Making Interactivity Count: Best Practices in Video Conferencing
Christine Peterson, California University of Pennsylvania, United States
Journal of Interactive Learning Research Volume 15, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Distance education opportunities continue to gain popularity. As postsecondary institutions compete for students, an emphasis on delivering programs and courses effectively through distance technologies is essential to maintain enrollment figures and attract interest in distance learning programs and courses. In order to deliver courses that are effective, educators need to concentrate on factors that contribute to the effectiveness of the delivery method. One such factor involves emphasizing interactivity in distance learning environments. Educators interested in maximizing interactions may inadvertently focus on the quantity of interactions believing that this will contribute to increased interactions with students. However, delivering courses in that manner may leave educators wondering why this approach does not measure up to expectations. This article provides educators with a source of best practices and strategies that accentuate the "quality" of interactions in a video conferencing environment.
Peterson, C. (2004). Making Interactivity Count: Best Practices in Video Conferencing. Journal of Interactive Learning Research, 15(1), 63-74. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)