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ERIC Number: ED363299
Record Type: RIE
Publication Date: 1993
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Effects of Two-Way Visual Contact on Verbal Interaction during Face-to-Face and Teleconferenced Instruction.
Bauer, Jeffrey W.; Rezabek, Landra L.
Whether two-way visual contact between an instructor and students would promote dialogue during teleconferenced instruction was studied, and the types of verbal dialogues that might be affected by two-way video contact were explored. The following three types of instruction were assessed: (1) Group A, teleconferenced instruction in which students had only two-way audio contact with the instructor; (2) Group B, teleconferenced instruction in which students had two-way audio and video contact with the instructor; and (3) Group C, traditional face-to-face instruction. Fifteen hypotheses were tested based on the research question. Subjects were 172 college juniors or seniors pursuing teacher certification in an educational technology class at the University of Northern Colorado. Audio-only and audio-video groups did not differ significantly in any of the verbal interaction categories (as recorded by videotape). This phenomenon may be related to the passive nature of television viewing and suggests that distance education instructors who want to maximize student participation may need to do more than focus the camera on themselves. A second general pattern was that the traditionally instructed group interacted significantly more than the other groups in several categories of verbal interaction. Findings support the idea that students are more likely to interact when the instructor is physically present. Five tables present study data. (Contains 10 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Art, Science & Visual Literacy: Selected Readings from the Annual Conference of the International Visual Literacy Association (24th, Pittsburgh, PA, September 30-October 4, 1992); see IR 016 399. For an earlier version of this paper, see ED 347 972.