Videoconferencing and presentation support for synchronous distance learning

Anderson, Robert L.; Beavers, Jay; VanDeGrift, Tammy; Videon, Fred

doi:10.1109/fie.2003.1264746

Cited by 32 publications

(26 citation statements)

References 4 publications

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“…Chen, Ko, Kinshuk, and Lin (2005) demonstrated that the most promising aspect of the synchronous classroom is the provision of immediate feedback, which allows the participants to correct themselves immediately and strengthen their learning. The low-quality audio/video makes interaction difficult in a virtual classroom (Anderson, Beavers, VanDeGrift, & Videon, 2003). Nevertheless, participants preferred viewing the live video to a prerecorded video of the instructor.…”

Section: Learner-instructor Interactionmentioning

confidence: 99%

Examining interactivity in synchronous virtual classrooms

Martin

Parker

Deale

2012

IRRODL

139

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<p>Interaction is crucial to student satisfaction in online courses. Adding synchronous components (virtual classroom technologies) to online courses can facilitate interaction. In this study, interaction within a synchronous virtual classroom was investigated by surveying 21 graduate students in an instructional technology program in the southeastern United States. The students were asked about learner-learner, learner-instructor, learner-content, and learner-interface interactions. During an interview, the instructor was asked about strategies to promote these different forms of interaction. In addition, the academic, social, and technical aspects of interactions were examined in three course archives using Schullo’s (2005) schema. Participants reported that the Wimba interface was easy to use and that various features, such as text chat and the webcam, facilitated interaction among the students and with the instructor in the virtual classroom. The importance of students’ ability to receive immediate feedback and their experience as presenters was highlighted across the various kinds of interaction. The instructor’s teaching style and visual presence were instrumental in engaging students with the content. The results suggest that student interaction, and hence learning, was aided by the live communication that occurred through the virtual classroom. This study has implications for those who are considering adopting virtual classroom technologies for their online or blended teaching.</p>

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Section: Learner-instructor Interactionmentioning

confidence: 99%

Examining interactivity in synchronous virtual classrooms

Martin

Parker

Deale

2012

IRRODL

139

View full text Add to dashboard Cite

show abstract

Section: Learner-instructor Interactionmentioning

confidence: 99%

IRRODL Volume 13, Number 3

Authors

2012

IRRODL

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“…There are two ways lecture sessions can be delivered using the distance educational framework; Asynchronous and Synchronous [4]. In Asynchronous mode, lecture materials are stored in a server and can be retrieved by students for study while in synchronous mode, students access lectures through watching videos uploaded on the internet.…”

Section: Application To Distance Learning Networkmentioning

confidence: 99%

Network Visualization: Application to Wireless Network

Kelechi¹,

Linus²,

Obioma³

2015

IJIRSET

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Network visualization paints a vivid picture of a virtual network using images. This enables a comprehensive study of network functions and its operational characteristics. In this paper we introduce this concept and the steps needed not only to define it but to apply it to virtual laboratories for distance learning and wireless networks. Network Visualization is recommended for Network Administrators because it provides the necessary tools for analyzing and troubleshooting a network.

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Videoconferencing and presentation support for synchronous distance learning

Cited by 32 publications

References 4 publications

Examining interactivity in synchronous virtual classrooms

Examining interactivity in synchronous virtual classrooms

IRRODL Volume 13, Number 3

Network Visualization: Application to Wireless Network

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