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Factors that Contribute to the Effectiveness of a Synchronous Videoconferencing Class
PROCEEDINGS

, Virginia Tech, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This quantitative study investigated factors that contribute to the effectiveness of a synchronous videoconferencing class. The researcher found (1) assessing both students’ satisfaction and learning outcomes is an effective method to evaluate a synchronous videoconferencing course, and (2) students’ previous distance learning experience and/or synchronous videoconferencing class experience, as well as their technical background and subject-related background do not impact the success or failure of a course delivered in this format. Instead, an instructor or course designer should focus more on issues such as tech support, TA’s assistance at a remote site, leaners’ familiarity to the system, course materials, class pace, teaching style, motivation, interaction, and feedback.

Citation

Yang, H. (2010). Factors that Contribute to the Effectiveness of a Synchronous Videoconferencing Class. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 579-583). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 24, 2019 from .

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