Live classroom (sometimes referred to as virtual classrooms, webinars or web-conferencing) allows real time communications in which multiple users can simultaneously interact with each other via the Internet to conduct meetings and seminars, lead discussions, make presentations and demonstrations, and perform other functions.
Live classrooms allow students and teaching staff to communicate synchronously using features such as audio, video, text chat, interactive whiteboard, application sharing, instant polling, emoticons, and breakout rooms.
There are many reasons for adopting the technology in your teaching in either blended or online units, including:
engage actively in multiple locations
increase social presence
enhance student learning
Adobe Connect is our primary live classroom system at the Australian Catholic University. There are two ways of creating and maintaining Adobe Connect 'meeting rooms' with advantages and disadvantages to both; these are outlined on the table below.
Once a Live Classroom is in session, the actions of running the session is the same whichever method is chosen.
Adobe Connect LTI activity in a LEO unit
Adobe Connect rooms created directly in Adobe Connect
Adobe Connect 'meeting rooms' can be created and managed in LEO units using the 'Adobe Connect LTI' activity.
Adobe Connect 'meeting rooms' can be created outside of LEO units using the webconf.acu.edu.au URL.
single link in unit
access to all recordings
students are automatically synced with the live classroom
students can create their own online study rooms without lecturer intervention.
same URL link can be used in multiple units
online meeting with guest speakers.
late student enrolments need to be re-synched
creates multiple links in your unit
students are not automatically enrolled
Adobe Connect links needs to be made public for students to access.
Florence, M., and Parker, M. (2014). Use of synchronous virtual classrooms: why, who and how?, in MERLOT Journal of Online Learning and Teaching, v.10, no 2. Retrieved from: http://jolt.merlot.org/vol10no2/martin_0614.pdf [Accessed 13 July 2016].