United States Distance Learning Association

Wimba Live Classroom
A Case Study of Diffusion of Innovation
Christina Rogoza
Christina Rogoza, Instructional Designer,
University of Manitoba,
Extended Education Division.
Telephone: (204) 474-8705.
E-mail: rogoza@cc.umanitoba.ca
The learning landscape is continuously
changing and is reflected in
the increase of online delivery of
curriculum. In higher education, overall
online enrollment increased from 1.98 million
in 2003 to 3.1 million in 2006 representing
a 64% increase in online engagement
(Sloan Consortium, 2006). This no longer
represents a trend but rather a process of
diffusion of online learning as it becomes
mainstreamed in higher education.
Contrary to what we may assume about
learners’ preferences for the online world,
studies have shown that students prefer
face-to-face environments for learning.
The level of peer interaction and facultystudent
interaction are important to students
and contribute to overall student satisfaction
with their learning environment
(Roach & Lemasters, 2006). Students
remain wary of online learning and they
take online courses primarily because of
convenience (Ryan, 1999, as cited in Mansour
& Mupinga, 2007).
Similarly, faculty remain concerned
about the perceived lack of interaction in
the online environment and the challenge
of how to maintain effective communication
and engagement of the learners
(O’Quinn & Corry, 2002; Simonson, Smaldino,
Albright, & Zvacek, 2006). However,
online teaching has the potential to create
a vibrant and active learning community.
As the role of the instructor changes from
teacher to facilitator, there may be even
more interaction in the online class than
what occurs in a face-to-face classroom
(Gahungu, Dereshiwsky, & Moan, 2006). In
addition, ensuring interaction in the online
environment is an accepted standard for
quality in the design for online courses
(Simonson et al., 2006).
These concerns for enabling effective
interaction were well-founded when the
main vehicle for online communication
was comprised of asynchronous text-based
modalities. However, McInnerney and
Roberts (2004) propose that the development
of online learning communities is
enhanced with the use of synchronous
communication. Technology now allows
students to connect with their instructors
and their peers in real time with audio and
video chat. Platforms such as Wimba or
Elluminate are Internet based applications
48 Distance Learning Volume 4, Issue 4