1,525 research outputs found
BCBU + handbook : a guide to establish virtual cross-border campus for BCBU network
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A Framework for the Comparison of Virtual Classroom Systems
The increase in demand for open and distance learning has resulted in many higher education providers investing in virtual classroom systems. These systems can be an essential component in the delivery of flexible and online courses. While many institutions correctly place a greater emphasis on the pedagogical development of flexible courses, poor selection or implementation of virtual classroom software can reduce the pedagogical effectiveness of such courses and in some cases render them unworkable for both lecturing staff and students.
Changes in vendor offerings, the continual evolution of end user technology, developments in mobile devices and improvements in internet infrastructure and services have resulted in need for continuous evaluation of virtual classroom systems and their capabilities to provide ideal environments for teaching and learning.
This paper provides a comparative analysis of two such virtual classroom systems (Adobe Connect 7 and Microsoft Office Live Meeting 2007) and examines their suitability in meeting both pedagogical and technological needs in Irish higher education. In doing so it suggests a comparative framework for other institutions engaged in the evaluation of virtual classroom systems
TABLE OF CONTENTS
Once you are aware of the benefits and applications of Voice over IP, it is too good to resist. Perhaps that is why vendors are flooding the market with VOIP products and services. The following paper analyzes the various issues in the evolving VOIP technology and the challenges in the development of VOIP products. It then presents the features of few VOIP Products offered by the leaders in this field, how well they handle the issues and som
The practice of web conferencing: where are we now?
The use of web conferencing tools to support learning and teaching and facilitate interaction and collaboration is common in many higher education environments as is the
replacement of face-to-face meetings with virtual collaboration tools. This paper reports on Phase 3 of a trial of web conferencing conducted at a regional Australian university and further explores the use of web conferencing to support and enhance learning and teaching.
Preliminary findings from Phases 1 and 2 of the trial have been reported on in a previous paper. The action research method which framed the initial trial has again been applied to Phase 3. In Phase 1, collaborative mathematical problem-solving in an undergraduate course was carried out using web conferencing and tablet PCs. In addition, students in postgraduate Education courses were linked across the globe to participate in interactive and collaborative web conference activity. In Phase 2, a university-wide trial across disciplines was conducted. Phase 3 represents an analysis of feedback received from teachers who were involved in Phases 1 and 2 and who have had some time to reflect on the impact web conferencing has had on their teaching practice. From this, and their own experience, the authors make further observations regarding the use of web conferencing to support learning and teaching and raise a number of questions and issues to guide future research
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