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E-Learning is a Social Tool for E-Commerce at Tertiary Institutions 159
The Virtual Classroom
Tiffin & Rajasingham (1995) first used the term “virtual class” to refer to the
learning process enabled solely by telecommunications and distinguishes the
concept of the virtual class from the “virtual classroom “ proposed by Hiltz (1996)
as “…it suggests that the place a virtual class is held is an electronic simulation of
conventional classroom” and further described it as the use of computer-mediated
communications “…to create electronic analogue of the communications forms that
usually occur in a classroom including discussion as well as lectures and tests”.
Uys (1999) agreed with Tiffin & Rajasingham, that the virtual class could be
described as the process that occurs when teacher, learner, problem and knowledge
are joined solely through communication and information technologies for the
purpose of learning and teaching. (Piccoli et al. 2001) referred to the virtual class
as virtual learning environments (VLEs) and (Wilson, 1996) defined it as “computer-based
environments, allowing interactions and encounters with other participants”.
Uys (1999) noted that the virtual class is an educational experience of real
people in a virtual dimension and that in the virtual class the teaching and learning
is performed without the movement of physical objects (e.g., getting students and
lecturers into a physical venue). Dede (1996) argued that the virtual classroom has
a wider spectrum of peers with whom learners can collaborate than any local region
can offer and a broader range of teachers and mentors than any single educational
institution can afford.
The virtual class as defined by Tiffin & Rajasingham (1995) and Uys (1999)
supports the Computer-Student model suggested by Serduikov (2001). The virtual
class can be described as a technology-delivered e-learning environment.
Electronic Learning
The Internet in Tertiary Institutions
There is a steady increase in the use of the Internet and the World Wide Web
for tertiary education according to Chin et al. (2000). Convenience and flexibility
of web-based delivery have attracted many students who are unable to attend
traditional classrooms.
Sherson (1999) argued that there is a growing need for education institutions
to digitize their content and activities. Technology should also be used for
developing curriculum and supporting the teacher. The digital revolution is in
progress and teachers will need to be encouraged make effective use of digital
resources (Sherson, 1999).
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