Instructor and student perceptions of a videoconference course
| dc.contributor.author | Woods, Trevor Jonathan | |
| dc.contributor.author | University of Lethbridge. Faculty of Education | |
| dc.contributor.supervisor | Runté, Robert | |
| dc.date.accessioned | 2010-03-23T19:26:59Z | |
| dc.date.available | 2010-03-23T19:26:59Z | |
| dc.date.issued | 2005 | |
| dc.description | xiii, 102 leaves ; 29 cm. -- | en |
| dc.description.abstract | The Faculty of Arts and Science and the Faculty of Fine Arts at the University of Lethbridge (U of L) developed a plan to offer a number of first year courses to three remote communities via videoconferencing beginning in the fall 2005. To prepare, a pilot project was conducted during the spring semester of 2005 for an instructor, the administrators, and support staff to gain experience using videoconferencing as a teaching tool. This pilot divided a first year English course where half the students participated face-to-face with the instructor, while the other half participated via videoconferencing in a classroom a few minutes away. Halfway through the semester the two student groups switched classrooms. The purpose of this manuscript is to document all the aspects of this pilot project from the room design and technology, to the perceptions of those involved. It provides an analysis of the instructor's perspectives based on several interviews, student experiences and perspectives based on data gathered from an online survey, and the phenomenological observations of the researcher. The result produced a collection of valuable and practical information that may guide others in their implementation of videoconferencing in both the classroom and for other uses such as meetings, professional development workshops, and presentations. It is intended to inform instructors, technical support personnel, administrators, and policy makers at the U of L, across Alberta, and elsewhere. In spite of the many technical and logistical problems that occurred during this pilot, both the instructor and the students found the experience to be valuable. The instructor has expressed interest in teaching using videoconferencing again and all but two of the students indicated they would participate in a video conference class again. | en |
| dc.identifier.uri | https://hdl.handle.net/10133/980 | |
| dc.language.iso | en_US | en |
| dc.publisher | Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2005 | en |
| dc.publisher.faculty | Education | en |
| dc.relation.ispartofseries | Project (University of Lethbridge. Faculty of Education) | en |
| dc.subject | Videoconferencing -- Alberta | en |
| dc.subject | College students -- Alberta -- Attitudes | en |
| dc.subject | College teachers -- Alberta -- Attitudes | en |
| dc.subject | Distance education -- Alberta | en |
| dc.title | Instructor and student perceptions of a videoconference course | en |
| dc.type | Thesis | en |