- VIDEO CONFERENCING - Prepared By : Ayse KOK

This paper outlines the functionality and application of video conferencing in relation to relevant learning theories. It also explores the strengths and weaknesses that might be created by this technology. The outcomes of a trial undertaken at the University of Oxford during a group project also provides the basis for predicting the usefulness of the technology for learner-centred interactions. As part of the wider discussion, this paper helps to identify circumstances in which organisational members may prefer to use VC as a step in undertanding how VC can become incorporated into organisations as an additional medium for workplace learning (Panteli, N., Dawson, P., 2001). Moreover, it presents a decision-making framework for employers to consider when integrating videoconferencing into their daily practices. Furthermore, a detailed plan including a full rationale for the application of video conferencing in a work place has been put forward. Introduction The evolution of distance education has been one of the few areas in education where technology has been central to the teaching task (Bates, A.W., 1995). One of these interesting current technologies is video conferencing (Heath, M.J., Holznagel, D., 2002). As we move into the new century, advances in technology communication systems provide more sophisticated educational opportunities for content delivery across distances to reach wider audiences (Heath, M.J., Holznagel, D., 2002). At the same time, advances in technology challenge the traditional paradigms of teaching and learning. Video conferencing is one of the powerful alternatives that educators can use to deliver instruction either face-to-face or across distances (Heath, M.J., Holznagel, D., 2002). Video conferencing offers a viable means to develop a framework for addressing social changes (Panteli, N., Dawson, P., 2001) impacting also the work place. Videoconferencing can reduce barriers such as travel safety, costs, and time that can impede trips for interviews, visits to potential job sites and conferences designed for intellectual exchanges (Panteli, N., Dawson, P., 2001). Definition of Video Conferencing Videoconferencing has been in use since the early 1960s (Perey, C., 1997). However, there is an abundance of definitions of video conferencing ranging from the highly technical to the very simple. The term video conferencing is defined by Laurillard as a “One-to-many medium, making it a sensible way to provide access for many sites to a remote academic expert.” (Laurillard, D., 2000) According to another definition by the British Educational Communications and Technology Agency (Becta, 2003), video conferencing allows people in different locations to see and talk to each other. It may also support the electronic exchange of files, sharing of computer applications and coworking. Distinctions are becoming blurred by technological developments, but three types of video conferencing system exist (Becta, 2003): _ desktop units _ roll-abouts _ room systems Desktop video conferencing involves each individual using a computer, with one onscreen window for each site. A roll-about system stores all the equipment required in a wheeled cabinet. A room system includes the same equipment, but housed in a permanent installation (Becta, 2003). In the discussion below, the term video conferencing (VC) is used to describe both stand-alone VC technology comprising smalland medium-sized systems capable of facilitating high-speed synchronous, interactive visual communication between individuals, small and large groups using Internet Protocol and synchronous web conferencing using desktop computers fitted with a camera and appropriate software (Smyth, R., 2005). Functionality VC can network rural schools, colleges, and/or service centers, giving them the capability to transmit and receive live programming (Heath, M.J., Holznagel, D., 2002). While some educators are exploring the use of VC to supplement traditional, face-toface coursework, many educational institutions use VC to deliver extensive coursework at a distance (Heath, M.J., Holznagel, D., 2002). Complete university degrees, high school equivalency programs, and K-12 school enrichment programs are some of the common uses for VC (Heath, M.J., Holznagel, D., 2002). VC fosters collaborative teaching and learning environment, facilitates communication with experts, and is easily tailored to individual or group needs (Goggin, N.L., Finkenberg, M.E., & Morrow, Jr., 1997). Foreman (2003) points out that for collaborative, problem-based learning that requires brainstorming, planning, negotiation and problem solving synchronous communication optimizes performance because of its speed and immediacy. Moreover, VC comes closest to reproducing the multi-sensory experience of “presence” and enables teams to collaborate efficiently and effectively (Smith, J., 2004). VC can be a useful tool for improving student outcomes through meeting more needs of the diverse body of students by opening up possibilities for clarification, negotiation, collaborative feedback, and thoughtful evaluation of teaching and learning (Laurillard, 2000) via easier access to a means for personalised dialogue and collaborative teaching and learning (Smyth, R., 2005). Furthermore, through the use of VC, students are put into contact with “communities of practice” that allow them to obtain knowledge and skills from the experts (Lave, J. & Wenger, E., 1991). Instructional practices such as scaffolding within one’s “zone of proximal development” (Leong, D.J. & Bodrova, E., 1995), case-based or problem-based learning, and apprenticeship are ways of implementing a contextualized learning environment (Jonassen, D.H., 1995). These environments are easily put into practice using the VC technology. Additionally students come into close proximity with communities of practice as the VC serves as gateway to a community of learners (LeJeune, N., Richardson K., 1998). The VC also enables students to reflect upon and analyze their performance and compare their performance to that of experts (LeJeune, N., Richardson K., 1998). Benefits of VC VC has the following benefits in the areas outlined below when used in educational institutions: General Benefits  It supports distance learning by linking up tutors and students, and also offers a means of reassurance and social contact for students (Hearnshaw, D., 1997).  Subject teaching can be enriched by input from experts or practitioners (Gage et al. 2002).  Students can develop communication and social skills by collaborating with their peers in other institutions (Becta, 2003).  Students who normally stay in the background participate more; they are motivated to take part in VC (Becta, 2003). Benefits for Students  Collaboration with schools where the pupils come from different cultures leads to the development of multicultural relationships and understanding, while enriching traditional activities (Cifuentes & Murphy 2000).  It provides enhanced opportunities for language students to interact with native speakers (Kinginger, C. 1998; Wright, N. & Whitehead, M., 1998).  It offers an alternative outlet for expression by those normally hampered by poor literacy skills (Eales, R.T.J, et al., 1999). Benefits for Teachers  Academic aspirations are raised amongst those students communicating with more assured students, who become positive role models (Cifuentes, L. & Murphy, K.L., 2000).  Strong relationships are fostered with peers when working with other schools on collaborative projects (Cifuentes, L. & Murphy, K.L., 2000).  The audience for courses can be increased by teaching face to face with one group and simultaneously transmitting to a second centre elsewhere (Gilbert, J. 1999; Carville, S. & Mitchell, D.R., 2000).  Clips from sessions may be used as material for evaluating and modifying anti-social behaviour by students (Coverdale-Jones, T., 1999). Benefits for Students with Special Educational Needs  Support can be provided to children with complex physical and communication difficulties without professionals or families spending lots of time travelling (Donegan, M., 2002).  Students may overcome feelings of isolation and develop social skills by associating with peers who have similar needs (Thorpe, R., 1998).  The VC context acts as a focus for some students, helping them to organise the way they think and act (Thorpe, R., 1998).  Students discover that if they shout out or talk over one another they cannot be understood, and alter their behaviour to take turns to talk (Thorpe, R., 1998). Moreover, VC is also increasingly being used by companies as a workplace learning medium which enables audio and visual communication between distant sites around the globe (Panteli, N., Dawson, P., 2001). Benefits for Organisations  VC can be used as a cost-minimisation medium. As Maschack (1968) states, direct costs, such as telephone and ISDN charges and travelling costs, and indirect or effort costs which relate to the physical activities required to use a particular medium, such as booking arrangements are reduced.  Due to the fact that VC is a synchronous communication medium, communication and information sharing takes place simultaneously (Panteli, N., Dawson, P., 2001) and there is the timely dissemination of information (Stout, V.J., Hite, D.A., Watson, P.R., Drewry, J.R., Morris, M.L., 2002).  Based on the assumption that participants prepare in advance, VCs can enable highly structured collaboration and can minimize deviations from the targeted agenda (Stout, V.J., Hite, D.A., Watson, P.R., Drewry, J.R., Morris, M.L., 2002). VCs can also accommodate a forum for discussions, brainstorming, problem-solving and decision-making (Stout, V.J., Hite, D.A., Watson, P.R., Drewry, J.R., Morris, M.L., 2002).  VC enables people, regardless of distance, to meet and work together, share ideas, data and applications without leaving their organisational site, and with desktop VC, not even their office (Panteli, N., Dawson, P., 2001). Besides, it allows interaction with and coaching from experts at a distance (Stout, V.J., Hite, D.A., Watson, P.R., Drewry, J.R., Morris, M.L., 2002). Drawbacks and Limitations of VC While the advantages of VC have been widely acknowledged, VC has the following drawbacks and limitations: