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ERIC Number: EJ830487
Record Type: Journal
Publication Date: 2007
Pages: 13
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: ISSN-0022-1864
The Videoconferencing Classroom: What Do Students Think?
Doggett, A. Mark
Journal of Industrial Teacher Education, v44 n4 p29-41 Win 2007
The advantages of video conferencing in educational institutions are well documented. Scholarly literature has indicated that videoconferencing technology reduces time and costs between remote locations, fill gaps in teaching services, increases training productivity, enables meetings that would not be possible due to prohibitive travel costs, and improves access to learning. However, there are few studies that analyze the effectiveness of videoconferencing from the student's perspective. Videoconferencing technology is often touted as a method to connect with previously inaccessible student populations, but does it adequately serve the needs of the students? This study aims to examine student perceptions regarding videoconferencing as an instructional delivery method. In order to adequately assess VC as a technique for classroom instruction, a student survey was prepared using questions from Free Assessment Summary Tool (FAST), a web-based student evaluation site developed by Ravelli and Patz (2000-2004) and Mount Royal College (http://www.getfast.ca). Eighty-six students responded to the survey. The results were compiled and statistically analyzed for the face-to-face (n = 30) and remote students (n = 56). Responses were also analyzed between the initial (first) and end-of-the semester (second) surveys. Overall, the student responses pertaining to the instructor's use of the VC technology and his personal teaching skills were positive. Over three quarters of the students understood that the reason for using the VC technology was to satisfy the demand for the course and utilize existing classroom space. A strong majority of students agreed that they were comfortable asking questions using the VC format, but the remote classroom responses were significantly different with regard to their comfort and perceptions of interactions with the instructor at the end of the semester. The author concludes that videoconferencing as a format for courses that have large amounts of technical content or visual demonstration is worth pursuing. Videoconferencing is closest to a face-to-face experience for students in remote locations. (Contains 5 tables.)
National Association of Industrial and Technical Teacher Educators. Web site: http://scholar.lib.vt.edu/ejournals/JITE/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Students; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A