An Empirical Analysis of Interactivity in Teleconference
Sanjaya Mishra, STRIDE, Indira Gandlhi National Open University, New Delhi
Indian Journal of Open Learning Volume 8, Number 3, ISSN 0971-2690 Publisher: Indira Gandhi National Open University
Interactivity has always been considered as an important element in learning, which is basically the end product of a communication system. This communication system is education or distance education. As is the case with any communication system, education is also interactive where some information is sent, received, comprehended and assimilated. Most learning theories suggests that for learning to be effective, it should be active. The interaction component in distance education is done through various modes such as through print materials, contact sessions, use of interactive technologies etc. Amongst various interactive technologies used in distance education, Teleconference is one of the most common but important one. The lndira Gandhi National Open University (IGNOU) has been using one-way video and two-way audio teleconference for delivery of instruction from 1995. This paper reports the nature of interaction during teleconference sessions based on recording of actual interaction andparticipants' reaction. Based on the results of the study it suggests a design for an ideal teleconference session.
Mishra, S. (1999). An Empirical Analysis of Interactivity in Teleconference. Indian Journal of Open Learning, 8(3), 243-254. Indira Gandhi National Open University.
Cited ByView References & Citations Map
A Case Study on the Use of Video Teleconferencing to Study Geography at the United States Air Force Academy: Lessons Learned, Barbara Rusnak
Barbara Rusnak, United States Air Force Academy, United States
EdMedia + Innovate Learning 2002 (2002) pp. 1687–1692
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