Enhancing Synchronous Online Library Instruction Services
In Blackboard Using the Wimba Live Classroom System
Peter Kirlew, Ph.D., MLIS
Reference Librarian for the Sciences and Engineering
Virginia Commonwealth University Libraries, Richmond, Virginia
ABSTRACT
Tools for e-conferencing, online meetings, and distance education are a familiar part of
academic and business working environments. Web conferencing systems such as Wimba Live
Classroom (WLC) provide some of the advantageous immediacy and personalization of live
instruction, with the convenience and practicality of online access to class content, for
participants at remote locations. WLC supports audio, text chat, white boarding, application
sharing, question polling and course management systems (CMS) such as Blackboard. Course
management systems have a demonstrated efficacy for facilitating academic instruction delivery.
At Virginia Commonwealth University (VCU), most students and faculty are familiar
with Blackboard, and frequently use it for many academic tasks. All library instruction for the
sciences and engineering is conducted in this system, using a hybrid model of simultaneous live
instruction in a computer classroom and active use of online class content. For these classes,
RSS feeds, video screencasts, and podcasts are used to maximize the usability and accessibility
of some of the most relevant class content. Because WLC integrates seamlessly with Blackboard,
it was a natural step to consider how it could facilitate greater awareness and usage of library
class content, particularly amongst academic community members unable to attend the live
instruction sessions. Since WLC overcomes many scheduling and physical location constraints,
the potential for enhancing the accessibility of other librarian services to the community was also
of interest.
In a pilot program during the 2007 spring semester, selected library instruction
workshops were conducted completely online using WLC and Blackboard. Also, some
"traditional hybrid" instruction classes were selected for enhancement with scheduled librarian
office hours conducted in WLC. The system was evaluated for its ease of use, reliability, and
effectiveness for the tasks undertaken.
1. WEB CONFERENCING: A BRIEF INTRODUCTION
Tools and techniques for delivering web-based instruction content continue to evolve.
With this continuous development the boundaries between web conferencing, webcasting, video
conferencing, course management systems, and virtual reference (text chat) systems may seem to
blur somewhat from the perspective of the end-user, as each product category takes on some
features and capabilities of the other. For the purposes of this discussion, web conferencing
(audio conferencing, webinar) is defined as the synchronous (i.e. live, in real-time, not recorded)
two-way transmission of audio, text chat and visual instructional context.
Visual content can be PowerPoint slides, web pages, live demonstrations of web or
desktop-based applications, or polls/surveys. However, this does not necessarily include the
continuous transmission of live video of a meeting, classroom or instructor associated with
videoconferencing. This is an important distinction, because web conferencing systems do not
require the video cameras, dedicated classrooms, technical support, and steep learning curves
associated with videoconferencing distance learning (Hulbert and McBride 2004, 26-35; Locatis,
Gaines, and Liu Wei-Li 2006, 464-468). Web conferencing technology requirements, for both
instructor and participants, usually consist of little more than the workstation that they already
have, and an inexpensive microphone-equipped headset (see Appendix for technical details).
Many web conferencing tools also have white boarding and archiving features.
There are several examples of web conferencing use in the private sector for online
meetings and customer training, an approach that reduces travel expenses, scheduling issues,
workday disruptions, and travel time. Web conferencing has been used in public school
administration systems (Miller 2006, 18(2)), and integrated into academic distance education
(Knapczyk, Frey, and Wall-Marencik 2005, 114-124; Murphy and Ciszewska-Carr 2006, 1).
There is also growing awareness of the possible impact of web conferencing on libraries
(Docherty and Faiks 2004, 211-226; Perez 2004, 29-31; Peters and Bell 2006, 32-35). For
example, the OPAL (Online Programming for All Libraries) website provides online webinar
tools for librarian training programs and events, and some library product vendors provide online
training for their products using web conferencing tools.
The vendor list for web conferencing tools (Perez 2004, 29-31; Peters and Bell 2006, 3235) is long; WebEx, Adobe Acrobat Connect Professional / Breeze, AT&T Live Meeting,
Talking Communities, and Elluminate Live are just a few examples. Available products offer a
range of capabilities, convenience, and cost. Some are hosted on the vendor’s servers, others use
the client’s resources.
An important feature of the Wimba Live Classroom web conferencing system (formerly
called Horizon Wimba Live Classroom) used in this pilot program is that it is integrated with
several course management systems (Blackboard, WebCT, and others). This interoperability is a
strategic advantage for librarians and instructors who already use Blackboard, because existing
asynchronous (media content, discussion lists, etc.) and synchronous (text chat) communication
features already in the CMS can be complemented with interactive audio and live demonstration
capabilities in an environment that is already familiar to class participants.
2. THE LIBRARY INSTRUCTION PILOT PROGRAM
VCU Libraries has a robust traditional library instruction program, based in wellequipped computer classrooms. Currently all library instruction for the sciences and engineering
follows a hybrid/blended instruction model, where the classroom instruction is accompanied and
supported by fully developed online content in Blackboard. The content includes screencasts
(web-based video tutorials), specialized resource descriptions and links to web resources, and
RSS feeds to maximize content accessibility. This instruction model is used for both integrated
instruction, where the library class content is focused on a specific assignment from the teaching
faculty, and stand-alone library workshops, where the sciences librarian decides the class’s topic
and scope.
The success of the instruction program has been accompanied by some foreseeable
challenges. Scheduling of the instruction classrooms during periods of high demand (late August
to mid-November, and February – March) can be difficult, and there is no easy way to change
this pattern of demand given the natural cycle of each academic semester. If a library workshop’s
attendance happens to be low because it is not linked directly to a specific academic requirement,
this results in inefficient usage of high-value instruction space. Sometimes the opposite situation
occurs, where the size of a class exceeds the number of available workstations in the classroom.
In the 2006 fall semester, the university’s Technology Services division initiated a
program to make WLC available for use by all faculty (including librarians). Because this web
conferencing package is integrated into Blackboard, its potential for enhancing existing (or new)
Blackboard classes was immediately obvious. Librarian office hours could now be directly
linked to an existing class, in an online location already familiar to students. Web conferencing
provided a way for any librarian to teach classes even when no instruction classroom was
available, and the number of students in the class would be much less of a consideration.
3. PILOT PROGRAM OBJECTIVES
The sciences librarian planned to make anecdotal observations of the following:
• The capabilities and limitations of the software as a synchronous instruction tool
• The time investment needed for web conferencing class preparation
• Whether any participants attended optional (i.e. not linked to any required program or
course) web conferencing library instruction classes
• Whether any participants attended optional web conferencing librarian office hours
4. STAGING THE WLC LIBRARY INSTRUCTION CLASSES
After participating in Technology Services training sessions for WLC (approximately 3
hours), the sciences librarian ran some simple performance tests on the system before taking it
live (see Appendix). The actual instruction program began in spring 2007. Because of the
anticipated high demand for traditional library instruction in February and March (approximately
29% of all library classes in the ’05 – ’06 academic year occurred during these two months), it
was not practical to implement a completely new instructional model during such a busy time. So
the online classes and office hours were begun in late March - April, even though it was
recognized that this timing choice was perhaps not optimal and may have reduced the overall
demand for some of the class content.
The availability and schedule of the optional online classes were announced via the
library’s events web page, the university’s online calendar, announcements during some live
classes, and e-mail to academic contacts. Optional office hours were posted to some class
websites in Blackboard. Participation in any class or office hour was completely voluntary, and
the maximum number of participants was usually limited to 5 (including the instructor). This
registration limit was a practical one, both to give the librarian enough time to cope with any
technical issues that might arise at the last minute before a class (see Appendix) and to ensure
that every student would receive some individual attention.
WLC was staged within Blackboard, and all web-conferencing participants entered the
online classroom via a Blackboard site specific to their class. So online office hours always
maintained their academic context within a specific Blackboard class, and stand-alone web
conference classes could be easily supplemented with context-relevant resources (web links,
screencasts, etc.) as needed, just like any traditional (i.e. asynchronous) online class . Detailed
instructions for finding and entering each WLC class were provided to participants before the
scheduled start time so that they would have enough time to run the system wizard (see
Appendix).
5. INSTRUCTIONAL DESIGN
All classes were designed to focus on a specific library resource topic (Table 1) or
technique, for a short period of time (usually 30 minutes). When participants first entered the
web conference class they saw a visual providing a quick orientation to the location of the text
chat and audio tools. This was promptly supplemented with audio guidance from the sciences
librarian as needed. After greetings and general information about participants’ interest in the
class were exchanged (in one class the WLC online poll tool was also used for this), the librarian
launched a 5 – 10 minute PowerPoint presentation to introduce and describe the topic, followed
by several live demonstrations of the information resources being discussed. All PowerPoints
and demonstrations were accompanied by audio commentary from the librarian, of course, and
students could present questions at any time via audio or text chat. The librarian paused
frequently during the class to informally query participants about their class-related interests and
expectations.
Web conference office hours were conducted in a manner similar to in-person office
hours, in that the librarian would wait in the classroom area at the scheduled time, and respond
directly to any participant’s questions with audio explanations and live demonstrations.
6. THE LIBRARIAN INSTRUCTOR’S EXPERIENCE
WLC Performance
The WLC system always performed as expected. The librarian was able to present
visuals, PowerPoint slides, online polls, web pages, and web resource demonstrations without
any difficulty, accompanied by audio and text chat as needed. Participants were able to use the
communication tools easily. There were no observed difficulties with image transmission,
dropped text messages or low quality audio.
Two participants reported technical difficulties with the classroom setup wizard (see
details in the Appendix), which prevented them from participating in the classes they had chosen.
Since attrition was a factor in this pilot program (see Table 1), it’s hypothesized that the setup
wizard may have contributed to this. It should also be noted here that some attrition sometimes
occurs in any optional classroom-based library instruction as well.
Class Attendance
Table 1. WLC Optional Library Instruction Classes
Class Title
Automatically Obtain Research Article Titles, News and
Database Search Results Using RSS
Number
of Classes
2
Percent of
Percent of
Registrants Participants
(total = 25) (total = 12)
36%
41.7%
Searching Multiple Databases at the Same Time for
Research Articles (Federated Searching Using Metalib)
3
24%
33.3%
Finding Gene Information
3
24%
16.7%
Introduction to Online Patent Search Tools (for
Scientists and Engineers)
2
12%
8.3%
An Introduction to PubChem and Chemical Structure
Searching
2
4%
0.0%
Although some classes attracted a significant amount of attention (as indicated by initial
registration numbers), others did not. One class did not attract any participants (actual attendees).
This could be due to a number of factors, including timing/scheduling of the classes, audience
interest in the specialized content, and promotion/awareness issues, and it is not possible to
determine reasons/cause from this small-scale program. There was limited participation in online
librarian office hours, as most questions and inquiries were still received in-person or via e-mail.
Affiliation with VCU was a class requirement, and participants’ department affiliations
were diverse. Participants included faculty, students and staff. The two VCU campuses and off-
campus units were represented, strongly suggesting that the removal of geographic constraints
for the classes was a helpful feature.
WLC Instruction Features
The audio and visual demonstration capabilities, occasionally supplemented with text
chat, allowed the instructor to quickly move through fairly complex material. Frequent informal
verbal queries to participants never indicated any problems with the pace of the classes. In fact,
both written and verbal comments and questions from several participants suggested a high level
of interest in the content being presented. A few spontaneous comments indicated that
participants appeared to really like the web conferencing environment.
Many participants in the classes only communicated via text chat since they did not have
a computer microphone, and so the librarian needed to constantly pay attention to the text chat
window during visual demonstrations and audio discussions. This is not difficult, but does take a
little practice. There were also sometimes brief pauses in the class to wait for return messages
and responses to verbal questions.
The online polling tool in WLC was only used once, because the small size of the classes
facilitated direct verbal communication. This tool was easy to use, and results of the poll could
be immediately displayed to the entire class. As an instruction and class feedback tool it can
emulate the interactive dynamic created by clickers (personal response systems) in a live
classroom situation.
Class Scheduling and Preparation Time
Scheduling web conferencing classes was extremely easy, because the only constraints
were the librarian’s schedule, rather than the availability of computer classrooms and equipment.
For new classes, preparation time was significantly less than an asynchronous online class,
because of the heavy emphasis on audio communication and live demonstrations, rather than
presentation content prepared prior to the class. Some preparation time was required for the
PowerPoint presentations and any supplementary materials added to the web conferencing class
sites in Blackboard. Preparation time was also minimized by intentionally designing each class to
be brief, focused on a specific topic, and low enrollment (5 participants), an approach which
seemed to fit the web conferencing instruction model well. For larger classes with organized
group activities, or longer classes covering numerous topics, it is anticipated that preparation
time would be expected to increase significantly.
7. FINAL COMMENTS
The anecdotal observations described here cannot be automatically generalized to all
instruction situations. This pilot program indicates that the WLC technology is reliable enough to
be used as one possible method for delivering web conferencing library instruction on science
and technology topics at VCU. The learning curve for this tool is minimal for both instructors
and participants, and there are notable advantages (location, time, no cost, convenience) when
using it.
The sciences librarian plans to continue using and adapting web conferencing for some
library instruction, as there does appear to be an existing audience who are interested in
synchronous library instruction delivered in a web conferencing format, when the classes are
completely optional. However, it is also important to determine the exact reasons (technology,
schedule, optional class status, etc.?) for the high attrition rate (52%) before investing significant
additional resources. Apparently attrition has been observed in other distance education contexts
(Locatis, Gaines, and Liu Wei-Li 2006, 464-468).
Another area where web conferencing library instruction could possibly make a
contribution is some distance education programs, and the feasibility of doing this may be
considered in the future. Additional potential of web conferencing tools for librarians could
possibly extend beyond academic instruction to colleague and staff training (both formal and
informal), some technical support, and committee meetings, because the technical requirements
and learning curves for these tools are low enough to make their use convenient.
Surprisingly, from the perspective of this librarian, the inherent flexibility of teaching
web conference classes has even proven to be a powerful and efficient mechanism for testing the
efficacy and appeal of new classes that have not been tried or taught before in a traditional
format. The reason for this is that, unlike a live class in a computer classroom, the time and
resource investments are much less. It does not really matter if the class has a modest enrollment
because a small class (even with one participant) can provide effective, convenient
communication and service to patrons who are constrained by geography, time and personal
preference from visiting the library physically.
APPENDIX: TECHNICAL NOTES FOR WLC
System Capabilities
The library pilot program used WLC version 4.3. This web conferencing technology can
deliver class content in real time (i.e. synchronous live, not recorded) via two-way audio (VoIP
or telephone), text chat, and visuals (PowerPoint slides, web pages, shared desktop and web
application demos, white board). WLC can conduct polls (multiple choice quizzes, surveys, etc.)
with instant display of results, and record sessions for asynchronous viewing. WLC completely
integrates with several course management systems (Blackboard, WebCT, and others), and
participants first navigate to a Blackboard/WebCT class to find the online classroom area. The
version used here does not have video conferencing features, but wimba.com is currently (early
May 2007) highlighting the upcoming version 5, with new video capabilities.
System Requirements and the Setup Wizard
System requirements are minimal for an instructor or class participant with a modern
personal computer. Recommendations include a recent operating system (Windows 2000+, Mac
OSX 10.2+, Linux), a wired broadband internet connection (dial-up doesn’t work well), and
computer speakers or headphones. To participate in audio communication, participants should
use a headset (either USB or soundcard mini-plug work fine), a computer microphone or an
audio-equipped webcam. Participants can listen to the instructor’s audio communication and
interact with text chat if their system does not have audio input capabilities. Visit the Wimba
Live Classroom website for more details and specifications.
When participants first try to enter the online classroom area, the system runs a setup
wizard to check and download several essential components: disabled popup blockers, enabled
java, WLC classroom files, QuickTime media player. If any of these components are missing or
non-functional, the classroom will not run successfully. Although the majority of participants did
not report any difficulties with the setup wizard, some did have some trouble. This then required
troubleshooting support from the instructor. To avoid delays in starting a scheduled class because
of individuals’ setup wizard technical issues, it’s essential to require that participants run the
wizard well before the class begins.
Using Audio and Visual Communication Tools
Before any live classes were taught, the librarian observed (on several occasions) web
page transmission/loading speeds, audio quality and visual/audio synchronization, by running the
WLC system across the internet between two typically equipped library workstations located
side-by-side. These simple tests indicated that screens refreshed consistently but sometimes with
a slight time delay (a few seconds), audio quality could be improved by using a different (and
less expensive) microphone, and synchronization was good. This gave the librarian more
confidence that what he saw and heard was also what class participants would see and hear.
During all the online classes taught for this pilot program, the system was reliable and stable, and
no technical issues were encountered.
Each live class included a brief check for audio, text chat and visuals right at the
beginning with all participants present. Instructors can lock their audio on, but participants have
to toggle audio on and off. This can sometimes create a minor “pop” or distorted sound,
depending on the microphone being used. However, it is important to remind participants to
toggle their audio off when it is not needed. This is because if a participant keeps his or her audio
on and is using computer speakers, the entire class will hear a delayed, echoed transmission of
the instructor’s voice transmitted across the internet and through that participant’s microphone!
REFERENCES
Docherty, Karen J., and Angi H. Faiks. 2004. Webinar Technology: Application in Libraries.
Science & Technology Libraries 25, no. 1/2:211-226.
Hulbert, Linda A., and Regina C. McBride. 2004. Utilizing Videoconferencing in Library
Education: A Team Teaching Approach. Journal of Education for Library and Information
Science 45, no. 1:26-35.
Knapczyk, Dennis R., Timothy J. Frey, and Wendy Wall-Marencik. 2005. An Evaluation of Web
Conferencing in Online Teacher Preparation. Teacher Education and Special Education 28,
no. 2:114-124.
Locatis, Craig, Cynthia Gaines, and Liu Wei-Li. 2006. A blended training approach using
videoconferencing for distance education. Journal of the Medical Library Association 94,
no. 4:464-468.
Miller, Matt. 2006. T H E Journal (Technological Horizons In Education); Staying connected is
a 'breeze': an ed-tech specialist explains how a versatile Web conferencing tool is helping
his sprawling district remove the distance between teachers, administrators, and staff.
(eLearning)(Kim Cavanaugh)(Interview). Vol. 33. T.H.E. Journal, LLC.
Murphy, Elizabeth, and Justyna Ciszewska-Carr. 2006. Landscape without bearings: Instructors'
first experiences in Web-based synchronous environments [computer file]. First Monday
(Online) 11, no. 3:1.
Perez, Ernest. 2004. Web Conferencing for Libraries: "Can You Hear Me Now?" Online
(Weston, Conn.) 28, no. 1:29-31.
Peters, Tom, and Lori Bell. 2006. Is Web Conferencing Software Ready for the Big Time?
Computers in Libraries 26, no. 2:32-35.