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ERIC Number: EJ1010097
Record Type: Journal
Publication Date: 2013
Pages: 5
Abstractor: ERIC
Reference Count: 9
ISSN: ISSN-1740-4622
Skyping Class: Using Videoconferencing in Organizational Communication Classes
Garner, Johny T.; Buckner, Marjorie M.
Communication Teacher, v27 n1 p1-5 2013
About 13.2 million people will make a video call in 2011 (Swartz, 2011). Organizations use this technology to connect employees and stakeholders because of reduced cost and greater participation among global stakeholders (Hertel, Geister, & Konradt, 2005). Scholars have examined videoconferencing in groups (Zornoza, Prieto, Marti, & Piero, 1993), in crises (Chandler & Wallace, 2009), telemedicine (Doheny-Farina et al., 2003), and education (Stager, 2008; Umphrey, Wickersham, & Sherbolm, 2008; Yang & Chang, 2008), noting differences between videoconferencing and face-to-face communication. Previous research has demonstrated differences between videoconferencing and face-to-face communication in terms of the effect of time pressures and satisfaction with results (Caballer, Gracia, & Peiro, 2005), perceptions of immediacy and involvement (Umphrey et al., 2008), and how high performance can be achieved (Zornoza et al., 1993), among other outcomes. The prevalence of this communication medium and its wide range of uses necessitates that students develop fluency in this technology. Because one cannot presume universal familiarity with videoconference applications, students need to be taught how to use videoconferencing tools, the advantages and disadvantages of videoconferencing, and potential unintended consequences that may accompany it. One way to accomplish that is to use videoconferencing as part of classroom activities. This article describes such an activity designed to familiarize students with and to encourage them to think critically about Skype, a popular videoconferencing tool.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A