There have been attempts to classify and analyse the approaches and techniques of using videoconferencing for teaching and learning. Most classifications include the use of videoconferencing techniques to support lecture‐style delivery to large audiences, or what might be referred to as ‘mass conferencing’. This is often dismissed by sceptics as another gimmick: the real thing is better, or it may be viewed as simply just another didactic approach with little to commend it either in the form of communication or in pedagogical terms. However, the key element in its use is the context within which the mass conferencing is being applied Whatever videoconferencing approaches are employed, it is our view that their successful implementation implies both a clearly defined structure and an operational template. Thus, this paper underlines some of the processes which we have used in mass conferencing. We then evaluate the outcomes, and identify, some themes to be incorporated in successful mass conferencing, including the key factors involved in successful delivery, namely in the preparation, activity, and evaluation stages. In operational terms, the introduction of an external element, beyond the control of course tutors, has highlighted many organizational, pedagogical and technical questions, some of which we address
To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.