Stephanie A.

Barbee OMDE 603-9041 October 6, 2013 Essay Assignment 1 [988] Distance Education and Video Teleconferencing Introduction Distance education is characterized by instructors and students who are separated geographically, engaging in both synchronous and asynchronous learning. Geographic separation is a concern encompassing distance education, and video teleconferencing is able to relegate that distance. Video teleconferencing is a synchronous form of telecommunications technology that can be divided into three different forms of instruction: demonstrative, narrative, and lecture; each form provides an environment similar to the traditional face-to-face setting (Caspi, Gorsky, & Privman, 2005, p. 31). In the past, video teleconferencing was available exclusively via television. However, with the inception of the World Wide Web, video teleconferencing has evolved as a technology that is accessed almost completely online. While video teleconferencing is not without its faults, this essay covers the positive and negative aspects that make this method of learning a popular choice among students who seek to learn outside of traditional methods. Discussion As with most methods of distance education, there are general drawbacks that plague each type of learning. In order to be a student of distance education, there must be a certain

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amount of student autonomy. Oftentimes, an absence of a social atmosphere tends to impede motivation and interest. Roberts (2009) explains that teaching as a whole is a more concentrated and intense experience during a video conference lesson than in a traditional lesson, and time is needed in order for instructors to learn new teaching strategies, to adapt curricula, develop technical skills, and become totally familiar with the learning systems being utilized (p. 99). Disadvantages within video teleconferencing often lead to greater delays between student and faculty communications, ultimately leading to additional frustration and loss of interest. Video teleconferencing has become more efficient when accessed online, but streaming live or viewing previously recorded sessions comes with its own set of problems. According to a study conducted by Karal, ebi, & Turgut (2011), students stated that the following factors led to negative viewpoints of their interaction with video teleconferencing: problems with applied technologies, the locations of the devices, technical problems such as sound, image and connection problems, the interaction inside and outside the class, the teachers use of body language and the durations of the courses (p. 276). Problems with the quality of the video feed can affect the overall effectiveness of the course. In addition, slow Internet connections coupled with interruptions and other technical difficulties result in the teacher losing instructional time to address these scenarios. Ultimately, technical and logistical issues can lead to students missing vital information and opportunities to actively participate in live discussion. Video teleconferencing has continued to remain one of the more popular methods of reaching students, but there is no telling where technology will take distance education in the future. When video teleconferencing is used in a synchronous fashion, the pedagogical potential is overwhelming. Lee, Yoon, & Lee (2013) found that this type of synchronous interaction increases the humanness between student and instructor, which helps students to appreciate

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video teleconferencing as a learning system if technical difficulties are diminished (p. 75). Synchronous interaction may result in students viewing video teleconferencing as a positive method of pursuing education but feel there are issues that must be resolved in order for this form of learning to be truly successful. Despite some of the clear disadvantages surrounding video teleconferencing, there are some admirable advantages that keep this technology from disappearing with older forms of distance education. One of the more obvious advantages to using this technology is the convenience. Lee et al. (2013) state that using real time interaction, in the form of video teleconferencing, to assist the formal curriculum seems to have pedagogical potential for students in way that is more convenient than that of traditional face-to-face learning methods (p. 68). While in the past communications during a live video teleconferencing session relied on telephones, the Internet allows students to submit messages in real time via instant messaging, document sharing, or two-way audio/video. Ultimately, this technology creates an environment that comes closest to traditional face-to-face learning. Another advantage of using video teleconferencing is the ability to view recorded teleconferences over and over again. For example, in the event of an important lecture or key speaker, a student can review the recording as many times as needed in order to master the material presented. Reusability reduces the stress placed on students to follow every word of an important lecture, so they may instead formulate questions, reflect on the presenters theories and ideas, or draw their own conclusions on the material being presented (Teaster & Blieszner, 1999, p. 748). This flexibility allows students to use the recorded material immediately or to keep it as a reference for future work. In addition to the limited distractions of attending class in ones own

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home or office, students are able to select schools regardless of the geographic location of the institution. Conclusion Video teleconferencing addresses the issue of geographic separation, and this technology is able to traverse the distance between students and instructor in a distance education environment. Whether viewed on a television or streamed live over the Internet, students have agreed that this technology enhances their learning experience. The study by Lee et al. (2013) concluded that well-designed video teleconferencing systems offer students the opportunity to engage in live collaboration, individual work, and meaningful learning as in conventional classes, except with a greater emphasis placed on the flexibility and convenience it provides (p. 75). While there are drawbacks that generally involve technological issues beyond the control of faculty or students, it is clear by video teleconferencings ability to survive the last few decades that it is a popular method for conducting educational activities. Video teleconferencing has the potential to produce a synchronous classroom environment that mirrors what is achieved in traditional face-to-face settings, with the added benefit of asynchronous playback when the conferences are recorded. Despite certain drawbacks, video teleconferencing is a growing educational option for students seeking an education outside of the traditional learning environment.

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References Caspi, A. Gorsky, P., & Privman, M. (2005). Viewing comprehension: Students learning preferences and strategies when studying from video. Instructional Science, 33(1), 3147. doi:10.1007/s11251-004-2576-x Lee, J., Yoon, S., & Lee, C. (2013). Exploring online learning at primary schools: Students perspectives on cyber home learning system through video conferencing (CHLSVC). Turkish Online Journal Of Educational Technology, 12(1), 68-76. Retrieved from http://www.tojet.net/ Karal, H., ebi, A., & Turgut, Y. (2011). Perceptions of students who take synchronous courses through video conferencing about distance education. Turkish Online Journal Of Educational Technology, 10(4), 276-293. Retrieved from http://www.tojet.net/ Roberts, R. (2009). Video conferencing in distance learning: A New Zealand schools perspective. Journal of Distance Learning, 13(1), 91-107. Retrieved from http://journals.akoaotearoa.ac.nz/index.php/JOFDL/article/viewFile/40/38 Teaster, P. B., & Blieszner, R. (1999). Promises and pitfalls of the interactive television approach to teaching adult development and aging. Educational Gerontology, 25(8), 741-753. doi:10.1080/036012799267477