Team: Rachel Bolstad and Magdalene Lin
This project researched students’ experiences of learning in virtual classrooms (VC). Virtual classrooms were established to enable secondary schools in New Zealand (particularly those in rural and remote areas, and small schools) to overcome issues of distance and resourcing which might otherwise limit the breadth and quality of the curriculum offered to their students. In these classes, students learn through video-conferencing with teachers, and often other virtual classmates, who are at another location. Other information communication technologies (ICT) such as emails, content management systems, and relevant websites may be used to support learning throughout the week. This research provided an opportunity to go beyond previous smaller studies to investigate the experiences of large sample of students learning in virtual classrooms across New Zealand.
The research involved both qualitative and quantitative data collection. Data collection was carried out over one year, and involved four key phases:
- student focus group interviews (via videoconferencing)
- an online survey for students learning in virtual classrooms, completed by 250 students
- a second round of student focus groups (via videoconferencing) designed to discuss the survey findings with a new cohort of virtual classroom students
- a series of teacher workshops designed to discuss emerging research findings with those who teach virtual classes and the implications of these findings for practice.
The ultimate goal of the research was to inform the development of teaching and learning approaches that support student engagement and learning, increase 21st century learning opportunities, and align schooling with the intentions of the New Zealand Curriculum (Ministry of Education, 2007)—both in virtual and conventional classrooms—across New Zealand.
The final report from the project: Students’ experiences of learning in virtual classrooms was published in 2009.
Project funded by the Ministry of Education | 
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