A scoping review of videoconferencing systems in higher education:Learning paradigms, opportunities, and challenges

Videoconferencing as a learning tool has been widely used among educators and learners in order to induce effective communication between learners and teachers or learners and their peers, especially when face-to-face means are not possible. Different types of videoconferencing platforms or systems have emerged for use in today’s higher education institutions. Previous research has focused on examining the potential of three different forms of videoconferencing systems: desktop videoconferencing (DVC), interactive videoconferencing (IVC), and Web videoconferencing (WVC). In this study, a review of the literature was conducted to increase the current knowledge regarding the use of these videoconferencing systems. A classification of the videoconferencing paradigms from the constructivism and cognitivism perspectives was provided. The summary of the results for these videoconferencing systems revealed specific learning opportunities, outcomes, and challenges for both learners and instructors. The results suggest that current policy and teaching strategies are not ready to provide an accessible and comprehensive learning experience in DVC and IVC. Relative to previously conducted studies regarding the use of videoconferencing in higher education, this study offers a broader consideration of relevant challenges that emerge when using certain videoconferencing systems in both learning and teaching situations

Computer support for collaborative learning environments

This paper deals with computer support for collaborative learning environments. Our analysis is based on a moderate constructivist view on learning, which emphasizes the need to support learners instructionally in their collaborative knowledge construction. We will first illustrate the extent to which the computer can provide tools for supporting collaborative knowledge construction. Secondly, we will focus on instruction itself and show the kinds of advanced instructional methods that computer tools may provide for the learners. Furthermore, we will discuss the learners’ prerequisites and how they must be considered when constructing learning environments.Dieser Bericht behandelt die Unterstützung kooperativer Lernumgebungen durch den Einsatz von Computern. Der theoretische Hintergrund greift auf einen moderaten Konstruktivismus zurück, der die Notwendigkeit einer instruktionalen Unterstützung für die gemeinsame Wissenskonstruktion betont. Darauf aufbauend beschreibt der Bericht in einem ersten Schritt, wie der Computer Werkzeuge zur gemeinsamen Wissenskonstruktion bereitstellen kann. Im zweiten Teil steht die Instruktion für das kooperative Lernen im Vordergrund. Dabei werden Methoden instruktionaler Unterstützung vorgestellt, die computerbasierte Werkzeuge für die gemeinsame Wissenskonstruktion bereitstellen, insbesondere Skripts und inhaltliche Strukturvorgaben. Darüber hinaus beschreibt der Bericht, inwieweit individuelle Lernereigenschaften, wie z.B. das Vorwissen, einen Einfluss auf die Realisierung von Lernumgebungen haben

Conceptual and socio-cognitive support for collaborative learning in videoconferencing environments

Studies have shown that videoconferences are an effective medium for facilitating communication between parties who are separated by distance. Furthermore, studies reveal that videoconferences are effective when used for distance learning, particularly when learners are engaged in complex collaborative learning tasks. However, as in face-to-face communication, learners benefit most when they receive additional support for such learning tasks. This article provides an overview of three empirical studies to illustrate more general insights regarding some of the more and less effective ways of supporting collaborative learning with videoconferencing. The focus is on conceptual support, such as structural visualization and socio-cognitive support, such as scripts. Based on the results of the three studies, conclusions can be drawn about the conceptual and socio-cognitive support measures that promote learning. Conclusions can also be reached about the need for employing both conceptual and socio-cognitive support to provide learners with the most benefit

Knowledge convergence in computer-supported collaborative learning

This study investigates how two types of graphical representation tools influence the way in which learners use knowledge resources in two different collaboration conditions. In addition, the study explores the extent to which learners share knowledge with respect to individual outcomes under these different conditions. The study also analyzes the relationship between the use of knowledge resources and different types of knowledge. The type of external representation (content-specific vs. content-independent) and the collaboration condition (videoconferencing vs. face-to-face) were varied. Sixty-four (64) university students participated in the study. Results showed that learning partners converged strongly with respect to their use of resources during the collaboration process. Convergence with respect to outcomes was rather low, but relatively higher for application-oriented knowledge than for factual knowledge. With content-specific external representation, learners used more appropriate knowledge resources without sharing more knowledge after collaboration. Learners in the computer-mediated collaboration used a wider range of resources. Moreover, in exploratory qualitative and quantitative analyses, the study found evidence for a relation between aspects of the collaborative process and knowledge convergence

Communication technologies and education: Lessons in the potential of innovation

The evaluation of initiatives in using new forms of technology to enhance teaching and learning will raise awareness of the need for a structured and principled approach to the introduction of innovative methods. This paper addresses the pedagogical potential of communication technology for curricular development in schools, initial teacher education and continuing professional development. It establishes principles of practice based on activities undertaken within a national project involving schools and higher‐education institutions

Using videoconferencing in a school-scientist partnership: students’ perceptions and scientists’ challenges

This research studied a series of videoconference teaching workshops and virtual labs, which formed a component of a school-scientist partnership involving a New Zealand science research institute and year 13 students at a Wellington high school. It explored students' perceptions of the effectiveness of the videoconferences as an interactive medium for developing content knowledge, identified factors influencing their level of interaction during the conferences, and exposed issues when using videoconferences for highly specialised activities. The research followed an interpretive methodology using a case study approach, and employed mixed method qualitative/quantitative data gathering procedures. Results suggest that while videoconferencing was effective it was also expensive and timeconsuming, and that scientists' efforts to engage students more interactively through movement towards more constructive practice, were largely ineffective. This article provides direction for teachers considering exploring the potential of interactive videoconferencing with students

The design, implementation and evaluation of mass conferencing

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

The design, implementation and evaluation of mass conferencing

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

Combining knowledge mapping and videoconferencing for open sensemaking communities

The Open Educational Resources (OER) movement has been growing rapidly, opening up new opportunities for widening participation (Willinsky, 2006). OpenLearn is an OER pilot project developed by the UK Open University (OU) [http://www.open.ac.uk/openlearn], and launched in October 2006, supported by the William and Flora Hewlett Foundation. OpenLearn has published 3371 hours in the LearningSPace and 5194 in the LabSpace of OERs designed specifically for distance learning (the OU’s core business), and covers a range of subjects from arts and history to science and nature. There are more than 300 units at all study levels from access to higher education, graduation and postgraduation. Our current work is to investigate how these tools can be used to foster open sensemaking communities (Buckingham Shum, 2005) around the OERs, that is, the interpretative work that must take place around any resource for learning to take place. How can we support this critical activity in an OER context when learners must find and engage with peers themselves, if they do not wish to study alone? This paper introduces the e-learning environment that has been developed after the first year of OpenLearn, focusing on the uses made of two sensemaking support tools, Compendium for knowledge mapping, and FlashMeeting for videoconferencing