WHAT ARE THE MOST VITAL ELEMENTS OF A DIGITAL CLASSROOM?

What would the top key components of a digital classroom look like if you were asked to imagine them? Perhaps a modern-looking room with a smartboard in place of the black one, student chairs with headphone jacks, and a projector suspended from the ceiling.

You may alternatively picture it as a classroom where the teacher constantly has a laptop with them, uses a lot of videos to teach, or students have dissertation writing help at a single click, teachers invite students to use eBooks rather than real books, or uses virtual reality to demonstrate models. When all of these are put together, they may seem a little unrealistic to some people, and it makes sense that the idea of digital classrooms is frequently exaggerated. The classroom is a physical space with some degree of technology. Each component of education

The use of digital classrooms has been making waves in the education community. How is a classroom made digitally sound? Is it a video conference with eight to nine people who have gathered to study a digital classroom, or is it the people? These are some of the things we ought to think about. I have therefore chosen to highlight certain crucial components of a digital classroom.

A DIGITAL CLASSROOM: WHAT IS IT?

A learning environment built with the aid of electronic devices that execute software programs is referred to as a digital classroom setting. However, it’s already an era mostly led by Ai and technology (helpwithdisserttation, 2021). 

This implies that technology establishes the tone of a digital classroom and makes it easier for students to access networks and learning resources such as dissertation editing services in UK or thesis writing services or course work helps. So, they can efficiently keep track of their progress and manage their time. While digital classrooms use websites and educational tools to improve learning, feedback loops give students feedback from teachers about how they performed. As a result, using the right technology to maximize teacher contact time and student collaboration is what makes a strong digital classroom.

HOW CAN A DIGITAL CLASSROOM BE MADE?

The first step in creating a digital classroom is replicating the traditional classroom in cyberspace. Next, select a digital classroom app that will assist you in gathering, distributing, and grading student work. You can access Google Classroom, Edmodo, Showbie, Homeroom, Schoology, and Apple’s Classroom, among other management tools. Use apps like Classcraft and Class Dojo to track student rewards and punishments. Students should be able to share what they have learned with other students, parents, and teachers via your chosen digital platform. Students may use other helpful apps if necessary.

VITAL ELEMENTS OF THE DIGITAL CLASSROOM

• The Spaces

A digital classroom’s environments can be customized or impersonal, fixed or static, open or closed, responsive or quiet. The major topic is potential, but that potential might not be fulfilled if learning objectives and tools are not in line.

If for no other cause than the fact that children are constantly “physical,” typically traveling from a physical house to a physical location with other physical students in a physical school, the spaces in a digital classroom are both physical and digital.

• The Tone 

Although this one is a touch abstract, the concept is that one of a digital classroom’s most distinguishing features is the tone. Digital classrooms have a mood and tone that stand out in contrast to traditional classrooms, where assignments frequently start here and end there. All student activities are contained, limited, and frequently teacher or classroom-centered. This is true of the aesthetic of the assignments, the workflow for teachers, the pace of the assignments, and the frustration of buggy software.

• The Feedback Loops

Feedback loops in a digital classroom may occur considerably more quickly than in a traditional one, in some cases instantly.

In a digital classroom, feedback loops are significantly quicker and may be tailored for each student, subject, operating system, solo or group activity, etc.

The same rules apply to all students equally and allow for norm-referenced evaluation when necessary.

• The Innovation

Technology is the most recognizable component of a digital classroom—it is the fourth. The technology of a digital classroom is the most obvious component for many and can appear to be the most important. This is true whether it is hardware or software, WiFi or LANs, operating systems, or social media channels. It’s constantly evolving.

• The Workflow

The workflow in a digital classroom change from student ——> instructor to student ——> everything else ——> student ——> everything else.

The workflow in a traditional classroom is very predictable:

• The teacher assigns a task.
• The students finish it.
• They turn it into the teacher.

Students will occasionally work together. Additionally, teachers could ask students to submit new work after receiving feedback on previous submissions. It resembles smacking a tennis ball back and forth at best.

• The Data

The information in a digital classroom is essential for giving accurate feedback and customizing the learning experience for each student. Though learning models and curricula must be adaptable enough to stop and react to a steady influx of new data on learning progress, it can be beautifully visualized and easily shared.

Although it may not sound very “progressive,” data are one of the most important factors in today’s public education system. In a more utopian world, I would refer to this category or element as “personalization” and examine it using that analytical framework because that is what data should be used for.

• The Objective and Audience

The objective and audience are the two most significant changes students notice in a digital classroom. The student’s ability to produce and the audience for whom they can create grows infinitely once the restrictions of a regular classroom are lifted.

The aim of the classroom itself can alter in a digital classroom, and this purpose can be as specific or abstract as you’d want.

• The Products & Prospects

In a digital classroom, Purpose & Audience are directly related to the products and opportunities. According to the theory, the ability of students to study in digital environments allows them to build new ‘things’ like organizations, media, partnerships, brands, platforms, etc., which in turn opens up a wide range of new options for them both inside and outside of the classroom.

THE LAST WORDS

Information technology impacts all facets of human activity, including education, so its impact on education and training cannot be avoided. Digitally literate citizens will be able to learn and take ownership of their learning, which raises the demand for education and makes additional tools and technology seem necessary (Mashhadi & kargozari, 2011).

REFERENCES 

HWD, (2021).  Artificial Intelligence. Online Available at <https://www.helpwithdissertation.co.uk/blog/artificial-intelligence/> [Accessed on 14th July 2022]

Mashhadi, V. Z., & Kargozari, M. R. (2011). Influences of digital classrooms on education. Procedia Computer Science, 3, 1178-1183.