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Faculty of Education and Arts
Video Conferencing in a Multi-Campus Tertiary
Context:
Exploring the strengths and weaknesses
Katrina Kavanagh
Background
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Federation University - Associate Degree of Training and Education.
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This is a distance education program.
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Subject delivered using video conferencing technology - EDTAS 1001
Improving VET Practice.
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The majority of students were employed by organisations which are part of
the Dual Sector Partnership.
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Students were provided with resources, teleconferences were offered, video
conferencing sessions were scheduled.
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Aimed at promoting engagement and completion.
Learning via video conferencing
Lawson, Comber, Gage and Cullum-Hanshaw (2010):
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Allows one to one communication, one to many or group to group.
Offers immediate interaction between learners and teachers.
Provides opportunities for in-depth discussion.
Some people have found video conferencing effective, others have not.
Technical difficulties can severely affect the quality of teaching.
Particular learning materials and practices are required.
Todhunter and Pedigrew (2008):
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Engagement and active learning enables students to better retain knowledge.
Increased demand for flexible learning, requires educators to use new technology.
Staff need to be well supported and be provided with adequate professional development
opportunities.
Methodology
13 interviews were undertaken:
• 3 IT Experts
• 2 Institute representatives
• 8 Students – 7 student where staff members from DSP partnership
organisations, 1 student was located in NSW
• A semi structured interview approach was employed.
• Participants were asked questions about their experience and
perspectives of using video conferencing technology in the education
sector.
IT Experts
• The IT Experts interviewed explained that video conferencing can be
effective in the education sector.
• Particularly in reaching distance learners.
• Connection can be made from a variety of sources.
• Interviewees explained that set up costs of video conferencing technology
is expensive.
• On going maintenance of the equipment can be costly.
• Staff require ongoing support from IT departments.
• Professional development for staff is also required.
• Teaching needs to be adapted to this mode of delivery.
• Extensive planning needs to take place.
• Teachers need to be committed to being innovative.
IT Experts
• “A robust and fully featured platform can be cost prohibitive” (IT Expert, 3)
• “Staff usually require an IT person to be available or on hand to connect”
(IT Expert, 2)
• “The teaching style needs to change and adapt for it to be effective, the
teacher cannot just stand and deliver they need to keep the ‘end user’
engaged” (IT Expert, 2)
• “I feel the biggest barrier would be user acceptance. Adjusting to
participating in classes or meetings via video conference means adjusting
to talking to a camera or a TV screen, not physically having a person in the
room with you” (IT Expert, 1)
Institute Representatives
• The Institute Representatives interviewed valued the connection between
teacher and student.
• A sense of belonging is important.
• Video conferencing provided their staff with an opportunity to discuss
content and clarify assessment tasks.
• They expressed that student to student engagement was positive.
Institute Representatives
• ”The feedback I received from students was that they valued any contact,
communication they had with a lecturer and the opportunity to clarify
content and or assessment requirements” (Institute Representative, 2)
• “I think any opportunity for the students to engage with other learners is
useful for the students in helping them build a sense of belonging, an
identity as a learner, and developing a learning community” (Institute
Representative, 2)
• “It’s really important for our guys to identify that there’s someone else
here and to be able to find a study buddy” (Institute Representative, 1)
Students
• The interviewees expressed that connection with the teacher was
beneficial.
• Participants said that this allowed for better understanding of assessment
tasks.
• Real time discussion of content was considered useful.
• The visual element of video conferencing was considered useful for feeling
part of the group.
• Connecting with fellow learners was helpful.
• Finding time to attend the VC sessions was difficult.
Students
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“What I found really beneficial about video conferencing was having more
connection with the teacher” (Student, 1)
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“I found it invaluable sometimes – because I’m a visual person …. You can see the
peoples, expressions and faces. Yes, you can get a lot more from a video link than
you can over the phone” (Student,2)
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“I think that can be the thing that people fear, without having the classroom they
lack in motivation, or they lack in connection and discussion” (Student, 4)
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“The only reason why I didn’t attend these meetings or those groups was really in
all honestly because of my own load at the time” (Student, number 4)
Strengths
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Capable of reaching distant learners
Connection with teacher
Connection with peers
Ability to connect with peers at other learning institutions
Visual presence
Real time connection
Multiple connection possibilities
Students can connect using a variety of devices
In depth discussion possibilities
Potential learning community created
The ability to record sessions is available
Weaknesses
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Cost of equipment
Ongoing maintenance costs
Requires IT support
Requires professional development for staff
New teaching strategies need to be developed
Teachers need to develop suitable resources
Staff resistance to using VC technology
Equipped rooms need to be available and booked
For offsite connection, information regarding the students device is required for
connection instructions to be provided
Student availability to attend VC sessions
Students need to have adequate equipment for offsite connection
Students need to have adequate technical knowledge for offsite connection
Slow internet speeds can affect a student’s experience
So what?
• The IT Experts say that video conferencing technology has potential.
• The Institute Representatives seem supportive of the use of this
technology.
• The students say it is beneficial.
• Why aren’t we using this technology more frequently in the education
sector? (Logistics, cost, staff resistance)
Funding acknowledgements
Thank you to:
• National Centre for Vocational Education Research (NCVER) - 2012
Community of Practice (CoP) Scholarship.
• The Work-Based Education Research Centre (WERC) group - Victoria
University
• Australian Vocational Education and Training Research Association
(AVETRA) and the Mentor scheme.
• Federation University Australia.