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1、Chapter2PedagogicalissuesEvaSchwenckeThischapterdiscussessomecentralpedagogicalissuesconcerninguseoftheVirtualClassroom.WhendevelopingtheVirtualClassroomasasupplementto,orevenasubstitutefortraditionallocalclassroom-basedteaching,onecentralissueishowtomakestudentsmoreactiveparticipants.T
2、hechallengeofcreatingactivestudentparticipationisinherentinallstructuralclassroomcontextsregardlessofthetechnologyused.Studentparticipationisalwaysatechnicalandpracticalchallenge,butmostofallitisapedagogicalchallenge,sinceactivestudentparticipationinthelearningprocessissignificantforthe
3、learningresult.ThequestionhereistowhatdegreeVCTmakesitpossibletofacilitateactivestudentparticipationinthelearningprocesses,andwhatarethenecessaryconditionsforthistechnologytobeexploitedtoitsfullpotential.Virtualsynchronousteaching,trainingandlearning–abroadenede-learningconceptRecentyea
4、rs’technologicaldevelopmentwithsoundandimageontheInternet,withhighspeedandlowcosts,offersasteadilyimprovingtechnologicallearningenvironmentindistancelearning(Rapanottietal.2002).Thesenewdevelopmentsarelikelytocreateopportunitiesbothintraditionalcollegeanduniversityteachingandfortheincre
5、asingdevelopmentdemandsinbusinessandindustryaswellasfortheirneedtoeducateandtrainemployees.Eachparticipanthasher/hisPCwithaheadsetandmicrophone,eitherathome,intheirworkplaceoratschool,andparticipatesatasimultaneousteachingsession.ManydifferentapproachestotheuseofVCTexist,andanumberofdif
6、ferenttermsareusedforthistechnology.Theuniqueaspectofthevirtualclassroomtechnology,however,istheflexibilityofhavingclassroomteachingsessionsatscheduledtimesandduration,withstudentsinmultiplelocations(Driscoll2001).Thedefinitionof“virtualclassroom”(VCT),asitisdesignedforthispartoftheSocr
7、atesMinervaproject,includesthisflexibilityandatthesametimeofferstechnologicalopportunitiesforahighdegreeofinteractivityamongparticipants.Thismayhavegreatpotential.1.TheInternetisusedtodelivereducationandtraining,withaWWWbrowserasamajordeliverymedium.2.Thereisaninstructorandagro