Skip to main content
Article thumbnail
Location of Repository

Video conferencing : the experiences of a mathematics teacher

By Adam Boddison


Video conferencing is a relatively new technology for primary schools in England and it is normally used as a tool for distance learning. This thesis is a phenomenological case study that describes a course of mathematical enrichment sessions delivered through the medium of video conferencing to a group of 36 able children across six primary schools. The sessions are delivered by me, which gives the study a reflective and reflexive aspect since I have a dual role as both the teacher and the researcher.\ud \ud As well describing the experiences of the children, there is a focus on the teaching strategies that are used in this virtual environment and how they evolve over time. The thesis is structured around a framework of teaching strategies consisting of four categories; cognitive, compensation, metacognitive and affective strategies. The project makes use of video recordings, children’s diaries, a personal log, lesson plans and interview transcripts and the methods used include visual discourse analysis and Bloom’s method of stimulated recall.\ud \ud Successful and effective are the terms used for describing the outcome of a video conference in relation to technology and pedagogy respectively. This study shows that the evolution of teaching strategies is centred around creating routines to address the uncertainty of the virtual environment rather than focusing directly on pedagogy.\ud \ud The three major findings of this study are:\ud \ud 1. Site facilitators are not an essential requirement for ensuring the smooth running of a video conference. This study has shown that the participants themselves are able to take on any required responsibilities in this area if the number at each endpoint is relatively small (i.e. between four and eight participants).\ud \ud 2. Remote behaviour management and monitoring strategies are an important aspect of the video conferencing tool-kit for teachers. This study has demonstrated the importance of screen layouts in facilitating the use of such strategies.\ud \ud 3. The production features associated with children’s educational television programmes may be able to inform effective pedagogy for teaching and learning through video conferencing. In particular, this study has highlighted the potential of using theme tunes as auditory anchors to emphasise key points during a video conference.\ud \ud By the end of this study, it will be argued that the children enjoyed taking part and they became more independent as learners. Furthermore, it will be shown that if the teaching strategies are appropriate and if the mathematical content is enriching and open-ended, then video conferencing can create valuable learning opportunities for children that are not readily available in the traditional classroom environment

Topics: LB1501
OAI identifier:

Suggested articles


  1. (2002). A role for neuropsychology in understanding the facilitating influence of positive affect on social behaviour and cognitive processes. In doi
  2. (2000). Against Reflexivity as an Academic Virtue and Source of Privileged Knowledge. doi
  3. (2007). An Introduction to Qualitative Research. London: Sage Floden,
  4. (2008). Blended learning in higher education: framework, principles and guidelines. doi
  5. (2009). Body Language: how to read other’s thoughts by their gestures.
  6. (2005). Broadband videoconferencing as a tool for learner-centred distance learning in higher education. doi
  7. (1997). Capitalising on the Strengths and Availability of Desktop Video Conferencing.
  8. (2002). Cognitive load theory: implications of cognitive load theory on the design of learning. doi
  9. (2002). Collaborative Virtual Environments to Support Communication and Community in Internet-Based Distance Education.
  10. (1999). Developing Teachers: The Challenges of Lifelong Learning: Growing as a Professional. London: Routledge doi
  11. (2003). Dissolving Boundaries: Cross-national co-operation through technology in education. doi
  12. (2000). From cognitive maps to hypervideo; supporting a flexible and rich learner-centred environment. Interactive Multimedia Electronic
  13. (2005). From telematics to web-based: the progression of distance education in Newfoundland and Labrador. doi
  14. (2003). Fulfilling the Promise of the Differentiated Classroom. Association for Supervision and Curriculum Development Tufte, E.
  15. (2009). Last accessed on 3 rd
  16. (2004). Making Mathematics Count. The Report of Professor Adrian Smith’s Inquiry into Post-14 Mathematics Education. London: The Stationary Office
  17. (2004). Making the Most of Video Conferencing. Personnel Today,
  18. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. doi
  19. (2009). Metacognition: An overview.
  20. (1978). Mind in Society: The development of higher psychological processes. doi
  21. (2000). Moore’s Law and Technological Determinism: Reflections on the History of Technology. doi
  22. (2008). National Association of School Psychologists doi
  23. (2007). One Size May Not Fit All, But the Right Teaching Strategies Might: The Effects of Differentiated Instruction n the Motivation of Talented and Gifted Students. Unpublished Manuscript.
  24. (2001). Presented at the Annual Meeting of the American Educational Research Association
  25. (2009). Some philosophical and other related issues of insider research.
  26. (1981). Stimulated Recall: A Method for Research on Teaching. doi
  27. (2005). Synchronous vs. Asynchronous Tutorials: Factors affecting students' preferences and choices. doi
  28. (1995). Technological or Media Determinism. doi
  29. (2009). The effect of rewards on intrinsic interest: Developmental changes in the underlying processes. doi
  30. (2005). The Global Classroom: Advancing cultural awareness in special needs schools through collaborative work using ICT. doi
  31. (2007). The Perils and Promises of Praise.
  32. (2002). The quality of teaching and learning via videoconferencing. doi
  33. (2004). The Researcher/Interviewer in Intercultural Context: A Social Intruder! doi
  34. (2002). The risk of ‘going observationalist’: negotiating the hidden dilemmas of being an insider participant observer. Qualitative Research, doi
  35. (2001). The Role of Emotion in Problem Solving. In:
  36. (2009). The role of social presence in learner-centered communicative language learning using synchronous computer-mediated communication: experimental study. doi
  37. (1996). The use of Videoconferencing to Support Learning: an overview of issues relevant to the library and information profession.
  38. (2009). Thought Processes in Lectures and Discussion.
  39. (1999). Videoconferencing for language learners. doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.