Using Videconferencing for Practice-based Learning and Teaching: Developing Interactive Teaching and Learning Observatories in Higher Education
The question
What constitutes best practice in videoconferencing use in HE settings, particularly in situations where linking into practice and remote settings might be considered vital for adding value to course content?
The research
The use of videoconferencing for teaching and learning purposes is becoming more widespread as problems caused by unreliability, bandwidth and connectivity are resolved. Increasingly, universities and schools are using videoconferencing facilities for a variety of purposes. These range from informal meetings via small group discussions between remote partners to highly structured large scale observations of remote teaching and learning settings.
Existing research into the use of videoconferencing technologies covers a variety of perspectives: Freeman, 1998 & Cullimore, 1999 look at it as a means to deliver and develop distance education; Sharpe et al, 2003 consider learner-centred approaches; intercultural and collaborative learning is addressed by Furr et al, 2002; Dyke, 2006; Chen et al, 1998 look at the impact of videoconferencing on student learning (or lack thereof).
The VLL research team is interested in the impact of videoconferencing on students, and the potential role of this particular form of visual technology in learning and teaching in HE. The team hopes that this research will contribute to a better understanding of the impact of technology use on learners. Additionally, the research is particularly interested in examining empirically how far videoconferencing supports the development of improvisation processes as part of a wider socio-cultural theory framework.
The VLL research team is currently developing research proposals in this field . Contact the VLL Manager for further information or to be put in contact with research personnel.