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Lecturing Tomorrow: Virtual Classrooms, User Centered Requirements and Evaluative Methods

Lecturing Tomorrow: Virtual Classrooms, User Centered Requirements and Evaluative Methods

Thomas Czerwionka, Michael Klebl, Claudia Schrader
Copyright: © 2010 |Pages: 20
ISBN13: 9781615206780|ISBN10: 1615206787|ISBN13 Softcover: 9781616922214|EISBN13: 9781615206797
DOI: 10.4018/978-1-61520-678-0.ch020
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MLA

Czerwionka, Thomas, et al. "Lecturing Tomorrow: Virtual Classrooms, User Centered Requirements and Evaluative Methods." Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native, edited by Martin Ebner and Mandy Schiefner, IGI Global, 2010, pp. 353-372. https://doi.org/10.4018/978-1-61520-678-0.ch020

APA

Czerwionka, T., Klebl, M., & Schrader, C. (2010). Lecturing Tomorrow: Virtual Classrooms, User Centered Requirements and Evaluative Methods. In M. Ebner & M. Schiefner (Eds.), Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native (pp. 353-372). IGI Global. https://doi.org/10.4018/978-1-61520-678-0.ch020

Chicago

Czerwionka, Thomas, Michael Klebl, and Claudia Schrader. "Lecturing Tomorrow: Virtual Classrooms, User Centered Requirements and Evaluative Methods." In Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native, edited by Martin Ebner and Mandy Schiefner, 353-372. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-678-0.ch020

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Abstract

This chapter presents a survey methodology addressing learners’ requirements, their expectations and experiences regarding challenges in the implementation process of new educational technology in educational institutions. The presented methodology was devised and applied during the pilot use of a web conferencing system (in its educational form as a virtual classroom) in distance education, and combines the evaluation of usability, acceptance and expected benefits in order to generate statements and to substantiate decisions on educational technology at an early stage of its institutional introduction. The methodical procedure, survey instruments and results from its exemplary exertion are described. The overall objective of this chapter is to prove the appropriateness of this multi-perspective and user centered approach towards the examination of utility, resulting in a pragmatic and transferable tool for the evaluation of the three named factors.

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