Videoconferencing in Distance Learning

Deal (2002) focused on distance learning and defined the term distance learning as the instructor and the student are separated by either time or distance. Deal (2002) explained that there are several benefits of distance learning including that it is affordable, effective and efficient while providing the student and teacher flexibility in time and location and offering interactive and multi-sensory experiences. According to Deal (2002) there are two basic modes associated with distance learning, synchronous and asynchronous. Videoconferencing is defined as synchronous mode as it may be a one-to-many or one-to-one environment where learning in real-time (p.25), continued with asynchronous mode as the learning takes place at a time selected by the learner and the learner progresses at his or her own pace independent of others (p.26). Deal (2002) also6 stated that the students who are shy and retiring in a traditional classroom overcame this in a distant environment. Unlike in a physical classroom where these students normally feel misplaced, they were found to become more confident when lessons were conducted by videoconference. This is because students have more control over their surroundings when education is delivered using this method.

Boris, Aray, and Aiman (2019) conducted an experimental study at education institutions on distance learning. Students who didn't participate in the experiment continued their classes within the normal in-class form, partly during the winter holidays. Out of three groups, sixty students out of sixty-eight (88.2% of the amount which appeared nose to nose for in-class lectures, or sixty-five percent of the entire number of scholars in groups) took part in the blended learning experiment. In-class participation’s final results were relatively high. Credit was given to ninety percent of those who appeared for lectures physically, or 59.3% of the entire number of scholars all told three groups. As a result, their study shows, it's still early to speak about the mass introduction of MOOCs into the tutorial process at full-time departments of Russian universities. Students are not yet ready for independent work and therefore cannot be able to comprehend comprehensive topics and perform assignments without a lecturer’s assistance. Automatic verification of all completed tasks won't produce real information about the amount of preparation the students have done because the experiment showed; most students who obtained the simplest end up in automatic testing. (Boris, Aray, and Aiman). However, advanced automation can assist in ensuring that the information is being uploaded in real time and thus up to date.

According to a study conducted by Kelly (2018), she came up with the following research questions;

RQ1 How do graduate distance educational activity students define the training space?

RQ2 Who contributes to the educational space in an exceedingly graduate distance pedagogy program?

RQ3 How do graduate pedagogy learners utilize virtual spaces in distance education?

Kelly concluded the study with Limitations and Future Research, “The expanse of distance education and progression of technology has created a classroom that emphasizes students and incorporates both online interactive spaces and the physical spaces learners inhabit.”

Elements of a Successful Distance Learning Environment

Kelly (2018) stated about Distance Learning Space as,” After a radical analysis of the info, several themes became apparent as necessary elements comprising the gap learning space. These themes were participants, online spaces, and physical participation spaces “(p.16). Kelly further gave the lines for distance education as,” By creating distance learning spaces with each of those elements within the mind, educators also can make sure the space is an optimal environment for learning and had the best potential for maintaining students with a successful distance education student experience”. (p.20).

Evidence of Distance Learning Success

There have been several findings that have shown a great deal of success in distance learning. Kashyap and Guruprasad discovered Sikkim Manipal University Distance Education (SMU-DE) and Indira Gandhi National Open University (IGNOU), offering a number of programs to the disadvantaged group of people to all parts of the country, which also includes remote areas at affordable costs. In their study, they proposed a peer-to-peer file-sharing model that connects two peers based on personal information exchange by using P2P concepts to support creative learning activities in distance communities. (p.81). Boris et al. focused on the provisions of the Memorandum on Lifelong Learning, leading to the creation of massive open online courses, MOOCs, starting in 2008. They conducted an experiment for ninety-eight students (from 6 groups). They all took part in the experiment and were divided into either full-time or part-time departments. Blended learning experiment involved 38 students out of 48, in which 79.2% of the overall number of scholars were divided into three groups. All of the 38 students who participated in the experiment scored a commendable number of points and passed the final test, 30.8% receiving an "excellent," 38.5% ended up with a "good" and 30.7% with a "satisfactory."

Improvements Required

Although it has been shown that distance learning provides a good basis for success, there always areas that could use improvement. Kashyap and Guruprasad (2014) state that “The reality of existing distance system in India is not fully satisfied to meet the goal." (p.82). The reason for this is that distance learning requires steady, readily available internet connectivity and that the users have the necessary know how to operate computers.

Video Conference Tool in Distance Learning

Smith (2003) defines video conferencing as a term used to describe a system where two or more participants, based in different physical locations, can hear and see each other at the same time in life using special equipment” (p.62).

Equipment Options

Smith described potential solutions for video conferencing as in an educational context, there are two commonly used video-conferencing optional, (a) desktop units and (b) roll about units. Desktop units allow participants to communicate with each other via their PCS in communication with special hardware and software. This medium is most appropriate for one-to-one or small group use and dedicated mobile packages contained within a cabinet or cart that can easily be moved from room to room connecting via the room's Internet port. Smith concluded the study that advanced information technologies, like using the Internet, will continue to expand what we can do in the preparation of teachers. Either complementing current efforts or altering pedagogy for the better, the Internet has a role that appears to only expand.

Features of Video Conferencing

Teresa et al. (1995) gave a study that investigated interactive technologies being used to interact between universities and teaching in teams. A fall semester case study was held using students at Indiana and Michigan State University. The students participated an activity that simulated a distance education activity. Further described the features as this distance education course possessed two distinct features. The first was the class consisted of full-time participation of students and professors located at each of the two universities. The second was during the same class periods the professors and teachers would sometimes use two of the various interactive technologies such as audio conferencing and video conferencing.

Benefits of Video Conferencing

Robin and Caleb (2012) conducted a case study about the use of synchronous video conferencing with a student who was forced to stay home and his classmates. The case study found “A live video and audio connection can link a homebound student to his or her classroom, teacher, classmates, and friends."(p.26). Robin and Caleb gave a Case study report: “Nick, a 13-year-old seventh grader, was homebound following a bone marrow transplant for a non-cancerous condition. Nick was not allowed to attend school, because of his contracting typical childhood illnesses had serious consequences”. Nick was able to interactively attend his class and could easily view and zoom in on the whiteboards and information being displayed on projector screens. He was able to scan the room to view who was speaking, follow his teachers movements around the room, and watch movies that were shown in class. Robin and Caleb concluded from the report that the joined effort made it possible for Nick to interact with his classmates and teachers in a virtual classroom setting from his home in a “real time”. This allowed Nick to feel like he was in place, instead of at home with feelings of isolation and loneliness away from his peers in a typical classroom environment. Nick was successful in completing his class requirements, he was able to maintain and start new friendships, and was able to physically attend the last few weeks of his 7th grade year; and he was not feeling like the "new kid" at school but felt like that he belonged there. (p.33).

Advantages of Video Conferencing

Dvorak and Kevin (2012) conducted a quasi-experimental study on the impact of training on peer tutors’ attitudes toward distance education. Dvorak and Kevin conducted a pretest survey prior to training participation and a posttest survey upon training completion. Pre- and post-training surveys were then analyzed for changes in peer tutors for a small sample group. Dvorak and Kevin divided the training sessions into four weekly 1-hour modules as follows: (a) introducing the Web conferencing program, (b) about utilizing Web conferencing tools, (c) the integrating interactive whiteboard technology with the Web conferencing, and (d) the fostering student interactivity in a synchronous online tutoring session. The results, according to Dvorak and Kevin, revealed that online tutor training’s immediate impact on the peer tutors’ attitudes towards the distance education (p.34), their discussion on the result was “one important implication was that a structured training program for tutor might increase peer tutor participation and commitment to online synchronous tutoring”. Lastly concluded that, research suggests, that a formal online tutor training program has a significant effect on peer tutors’ attitudes toward distance education. Finally concluded about future research as “The findings presented here can serve to generate further research into the impact of online tutor training on peer tutors and student success” (p.36).

Morrison (2011) framed the question that can web conferencing work in teaching constructivist discussion-rich seminars? Morrison's case study was using Adobe Connect with students and their professor in a synchronous course for a seminar to address the paucity by providing a way to have discussions in detail about using it. According to the research, gave the positive result as, researchers liked the bulk of most options available for interactive and synchronous teaching online with the examples including videoconferencing over the web, graphical 3D programs, high bandwidth ranged site connections, and systems specifically designed for managing learning. Negative findings in the research were that due to a lack of visual cues, interpersonal interactions were reduced significantly. It was also found that there was no free time to interact. Morrison proposed a research question with the reference, “that Adobe Connect can be used to create the highly interactive synchronous course—rich in linear discussion, for small-group activities, and also for a strong sense of community?” (p.270). Though there are some obstacles, the result for the question, according to Morrison, was” Adobe Connect can be used to create a highly interactive synchronous course, rich in the linear discussion and in some small-group activities and a sense of community." Morrison concluded that more research ought to be conducted to attain accurate and up-to-date information.

Flanagan (2018) conducted a study about increasing interaction through video conferencing in a flipped online classroom. Flanagan outlined six different interactive structures, which included: show and tell, break-out groups, online conferences, whole group discussions, virtual poster sessions, and small independent groups. These developed and allowed the students in online courses to get interacted virtually face-to-face by using free video conferencing programs and discussing the merits and demerits of each. Flanagan stated the student responded that” Students in the courses online tend to have responded quite positively overall to the increase in opportunities for real-time interactions that are offered by varied uses of video conferencing.” (p.622). further stated that “six students from different courses also mentioned their negative experiences with the video conference-based on the small group work, mainly because of their personal issues of the same type that tend to raise during F2F small group work” (p.622). Flanagan concluded about the research, "The majority of positive comments on these end-of-course evaluations about the use of video conferencing stated simply that it increased their enjoyment of and engagement in the class." Based on students' responses, the aim of Flanagan's research implemented the use of two programs for video conferencing which allowed the students to communicate, look, speak, and share a variety of resources with each other as a whole class or in small group formats. (p.624).

Summary

In reviewing the related literature, it can be determined that technology in distance learning has many flexibilities for teachers and students. Technology gives teachers the ability to engage the students in interactive learning and gives the students the stimulation they need from a classroom environment, even if they cannot attend physical classes. Video conferencing advantages for learning are that it makes distance learning much easier and provides flexibility in for both teachers and students. Video conferencing can be used by teachers to interact and give lessons to students and can also be used peer to peer or in groups by students allowing them to study with one another. This is especially useful for students who are homebound, require additional one-on-one support or during the recent Coronavirus Pandemic.

Sources

Deal III, W. F. (2002). Distance learning: Teaching technology online. Technology and Engineering Teacher, 61(8), 21.

Flanagan, K. (2018). Increasing Interaction in a Flipped Online Classroom through Video conferencing. Linking Research and Practice to Improve Learning,62(6), 618-624.

Johanna, D., & Kevin, R. (2012). The Impact of Web Conferencing Training on Peer Tutors’ Attitudes Towards Distance Education. Quarterly Review of Distance Education, 13(1), 31-37

Kireev, B., Zhundibayeva, A., & Aktanova, A. (2019). Distance Learning in Higher Education Institutions: Results of an Experiment. Journal of Social Studies Education Research, 10(3), 387-403.

Kristan, M. (2011). Using Web conferencing to teach constructivist, Discussion -Rich Seminars: Quarterly Review of Distance Education, 12(4), 269-274.

Mahanta, K., & Khataniar, G. (2014). Distance Learning in India: a comparative study. The Clarion-International Multidisciplinary Journal, 3(2), 75-82.

McKenna, K. (2018). The online classroom: A thorough depiction of distance learning spaces. The Journal of Continuing Higher Education, 66(1), 13-21.

Robin, B., & Caled, H. (2012). Video-conferencing technology brings a homebound middle grades student to the classroom. Middle School Journal,43(5), 26-33.

Sean, S. (2003). Online Video Conferencing: An Application to Teacher Education. Journal of Special Education Technology, 18(3), 62-64.

Teresa, Walter, G., & Bradely, G. (1995). Interactive Technology and Interactive Team Teaching. Journalism & Mass Communication Educator,50(1), 62-70.

Cover Photo

Cameron, J. M. (2020, April 14). Person writing on notebook · Free stock photo. Pexels. https://www.pexels.com/photo/person-writing-on-notebook-4144923/