Web Conferencing Software in University-Level, E-Learning-Based, Technical Courses

Abstract

Faculty who offer university-level technical courses through e-Learning environments must surmount several difficult challenges. Traditionally, learning in technical courses takes place through real-time interactions between instructor and students in the course of solving actual problems—a form of activity that is not possible in asynchronous e-Learning systems. The current study contains an account of experiences gained in using Web Conferencing software to provide a spoken synchronous component to a project-oriented senior-level computer science class. Strengths and weaknesses of this undertaking and a sketch of a different type of hybrid course are presented. While the discourse in this article is focused on computer science, principles put forth are applicable to teaching and learning in any technical field.

The Use of Videoconferencing in Higher Education

“…While one study found students prefer asynchronous learning to synchronous learning online [29], another study found students preferred synchronous online learning to asynchronous learning and that student performance improved in synchronous online environments [35]. Some studies found students' sense of connection increases in synchronous online learning compared to asynchronous online environments because there is instant feedback and interaction [28,37]. However, other research found students did not report increased connection and community from synchronous online instruction [36].…”

“…Videoconferencing is merely a delivery tool for instruction, and its successful implementation requires instructors to be innovative and creative in their course design [36,41,44]. Scholars have suggested a variety of pedagogical structures to increase student satisfaction in online courses through videoconferences, including the use of break-out groups, virtual poster sessions, show-and-tell, whole group discussions, polling features, chat, virtual hand raising, and small group meetings [36,37,45]. Conversely, long lectures do not transition well to videoconferences [36][37][38][39].…”

“…Scholars have suggested a variety of pedagogical structures to increase student satisfaction in online courses through videoconferences, including the use of break-out groups, virtual poster sessions, show-and-tell, whole group discussions, polling features, chat, virtual hand raising, and small group meetings [36,37,45]. Conversely, long lectures do not transition well to videoconferences [36][37][38][39]. While instructors instinctively apply the same teaching methods in the new media rich, videoconference environment, this practice is not pedagogically sound [39,44,46].…”

“…This blurring of the personal and professional realms contributes to students' dissatisfaction with synchronous videoconference instruction [36]. Distracted by their environments, students in videoconference classes also reported they often turn off their video and microphone feeds during lectures to multi-task [36,37]. Finally, a range of technical issues occur during videoconference meetings as users struggle with connection speeds, the mute button, camera angles, and lighting [36,59].…”

The Online Course Was Great

“…Generally, web conferencing use in online education has been positively correlated with student satisfaction, higher marks, and better learning experience [3], also inside computer science [2,5].…”