Video+&+Web+Conferencing

= Video & Web Conferencing = by: Mike Hittle

Description and Uses of Technology:
There are two ways that classes can meet these days. Physically and virtually. Due to popular demand for this growing trend in education, let us explore the educational effectiveness of web/video-conferencing classroom environment versus that of the traditional, face-to-face classroom to better understand where each environment is best used for different applications. Video conferencing is a synchronous model that allows an instructor and student(s) to communicate in real time, from anywhere in the world. The asynchronous model is an e-learning model in which the the instructor and student do not have to communicate in real time, and provides an opportunity for the learner to complete his/her education at his/her own learning pace. Web conferencing technologies can impact the design of e-learning activities and engage students to interact with the material, their peers and their instructor in their courses. Most importantly, it builds a community within a course, which adds value to the learning process. Using these tools to collaborate, to give and receive feedback, and to work on authentic projects may take distance learning students beyond course content while, at the same time, empowering them.

With the emergence of widely available tools such as Skype, Adobe Connect, Yahoo Messenger and WebEx conferences, expensive hardware is not required to begin using this format in education any longer. Skype has just recently been integrated into Facebook, which increases the user's social networking experience. Typically, the instructor and students are only required to have a computer to participate. Web cameras are a commodity and offer high-quality integrated microphones built into them. For the best experience, all participants should use a headset microphone to reduce audio feedback noise.

I would like to examine the roles educators take, the benefits of emerging technologies, and how these tools can impact the way we teach and learn. There are many creative uses of these technologies and pedagogies for improving modern teaching in an online, distance learning format. For instance, by observing current uses and how they are being applied to create community and make more meaningful interactions in online courses can add pure value to the learning experience and optimize meaningful interaction to create a culture of community in the virtual classroom.

Important Findings on Student Outcomes:
Within interactive instructional web conferencing sessions, students experience a higher level of classroom interactivity than those in a face-to-face classroom setting, according to recent studies. Also, in the interactive instructional sessions listed in the articles, students in the web conferencing-based learning environment experienced higher perceived learning and satisfaction than those in the face-to-face learning environment. Web conferencing is especially effective in subjects for quantitative and applied courses like economics, math and science, where many online instructors have difficulty engaging students in the classroom. Tutorials can be posted as video streams showing a specific operation that can be viewed continuously, then a live virtual office hour via web conference can follow the tutorial to answer specific questions. Web conferencing programs allow these sessions to be recorded for other students to review later as well.

Emerging Trends and Open Issues:
Video conferencing and web conferencing have multiple uses in education, including virtual tutoring for students, virtual office hours for instructors, connecting classrooms abroad and broadcasting interactive lectures. A live, web conferencing session can be used as a tool for distance learning students to participate in a traditional classroom section. This would allow students to ask questions within the class and collaborate in activities with groups or the Instructor during class time. The bulk of the work for these online section students is typically handled asynchronously. In researching students who are taking synchronous distance education classes through video conferencing, we see that they perceive distance learning courses as convenient first and foremost. In today's world, people have less time. Distance learning allows for a more flexible classroom schedule that can ease the stress of students' lives. Many instructors and students that are opposed to the web conferencing format fear it because they have not received proper training and preparation information or because they have a prejudice due to their misconceptions. Some expressed bad prior experiences with technical problems related to sound, speed and connectivity issues. To assure that each session runs properly, web conferences allow for a technician to monitor the session and provide assistance as needed if the instructor is not technically savvy. Just like a face-to-face class, instructors do not want to spend time concentrating on repairing technical problems, so having a technician available is a perfect solution.

References:
Chen, Xiaofeng; Siau, Keng; and Nah, Fiona, "Web-Conferencing Based Education: An Empirical Comparison with Face-to-Face Education" (2011). //AMCIS 2011 Proceedings - All Submissions.// Paper 373. Web-Conferencing Based Education: An Empirical Comparison with Face-to-Face Education

Gloor, P; Paasivaara, M.; Lassenius, C. "Teaching a Global Project Course: Experiences and Lessons Learned" (2011). MIT/Sloan/CCI, Cambridge, MA. Teaching a Global Project Course: Experiences and Lessons Learned

Freeman, M. "Video conferencing: a solution to the multi-campus large classes problem?" (1998). British Educational Communications and Technology Agency - Blackwell Publishers, Oxford, UK. Video conferencing: a solution to the multi-campus large classes problem?

Fernando, N.; Cole, J.; Tan, P.; Freitas, J.; "Scanning the Horizons: Institutional Research in a Borderless World". (June 16-17, 2011). Higher Educational Institutional Research Network Conference. Kingston University, London, England. Live Lecture Streaming for Distributed Learning

Tao, J.; Ramsey, C.; Watson, M.; "Using Blended Learning to Prepare Future Distance Learning: A Technology Perspective" (January, 2011). International Journal of Instructional Technology and Distance Learning. USA. Vol.8. No.1. Using Blended Learning to Prepare Future Distance Learning: A Technology Perspective

Allin, L.; Turnock, C.; Thompson, J., "Enhancing teaching and learning with technology through collaborative research with students" (2010). University of West London - Vol.5. Enhancing teaching and learning with technology through collaborative research with students

Velestianos, G.; Rochefort, B. "Emerging technologies in distance education" (2010). Education Tech Research Dev. Association for Educational Communications and Technology 2011. Northeastern University, Boston, MA. Emerging technologies in distance education

Karal, H.; Cebi, A.; Emrah, Y. "Perceptions Of Students Who Take Synchronous Courses Through Video Conferencing About Distance Education" (2011). TOJET: The Turkish Online Journal of Educational Technology - Vol.10, Issue 4. PERCEPTIONS OF STUDENTS WHO TAKE SYNCHRONOUS COURSES THROUGH VIDEO CONFERENCING ABOUT DISTANCE EDUCATION

Rajasingham, L.; Tiffin, J. "Virual Reality and HyperReality Technologies in Universities" (2005). Idea Group, Inc. Victoria University of Wellington, New Zealand. Virtual Reality and HyperReality Technologies in Universities

Reviewed By: (Emily Malone, Barb Kerdolff)