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Video Conferencing and Distance Education
Using video conferencing in the classroom to enhance distance education courses
May 10, 2006
By: Alice Osborn
Across the nation, students in greater numbers are
choosing video conferencing and distance education courses
to complete their education or fulfill their continuing
education requirements. Video conferencing in the classroom
is an important and growing trend that develops learning
through interactive methods, while bringing students
together who may not be able to meet in a traditional
college setting. When video conferencing is used in
conjunction with distance learning, it can have an
influential impact on the student’s quality of education.
Distance education using synchronous and asynchronous
learning methods
Distance education can be deployed using two methods:
synchronous or asynchronous learning media. For synchronous
learning, which includes video conferencing, students
interact in real-time with their instructor and each other
at a scheduled time of the day. On the other hand,
asynchronous learning can involve the instructor
distributing lessons on a certain day with students having
the opportunity to download those lessons at any time after
that day. Although there are due dates, they can e-mail and
submit work to the instructor at their own pace for much of
the course. Asynchronous learning is useful if the course
involves large amounts of material and does not require a
lot of interaction. In contrast, a synchronous method
resembles a traditional classroom where smaller amounts of
material are reviewed in favor of greater student and
instructor interaction.
Applying video conferencing to distance education
Video conferencing is being implemented to enable
distance education at the college or university level and in
the K-12 grades. Through this technology, students in remote
locations can experience the same quality of education that
their peers in traditional settings experience if the
instructors correctly apply the course curriculum and use
the interactive tools successfully.
Keeping in mind some of the technology’s limits, here are
a few guidelines for a successful video conferencing
experience:
- Deliver small amounts of material for greater
interactive learning and retention
- Shorten the length of the class and limit the
instructor to 15-minute lecture sessions followed by
student interaction
- Instructors must be flexible and adopt their content
and pedagogy to suit this medium
- Employ effective supplementary materials, such as
video field trips or live expert documentaries that engage
the students and drive the learning process
Video conferencing enhanced distance learning
increases educational opportunities
Video conferencing reduces the costs of teaching and
learning, while allowing students to have more access to a
variety of degree programs. Students who live in remote
sections of the country and cannot afford to leave jobs and
families to study at a university can now complete their
coursework via distance education.
For video conferencing to function effectively, the
instruction and course content must be interactive, and the
instructor must exhibit flexibility and creativity when
teaching this class. When these goals are met, current
research shows that video conferencing is comparable to and
can even be more effective than traditional instruction
since it can accommodate different learning styles and
promote outstanding feedback and comprehension through its
interactive technology.
About the Author
Alice Osborn is a successful freelance writer and
contributor to Video-Conferencing-Guide.com. Your definitive guide to everything you need to know about video driven communications, including multi-view video conferencing solutions for business, broadband video phones and personal webcam chat rooms.
Also See: [ What is video
conferencing and what are its benefits? ]
[ The future of
video conferencing among businesses and individuals ]
[
Applications of video conferencing technology for work, home
& school ]
Home Page:
[ Video-Conferencing-Guide.com ]
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