

doi:10.1145/1121341.1121390

Virtual classroom pedagogy

Matt Bower^*

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

20 Citations (Scopus)

Abstract

For lecturers who are used to presenting face-to-face, facilitating online classes through a virtual classroom interface proposes several new challenges. At the same time the affordances of the media offer many opportunities to improve the quality of students' learning. This paper outlines the pedagogical lessons derived from convening a first year introductory programming unit through a series of twelve, two-hour online classes. General virtual classroom strategies as well as those particular to computer science are described. Approaches to developing students' virtual classroom competencies, approaches to groupwork, and the implications of virtual classrooms for professional development and research are also discussed.

Original language	English
Title of host publication	Proceedings of the Thirty-Seventh SIGCSE Technical Symposium on Computer Science Education
Place of Publication	New York
Publisher	Association for Computing Machinery
Pages	148-152
Number of pages	5
ISBN (Print)	9781595932594
DOIs	https://doi.org/10.1145/1121341.1121390
Publication status	Published - 2007
Event	37th SIGCSE Technical Symposium on Computer Science Education - Houston, TX, United States Duration: 1 Mar 2006 → 5 Mar 2006

Other

Other	37th SIGCSE Technical Symposium on Computer Science Education
Country/Territory	United States
City	Houston, TX
Period	1/03/06 → 5/03/06

Keywords

Online learning
Pedagogy
Virtual classroom

Access to Document

10.1145/1121341.1121390

Cite this

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title = "Virtual classroom pedagogy",

abstract = "For lecturers who are used to presenting face-to-face, facilitating online classes through a virtual classroom interface proposes several new challenges. At the same time the affordances of the media offer many opportunities to improve the quality of students' learning. This paper outlines the pedagogical lessons derived from convening a first year introductory programming unit through a series of twelve, two-hour online classes. General virtual classroom strategies as well as those particular to computer science are described. Approaches to developing students' virtual classroom competencies, approaches to groupwork, and the implications of virtual classrooms for professional development and research are also discussed.",

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booktitle = "Proceedings of the Thirty-Seventh SIGCSE Technical Symposium on Computer Science Education",

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AB - For lecturers who are used to presenting face-to-face, facilitating online classes through a virtual classroom interface proposes several new challenges. At the same time the affordances of the media offer many opportunities to improve the quality of students' learning. This paper outlines the pedagogical lessons derived from convening a first year introductory programming unit through a series of twelve, two-hour online classes. General virtual classroom strategies as well as those particular to computer science are described. Approaches to developing students' virtual classroom competencies, approaches to groupwork, and the implications of virtual classrooms for professional development and research are also discussed.

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KW - Pedagogy

KW - Virtual classroom

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Virtual classroom pedagogy

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