A study about Weakness, Strengths and Expectations of university teachers when using VSC in HE
Author(s):
Gutiérrez-Esteban Prudencia (presenting / submitting) Rocío Yuste-Tosina (presenting) Laura Alonso António Diogo-dos Reis Juan Arias-Masa Sixto Cubo-Delgado
Conference:
ECER 2013
Network:
16. ICT in Education and Training
Format:
Paper

Session Information

16 SES 10 A, Virtual Classrooms

Paper Session

Time:
2013-09-12
15:30-17:00
Room:
DCONF - Conference Hall
Chair:
Karl Steffens

Contribution

Digital competence is a key question for learning and teaching in new training scenarios. One component of digital competence training is managing VSC for learning purposes. On this paper it is covered university teachers’ valuations and expectations for using VSC in their lecturers after receiving specific training on that. Also their desires, fears and worries are described by using SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis. Afterwards results are categorized and analyzed with software for qualitative purposes (NVivo 9) within ethnomethodology research method. Finally teachers’ characteristics and skills needed for Virtual Synchronous Classrooms were identified.

Our research group is working in the development of teaching methodologies for using virtual synchronous scenarios in Education. We train university teachers and students when using VSC tools. In our training sessions, developed in VSC, different pedagogical teaching experiences are monitored, gathering different data. With this objective, we review the fulfillment of teaching program and the necessary adjustments made in real time, given the permanent growth of these tools and scenarios.

Studies based on teaching methods on Synchronous Virtual Environments are already limited, although interactive multimedia systems have been growing in demand (Granda Candás, 2008). Whereas other studies noticed that using videoconference in permanent training allows more interactions and interactivity among participants and therefore it gives more opportunities to foster training issues.

Hence, according Skylar (2009) and Falloon (2011) this tool is complementary to LMS (Learning Management Systems), underlying its potential and students’ satisfaction when got involved in a synchronous videoconference online course. Moreover, Cunningham, Beers, & Holmsten (2010)’ study in teaching English through VSC shows how learning can be highly hampered by technological problems, fundamentally sound, something that, at the same time, underlines Barroso (2007). Meanwhile, Baruch, Yossi and Rachel (2008), affirm synchronous learning brings notable benefits regarding students’ satisfaction. Fallery, Gerbaix and Ologeanu (2008) indicate the need of an initial training session to inform about the use of this tool. Kitchen Burton (2011) have experienced different software that can be applied in VSC, considering Chia et al. (2012) deepen into the influence caused by these environments to develop research seminars (in doctoral course programmes); Genevieve and Bratt (2009) and Kear et al. (2012) apply it to coaching, getting positive results in relation to the possibilities of these environments for learning. Even though, no previous research either analysis about pedagogical and methodological criteria for teaching in VSC was found.

Method

The experience has been implemented in a variety of subjects and grade levels within the University of Extremadura, from the year 2012/2013. The technological tools used can be grouped into free software platforms and proprietary. The free software have been Big Blue Button [1] (BBB) and EVO, while in proprietary code has worked with Adobe Connect (AC), Elluminate (El) and Blackboard Collaborate (BC). The control and monitoring of the operation of these tools are listed in Table 1 and the most significant characteristics of each. To this end, information were collected from the focus groups and open questions from the questionnaires designed ad hoc, by using SWOT analysis. Based on ethnomethodology research method, the following categories were identified: Planning for teaching, Teaching and Technical Management of VSC in relation to four levels of analysis: Objectives, Methods, Resources and Assessment used in all teaching experiences studied.

Expected Outcomes

It is highlighted the advantages and opportunities of working by using Virtual Synchronous Environments that make it possible to approach training to students through other tools and new teaching methodologies. Specially those teaching methods that involves an increased of students’ participation in all levels (teaching, organisational and management) and result in the acquisition of learning (assessed through indicators such as dropout rate, success rate and rate of students). Also it is valued as important, offering by teachers an innovative use of technology in the learning scenarios. Nevertheless, we can not forget some of the weaknesses and threats identified such as the need of working with reduced groups that allow interaction and sharing knowledge (through the principles of cooperative learning as positive interdependence), in some cases unawareness for using these tools, that could initially provoke non-acceptance from both teachers and students. So we are committed to offering guidance and training for using it, together with a "user guide"; specially the students’ lack of resources, in terms of equipment and infrastructure adequation that influences Internet connectivity and access. Finally teachers’ characteristics and skills needed for Virtual Synchronous Classrooms are identified.

References

Baruch, O., Yossi, L. &, Bezalel, R. (2008). Surface and deep learning processes in distance education: Synchronous versus asynchronous systems. Computer & Education,51(3), 1172-1183. Burton, D.& Kitchen, T. (2011). Online Videoconferencing Products: Update. International Review Of Research In Open And Distance Learning , 12(2), 157-165. Chia-En Teng, D., Chen, N., Kinshukb, Leo, T. (2012). Exploring students’ learning experience in an international online research seminar in the Synchronous Cyber Classroom. Computers & Education, 58 (3), 918-930. Cunningham, U., Beers, K. & Holmsten, E. (2010). Can you hear me, Hanoi?” Compensatory Mechanisms Employed in Synchronous Net-Based English Language Learning. International Review of Research in Open and Distance Learning, 11, 1(161-177). Fallery, B., Gerbaix, S., Ologeanu, R. (2008). Videotraining: A comparison between "Virtual Class" and "Remote Class". Proceedings of the 2008 International Symposium On Collaborative Technologies And Systems: CTS 2008, pp. 440-445. Falloon, G. (2011). Making the Connection: Moore's Theory of Transactional Distance and Its Relevance to the Use of a Virtual Classroom in Postgraduate Online Teacher Education. Journal of Research on Technology in Education, 43(3), 187–209. Genevieve, M., Bratt Sharon E. (2009). Technology education students: e-tutors for school children. British Journal Of Educational Technology , 40 (1), 32-41. Granda Candás, J. C. (2008). Caracterización, evaluación y optimización de sistemas multimedia interactivos en entornos de e-learning síncrono. Tesis doctoral. Universidad de Oviedo. Departamento de Informática. Kear, K., Chetwynd, F., Williams, J., Donelan, H. (2012). Web conferencing for synchronous online tutorials: Perspectives of tutors using a new medium. Computers & Education, 58(3), 953-963. Skylar, A. (2009). A Comparison of Asynchronous Online Text-Based Lectures and Synchronous Interactive Web Conferencing Lectures. Teacher Education, 18 (2), 69-84. Suárez Guerrero, C. (2010). Cooperación como condición social de aprendizaje. Barcelona: UOC.

Author Information

Gutiérrez-Esteban Prudencia (presenting / submitting)
University of Extremadura
Sciences Education Department
Badajoz
Rocío Yuste-Tosina (presenting)
University of Extremadura, Spain
Laura Alonso
University of Extremadura
Cácers
António Diogo-dos Reis
University of Extremadura, Spain
Juan Arias-Masa
University of Extremadura, Spain
Sixto Cubo-Delgado
University of Extremadura, Spain

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