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ERIC Number: EJ1002525
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-2156-7069
Using Videoconferencing in a School-Scientist Partnership: Students' Perceptions and Scientists' Challenges
Falloon, Garry
Research in Learning Technology, v20 n3 p1-18 2012
This research studied a series of videoconference teaching workshops and virtual labs, which formed a component of a school-scientist partnership involving a New Zealand science research institute and year 13 students at a Wellington high school. It explored students' perceptions of the effectiveness of the videoconferences as an interactive medium for developing content knowledge, identified factors influencing their level of interaction during the conferences, and exposed issues when using videoconferences for highly specialised activities. The research followed an interpretive methodology using a case study approach, and employed mixed method qualitative/quantitative data gathering procedures. Results suggest that while videoconferencing was effective it was also expensive and time-consuming, and that scientists' efforts to engage students more interactively through movement towards more constructive practice, were largely ineffective. This article provides direction for teachers considering exploring the potential of interactive videoconferencing with students. (Contains 1 table, 2 figures and 3 notes.)
Co-Action Publishing. Ripvagen 7, SE-175 64 Jarfalla, Sweden. Tel: +46-18-4951138; e-mail: info@co-action.net; Web site: http://www.co-action.net/journals/Journals_index.php?
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand