Abstract:

Interaction is an essential element in the learning process in the classroom. Contemporary literature in distance education emphasizes that interaction is an effective means of learning, and a key factor in high quality distance learning. This study aims to investigate the current situation of classroom interaction in synchronous virtual classrooms. It is a challenge in a virtual classroom for a female student in Saudi higher education, when taught by a male instructor through video conference, to participate in the class by being heard, but not seen. However, although in this unique environment the social shaping of technology is the primary factor in technology construction, these virtual classes can affect classroom interaction and learners may lack direct communication.

This study intends to expand the current understanding of different types of interaction in synchronous virtual classrooms in Saudi higher education: student–student, student–instructor, and student–content interactions. The purpose is to enhance the interaction in these classes by finding technological solutions that could open up opportunities in high quality distance education for a wide range of staff and students engaged in distance learning.

The observations and students’ survey were used as methods to collect data during the second semester of the academic year 2019. This data collection involves four courses chosen randomly from the ninth building, which is that specified for the synchronous virtual classrooms in large public university, Jeddah. The first course for postgraduate students includes a small number of between 10 to 20 female students (LSC=lecture in small class). The second course is for undergraduate students and includes a usual number of between 30 to 40 female students, (LNC=lecture in normal sized class). The third course for undergraduate students includes a large number of between 50 to 80 female students (LLC=lecture in large class). The fourth class for under graduate students includes a large number of between 50 to 80 female students and male students by video conference) (LLC (F&M) lecture in large class, male and female).

The findings revealed three main themes: Interaction Status, Interaction Constraints, and Interaction Motivation. These themes describe the nature of interaction in these classes, demonstrating weak interactions as well as stronger interactions. The results also show the factors that help to strengthen interaction during the lecture, and factors that limit interaction in synchronous virtual classrooms. Moreover, user requirements, recognized from the study outcomes, can help to create a technological tool that would provide a solution that may enhance interaction in synchronous virtual classrooms. This technological tool must be created to raise the level of students’ engagement and involvement during the lecture to provide high quality distance education.

“Tell me and I forget. Teach me and I remember. Involve me and I learn.”
Benjamin Franklin

Keywords:

Virtual classes, Interaction.