Video in distance education: ITFS vs. web-streaming: Evaluation of student attitudes

Reisslein, Jana; Seeling, Patrick; Reisslein, Martin

doi:10.1016/j.iheduc.2004.12.002

Cited by 25 publications

(11 citation statements)

References 27 publications

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“…Although the one-way video and two-way audio have been widely employed in distance education since the 1980s [13], two-way interactive video streaming is a more recent innovation [14]. It has the advantage of most closely resembling the presence of the student in the classroom [15].…”

Section: The Literaturementioning

confidence: 99%

Piloting the Concurrent Teaching of a Graduate Programme at Multiple Sites and its Value to The University of the West Indies

Griffith¹

2019

IJTIE

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This article reports on the benefits of a pilot at the University of the West Indies (UWI) School of Education which entailed the teaching of a Graduate Diploma in Education through The UWI's Single Virtual University Space (SVUS) that used the Zoom platform to host online classes. It facilitated concurrent delivery of courses to students at a number of sites and countries. The SVUS was an initiative of The UWI to serve, better, the needs of communities where students may not be able to access a programme delivered at a University campus. The lessons learned from the pilot informed several subsequent UWI initiatives, including the work of the Office for Online Learning which is responsible, inter alia, for expanding the concurrent delivery of the University's programmes and courses to multiple sites. The lessons learned may also be of value to other institutions seeking to deliver programmes to multiple sites through video streaming.

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Section: The Literaturementioning

confidence: 99%

Piloting the Concurrent Teaching of a Graduate Programme at Multiple Sites and its Value to The University of the West Indies

Griffith¹

2019

IJTIE

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“…ε έλα ηέηνην πιαίζην ιακβάλνληαη ζνβαξά ππφςε θαη θαζνξίδνληαη κε αθξίβεηα θαη ζπλέπεηα, νη ηερλνινγηθέο πξνυπνζέζεηο (ιεηηνπξγηθφηεηα ηνπ ζπζηήκαηνο SECTION A: theoretical papers, original research and scientific articles 672 ηειεδηάζθεςεο, επηθνηλσληαθέο ππνδνκέο, ραξαθηεξηζηηθά ηεο αίζνπζαο ηειεδηάζθεςεο), νη νξγαλσηηθέο πξνυπνζέζεηο (δηνηθεηηθέο, δηαρεηξηζηηθέο ιεηηνπξγίεο, νξγάλσζε θηι) θαη θπξίσο νη παηδαγσγηθέο πξνυπνζέζεηο, πνπ αθνξνχλ ζηε δηδαθηηθή ζηξαηεγηθή ζην ζχλνιν ηεο αιιά θαη νη επηκέξνπο δξαζηεξηφηεηεο ζα πξέπεη λα ππνζηεξίδνληαη απφ ηηο ηερλνινγηθέο δπλαηφηεηεο ηνπ ζπζηήκαηνο ηειεδηάζθεςεο αιιά θαη ηηο επηκέξνπο επηθνηλσληαθέο ππνδνκέο ησλ απνκαθξπζκέλσλ ζεκείσλ (ηάμεσλ) πνπ πξφθεηηαη λα ιάβνπλ κέξνο (Anastasiades, 2006(Anastasiades, , Αλαζηαζηάδεο, θ.ά, 2007(Anastasiades, , 2009. Όινη απηνί νη παξάγνληεο ιακβάλνληαη ππφςε ζε ζπλδπαζκφ κε ην θνηλσληθφ θαη πνιηηηζκηθφ πιαίζην κέζα ζην νπνίν ζπληεινχληαη νη ηειεδηαζθέςεηο (Ληνλαξάθεο, 2006;Αλαζηαζηάδεο, 2008;Reisslein, Seeling and Reisslein, 2005). Αμηνπνηψληαο ηηο ΣΠΔ σο γλσζηηθφ εξγαιείν, ην πξνηεηλφκελν παηδαγσγηθφ πιαίζην αμηνπνίεζεο ηεο Γ.Σ ζηεξίδεηαη ζε πέληε βαζηθνχο άμνλεο (Anastasiades, 2009): ζηε δηαζεκαηηθή πξνζέγγηζε, ζηηο ζεσξίεο νηθνδφκεζεο ηεο γλψζεο θαη ηδηαίηεξα ζηηο αξρέο ηνπ θνηλσληθνχ επνηθνδνκηζκνχ, ζηελ αμηνπνίεζε ηεο κεζφδνπ project, ζηηο αξρέο εμ απνζηάζεσο εθπαίδεπζεο ηεο Amereicn Distance Education Consortium (ADEC), θαη ηέινο ζηε κεζνδνινγία αμηνιφγεζεο ε νπνία ζπλδπάδεη πνηνηηθέο θαη πνζνηηθέο κεζφδνπο θαηάιιειεο ζηηο πεξηπηψζεηο φπνπ κηα λέα πξνζέγγηζε πξέπεη λα ελζσκαησζεί ζε έλα ήδε ππάξρνλ ζχζηεκα.…”

Section: εεηήκαηα ζρεδηαζκνύ θαη παηδαγσγηθήο αμηνπνίεζεο ηεο τειεδηάunclassified

Videoconferce and collaborative knowledge construction. From Theory to Practice: "ODYSSEUS 2011: Environment - Mediterranean Sea "ΚAPETAN SOS" Energy revolution - Renewable Energy"

Αναστασιάδης¹,

Μανούσου²,

Σιάκας³

et al. 2016

ICODL

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<p>Στην εργασία αυτή παρουσιάζεται το πλαίσιο σχεδιασμού και υλοποίησης διαδραστικών εκπαιδευτικών τηλεδιασκέψεων με στόχο τη συνεργατική οικοδόμηση των γνώσεων και τη διαθεματική προσέγγιση περιβαλλοντικών ζητημάτων. Στο πλαίσιο του προγράμματος «ΟΔΥΣΣΕΑΣ 2011», τη σχολική περίοδο 2010-2011, 152 μαθητές και 13 δάσκαλοι από την Αθήνα, την Αίγινα, τη Σούδα και την Κίσσαμο Χανίων σχεδιάζουν και υλοποιούν συνεργατικές δραστηριότητες μάθησης από απόσταση μέσω τηλεδιάσκεψης. Με τη βοήθεια της προτεινόμενης μεθοδολογίας μαθητές και δάσκαλοι των συνεργαζόμενων σχολείων διερευνούν, ανακαλύπτουν και οικοδομούν συνεργατικά τις γνώσεις τους σε θέματα που σχετίζονται με το περιβάλλον, τη Μεσόγειο Θάλασσα και τις ανανεώσιμες πηγές ενέργειας. Φορέaς Υλοποίησης του προγράμματος «ΟΔΥΣΣΕΑΣ 2011» είναι το Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης του Πανεπιστήμιου Κρήτης (http://www.edc.uoc.gr/~odysseas/ ).</p>

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“…This result suggests, perhaps, that when the OE platform more closely approximates the FTF environment, students may be less preoccupied with the method of instruction and more focused on the quality of instruction when responding to questions about satisfaction. Reisslein et al (2005) compared the attitudes of 360 students who had taken distance education classes with video, whereby 180 of the students had participated in classes with ITFS/cable TV video delivery and 180 students had taken classes with web-streaming video delivery. Overall student satisfaction was found to be the same for both groups of students.…”

Section: Oe and Multimediamentioning

confidence: 99%

Correlates of Student Preference for Online Instruction over Face-to-Face Instruction

Kishore

Tabrizi

Ozan

et al. 2009

E-Learning and Digital Media

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In order to examine current online course delivery systems, the authors created and conducted a survey that examined both face-to-face (FTF) and online education (OE) classes offered at 46 universities and some community colleges in the United States, as well as at some foreign universities. Students were asked whether they preferred FTF or OE classes, and related questions (convenience, self-pacing, etc.). The results showed that 47.5 % preferred FTF classes, 33.5% preferred OE classes and 19% had no preference (N = 1876). The authors hypothesized that students' preference for OE classes had strong correlations with other variables in the survey. The purpose of the research is twofold, involving, first, the identification of these variables. The authors found that gender, stated reasons for having taken an OE class, student perception of pedagogical characteristics of OE classes, frequency of use of certain OE technologies, rated quality and reliability of the OE course delivery system, number of OE classes the student had taken, and speed of Internet connection were significantly correlated with preference for OE classes. Second, the authors suggest how these OE features should be implemented to improve current OE course delivery systems. Current Status of Online Education (OE) Learning OE and TechnologyIn the latter half of the twentieth century, following the development and widespread adoption of the personal computer, many classrooms moved from face-to-face (FTF) to online education (OE), creating new opportunities for both learners and teachers and altering the manner in which students and instructors interact. OE is expected to continue to shape the way people learn in this new century. Furthermore, in a global economy where professionals need to update their technical skills and knowledge constantly and where communication across large distances is often very desirable, OE will be delivered wherever and whenever needed.The computer has been one of the most powerful agents of change in human behavior over the past few decades, yet understanding the complex interaction between the use of computers and the dynamics of user behavior continues to be a challenge, and one which is particularly acute in OE. OE evolves constantly, and both instructors and students must be adaptable, knowledgeable, and willing to keep up with the pace of technological advances. Not surprisingly, students in OE classes are likely to express dissatisfaction when they are taking their very first OE course (Wisan et al, 2001). Wisan found that students having a single OE experience were much less satisfied with OE than students who had completed four or more OE classes (Wisan et al, 2001). This effect may be due to students having learned how to function better in the OE environment or because of those students most dissatisfied with OE simply not taking any more OE classes after their first bad experience with such a class. Murray J. Williams (2008) also found that number of previous online

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Video in distance education: ITFS vs. web-streaming: Evaluation of student attitudes

Cited by 25 publications

References 27 publications

Piloting the Concurrent Teaching of a Graduate Programme at Multiple Sites and its Value to The University of the West Indies

Piloting the Concurrent Teaching of a Graduate Programme at Multiple Sites and its Value to The University of the West Indies

Videoconferce and collaborative knowledge construction. From Theory to Practice: "ODYSSEUS 2011: Environment - Mediterranean Sea "ΚAPETAN SOS" Energy revolution - Renewable Energy"

Correlates of Student Preference for Online Instruction over Face-to-Face Instruction

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