Facilitating learning with web conferencing recommendations based on learners’ experiences

Cornelius, Sarah; Gordon, Carole

doi:10.1007/s10639-012-9241-9

Cited by 30 publications

(33 citation statements)

References 6 publications

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“…This flexibility was deeply appreciated and might have been one of the reasons why satisfaction scores were so positive. Generally, this finding contributes to the empirical evidence reported in previous research literature on technology‐enhanced training using digital and blended learning designs, indicating that trainees perceive digital modalities – including webinar‐based training programs – positively (Amhag, ; Cornelius & Gordon, ; Gegenfurtner et al , ; Johnson & Schumacher, ; Polanco‐Bueno, ; Wang & Hsu, ). Specifically, the qualitative data material indicates how satisfied the trainees were with direct, synchronous communication with the facilitators and peer students – a finding that confirms previous research findings (e.g.…”

Section: Discussionsupporting

confidence: 76%

“…A webinar is a special case of web conferencing that serves the educational function of learning and teaching. In recent years, webinars have attracted increasing attention for training purposes (Cornelius, ; Cornelius & Gordon, ; Ebner & Gegenfurtner, ; Gegenfurtner & Ebner, ; Gegenfurtner, Schwab, & Ebner, ; McKinney, ; Means et al , ; Wang & Hsu, ), largely because of their ability to connect geographically distant members by offering real‐time training communication (Amhag, ; Gegenfurtner et al , ; Johnson & Schumacher, ; Stout et al , ; Zomenou et al , ). However, empirical research examining webinars in contexts of training, human resource development and adult education are scarce.…”

Section: Introductionmentioning

confidence: 99%

“…Among the digital tools and infrastructures for training, webinars are commonly applied in distance education and blended learning training programs. Trainees and trainers both report that they are satisfied with or enjoyed participating in webinar‐based training (Cornelius & Gordon, ; Kear, et al , ; Wang & Hsu, ).…”

Section: Introductionmentioning

confidence: 99%

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Evaluating webinar‐based training: a mixed methods study of trainee reactions toward digital web conferencing

Gegenfurtner

Zitt

Ebner

2020

Int J Training Development

106

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What are the reactions of training participants toward digital webinar‐based training programs? Webinars are digital tools to deliver training and education through synchronous audiovisual communication among remotely located training instructors and participants. A webinar is a special case of web conferencing that serves the educational function of learning and teaching. Because the previous literature underemphasized the webinar process and qualitative learner experiences, the present study aimed to explore the reactions of 419 trainees toward 48 webinars in the four content areas supply chain management, industrial management, early childhood education and mathematics, the present study used a sequential mixed methods research design. The quantitative part of the study employed a multi‐item online questionnaire to measure satisfaction and reactions toward the webinar trainer; survey responses were analyzed to estimate mean differences across webinars. The qualitative part of the study employed narrative interviews with 23 trainees; interview transcripts were analyzed with qualitative content analysis to identify how the instructional design, webinar content and implementation can be improved for future web conferences. The findings indicate that early childhood education trainees had the highest satisfaction levels. Trainees preferred greater levels of learner‐teacher interaction, less time spent on discussing task solutions collaboratively and digital webinar recordings as a follow‐up possibility at home or in the workplace. Trainees also liked the fact that webinars afforded the possibility to deepen the content, to prepare for upcoming exams and to have virtual consultation hours with the facilitator. Furthermore, trainees preferred webinars no longer than 90 min and webinars on weekdays after work rather than at weekends. Optimal internet/broadband connections were perceived as a requirement across web conferencing and virtual classroom programs for effective digital education. Implications of the findings for educational technology, human resource development and professional learning are discussed.

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Section: Discussionsupporting

confidence: 76%

Section: Introductionmentioning

confidence: 99%

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Evaluating webinar‐based training: a mixed methods study of trainee reactions toward digital web conferencing

Gegenfurtner

Zitt

Ebner

2020

Int J Training Development

106

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“…Web conferences are often interactive (e.g., questions, comments, and discussion) and collaborative (e.g., mind-mapping, posting notes on slides, and using a shared workspace) but, a single screen (with the content provided by the teacher) is used almost always. The example of using breakout rooms illustrates synchronous collaborative activities in web-conferencing platforms, "allowing small groups to undertake tasks and bring outputs back to a plenary full group discussion" [24]. In this case, each group of learners still works with a single shared workspace/screen, and the results are discussed one by one.…”

Section: B Large Amount Of Graphics In 2d Platformsmentioning

confidence: 99%

Collaborative work with large amount of graphical content in a 3D virtual world: Evaluation of learning tools in vAcademia

Smorkalov

Morozov

Fominykh

2013

2013 International Conference on Interactive Collaborative Learning (ICL)

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In this paper, we suggest a method for collaborative work with large amount of graphical content in 3D virtual worlds. We argue that applying this method will benefit educational and other professional use of this technology. The most common problems with applying 3D virtual worlds in everyday teaching and learning are steep learning curve and demand for computational and networking resources. The suggested method allows reducing the load on CPU, and therefore, designing convenient and sophisticated tools for collaborative work with graphics inside a 3D environment. We present the methods of generating images, the design, and implementation of tools we developed for vAcademia virtual world based on this method. We discuss the educational value of the possibilities to work with large amount of graphical content in a 3D virtual world, which were limited before. We provide performance evaluation of the suggested method based on a series of tests which we applied to the whole system and specific algorithms. In addition, we present the initial result of user evaluation.

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“…Web conference functions as an online lesson, offering the opportunity to communicate with a particular audience in real-time through texts typed on the keyboard, as well as through voice and video. Like a classroom lesson, web conference provides visual contact, interactive communication, demonstration of visibility, graphic support for teacher explanations and a survey of the participants [19].…”

Section: Introductionmentioning

confidence: 99%

Digital Learning: Students' Assessment of Webinars and Web Conferences as a Tool for Acquiring Knowledge and Skills

Basmanova¹,

Grunina²,

Kargovskaya³

2020

ujer

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Facilitating learning with web conferencing recommendations based on learners’ experiences

Cited by 30 publications

References 6 publications

Evaluating webinar‐based training: a mixed methods study of trainee reactions toward digital web conferencing

Evaluating webinar‐based training: a mixed methods study of trainee reactions toward digital web conferencing

Collaborative work with large amount of graphical content in a 3D virtual world: Evaluation of learning tools in vAcademia

Digital Learning: Students' Assessment of Webinars and Web Conferences as a Tool for Acquiring Knowledge and Skills

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