Virtual classroom: reflections of online learning

Kathy Michael (Victoria University, Melbourne, Australia)

Campus-Wide Information Systems

ISSN: 1065-0741

Publication date: 22 June 2012



The purpose of this study is to identify student and staff experiences with online learning at higher education (HE) using the software Elluminate Live!


This paper adopts a qualitative approach, focusing on the reflections of participants (student and teacher) collated over a 12 month period of piloting online classes with Elluminate Live!


A number of insightful themes and issues emerged from the data collected from the journal reflections as well as other source documents such as meetings and emails. The themes considered in the paper include: increased flexibility and cost reductions, technical challenges, resistance to online learning, extension of online facilities and student engagement, and visual literacy skills.

Research limitations/implications

The school's virtual classroom strategies need to address staff and student concerns. Staff training and the establishment of effective support structures for embedding safe, secure, and rewarding virtual classrooms are required. Once these issues have been addressed, online classes can be expanded across numerous discipline areas within the school.


Currently, Australian scholarly papers focussing on the use of Elluminate Live! as a teaching tool to help develop curriculum at tertiary level are scarce. The significance of this study is to share the important knowledge garnered through reflective insights (via feedback and journal writing) which can act as a guide to other higher education universities looking at undertaking online learning.



Michael, K. (2012), "Virtual classroom: reflections of online learning", Campus-Wide Information Systems, Vol. 29 No. 3, pp. 156-165.

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Copyright © 2012, Emerald Group Publishing Limited

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