The videoconferencing learning environment: Technology, interaction and learning intersect

Abstract

This paper is a study on the interaction patterns of distance learners enrolled in the Mathematics and Physics programmes of Universiti Sains Malaysia in the videoconferencing learning environment (VCLE). Interaction patterns are analysed in six randomly chosen videoconferencing sessions within one academic year. The findings show there are more interactions in the graphics display mode than the video display mode. The graphics display mode, which involves the simultaneous interaction of the teacher, students and course materials, shows greater student engagement in the VCLE. The focus on a three-component interaction in distance learning differs from previous studies which looked at distinct types of two-component interactions. The types of communicative interaction, in particular the explanatory and cognitive types which are dominant in the graphics display mode, are discussed within the construct of learning. The higher number of teacher-initiated interactions may also imply that the teacher plays a crucial role in creating and maintaining a community of inquiry focused on exploring and developing content as well as giving feedback on concepts, ideas or solutions. IntroductionWith the advent of advanced technology, distance education practices have evolved from didactic conversation utilising a simple dedicated telephone line for two-way communication and a self-instructional package to providing a learning experience almost as real as that found in a face-to-face traditional learning environment. While guided didactic conversation is no longer the pervasive characteristic of distance education, Chen and Willits (1998) found that dialogue in the form of in-class discussion remains

Networked interactive whiteboards: Rationale, affordances and new pedagogies for regional Australian higher education

“…Other regional learners are located at smaller campuses of multi-campus institutions, and their participation in education is also often mediated by technology. The student experience through technologies such as video conferencing can be isolating and lack peer to peer interaction (Knipe & Lee, 2002;Saw, et al, 2008;Worthy, Arul, & Brickell, 2008). Providing access to support services for regional students can be more difficult and costly, a feature that can result in some services not being offered at all.…”

“…(Freeman, 1998, p. 209) Later work echoes Freeman's finding of disadvantage to students at remote video conference sites, and describes problems of isolation, less time spent on learning, and unsuitable teaching strategies (Knipe & Lee, 2002;Worthy, et al, 2008). Less peer to peer interaction is reported in some video conference teaching environments when compared with face to face classes (Worthy, et al, 2008;Saw, et al, 2008).…”

“…By providing a shared space for students to collaborate and a facilitated group process, the technology may increase the amount of student to student interaction, which has been identified as low in video conference environments (Knipe & Lee, 2002;Saw, et al, 2008;Worthy, et al, 2008). This is currently being investigated in the larger research project.…”

“…Peer learning opportunities are less common in standard video conference lectures (Knipe & Lee, 2002;Saw, et al, 2008;Worthy, et al, 2008), and the use of the NIWB for local and networked student interactions attempts to address this. Academic skills can be role modelled by the teacher and the students, particularly in relation to understanding visual and text information, which may assist regional students to succeed in online learning.…”

Distance learning technology and service support in Greece: The case study of the Aristotle University over the last decade

“…The interaction between students and teachers takes place in real time. Several papers in the literature present and study this synchronous DL model (Anderson et al 2003;Badenhorst and Axmann 2002;Cannings and Talley 2002;Furr and Ragsdale 2002;Jennings et al 1997;Kinnear et al 2002;Martin 2005;Pullen and Snow 2007;Robyn 2005;Saw et al 2008). According to the independent learning model, the interaction between students and teachers takes place neither in a specified time nor in a predetermined place.…”