Examining Pre-Service Teachers’ Perceptions About Virtual Classrooms in Online Learning

Keywords: synchronous learning, virtual classroom, online learning, pre-service teacher, web camera


Using a descriptive research design, this study explored pre-service teachers’ perceptions of synchronous virtual classrooms and Web camera use in online learning. The study sample consisted of 256 pre-service teachers from the education faculty of a university in Turkey, and data was collected using a survey. The results showed that most pre-service teachers did not want to open their own Web cameras, due to reasons such as unsuitable physical environment, unsuitable appearance, and distractions on the screen. In addition, they stated that instructors’ gestures, facial expressions, and verbal-visual emphases were essential, and they wanted instructors to be visible on screen. They also suggested that student-centered practices and question-answer activities should be carried out to increase the effectiveness of virtual classrooms. In addition, sessions should not be scheduled in the early hours of the day, and should be of short duration.

Author Biographies

Murat Debbag, Department of Educational Sciences, Faculty of Education, Bartin University, Turkey

Dr. Debbag is an Assistant Professor in the Department of Educational Sciences at Bartin University, Turkey. He completed his Ph.D. (Curriculum and Instruction) at Abant Izzet Baysal University, Bolu, and his Master's (Educational Technology) at Gazi University, Ankara. His areas of interest are distance education, educational technologies, teacher training, and blended learning.

Mustafa Fidan, Department of Educational Sciences, Faculty of Education, Bartin University, Turkey

Dr. Fidan is an Assistant Professor in the Department of Educational Sciences at Bartin University, Turkey. He also works at the Distance Education Application and Research Center. He received a Ph.D. in curriculum and instruction from Bolu Abant Izzet Baysal University in Turkey. His research interests include distance education, augmented reality, hidden curriculum, curriculum evaluation, teacher education, instructional design, and educational technologies.


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How to Cite
Debbag, M., & Fidan, M. (2022). Examining Pre-Service Teachers’ Perceptions About Virtual Classrooms in Online Learning. The International Review of Research in Open and Distributed Learning, 23(3), 171-190. https://doi.org/10.19173/irrodl.v23i3.5925
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