Video Conference Classes: Learning From Anywhere


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


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.


  • 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.

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.

Generalization potential

  • 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.

Want to know more?

Polycom A Commercial Video Conferencing Company

Video Conferencing Effective teaching using video-conferencing College of Business, Florida Atlantic University.

Authors / Editors



Unless otherwise stated, the content of this page is licensed under Creative Commons Attribution-ShareAlike 3.0 License