VIRTUAL CLASSROOM PARTICIPANTS’ VIEWS FOR EFFECTIVE SYNCHRONOUS EDUCATION PROCESS

Virtual classroom (VC) is the preferred application in distance education since it provides
simultaneous interaction and a communication environment between the student and
the instructor. The aim of this study is to determine the key components which make VC
sessions effective in terms of environment and method. Determination of these
components and their effects through experiences of VC is important to improve the
design and management of VC sessions. In this case study, VC experiences at theology
bachelor’s completion degree distance education program are examined. Semistructured
interviews were performed with 20 participants (8 instructors, 10 students, 2
technical staff) of this program, which had regular VC sessions. Data were analyzed by
using content analysis. This study reveals that VC sessions should be well planned and
includes interactive activities in addition to good technical support. The instructional
techniques that are of importance for VCs are considered to be active participation of
students, summarization of material, attraction of students' attention and high
association with real life.