Broadband videoconferencing as a tool for learner‐centred distance learning in higher education

Abstract

This paper outlines the possibilities for using broadband videoconferencing within the larger context of changing the focus for teaching from the teacher to the learners. It also explores opportunities that might be created by this technology to facilitate learner-centred engagement in learning and to provide new opportunities for collaboration and support for students studying by the distance mode. As part of the wider discussion, it presents a decision-making framework for teachers to consider when integrating videoconferencing into their curriculum. The bandwidths possible from broadband Internet connection rather than the integrated services digital network transmission increase the richness of videoconferencing to a much closer approximation of natural communication, thus creating opportunities for more creative uses for the medium. The outcomes of trials undertaken at the University of New England during the last two years provide the basis for predicting the usefulness of the technology for learner-centered interactions when the majority of students are learning from locations quite remote from the main campus.

Using videoconferencing in a school-scientist partnership: students’ perceptions and scientists’ challenges

“…However, more recent work by Smyth (2005), Martin (2005) and Anderson (2008) argues that while the technology may lend itself to such use, it does not necessarily need to be the case. They comment that with technology improvements such as the advent of affordable Internet Protocol (IP)-based systems and high-speed data fibre networks, greater levels of student engagement and interaction through videoconferencing is now possible, and pedagogically, a move towards more student-centred teaching.…”

“…While some work has been carried out in tertiary settings investigating videoconferencing to support distance education students (Gillies 2008;Smyth 2005), few studies have explored its use in K-12 primary and secondary school contexts. Authors largely attribute the historical lack of penetration of videoconferencing in schools to cost and technology issues, with the price of equipment, prohibitive fixed line rental charges, and difficult setup and poor reliability of systems acting as major disincentives (Knipe and Lee 2002;Smyth 2005). Others point to pedagogical issues, as they perceive videoconferencing to be reinforcing teacher-dominated pedagogical discourses.…”

“…She comments that ''the immediacy, flexibility and visual richness of the medium as well as its increasing reliability enhances possibilities for learner-centredness and interactive learning'', but that for this movement to take place, requires ''thoughtfulness, reflection and planning'' (p. 809). Smyth's conceptual framework for learner engagement using videoconferencing (Figure 1) provides a matrix to guide such a movement, while at the same time acknowledges Smyth's (2005) conceptual framework for learner engagement using videoconferencing.…”

“…In another example at Australia's University of New England, Smyth (2005) successfully used videoconferencing between campuses for postgraduate professional learning group discussions and peer-mediated presentation of research proposals, as well as engaging students remotely in medical assessments for early intervention. Smyth argues that there are pedagogical issues based on an epistemological view of knowledge that places the teacher at the centre of learning process rather than the learner, which act as major stumbling blocks to a learner-centred approach to videoconference use.…”

Design, Implementation and Assessment of Videoconferencing Sessions in Earth and Life Sciences: The Case of the Agricultural University of Athens

“…Research over the past decades indicates the potential and opportunities provided by videoconferencing (VC) as an educational tool Burge, 1994;Isaacs and Tang, 1994;Kaye, 1987;Locatis et al, 2006;Smyth, 2005;Bonk and Graham, 2006) and more specifically for demanding teaching environments such as the case of Earth and Life Sciences courses. In Earth and Life Science courses -agricultural, environmental and biomedical courses-teaching and learning conditions and requirements present certain peculiarities such as the necessity for connection with external, remote, rural locations, greenhouses, animal units, demonstrations of rare or unique events, simultaneous practical exercises of a large number of students in constrained laboratories and contact with research institutions and other relevant facilities.…”