Student Perspectives on Videoconferencing in Teacher

Education at a Distancepresented by Lynn Senette

EDAE 637

Source:Gilles, D. (2008). Student perspectives on videoconferencing in teacher education at a distance. Distance Education, 29(1) 107-118.

Problem “Growing their own”

Scottish Context: How to supply Gaelic-medium teacher training while remaining close to suitable schools and other Gaelic speaking teachers who carry out placement visits and classroom assessments

PurposeTo examine pedagogical and social issues related to videoconferencing from

students’ perspectives• Part of an action research project to increase practice and quality of

the course• “The medium is part of the message”

Research Questions

• What do students think of teacher approaches (pedagogy) and student engagement?

• How can they best be approached by the v/c format?

Literature Review

Teaching Issues • Tech experience of tutor

and awareness of importance of interaction needed to perform role

• Constructivist approach• Social interaction vs

cognitive interaction

Student Engagement• Multi-sites decreased

interaction-camera issues- off task—online shopping

• On- site tutor increased interaction

Literature review con’t.

Benefits• Access decreased geographic isolation

no longer campus based modelremote access to expert input/opinion

• Costcost effective way to address mandate for equal access

• Interactionreal time immediate, collaborativeshared presence, camaraderieincreased cultural awareness

Challenges• Flexibility

-tech issues/fall back alternative?-less student autonomy--must be present at site

• Pedagogical-invites delivery of lectures in an inferior way-requires teacher training

Key Terms• Videoconference: interactive audio/visual communication among 3 or

more people at 2 or more sites using teleconferencing technologies and full bandwidth

• Engagement: willingness to participate and be successful in course• Tutor: teacher/professor• Action Research: reflective process of problem solving done in by

individuals in teams or communities• Social presence/interaction: a person’s perceived intimacy, immediacy,

and role in a relationship. Feeling “real” in a mediated environment• Pedagogy: principles and method of instruction• Hermeneutics: qualitative approach focusing on lived experience of

individuals and how they interpret those experiences• Grounded Theory: research approach that aims to develop theories

grounded in real world observations

Methods

Qualitative approachSample: students having completed one-year graduate course in initial teacher ed. N = 27 (14 @ site #1, 7 @ site #2, and 6 at site #3)Instrument: reply paid, open-ended questionnaire with two

parts:Part one (5 questions) queried students general experiences with distance ed.Part two (10 questions) delved into their experiences with v/c and perceptions of its strengths and weaknessesResponse rate 15/27

Analysis: Hermeneutic spiral drawn from grounded theory

FindingsAccessPositives of DE

local communityease of travelless disruption to lifecontact with future colleaguessupportive group atmosphere

Disadvantages DE↓ access to teacher↓access to library/bookstore↓time spent on certain

elements of course “not a real student” IT issues

Perceptions of V/C formatStrengths

Dependent on teacher’s expertise live and immediatelocal group interaction

Weaknessestime delaysbackground noise (mics not muted)

Findings con’t. Pedagogy

Presence of teacherGroup workStudents protective of timeEarly access to course materialsPreconference tasksVideo streaming lectures

Student EngagementActive participation ↑Relevance of topic ↑Prior tasks ↑IT issues ↓Lack of teacher expertise with v/c ↓Doing tasks during v/c ↓

Social Presence Group cohesion on-site vs between -sitesPresence of teacherOff air-time

Analysis and ConclusionAnalysis

Lit. Review—summarized current knowledgeFramework—clearly linked to purposeSample– purposive (inferred), included

mortality rateResearch Questions—less than clearly statedDesign—appropriate approachMeasurement—interview questions

reflected research questions, unbiasedFindings—appropriate to purpose of study

Conclusion Confirms issues r/t videoconferencing found in previous studies with new insights regarding:

interactiontutor contact

facilitates “growing your own” approach

Implications to Practice