Videoconferencing in Distance Education: A Study of Student Perceptions in the Lecture Context

Fillion, G.; Limayem, Moez; Bouchard, Lyne

doi:10.1080/1355800990360406

Cited by 13 publications

(7 citation statements)

References 15 publications

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“…The bandwidth capacity of broadband technology illustrates the capacity for newer generations of videoconferencing equipment to allow data, dual video, and audio transmission in multiple streams of images to be conveyed between multiple sites simultaneously with minimal audio lag and thus, to reduce some of the untoward technical intrusions into learning contexts (Fillion, Limayem & Bouchard 1999;Motamedi, 2001;Pitcher, Davidson & Goldfinch 2000). Videoconferencing can be used to enhance distance students' experiences by engaging them with their peers in interactive tutorials, practice sessions or group work as a regular part of their learning (Blake & Taji, 1997;Gratton, 1998;Scanlon, 2002;2003a).…”

Section: Some-to-somementioning

confidence: 98%

Broadband videoconferencing as a tool for learner‐centred distance learning in higher education

Smyth

2005

Brit J Educational Tech

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This paper outlines the possibilities for using broadband videoconferencing within the larger context of changing the focus for teaching from the teacher to the learners. It also explores opportunities that might be created by this technology to facilitate learner-centred engagement in learning and to provide new opportunities for collaboration and support for students studying by the distance mode. As part of the wider discussion, it presents a decision-making framework for teachers to consider when integrating videoconferencing into their curriculum. The bandwidths possible from broadband Internet connection rather than the integrated services digital network transmission increase the richness of videoconferencing to a much closer approximation of natural communication, thus creating opportunities for more creative uses for the medium. The outcomes of trials undertaken at the University of New England during the last two years provide the basis for predicting the usefulness of the technology for learner-centered interactions when the majority of students are learning from locations quite remote from the main campus.

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Section: Some-to-somementioning

confidence: 98%

Broadband videoconferencing as a tool for learner‐centred distance learning in higher education

Smyth

2005

Brit J Educational Tech

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“…Our review of the literature revealed that the majority of previous studies used DVC mainly to promote knowledge development and attitude-related outcomes. For example, Fillion, Limayem, and Bouchard (1999) stated that DVC sessions can be used to increase students' motivation and satisfaction of the course. In the context of linguistics, Lee (2007) found that speakers' linguistic variations were mostly affected by their degree of interactivity in the DVC session.…”

Section: Opportunities and Challenges Of Dvc Ivc And Wvcmentioning

confidence: 99%

A Scoping Review of Videoconferencing Systems in Higher Education

Al-Samarraie

2019

IRRODL

104

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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.

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“…Every student participating in the course either agreed or strongly agreed that they were able to clearly see the professor. Considering that current research suggests that video clarity is paramount in maintaining student attention as well as retention in a distancebased course the use of the uncompressed high definition video offered students the ability to engage the professor as well as the other sites visually (Coventry, 1998;Fillion, Limayem, & Bouchard, 1999;Pitcher, Davidson, & Napier, 2000).…”

Section: Student and Faculty Perceptionsmentioning

confidence: 99%

Distance Learning With High-Definition Low Latency Video and Multi-Media Infrastructure

Dekate¹,

Sterling²,

Eiland³

et al. 2009

Proceedings of the First International Conference on Computer Supported Education

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Although distance learning has a history that spans many decades, the full opportunity that is implicit in its exploitation has not been fully realized due to combination of factors including disparate experience between it and its classroom counterpart. However current and emerging technologies are helping overcome this barrier by providing significantly better interaction among the individual participants, thereby opening new avenues for knowledge dissemination. LSU in collaboration with five other institutions has developed effective methods that greatly extend the educational opportunities through combination of advanced technologies and educational methodologies. LSU and its partners have tested these technologies in realtime over the last two years. While further improvements are needed, this activity represents the current state of the art in technologies utilized and the quality of content and experience delivered. The distance learning initiative undertaken by LSU and its partners is driven by a vision for education, which aims to deliver expert & top-quality educational content to locations irrespective of their economic or technological limitations.

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Videoconferencing in Distance Education: A Study of Student Perceptions in the Lecture Context

Cited by 13 publications

References 15 publications

Broadband videoconferencing as a tool for learner‐centred distance learning in higher education

Broadband videoconferencing as a tool for learner‐centred distance learning in higher education

A Scoping Review of Videoconferencing Systems in Higher Education

Distance Learning With High-Definition Low Latency Video and Multi-Media Infrastructure

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