在使用虛擬教室支持傳統課程數年之后，值得進行一項描述性的研究，試圖解釋教師在這個問題上所建立的信念，以及如何處理協作、自主和有意義的學習。為主要目的是描述這一現象在這種單一機構,開發項目的方法是描述性案例研究作為研究方法的理解,“可以提供豐富和揭示洞察社會的具體情況”(陰,2011年,p . 49)在自然環境中對發生在實驗研究(Scott &莫里森,2005)。在這項研究中,我們的具體情況是描述視圖老師關于自治的實現,協作和有意義的學習通過使用虛擬教室作為補充工作在實際課堂,同時收集他們朝它發展的信念。本研究的參與者是六名教師，他們自愿參與并為項目目標的實現做出貢獻。除了愿意參與,其他參數選擇教師是他們多年的經驗使用虛擬教室,其中三個3年以上和其他三個老師1到3年的經驗,低和高渴望使用它們和教師證明計算機技能以及那些報告了某些技術上的困難使用電腦。有四名渴望和熟練的教師和兩名教師不愿意使用虛擬教室，他們經常需要技術支持。所有這些參數的建立是為了說明在這個過程中產生的一些繁雜的因素。
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.