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|
- 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
- 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.
- 20 University of New South Wales @ Australian Defence Force Academy (UNSW@ADFA) Students undertaking a paper on “Introduction to Aviation”
- 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.
- 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.
- 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.
- Overall, as this was the result of only one sample group, it may not be indicative of the viability of video conferencing as a teaching alternative.
Lewis, R (2010) Teaching an Aviation Course via Video Conference – Comments and Observations on the Attainment of Graduate Attributes and Learning Outcomes Aviation Education and Research Proceedings, 2010, 31-38.
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