vChina: A Project on Learning in Video-Conferencing Environment in Distance Education (original) (raw)
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The Educational Use Of Videoconferencing For Extending Learning Opportunities
Distance learning is a process that connects learners with educational resources separate from them in terms of time and distance. Videoconferencing is a mature technology which can be used in the distance learning process while providing synchronous, interactive communication between the teacher, as a source of information, and the students. This paper focuses on the ongoing project for extending and maintaining learner opportunities for students in universities in Macedonia, through development of a videoconferencing-based educational system. It addresses the necessary system architecture and topology, while de ning the basic components, their characteristics and interconnection. However, this study is not just technology-oriented, since the success of such educational systems is greatly in uenced by pedagogical methods and students' motivation, expectations and experience of such process. Part of the study therefore relates to determining the constituents of and measuring students' perceived experience.
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Distance learning is a process that connects learners with educational resources separate from them in terms of time and distance. Videoconferencing is a mature technology which can be used in the distance learning process while providing synchronous, interactive communication between the teacher, as a source of information, and the students. This paper focuses on the ongoing project for extending and maintaining learner opportunities for students in universities in Macedonia, through development of a videoconferencing-based educational system. It addresses the necessary system architecture and topology, while de ning the basic components, their characteristics and interconnection. However, this study is not just technology-oriented, since the success of such educational systems is greatly in uenced by pedagogical methods and students' motivation, expectations and experience of such process. Part of the study therefore relates to determining the constituents of and measuring students' perceived experience.
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Abstract Distance learning system is a real time communication application service used to perform learning process in Internet. The distance learning system application can support text communication, face-to-face communication, dialogue-based communication, and sharing material presentation. The design videoconferencing application for distance learning system consists of three parts, which are a server application program, a moderator application program and a client application program. The importance of the real time communication in organizing distance learning system is its capality to create virtual environment (Internet) as a replication of real world communication, because it supports text communication, file presentation, face-to-face communication and direct dialogue between participants. The face-to-face communication and direct dialogue can create a dynamic interaction environment, because participants can interact face-to-face, directly talk to each other, obtain feedback, present physical reaction of other participants, and chatting using text communication. It become a solution to the problem of distance and time for meeting activities of two or more individuals using internet.
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This research analyzes the use of Interactive Videoconferencing in classroom, analyzing practice and attitudes of 37 teachers and professors from several countries in the first dimension. The second dimension analyzes innovative approaches and Collaborative Learning through Interactive Videoconferencing using “Skype” in a particular classroom in Spain. The main instruments in this process are a questionnaire and systematic observation. Teachers in sample note positive attitudes related to Interactive Videoconferencing implementation in educational settings with educational benefits related to digital competence, languages, collaborative learning and intercultural contents. Moreover, it is noteworthy that Project Based Learning using Interactive Videoconferencing enables collaboration, making decisions use of knowledge and sharing responsibilities.
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Video-conferencing teaching removed the barrier of distance learning, and reduced studying cost. This type of learning has boosted the number of graduates in a short time at a low cost. However, the quality of education has been criticized; the literature review showed that the Community of Inquiry framework (CoI) cognitive, social, and teaching presences must be followed in order to improve the learning and teaching quality. This paper investigates the pedagogic approaches and challenges of video-conference teaching in a multi-campus environment. Two methods are used in this study; namely, literature review and case study. The literature review shows the state-of-the-practice of video-conferencing teaching in order to know the challenges in this area and providing a base for conducting the study on the field. As a result, thoughts and experiences could lead course developers and designers to alleviate issues that are present in this type of teaching. In order to have real world experience, a case study is conducted on teleeducation learning center of University of Rwanda (UR). In this center, Indian universities offer courses at the college of education learning center in the UR and to other Universities across African countries simultaneously. The data is collected through unstructured interviews, and the analysis is done using the CoI coding template which embeds the key indicators of CoI. It was found that teacher centered learning method is improved by a synergy of students centered, project based, and inquiry based learning in order to engage students to think critically and creatively. This is referred as from "sage on the stage to guide on the side."
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The book describes the activities of the consortium member institutions in the framework of the TEMPUS IV Joint Project ViCES - Video Conferencing Educational Services (144650-TEMPUS-2008-IT-JPGR). In order to provide the basis for the development of a distance learning environment based on video conferencing systems and develop a blended learning courses methodology, the TEMPUS Project VICES (2009-2012) was launched in 2009. This publication collects the conclusion of the project and it reports the main outcomes together with the approach followed by the different partners towards the achievement of the project's goal. The book includes several contributions focussed on specific topics related to videoconferencing services, namely how to enable such services in educational contexts so that, the installation and deployment of videoconferencing systems could be conceived an integral part of virtual open campuses.
Videoconferencing-Mediated Instruction
International Journal of Distance Education Technologies, 2005
Videoconferencing has seen rapid growth as an economical and effective distance education technology. In this study, a research model was proposed and employed to test the success of videoconferencing-mediated instruction (VCMI) in higher education institutions. The proposed research model examined the impact of videoconference reliability, student usefulness and university usefulness on the VCMI success. A survey instrument was distributed to university business students. A total of 266 usable responses were analyzed. Exploratory and confirmatory factor analyses were implemented using structural equation modeling techniques through LISREL version 8.51. A structural equation model was used to fit and validate the proposed research model, and the results indicated a good fit to the data. Student usefulness and reliability of video conferencing technology were proven to be key determinants of a successful integration of VCMI technology as an effective and efficient distance-learning tool. One of the implications of this study is that VCMI university usefulness is not a driving factor for VCMI success. Most of the causal relationships between the constructs considered by the VCMI research model were well supported, accounting for 90.7% of the total variance in the VCMI success.