The impact of video conferencing technology on students' interactivity in gender-segregated campuses
Najla Alraway, Indiana State University, United States
Indiana State University . Awarded
This study of the impact of video conferencing in students' interactivity in gender segregated universities was conducted at United Arab Emirates University (UAEU) as a gender segregated university. The purpose of the study was to identify the affect of video conferencing technology on student-student, and student-instructor interaction. Moreover, the study examined students' willingness to participate in BlackBoard online discussion as a strategy to increase student-student and student-instructor interactions in video conferencing courses at gender segregated universities.
The participants of the study were all male and female students in host and remote sites who enrolled in four video conferencing courses which were randomly selected from the list of courses offered in fall 2005 at UAEU. Student-student interaction, student-instructor interaction, and willingness to use BlackBoard online discussions were measured with self administrated survey, classroom observation and interview of four students.
The study found that the students believed that the instructor's presence and his teaching strategies, and remote site facilitator presence had a positive impact on students' interactivity. However, having male and female students in the same course, and a lack of microphones in each site had a negative impact on level of student-student and student-instructor interactions. In addition, the students who filled the survey and were interviewed stated that they are willing to use BlackBoard discussion board to increase their student-instructor interaction and student-student interaction.
The study recommended adding online discussion board to video conferencing courses in gender segregated universities as a one way to increase the student-student interaction and student-instructor interaction. Additionally, the study suggested the distance learning instructors and remote site facilitator to attend workshops and training courses to improve their teaching strategies, technology skills and pedagogy methods to increase the level of interaction in video conferencing courses in gender segregated universities.
Alraway, N. The impact of video conferencing technology on students' interactivity in gender-segregated campuses. Ph.D. thesis, Indiana State University.
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