Results

The study by Lewis (2010) observed that although video conferencing was somewhat perceived to be successful, students were more comfortable with face-to-face learning.
Table 1: Video Conferencing Teaching:

	Total Responses Received	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree
Method Success	20	1	9	6	4	0
Face-to-Face Preferred	20	8	6	5	1	0

50% opined that the video conferencing was a successful method of teaching.
70% still preferred being taught face-to-face.
Students also encountered problems with hardware and software issues when making individual presentations.

Table 2: One-to-One Video Conferencing:
Although the personal video conferencing feature was touted as important to significant lecture-student engagement, none of the students opted to use it.

	Total Responses Received	No Need	Not Comfortable with Format	Other Reasons
No Request Because	20	10	4	6

50% felt one-to-one video conferencing was not needed

Methods

Research approach

To determine the user experience and feasibility of video conferencing as a teaching method via feedback collected from students who used video conferencing as a teaching method for one semester.

Sample

20 University of New South Wales @ Australian Defence Force Academy (UNSW@ADFA) Students undertaking a paper on “Introduction to Aviation”

Variables

Used specific programme, Nefsis software, and recommended camera, Logitech 9000 web camera.
Hardware and software problems encountered might have been improved with usage of a different internet connection, video conferencing software or web camera.

Procedure

Students were in a seminar room at UNSW@ADFA while lecturer was at his laptop at the United States Air Force Academy (USAFA) in Colorado Springs, Colorado.
The lecturer delivered presentations that included PowerPoint slides and students answered questions via a hand-held, press-to-talk microphone that was passed among the students in the room.
A Questionnaire was passed to students towards the end of the course.

Data analysis

A Questionnaire containing two Likert-scale questions and four qualitative evaluation questions were used to determine feedback to using video conferencing as a teaching medium.
Using the two Likert-scale questions allowed for quantitative analysis of how respondents felt about 1) whether learning objectives were achieved using the video conferencing method, and 2) whether they still preferred face-to-face teaching.
The four qualitative questions allowed for specific written feedback from each participant.