在使用虚拟教室支持传统课程数年之后，值得进行一项描述性的研究，试图解释教师在这个问题上所建立的信念，以及如何处理协作、自主和有意义的学习。为主要目的是描述这一现象在这种单一机构,开发项目的方法是描述性案例研究作为研究方法的理解,“可以提供丰富和揭示洞察社会的具体情况”(阴,2011年,p . 49)在自然环境中对发生在实验研究(Scott &莫里森,2005)。在这项研究中,我们的具体情况是描述视图老师关于自治的实现,协作和有意义的学习通过使用虚拟教室作为补充工作在实际课堂,同时收集他们朝它发展的信念。本研究的参与者是六名教师，他们自愿参与并为项目目标的实现做出贡献。除了愿意参与,其他参数选择教师是他们多年的经验使用虚拟教室,其中三个3年以上和其他三个老师1到3年的经验,低和高渴望使用它们和教师证明计算机技能以及那些报告了某些技术上的困难使用电脑。有四名渴望和熟练的教师和两名教师不愿意使用虚拟教室，他们经常需要技术支持。所有这些参数的建立是为了说明在这个过程中产生的一些繁杂的因素。
After using virtual classrooms to support traditional classes for several years, it was worth carrying out a descriptive study trying to account for the beliefs teachers have built towards this matter and the ways in which collaborative, autonomous and meaningful learning have been dealt with. As the main intention was to describe this phenomenon in this single institution, the approach to develop the project was descriptive case study which is understood as a research methodology that "can offer rich and revealing insights into the social world of a particular case" (Yin, 2011, p. 49) in a natural setting opposite to what happens in experimental research (Scott & Morrison, 2005). In this study, our particular case was to describe the views teachers have regarding the implementation of autonomous, collaborative and meaningful learning through the use of a virtual classroom as a complement to the work done in the actual classroom and at the same time gather the beliefs they had developed towards it.The participants of this study were six teachers who volunteered to participate and contribute to the achievement of the project's goals. Besides the willingness to participate, other parameters to select the teachers were their years of experience using virtual classrooms, three of them with more than 3 years and the other three teachers with 1 to 3 years of experience, low and high eagerness to use them and teachers who had proven to have computer skills as well as those who have reported some sorts of technical difficulties to use computers. There were four eager and skillful teachers and two teachers who were reluctant to use virtual classrooms, and who very often needed technical support. All these parameters were established in order to account for some of the multifarious factors that come into play in the process.