A review of the literature revealed that established guidelines were not available to assist faculty who use video conferencing in their online graduate courses. In an effort to address this need, a self-evaluation study was completed with faculty who teach such courses. Drawing on the results of this study together with published Netiquette guidelines and a survey of other extant literature, a set of Video Conferencing Guidelines was created.
http://jolt.merlot.org/Vol8_No4.htm" Volume 8, No. 4, December 2012, pp. 277-287
Type of Material:
Use the material to encourage and help faculty get started with using video conferencing effectively in their graduate classes.
Identify Major Learning Goals:
Provide guidelines to assist faculty who use video conferencing in their online graduate courses.Explain the ins and outs of video conferencing to faculty.
Target Student Population:
Prerequisite Knowledge or Skills:
Instructional knowledge, graduate level or other.
The 2012 versions of video conferencing techniques and requirements are covered and based upon the first-hand knowledge of practitioners from Standford, Penn State, University of Pittsburgh, and Charles Sturt University.Student-centeredness and community learning are emphasized according to experts in the field of instruction and instructional design.
There are several other options now available to help faculty understand how to do video conferencing.
Potential Effectiveness as a Teaching Tool
Complies with the objectives.
There are no deficiencies except its age. It was a few years ago a great tool for faculty just starting out using video conferencing, but I think it has become much more commonplace and the hints in this article are part of onboarding for most institutions with online video conferencing options.
Ease of Use for Both Students and Faculty
It is easy to read, has links, and is all on one page.
It may be somewhat outdated in parts.
Other Issues and Comments:
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