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

Falloon, Garry

doi:10.3402/rlt.v20i0.17194

Cited by 6 publications

(4 citation statements)

References 12 publications

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“…Many conventional VFTs use a guided tour composed of a sequence of weblinks with a combination of texts, audio, digital pictures or digital videos (Hosticka et al , 2002). Some studies used online conference tools to connect students with experts outside of the classroom (Bergin et al , 2007; Falloon, 2012; Stoddard, 2009). Other studies used technologies such as Google Earth and Google Maps, to develop VFTs using 360‐degree panoramas and helicopter views (Krakowka, 2012; Palmer, 2013; Treves et al , 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Immersive virtual field trips and elementary students’ perceptions

Han¹

2020

Brit J Educational Tech

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In response to the increased attention and interest related to the application of virtual reality with head‐mounted displays in education, this study examined the elementary students’ perceptions of using immersive virtual field trips (VFTs) in the classroom. Reflection papers from 25 students were analyzed and triangulated with field notes from class observations and teacher interviews. The content analysis revealed that VFTs were perceived to be efficient with regard to time and cost, to expand learning opportunities, but lacked physical interaction. Elementary students also suggested immersive VFTs are engaging, real, and provide an increased perception of virtual presence. However, they also expressed concerns about health and safety, psychological side effects, technical malfunctions, and low social interaction.

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Section: Literature Reviewmentioning

confidence: 99%

Immersive virtual field trips and elementary students’ perceptions

Han¹

2020

Brit J Educational Tech

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“…The following study applied dialogic science communication thinking to a two-way video EFT engagement program between scientists working in a real-world laboratory setting and youth participating from their classrooms. Using video as a medium to connect scientists to classrooms is not a new phenomenon (Falloon, 2012). The use of video to connect scientists with students, in conjunction with other mediums of information, may encourage middle school students to pursue various careers in STEM (Wyss and Watson, 2013).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Creating a dialogue between students and scientists via video conferencing can give teachers flexibility in their classrooms and help students see a broader scope of careers in the sciences (Chen and Cowie, 2014). Videoconferencing can be a resource to connect students and scientists, yet it can be expensive and consume resources (i.e., time and money) when trying to coordinate lessons with the changing curriculum (Falloon, 2012). Many teachers already use Skype at their schools, so little additional technology resources are needed to use Skype in the Classroom (Maughan, 2020).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Scientist Online: Entomologists' Experiences Engaging With School Audiences Through Skype in the Classroom

et al. 2020

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Scientists often aim to inspire others who may not be as knowledgeable about specific scientific concepts to increase science interest and knowledge, mobilize communities for social and political change, and encourage the pursuit of STEM careers. Ideally, scientists would interact with public audiences face-to-face for rich dialogue and engagement at community venues such as libraries, churches, schools, and grocery stores. However, research shows the majority of Americans spend their time searching for scientific information on the web. As an alternative, some scientists have taken to participating in produced online video. Some online video platforms allow for synchronous dialogic engagement, such as Skype, for video-sharing. Skype in the Classroom is offered for school interactions with content experts through virtual field trips. The following study provides a practical overview of a specific program called "Scientist Online: The Science of Mosquitoes," its application of Skype in the Classroom two-way video technology for fostering STEM dialogue, and a qualitative analysis of scientists' experiences and scientist-student interactions. The authors analyzed interviews with the participating scientists and call transcriptions of the scientist-student conversations with five schools and more than 100 students from Florida, Pennsylvania, Canada, and Pakistan. Skype in the Classroom served as an effective platform for scientists to engage with various school audiences, improving their confidence in science communication. The online synchronous format of Skype in the Classroom prompted scientists to prepare content and conduct background research of participants' locations in advance. Scientists recognized the importance of their roles as science communicators to dialogue about science in digestible terms, and Skype in the Classroom allowed them to balance their roles as researchers and contributors to public outreach. Recommendations are also discussed.

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“…Learning through telepresence with iPads high-quality learning opportunities (Berge and Clark, 2005;Barbour and Reeves, 2009). As the practice of learning through videoconferences originated in higher education and business contexts Falloon, 2012), the role of videoconferences in learning are still relatively unexplored in elementary schooling, though successful experiences have been made in rural schools and with home-schooled children (Barbour and Reeves, 2009;. Barbour and Reeves (2009) suggest that the use of videoconferences for learning may be difficult to translate into elementary school contexts, as successful learner characteristics such as autonomy and intrinsic motivation, which are usually associated with adult learning, are still active in these environments.…”

mentioning

confidence: 99%

Learning through telepresence with iPads: placing schools in local/global communities

Meyer

2015

Interactive Technology and Smart Education

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Purpose – This study aims to present findings from an ongoing study in three rural schools in Denmark where videoconferences are used as part of the teaching at lower secondary level. The research focuses on how students learn from videoconferences that are both one-to-many and peer-to-peer. Videoconferencing, conceptualized by the schools in question as telepresence, is performed in a unique combination of desktop interaction through mobile devices (iPads) and studio-based large screen lectures and interaction. Design/methodology/approach – Data have been collected through multi-sited ethnography, which has contributed to mapping relationships between schools and studying their collaboration through telepresence. As collaboration between schools is built into the project, multi-sited ethnography has followed telepresence as a phenomenon that emerges within these collaborations, i.e. the idea is that looking at it from one locality is only seeing it partially. Findings – Preliminary results from the project suggest that schools need to work more on organizational frameworks for collaboration and that synchronous connections could be extended through asynchronous communication to support the potential of collaboration via telepresence with iPads. Research limitations/implications – The study has followed schools for two years in the initial development phase, but can be further qualified by following the next phase of the project, which will be initiated in the Autumn of 2015. Practical implications – The study has implications for the development of telepresence practices in which mobile devices are used in home classrooms and combined with stationary devices in auditoriums. In addition to this, the study provides examples of how schools can collaborate through telepresence activities in which both teacher-driven and student-driven activities are involved. Originality/value – The study fulfils a need for knowledge about ways in which telepresence and videoconferencing is used in elementary education and for different educational goals.

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

Cited by 6 publications

References 12 publications

Immersive virtual field trips and elementary students’ perceptions

Immersive virtual field trips and elementary students’ perceptions

Scientist Online: Entomologists' Experiences Engaging With School Audiences Through Skype in the Classroom

Learning through telepresence with iPads: placing schools in local/global communities

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