Virtual classroom pedagogy

Reviewer: Michael G. Murphy

The pedagogical lessons that resulted from offering a first-year introductory programming course through a series of 12, two-hour classes are addressed in this paper. Virtual classroom strategies are described, both for the general situation, and for particular issues in computer science. In addition, approaches to developing virtual classroom competencies by students, approaches to groupwork in this environment, and issues related to professional development and research for faculty are presented. A number of annoying typographical errors are distracting, but it is not difficult to discern the author's intent. The course activities each week included a multimedia overview, readings from a text, an online quiz, multimedia demonstrations, conceptual questions and practical exercises, and a two-hour guided online class session (synchronous). The author describes the virtual classroom platform, and how and why it was selected to have the specific components included. The pedagogical aspects are focused on domain-specific pedagogy related to computer science, general pedagogic practices, and the merits of online groupwork and the opportunity for other collaboration. For completeness, the author describes approaches to developing student competency for the virtual classroom, and how professors can exploit the virtual classroom for professional development, and for pedagogical research. The paper is easy to read, and provides a well-thought-out presentation of the virtual classroom and its many facets.