Skype, (skype.com) is a video, audio, and text-based communication tool that provides a platform where multiple users can engage in synchronous dialogue (Price & Wright, 2012). This software transforms a personal computer or mobile device into an Internet-based conferencing system with both recording and screen sharing capabilities (Yang, 2008)

Peach-Squibb, Jenny

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Sheridan CollegeSOURCE: Sheridan Scholarly Output Undergraduate ResearchCreative ExcellenceCo-operative Education Publications andScholarship Co-operative Education11-8-2013SkypeJenny Peach-SquibbMemorial University of Newfoundland, jenny.peach@sheridancollege.caFollow this and additional works at: http://source.sheridancollege.ca/nonfaculty_stud_coop_publPart of the Education CommonsThis work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.This Article is brought to you for free and open access by the Co-operative Education at SOURCE: Sheridan Scholarly Output UndergraduateResearch Creative Excellence. It has been accepted for inclusion in Co-operative Education Publications and Scholarship by an authorizedadministrator of SOURCE: Sheridan Scholarly Output Undergraduate Research Creative Excellence. For more information, please contactsource@sheridancollege.ca.SOURCE CitationPeach-Squibb, Jenny, "Skype" (2013). Co-operative Education Publications and Scholarship. Paper 2.http://source.sheridancollege.ca/nonfaculty_stud_coop_publ/2Skype 1SkypeSkypeJenny Peach-Squibb, Memorial University of NewfoundlandDefinitions and backgroundSkype, (skype.com) was founded in 2003 and is now available in over 28 languages and most countries in the world(Hargis & Wilcox, 2008). Skype is a web conferencing software program which uses voice over Internet protocoltechnology (Yanguas, 2010). Functionally, Skype is a video, audio, and text-based communication tool that providesa platform where multiple users can engage in synchronous dialogue (Price & Wright, 2012). This softwaretransforms a personal computer or mobile device into an Internet-based conferencing system with both recording andscreen sharing capabilities (Yang, 2008).The basic version of Skype is free to download and use, allowing multipleusers in an audio conference or one-to-one connections when using the video option (Kiriakidis, 2012). Skype hasgained popularity due to its free access option, high quality audio / picture and its cross internet platformfunctionality (Yanguas, 2010). The software runs well on Windows, Linux, Mac OS X, or PocketPC (Godwin-Jones,2005). Skype is also considered to have intuitive navigation for set up and its simplicity of use makes it an accessibletool for less technologically-experienced users (Eroz-Tuga & Sadler, 2009).AffordancesSkype provides students with “access to a large amount of up-dated information, promote ﬂexible and interactiveeducation, facilitate student autonomy, foster person- alised instruction and enable collaborative teamwork in class”(Garcia-Martin & Garcia-Sanchez, 2013, p.117). More specifically within an educational context, Skype offers a lowcost, real-time communication and collaboration tool for students in the form of a virtual classroom (Kilimci, 2010).Functionally, Skype can be used as a teaching tool by having all students connected separately to the teacher or in agroup with individual student computers connected to a projector within the classroom and beyond (Gronn et al.,2013). Skype is able to simulate a face-to-face environment of a traditional classroom while still allowing a studentsor guest speakers to participate at a distance. (Kilimci, 2010).Skype offers a flexible and accessible global learning context to enhance education (Hwang & Vrongistinos, 2012).The conferencing capabilities and recording option can be used to connect students to subject experts or otherstudents from around the world (Godwin-Jones, 2005). Guest lecturers can share live demonstrations within aninteractive context from virtually anywhere in the world with an internet connection (Hwang & Vrongistinos, 2012).Skype is not bound by time or space and can be used to connect users outside of class time in a virtual mentoringcapacity (Hwang & Vrongistinos, 2012). With no time limitations, this software can easily be implemented forsharing time sensitive information and can be more effective than using either email or telephone (Garcia-Martin &Garcia-Sanchez, 2013). Skype is used to promote collaboration by providing students with a platform forbrainstorming and negotiating when working on projects (Ang et al., 2013). This tool allows collaborators to“research new topics immediately, record notes together and…become more productive and efficient. All the while,colleagues can be talking, typing, and watching one another, taking multi-tasking to a new level”(Hargis & Wilcox ,p. 10). In addition, other practical applications for Skype include implementing the audio and video conferencingcomponent to practice oral communication skills (Cararoglu & Basaran, 2010). It is a popular tool to assist withimproving English and intercultural communication (Chen & Vannoy, 2013). Students are able to “listen to andspeak with the teacher and each other, write on the same window, and see what the others and the teacher write(similar to a chalkboard)” (Kilimci, 2010, p. 107).Skype 2ConstraintsSince Skype requires Internet access as well as the software download and installation, depending on the usercomfort level, the program will require time to set up and navigate (Hargis & Wilcox, 2008). Additionally, Skyperequires a reasonably fast Internet connection which may limit access for some schools (Godwin-Jones, 2005).Unfortunately, the speed of the Internet connection will affect the overall sound quality which is dependent on thenetwork service(Gronn et al., 2013). For slow connections, the video can be intermittent and delayed but audio callsare generally good quality (Gronn et al., 2013). Furthermore, although it is possible to link up to five separate audioconference call connections through Skype, the sound quality tends to degrade with more Internet connections in thesame conversation (Godwin-Jones, 2005).While the basic Skype account is free, there are additional equipment costs to consider for basic use including; aweb-camera, microphone and headphones which are preferred over speakers to prevent echoes from either themicrophone or conversational partner for video conferencing or just a micro-phone and headphones for the audiooption (Kilimci, 2010). Overall service quality and options will increase with the premium paid version whichpermits “up to 10 users for simultaneous video conferencing” (Gronn et al., 2013, p. 261). Although it is also possibleto use Skype to call a land-based phone, this SkypeOut option requires a fee for use service (Godwin-Jones, 2005).Skype has also been criticized for the small size of the video chat screen; not being able to see the other parties inmulti-user chat; and not being able to see contact list when using difference computers and therefore having to addpersonal contacts for different computer” (Eroz-Tuga & Sadler, 2009). Many educators are using Skype inconjunction with other technology such as white board because of its limited features (Gronn et al., 2013).Unfortunately, there is limited research conducted to determine the viability of using Skype in an education setting(Yang & Chang, 2008). In addition, cultural and demographic considerations should also be considered in furtherresearch, Yoo and Huang (2011) found that South Korean students tend to be more apprehensive about using Skypefor learning than American students. Further research should also investigate the education implication of usingSkype to stimulate more rigours intellectual participation in education (Yang & Chang, 2008).LinksHow to use Skype [1]How to use Skype in the Classroom [2]50 ideas for using Skype in the classroom [3]Tips for using Skype beyond the classroom [4]Help student learn from their peers in other schools with Skype [5]Works CitedAng, C., Bobrowicz, A., Siriaraya, P., Trickey, J. & Winspear, K. (2013). Effects of gesture-based avatar-mediatedcommunication on brainstorming and negotiation task among younger users. Computers in Human Behavior, 29(3),1204-1211. doi: 10.1016/j.chb.2012.10.013.Cararoglu, N. & Basaran, S. (2010). A comparison between the occurrence of pauses, repetitions and recasts underconditions of face-to-face and computer-mediated communication: A preliminary study. The Turkish Online Journalof Education Technology, 9(2), 14-23.Chen, C. & Vannoy, S. (2013). Voice over internet protocol (VoIP) technology as a global learning tool: Informationsystems success and control belief perspectives. Contemporary Educational Technology, 4(2), 87-107. RetrievedOctober 16, 2013 from http:/ / www. cedtech. net/ articles/ 42/ 421. pdf.Eroz-Tuga, B. & Sadler, R. (2009). Comparing six video chat tools: A critical evaluation by language teachers.Computers & Education, 53, 787-798. Retrieved October 16, 2013 from http:/ / eric. ed. gov.Skype 3Garcia-Martin, J. & Garcia-Sanchez, J. N. (2013). Patterns of Web 2.0 tool use among young Spanish people.Computers & Education, 67, 105-120.Godwin-Jones, R. (2005). Skype and podcasting: disruptive technologies for language learning. Language, Learning& Technology, 9(3), 9-12.Gronn, D., Romeo, G., McNamara, S. & Teo, Y. (2013). Web conferencing of pre-service teachers’ practicum inremote schools. Journal of Technology and Teacher Education, 21(2), 247-271. Retrieved October 18, 2013, fromhttp:/ / www. editlib. org/ p/ 41307.Hargis, J. & Wilcox, S. (2008). Ubiquitous, free, and efficient online collaboration tools for teaching and learning.The Turkish Online Journal of Distance Education, 9(4), 9-17.Hwang, Y. & Vrongistinos, K. (2012). Using Blackboard and Skype for mentoring beginning teachers. TheAmerican Journal of Distance Learning, 26, 172-179.Kilimci, S. (2010). Integration of the internet into a language curriculum in a multicultural society. The TurkishOnline Journal of Educational Technology, 9(1), 107-113. Retrieved October 17, 2013 from http:/ / eric. ed. gov.Kiriakidis, P. (2012). How does Skype, as an online communication software tool, contribute to K-12 administrators’level of self-efficacy?. International Journal on E-Learning, 11(4), 407-418. Retrieved October 17, 2013 from http:// eric. ed. gov.Price, G. & Write, V. (2012). Aligning web-based tools to the research process cycle: A resources for collaborativeresearch projects. Journal of Interactive Online Learning, 11(3), 121-127. Retrieved October 16, 2013 from http:/ /eric. ed. gov.Yang, Y. & Chang, L. (2008). No improvement - reflections and suggestions on the use of Skype to enhance collegestudents’ oral English proficiency. British Journal of Educational Technology, 39(4), 721-725. doi:10.1111/j.1467-8535.2007.00769.x.Yanguas, I. (2010). Oral computer-mediated interaction between L2 learners: It’s about time. Language, Learning &Technology, 14(3), 72-93. Retrieved October 17, 2013 from http:/ / llt. msu. edu/ issues/ october2010/ yanguas. pdf.Yoo, S. J. & Huang, W. (2011). Comparison of Web 2.0 technology acceptance level based on cultural differences.Journal of Educational Technology & Society, 14 (4), 241–252. Retrieved October 16 from http:/ / www. ifets. info/journals/ 14_4/ 20. pdf.References[1] http:/ / www. youtube. com/ watch?v=nzU7tUldE7s[2] https:/ / education. skype. com/[3] http:/ / www. teachthought. com/ technology/ 50-ideas-for-using-skype-in-your-classroom/[4] http:/ / www. teachhub. com/ using-skype-classroom[5] http:/ / www. edtechmagazine. com/ k12/ article/ 2012/ 06/ help-students-learn-their-peers-other-schools-and-states-skypeArticle Sources and Contributors 4Article Sources and ContributorsSkype  Source: http://edutechwiki.unige.ch/mediawiki/index.php?oldid=49725  Contributors: JennypeachsLicenseCC BY-NC-SA LicenceEduTech_Wiki:Copyrightshttp:/ / creativecommons. org/ licenses/ by-nc-sa/ 3. 0/

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