Minimising transactional distance in a synchronous virtual classroom environment

Abstract

In this research study 1Google+ is used as a platform for educators of English as a Foreign Language (EFL) to expose a small group of EFL students to 2authentic English material on 3Youtube thereby creating a context for online discourse and English language learning. The study explores the experiences of five EFL students of three 4synchronous virtual EFL learning sessions through qualitative data obtained from a focus group discussion, an opinionnaire and screen casts of the video recordings of these sessions. This study explores the experiences of the EFL students with the purpose of identifying possible contributory factors that affect 5transactional distance (Moore, 1993) in this synchronous learning environment, so that these factors can be minimised in similar synchronous virtual classroom environments. The study provides insight into the participants subjective experiences of the virtual classroom, as well as a list of useful guidelines for teachers, tutors, instructors and facilitators on how to minimise transactional distance in a synchronous virtual classroom environment.