Abstract
This paper describes the results of a pilot undertaken to find how suitable the Wimba virtual classroom option is in providing academic learning support from a central Learning Support Centre for English as Second Language (ESL) students not based on the main campus of the institution. With the increasing number of remote campuses being established there is a need to provide equitable learning support to remote students. While learners had positive perceptions of the virtual classroom's interactions as language learning tools, the pilot study highlighted some complications to the transition to virtual support. A number of lessons were learned and will be shared.
Keywords
Virtual classroom, ESL learning support, equity of provision, remote campuses.