1. Virtual and traditional classroom –
a comparison
Małgorzata Rzeźnik
Małgorzata Rzeźnik, 2005

2. Main points
• Definitions
• The classroom and its environment
• The time dimension
• Group processes
• Final remarks
Małgorzata Rzeźnik, 2005

3. Definitions
 Traditional classroom
A room especially designed and furnished to provide optimal
learning environment.
 Virtual classroom
„Virtual classroom: any online area in which instructors
and students ‘meet’, via their computer connections, for
course activities.”
(Ko, Susan, Rossen, Steve, 2004, Teaching Online: A
Practical Guide)
Małgorzata Rzeźnik, 2005

4. Definitions
Classroom = place+time+people+interactions
Małgorzata Rzeźnik, 2005

5. Traditional classroom and its
environment
1. CLOSED and fairly free from outside
distractions
2. CONCENTRATED and fairly
homogenous
3. TANGIBLE
Małgorzata Rzeźnik, 2005

6. Virtual classroom and its
environment
1. Open and subject to outside distractions both from
the Internet and the real world
2. Distributed and diverse
3. Intangible
Małgorzata Rzeźnik, 2005

7. So what?
 The open nature of the virtual class
can be BOTH an advantage and a
problem.
 Dealing with diversity, techniques
for building learning communities.
 Tangibilisation of virtual
classrooms.
Małgorzata Rzeźnik, 2005

8. Traditional classroom – the time
dimension
1. Limited to hours of instruction and
occasional additional activities
2. Structuring tasks and arranging
physical elements of a classroom
are fairly well researched
3. The teacher physically present at
all times during a class.
Małgorzata Rzeźnik, 2005

9. Virtual classroom - the time
dimension
1. Operating 24/7, no clear distinction
between in-class tasks and homework
2. Laying out ‘lesson plans’ quite
complicated and not well researched.
3. The teacher and learners ‘virtually
present’ at all times through their
postings and contact details but hardly
ever present in real time, not to mention
physical presence.
Małgorzata Rzeźnik, 2005

10. SO WHAT?
 Structuring tasks and planning lessons– the
challenge
 Limited hours vs 24 hours – the question
of how much should a teacher be paid in online
education?
 Net addiction, burnout, dropout – possible
hazards
Małgorzata Rzeźnik, 2005

11. Overlap
 Common use of ICT especially e-mail
and web pages in traditional teaching
– adds the extra dimensions – open
space, any time.
 Blended approach.
Małgorzata Rzeźnik, 2005

12. Group processes in traditional vs
virtual classrooms
 Visible (+) vs invisible
What is immediately visible in the traditional classroom is
mostly INVISIBLE in the virtual one!!!
+Traditional
Non-verbal communication
Moods
Interest in the lesson
Patterns of interaction
Conflicts
+Virtual
Online traffic
Formal communication on fora and/or chats (if recorded by
the system)
Work of an individual student on the e-learning planform
Małgorzata Rzeźnik, 2005

13. Group processes in traditional vs
virtual classrooms
 Problem diagnosis and resolution
Generally easier and faster in a traditional setting.
 Group-formation – longer online
 Communication – slower and less effective online (unless
the group is very closely-knit)
 Online students seek individual attention.
Małgorzata Rzeźnik, 2005

14. Selected bibliography
1. Castells,M., 2001, The Internet Galaxy, Oxford University Press
2. Garrison, D.R. & Anderson, T. 2003. E-learning in the 21st century, London & New
York: Routlege/Falmer.
3. Ko, Susan, Rossen, Steve, 2004, Teaching Online: A Practical Guide, 2nd edition,
Houghton Miffin Company: Boston, New York
4. Kotler, P., 2005, Marketing Management, 12 ed, Prentice Hall
5. McVay Lynch, M. 2002. The Online Educator, London & New York:Routlege/Falmer.
6. Paloff R.M., Pratt K.2001. Lessons from the Cyberspace Classroom, San Francisco:
Jossey-Bass.
7. Paloff R.M., Pratt K.2003. The Virtual Student, San Francisco: Jossey-Bass.
8. Salmon,G. 2000. E-Moderating, London & Sterling (USA):Kogan Page.
9. Wallace,P., 1999, The Psychology of the Internet, Cambridge University Press
10. Warschauer,M, 2004, Technology and Social Inclusion, MIT
11. Warschauer, M.,Kern R., 2000, Network-based Language Teaching: Concepts and
Practice, Cambridge University Press
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15. Thank you!
Questions:
malgosia@pjwstk.edu.pl
Małgorzata Rzeźnik, 2005