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The Nature of Interaction in Educational Videoconferencing

The Nature of Interaction in Educational Videoconferencing

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Published by Carol Skyring
This is my Master of Education thesis from 1999. The study investigated the nature of interaction that can be achieved in educational videoconferencing and what adaptations (if any) to teaching and learning strategies are necessary. In particular it examines the following:
1. What impact does the technology have on the interactions?
2. Do lecturers have to make adaptations to teaching strategies?
3. Do students have to make adaptations to learning strategies?
4. Can a ‘dialogical’ approach be used effectively in videoconferencing?
This is my Master of Education thesis from 1999. The study investigated the nature of interaction that can be achieved in educational videoconferencing and what adaptations (if any) to teaching and learning strategies are necessary. In particular it examines the following:
1. What impact does the technology have on the interactions?
2. Do lecturers have to make adaptations to teaching strategies?
3. Do students have to make adaptations to learning strategies?
4. Can a ‘dialogical’ approach be used effectively in videoconferencing?

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Categories:Types, School Work
Published by: Carol Skyring on Jul 10, 2008
Copyright:Attribution Non-commercial

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07/20/2013

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STAGE 1

STAGE 2

4. REFLECT

Researcher & lecturers
analyse student & lecturer
responses.

1. REVISED PLAN

Discuss teaching strategies
& plan videoconference
sessions.

3. OBSERVE

Researcher observe during
session. Lecturers to
observe video tape.

2. ACT

Present videoconference
teaching session.

Workshop 2
(2 videoconference sessions)

2 lecturers in Brisbane with students
off-site.

4. REFLECT

Researcher & lecturers
analyse student & lecturer
responses.

1. REVISED PLAN

Discuss teaching strategies
& plan videoconference
sessions.

3. OBSERVE

Researcher observe during
session. Lecturers to
observe video tape.

2. ACT

Present videoconference
teaching session.

Workshop 3
(2 videoconference sessions)

2 lecturers in Brisbane with guest lecturer
from interstate for 1st videoconference.

4. REFLECT

Researcher & lecturers
analyse student & lecturer
responses.

1. REVISED PLAN

Discuss teaching strategies
& plan videoconference
sessions.

3. OBSERVE

Researcher observe during
session. Lecturers to
observe video tape.

2. ACT

Present videoconference
teaching session.

Workshop 4
(2 videoconference sessions)

2 lecturers in Brisbane with students off-site.

4. REFLECT

Researcher & lecturers
analyse student & lecturer
responses.

1. PLAN

Discuss teaching strategies
& plan videoconference
sessions.

3. OBSERVE

Researcher observe during
session. Lecturers to
observe video tape.

2. ACT

Present videoconference
teaching session.

Workshop 1
(2 videoconference sessions)

1 lecturer with students & 1 in Brisbane (with
students on-site for 1st videoconference).

ON-GOING
ANALYSIS

INTERACTION ANALYSIS

Page 55

In the action research stage of the study, several different processes and tools were used, with
both lecturers and students, to collect data and inform the on-going reflective process.

A written questionnaire was completed after each workshop in order to collect a reflective
response from students (see Appendix 4). The first questionnaire asked students to comment on
what changes could be made to improve future workshops, while subsequent questionnaires asked
‘Were there differences between the last workshop and this one? If so, what?’

A debriefing session was held, via videoconference, immediately following the close of the
second videoconference session on each workshop day, to capture immediate responses from both
lecturers and students.

Table 3.4 outlines the evaluative process and purpose employed with the lecturers during the
action research stage.

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