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EXPERIENCES FROM THE VIRTUAL CLASSROOM APPLICATION IN THE CHEMISTRY DEGREE

机译：在化学学位中虚拟课堂应用的经验

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The Virtual Classroom is the medium in the network where teachers and learners meet to carry out activities leading to learning (Horton, 2000). The Virtual Classroom should not be simply an information.distributing tool, but a system that accommodates the activities involved in the learning process; that is, it should facilitate interactivity, communication, knowledge application, assessment and classroom use. Throughout this paper, it should be borne in mind that the Virtual Classroom will always be a supplement to face.to.face classes. This system allows students to become familiar with the use of new technologies, provides them with access to class materials from any computer with Internet access and allows them to keep subject information up to date thanks to recent publications from reliable sources. Moreover, particularly in the case of large groups, students are able to communicate with each other even outside class hours, which may partially replace the need to attend tutorials; they can share points of view with classmates and prepare group projects together. It also allows students to decide whether to save the subject texts and contents onto a floppy disk to read on screen, or whether to print them, depending on their individual learning styles. The class contents distributed through the Virtual Classroom must be especially designed for that purpose. Reading a web page is not the same activity as reading a book: with the former, students are more impatient, scan the text and search titles, text highlighted in bold or italics, links to other pages and images or demonstrations. If the initial pages do not attract their attention, they are likely to feel disillusioned from the very beginning of the course. In terms of organization, therefore, Virtual Classroom contents must be divided into blocks of information that enable students to receive information, review resources, carry out activities, self-assess, share experiences and communicate amongst each other. Receiving course contents through the Virtual Classroom is only part of the process. A mechanism enabling interaction and communication exchange must also exist. The Virtual Classroom provides a tool for communication between student and teacher, or among students themselves, to ensure this interaction. Follow-up of students' use of the Virtual Classroom application is important to find out whether they regularly consult the pages and participate, or to detect any signs that threaten the student's continuity on the course. Experiences of Virtual Classroom use in theory and laboratory classes within the Chemistry degree at the Universitat Jaume I are commented on.
机译：虚拟课堂是网络中的媒介，教师和学习者会面开展学习的活动（Horton，2000）。虚拟教室不应该只是一个信息。输入工具，而是一个适用于学习过程中涉及的活动的系统;也就是说，它应该促进交互，通信，知识应用，评估和课堂使用。在本文中，应该记住，虚拟教室将始终是面部的补充。脸上课程。该系统允许学生熟悉新技术的使用，为他们提供从带互联网接入的任何计算机的类材料的访问，并允许他们通过来自可靠来源的最近出版物来保持主题信息。此外，特别是在大群的情况下，学生甚至可以彼此沟通，即使在课堂上互相沟通，这可能部分取代参加教程的需要;他们可以与同学分享观点并将小组项目一起分享。它还允许学生决定是否将主题文本和内容保存到软盘上以读取屏幕，或者是否根据其各个学习方式打印它们。通过虚拟教室分发的类内容必须特别为此目的而设计。阅读网页的活动与阅读书籍不同，学生更不耐烦，扫描文本和搜索标题，文本以粗体或斜体突出显示，链接到其他页面和图像或演示。如果初始页面没有引起他们的注意，他们可能会从课程开始时感到幻灭。因此，在组织方面，虚拟课堂内容必须分为信息块，使学生能够获得信息，审查资源，开展活动，自我评估，分享经验并在彼此之间进行沟通。通过虚拟课堂接收课程内容只是过程的一部分。还必须存在启用交互和通信交换的机制。虚拟教室为学生和老师或学生自己之间的沟通工具提供了一种沟通，以确保这种互动。学生使用虚拟课堂应用程序的随访是了解他们是否定期查阅页面并参与，或者检测威胁学生对课程连续性的迹象。大学学院中的理论和实验室课程中的虚拟课堂的经验得到评论。

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