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We Have the Videoconference Equipment Installed, Now What?
| Content Provider | Semantic Scholar |
|---|---|
| Author | Lim, Janine Monica Freed, Shirley Ann |
| Copyright Year | 2009 |
| Abstract | Introduction As the world shrinks and videoconferencing activities increase, it is easy to focus on the technical requirements. After all, the videoconference will not happen without a codec, bandwidth, and Internet connectivity. A regional coordinator from Michigan shared his frustration, "All my schools have ITV [interactive television or videoconferencing] units, which is a nice luxury. However our success has been limited to this point." Innovations in education are often funded and even mandated by people separated from the local needs and expectations. In this article, we describe ways teachers and administrators can work together to provide the elements needed for successful implementation of videoconferencing. Videoconferencing is a relatively new teaching and learning innovation. Greenberg (2004) suggested that "videoconferencing-based distance education has been in the early adoption phase for 15 years or more" (p. 9). During the early stages of technology implementation, the bulk of scholarly writing "consists of anecdotal reports, project descriptions, and informal case studies" (Anderson & Rourke, 2005, p. 3) with little actual research. This concern caused Anderson and Rourke to conduct a comprehensive review of the literature on videoconferencing; literature published from 1991 to 2004. Their review includes 53 peer-reviewed, empirical reports, and "provides a survey of topics that are recurrent in the literature, including: (a) outcomes, (b) learning activities, (c) interactive learning processes, (d) keys to success, (e) special populations, and (f) equipment and technology" (p. 3). In the outcomes section, Anderson and Rourke found that the research focuses largely on student achievement and attitudes, with generally positive findings. Learning activities for rural and remote schools tended towards content delivery, while learning activities for more urban schools primarily used videoconferencing for virtual field trips, collaborative projects, and cross-cultural exchanges. Anderson and Rourke expressed concerns that the measurement tools on interactive learning processes in other learning environments are not used in most of the videoconferencing literature focusing on participation, interaction, and collaboration. The keys to success found in their literature review emphasized support in the technical, pedagogical, administrative, and financial areas. Several of the reports included in their literature review found that videoconferencing was used to bring opportunities to special populations. Technology and equipment are not often mentioned in the research reviewed by Andreson and Rourke, but when they are mentioned, the comments are generally negative relating to equipment failure and the need for more technical assistance. Greenberg (2004), in his white-paper summary of recent research on videoconferencing, described four major conclusions: (a) videoconferencing is likely neither more nor less effective than the traditional classroom, (b) interactivity is key, (c) other instructional strategies maximize the use of videoconferencing, and (d) videoconferencing is cost effective. He stated that further research, both qualitative and quantitative, needs to examine economic implications and deeper understandings of the causes of failure. Owston (2007) developed a model for sustainability of classroom innovations using technology. His model emerged from an examination of 59 schools in 28 countries. The model describes essential conditions such as teacher professional development, and teacher perceived value of the innovation and contributing factors such as funding, supportive plans, and innovation champions. These three reviews and reports provide a framework for interpreting the results of our study. The purpose of this article is to describe in the words of practicing educators the teacher and administrative supports that are essential for successful implementation of curriculum videoconferencing. … |
| Starting Page | 433 |
| Ending Page | 453 |
| Page Count | 21 |
| File Format | PDF HTM / HTML |
| Volume Number | 14 |
| Alternate Webpage(s) | https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1403&context=tqr&httpsredir=1&referer= |
| Alternate Webpage(s) | http://www.janinelim.com/leadportfolio/pdfs/4c_Bi_LimFreedTQRJune09Revision.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
