Learning networks and communication skills

The project work presented in this paper is funded by the Joint Information Systems Committee (JISC) January‐December 1999. Our task has been to identify effective communicative practices for different technologies, in relation to the contexts in which they occur, and to feed back information about such practices to the educational community in a context‐sensitive way. The technologies at issue are: video conferencing (one‐to‐one, one‐to‐many, many‐to‐many); text‐based communication (email, bulletin boards, conferencing,) and audio conferencing (telephone tutoring, shared workspace plus audio link). The teaching and learning sites that agreed to take part in this research project provide courses to a variety of learners ‐ undergraduate, postgraduate, professional, full‐ and part‐time — in a spread of subject disciplines. The breadth and range of learning environments represented should maximize the chances of teachers in further and higher education recognizing issues and circumstances that are similar to their own and provide a rich comparative framework. The lecturers from the various teaching sites are regarded as collaborators in this research, identifying their own issues and learning needs, and providing feedback to authenticate the interpretative process. This study approach bridges the practice‐theory gap. We have completed the field work and are midway through analysing and interpreting the data in collaboration with teachers and students involved in the study. This will lead to the production of a flexible resource for individual lecturing staff which can also underpin staff development courses in good practice within networked learning environments. Further details and progress updates can be gleaned from our project web site at http://www.gla.ac.uk/services/tls/ JISC/index.html

The role of instructional quality on online learning intentions of university students: The technology acceptance model of Zoom

E-learning technology has a vital role to play in supporting the realization of learning goals during the COVID-19 pandemic. One that is often used is video conferencing technology from Zoom. Many studies have discussed the important role of e-learning technology, but there are still limited studies that examine how the role of Zoom technology in increasing student engagement in online learning. Thus, this study focuses to reveal the impact of online instructional quality using Zoom video conferencing technology on increasing students’ online learning intentions. We use the technology acceptance model (TAM) approach to answer the objectives of this study. This study randomly involved 190 students at Universitas Negeri Jakarta, Indonesia through an online questionnaire. We used structural equation modeling (SEM) analysis to examine the effect on each variable. In addition, we also use a bootstrap confidence interval estimate to investigate the role of mediation. The study results reveal that students' online learning intentions are influenced by perceived usefulness and ease of using Zoom. Also, perceived usefulness and ease of use are proven to mediate the effect of instructional quality on students’ online learning intentions using Zoom video conferencing technology. The results of this study provide important implications for education practitioners to develop engaging online learning for students

Policy Brief :Video Conference in FMOH

Video conferencing is the ability to host live interactive meetings by using Internet connectivity, a computer and a web camera. With video conferencing, training can now hold meetings with the participants being virtually anywhere in the country. As one of the developing  countries, Sudan faces immense shortcomings in developing human resource and an extreme lack of training in- services cadre.. The Ministry of health, the WHO, and other international donors provide CPD learning activities for health work   force involved in vertical programs through National training activities. The Sudan FMOH ranked CPD among top national priority areas for health sector development. In fact, intensive efforts were undertaken to institutionalize CPD for all major categories of health professions. Since the Videoconferencing is a cost effective method of facilitating live, interactive communication across different Efforts must be focused on video conference and on line training courses for immediate improvements in skill knowledge and attitude for the in service health cadre  .  Access to video conference services and increased education and empowerment of health cadre must be emphasized for sustainable progress. One of the challenges facing FMOH today is enabling employees to work productively while also ensuring the security of the IT network and, crucially, the data on it. Given that technology is continually changing, employees play a significant role in IT security. Efficiency of health services, decreasing running cost of services, avoids duplication in services by multi server, and Services sustainability. This policy conferencing services applies to all users of existing Sudan-States video as well as individuals or units   who desire to establish a video conferencing capability regardless of physical location. So advantages of video conferencing are, no time constraint, dramatic travel saving, easy communication: , increased productivity. And disadvantages of video conferencing are  lack of personal interaction, technical problems, international time zones, high cost of setup. We are very excited about the opportunities that this new direction and identity will bring. In my opinion, Video conferencing enables people from different place to communicate with each other in a more convenient way

Innovative Teaching Techniques for Distance Education

Distance education is responsible for promoting quality information, resources and expertise. There are three reasons for disseminating education to all societies due to geographical isolation, social isolation and disadvantaged groups. Distance teaching techniques enable people to undertake a course of study in privacy. The advent of the Internet and the growth of Web have now transformed distance teaching from a broadcast mode to an interactive mode. The Web, when combined with other network tools such as listservs, Usenet newsgroups and video teleconferencing acts a virtual classroom to bring together a community of learners for interactive education. The growth of television, telecommunication, videotape, audio tele-conferencing, audio graphics conferencing and video conferencing allowed linking the learners and instructors who are geographically separated. The use of innovative teaching methods helps to sustain student\u27s interest and make the learning process more productive and interesting. The techniques that can be adopted are: computer-assisted learning (CD-ROMs), web-based learning, virtual laboratories, case studies, group discussion, brainstorming, audiovisual presentation, assignments, seminars, quiz and assigning project works. The faculty also prepares worksheets, manuals and audiovisual aids to supplement these novel teaching strategies. Students should be given two types of learning materials before their actual course material, viz. one on computer literacy class and other one focusing on Internet and the Web skills for searching, retrieving, locating and downloading the information. For better understanding by the students, the mixed-model approach of combining satellite teleconferencing with hands-on activity sessions can also be conducted. It is suggested that innovative assessment approaches like presentation, posters about learned material, dioramas; student displays and project fairs with test papers are to be used to know the progress of the students. The author concluded that problem-based learning would place students in the active role of problem solvers and confronts them with a real-world situation. He also concluded that DE librarians have much more critical roles to play in the new environment

Enhancing Instructor Credibility and Immediacy in the Design of Distance Learning Systems and Virtual Classroom Environments

What are the optimal techniques for applying the latest generation of telepresence, video conferencing, and communication technologies in distance education and virtual classroom designs? If human beings use more than voice to communicate, what implications does the ability to more effectively replicate eye-to-eye contact have in collaborative distance education? This research study explored the effects of perceived faculty credibility and immediacy during virtual classroom presentations. This quantitative experiment created four independent treatments that varied the video resolution and varied the ability of the instructor to maintain virtual eye-contact with students during each presentation. Participants were assigned into one of the four treatment groups, each listening to the same instructor narration and viewing the same instructor present the same subject matter, only the resolution and camera angle differed. A series of 2x2 Analysis of Variances were conducted on independent groups where an instructor was simultaneously recorded from two high-definition (1920x1080) cameras, one at eye-level and one located 15-degrees above eye-level, during the delivery of a 20-minute instructional module. These two camera angles were also replicated in a lower resolution (320x240). A total of 108 undergraduate and graduate participants completed the video and audio multimedia presentations and completed credibility and immediacy survey instruments. The results suggest that the position of the instructor\u27s camera is more important than the resolution of the recorded video

Picturing One\u27s Self: Camera Use in Zoom Classes during the COVID-19 Pandemic

Starting from the spring of 2020, higher institutions in the US underwent a rapid shift from in-person classes to emergency remote education, in response to the COVID-19 outbreak. Under this circumstance, a variety of video conferencing tools (e.g., Zoom) have been adopted for distance education, which pose a set of new challenges arising from synchronous online classes. Among these, one significant issue was students\u27 unwillingness to open cameras, resulting in a lack of non-verbal cues that instructors could rely on to gauge students\u27 understanding and adjust their teachings. Towards addressing this issue, our qualitative study aims at investigating the rationales behind students\u27 camera avoidance. Through a series of semi-structured interviews on undergraduate students in the U.S, we identified prominent factors -- namely the class size, lecture style, level of interactivity and privacy concerns -- that influenced students\u27 motivation for opening their cameras. At the same time, we uncovered several difficulties, such as heightened self-awareness, feeling of minority and academic perspective, that discouraged students from opening camera, with more substantial impacts on international students. We conclude with actionable insights into the design of online classes, video-conferencing platforms and camera technology that can promote camera usage, thereby contributing to scalable and inclusive interventions for facilitating the transition into remote education

Desktop video conferencing

This guide aims to provide an introduction to Desktop Video Conferencing (DVC) and forms part of the ESCalate Busy Teacher Educator Guides. You may be familiar with video conferencing, where participants typically book a designated conference room and communicate with another group in a similar room on another site via a large screen display. Desktop video conferencing allows users to video conference from the comfort of their own office, workplace or home via a desktop / laptop Personal Computer. DVC provides live audio and visual communication in real time from a standard PC and allows one to one and multiple user conferences by participants in different physical locations. Some software features a a ‘whiteboard’ on the computer screen for information exchange and the option to show or share documents and websites between the participants

Evaluation of the flexible learning in the community (FLIC) project

The Flexible Learning in the Community project (FLiC) was set up by the City of Edinburgh to take advantage of the potential of the City's information and technology network to support flexible learning and teaching within and across its schools, colleges and community learning centres. An evaluation of the project was commissioned by the Scottish Executive Education Department, which had provided some funding for FLiC, through the Future Learning and Teaching (FLaT) programme. The evaluation was carried out during 2003-04 by a team from the Quality in Education Centre, the University of Strathclyde. The FLiC project had three main strands: video-conferencing, multi-media presentations (Kar2ouche1) and a virtual learning environment (digitalbrain2). Support and training for both teachers and pupils were provided by the Information Technology Support Team (ITSU) alongside a considerable investment in hardware, software and networking. Following a year of pilot work the initiative was launched by the Minister for Children and Young People in March 2003

Teaching an aviation course via video conference – comments and observations on the attainment of graduate attributes and learning outcomes

While the author was at the United States Air Force Academy, Colorado Springs; Colorado, the author taught an Introduction to Aviation course at the School of Engineering and Information Technology located at the University of New South Wales at the Australian Defence Force Academy, Canberra. This paper describes the method of teaching this course via video conference. In this instance, teaching via video conference is markedly different to the techniques employed in distance education. This paper will describe the experience of teaching via video conference as well as some of the perceived shortcomings and pitfalls of being a ‘talking head’. The paper also describes some of the techniques developed in order to ameliorate some of the perceived difficulties of teaching via video conference. The results of a student questionnaire and overall learning outcomes will be discussed with reference to University of New South Wales graduate attributes

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