Virtual and on-line classrooms of e-learning

As more and more sectors of life have become impacted by computers education institutions have followed this trend as well. In some cases the development of students´ informatics potential begins in kindergarten and the process lasts through elementary, secondary and higher education too. In the beginning pupils become familiar with the basic aspects of computer use, acquire such skills as file processing, the application of generally available administrative software and the use of the Internet. At a later stage of their studies they can focus on more special applications including computer graphics, video editing, sound processing, or programming. At first almost in all cases instruction takes place in the traditional classroom or in the computer laboratory, and only during the delivery of e-learning, or blended learning programs facilities called cyber space for lack of the better word are introduced. Consequently, a group of students participating in such programs is named virtual class, and the respective section of the cyber space bears the name of the virtual classroom. Through the years several types of virtual classrooms have developed and in our practice we defined three main types of them. The most frequently used on-line classroom denomination refers to user connection and interaction achieved via computerized networks-provided synchronized communication. Other important features include an attempt to model the traditional class room via the central role of the instructor and interaction options available to students. The second type of virtual classrooms focuses on content provision while placing a lesser emphasis on student interaction. In this case students can follow the instructor presentation or any other auxiliary material both in a synchronous and asynchronous manner. The third version of the virtual classroom uses the traditional classroom model while the use of the class management software produces the appearance and outline of the virtual c- assroom affording an identically prioritized role to the instructor to that of the real world. This facility and instructional arrangement is primarily characterized by synchronous communication and interaction. In our presentation we would like to clearly define the three types of virtual classrooms, examine their main features, and show successful application in education.