julia kampov-polevoi university of north carolina at chapel hill amical members' use of...

Julia Kampov-PolevoiUNIVERSITY OF NORTH CAROLINA AT

CHAPEL HILL

AMICAL Members' Use of Videoconferencing

Technology

About the Study

Overarching goal: Support cross-campus learning among AMICAL institutions

Stage One: Learn about current resources & infrastructure – collaborative learning technologies (VCT emphasis) What technology is available? How is it used?

Survey was sent to 43 individuals (IT directors and specialists, academic leaders, librarians) from 20 AMICAL member institutions

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Respondents

16 completed surveys representing 13 (65%) AMICAL member institutions

Respondent roles (positions): Academic IT Management (n=10) IT specialist (n=4) Head Librarian (n=1) Professor/Academic Administration (n=1)

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VCT Use

12 of 13 institutions use VCTDedicated Systems:• Polycom (8)• Tandberg (2)• Scopia (1)Web-Based:• Skype (4)• Ellumniate (2)• Google Talk (1)

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VCT Use - Purpose4

Academic Use

Admin Use

Other Use(special events; performances; conferences)

Academic Use of VCT

Instruction in variety of Academic disciplines: Arts & Humanities Social & Political Sciences Health Sciences Business & Law

Collaboration with other campuses

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Academic Use of VCT

Synchronous DE (7 institutions)

Dedicated VCT (e.g., Polycom, Tandberg)

Use frequency Regular use < 50% Occasional use > 50%

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Academic Use of VCT

Asynchronous DE (4 institutions)

Web-based VCT (e.g., Elluminate)

Use frequency: low

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Academic Use of VCT

Augmentation of Classroom Instruction (4 institutions)

Both types of VCTUse frequency

Regular use

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Academic Use of VCT

Inter-Institutional Collaborative Instruction

Most common (8 institutions)

Use frequency Regular use > 60%

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Academic Use - Summary

Most common/frequent use: collaborative instruction with other institutions But – regularly at only 5 of 13 responding institutions

Collaborative instruction in two main forms: Synchronous DE Augmentation of classroom instruction

Asynchronous DE – least common mode of instruction

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Expansion of VCT Use

Yes – 4 Already use extensively for instruction and

collaboration (3) Special Events use

No – 9 Why?

Technology acquisition plans Mostly - No

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Barriers to VCT Use

Technology infrastructure? No

Stable network VCT installed in multiple locations

Lack of knowledgeable IT support? No

IT specialists familiar with existing and other VCT

Absent or rather unrecognized academic need

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Food for Thought

Technology presence = Technology useMain driver of VCT use – Academic

collaboration Focus on infrequent users Learn from peer institutions

Engage professors and academic leaders – IT specialists can and will help

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