FACULTY AND STUDENT ASSESSMENT OF TECHNOLOGY: VIDEO-CONFERENCING. Institutional Research

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "FACULTY AND STUDENT ASSESSMENT OF TECHNOLOGY: VIDEO-CONFERENCING. Institutional Research"

Transcription

1 FACULTY AND STUDENT ASSESSMENT OF TECHNOLOGY: VIDEO-CONFERENCING Institutional Research Fall 2008

2 INTRODUCTION Fall 2008 marked the second semester of the video conferencing of courses between the University of South Florida Sarasota Manatee (USF SM) main campus and the USF Sarasota Manatee at MCC Venice South County site. 5 courses from the criminology, English, management, and marketing departments were selected to deliver the courses. This semester all courses were live on the USF SM main campus and beamed to the South County site. Each instructor was to hold class live on the remote site four times during the semester. METHOD of ASSESSMENT Instructors were asked to participate in an interview with Institutional Research to provide their insights and perspectives on incorporating the technology in the class room. Interviews were held during the final two weeks of their course. Questions were developed prior to the interview and all faculty members were questioned on the same topics. (To view the questions asked, see Appendix A.) The interviews lasted no more than forty minutes and were conducted face to face and over the telephone. Students were given an in class survey to complete during the final two weeks of the semester. Both scaled questions and open ended questions were used on the surveys. Some demographic information was collected as well. To view the survey, see Appendix B. SUMMARY The purpose of this assessment was to continue to investigate the experiences of the instructors and students participating in the video conferencing of courses through the USF SM campus. Comments on the experience of delivering and taking these courses were nearly the same as those received after the summer semester. Findings indicated that student benefits included (1)saving gas, money, and time by staying at the campus closest to their home/work, (2)more students served with the opening of the additional section, when the course may not have been held otherwise, (3)closer replica of in class instruction than that of online course offerings. Disadvantages included: (1)technology glitches and placement of equipment causing distractions to teaching and learning, (2)instructor difficulties in engaging remote site students, and (3)problems related to the use of different media types such as DVDs and PowerPoints. Fall results showed a drop in student likelihood of recommending these types of courses to others (summer: 74%, fall: 64%) and in the meeting of student expectations of the courses (summer: 93%, fall: 88%). It is evident that improvements to the equipment and a facilitation of instructor comfort with the technology will be needed for these courses to be successful.

3 FACULTY ASSESSMENT All agreed that video conferencing is a cost effective way of expanding course selection on the South County site, however, they also feel as though technology is not up to par to deliver it effectively. In addition, most faculty agreed that additional practice and training or assistance in the classroom could improve their delivery of the video conferenced course. Faculty Concerns/Comments: Remote Site Engagement The issue of remote site engagement was of major concern to the faculty delivering the videoconferenced courses both this semester and in the summer. Comments made by the faculty suggest that they are finding it difficult to gauge whether remote site students understand lessons because of the loss of eye contact and personal interaction which they usually use to infer student learning. Part of the problem, mentioned by those with classes in room A205, is the camera and television placement. All faculty agree that it is necessary for them to see both classrooms in one glance and less important for the classes to see each other. Also, camera placement should be as such that neither site is left looking at the back of the instructor. Finally, the quality of audio and video are negatively impacting the communication between the campuses. Faculty members also advised that more work needs to be done on their part. The flow, interaction, and timing of a class are changed by this type of technology. They stated that it takes a concerted effort on their part to remember to engage the remote site, to look into the cameras, and to watch the monitors. One faculty member suggested that earlier visits to the remote site could also help to resolve the issue of engagement. Technical Issues Audio quality continues to be an issue for some. Some stated that the sound is often garbled and at times lost completely. It was suggested that two televisions should be placed in B240 as the projected picture is often blurry. As in the summer, faculty were concerned with the difficulty of, and technical glitches they encountered, when attempting to use different media such as power points or movies. A television should be placed in the back of room A205. Faculty Insights on Student Perceptions Faculty agree that students appreciate course offerings closer to their homes/work. Faculty found students to be indifferent to the technology unless issues arose. They found that they quickly lost students attention when glitches were encountered. Faculty felt that students at both sites were on par in learning, as evidenced in their comparable scores. What Is Working Faculty all agree that the support staff and technicians are helpful and responsive. Blackboard is an effective tool for facilitating discussions between the classes. There were no reported problems in the delivery of in class materials or the administering of exams.

4 Additional Comments Keep these types of courses to one day a week, block schedules as there already inherent barriers to engaging to the students and the flow and timing of these classes. Faculty disagreed over the need and frequency of attending the remote site. One faculty suggested that it was not necessary at all, while another stated that it was important to get the remote site early to become familiar with the students and for the students to feel comfortable with the instructor. STUDENT ASSESSMENT Response Rate 82 of the 160 students enrolled in the course sections completed the survey. Table I Response Rate n Overall 51% 82:160 Remote Site 40% 17:42 Face to Face Site 55% 65:118 Student Profile (For a complete listing of demographic information see Appendix C) The majority of students : Had not previously taken a video conferenced course 77% Were male in gender 55% Were age years old 54% Most often listed by students: Attending the Sarasota Manatee Campus, Sarasota as their city of residence 43% Attending the South County Campus, Venice as their city of residence 29% Attending the Sarasota Manatee Campus, Sarasota as the city in which they work. 38% Attending the South County Campus, evenly Englewood and Venice as the city in which they work 24% Student s College Percentage of Respondents CAS 43% COB 54% COE 0% SHRM 3% 34% of the respondents listed themselves as Criminology majors. For a full breakdown of majors, see Appendix C.

5 Student Perceptions Students were asked to answer the following questions using a scale of 1 4, 0 Strongly Disagree (SD), Disagree (D), Agree (A), Strongly Agree (SA), or Don t know (DK). Student perceptions of video conferencing varied as shown by the standard deviations calculated for the scale question means. However, in all instances, the majority of the students strongly agreed/agreed with the scale statements. Students most strongly agreed, in both summer and fall, that the courses met their expectations and that the instructors were effective at delivering the courses. By review of the scales scores, students in the fall semester appeared to be less satisfied than those in the summer. All items to be rated received lower scores in the fall, except the video quality which did improve slightly. However, only the question regarding technicians resulted in a statistically significant difference from the summer to the fall. Of special concern is the drop from summer to fall in the number of students strongly agreeing/agreeing that they would recommend video conferenced courses. % SA/A SUMMER 2008 Mean (Scale 1 4) St. Dev 86% % % % % % % % SA/A n* % SA/A 1a) I believe I learned as much in this class as I would have in a class that did not use video conferencing. 1b) I felt as free to ask questions and make comments in this class as I do in classes that do not use videoconferencing. 1c) I felt my experience at the videoconference side was equivalent to my experience at the live end. 1d) The video images were clear & comprehensible when the instructor was remote. 1e) The audio was clear & comprehensible when the instructor was remote. 1f) The instructor was effective at delivering this video conferenced course. **1g) All technicians were effective and helpful. FALL 2008 Mean (Scale 1 4) St. Dev n* 81% % % % % % % % h) This course met my expectations. 88% i) I would recommend videoconferenced courses to others. 74% % *Those that answered Don t Know were not included in mean score or standard deviation. n= those that answered Strongly Disagree through Strongly Agree. **Statistically significant difference between summer and fall mean scale scores. t test for independent samples ρ<.05

6 The majority of respondents, 66% (54:82), stated that they would prefer to attend a video conferenced course site than drive a further distance to attend the live course site. (Q4) STUDENT COMMENTS Student perceived advantages Being able to take classes close to home saves gas, money, and time. Serve more students in different locations. Retain some of the elements of a live class, as opposed to an online course. Student Perceived Needed Improvements Need better placement of cameras and television screens (room A205). Remote site should not be looking at the class, it is distracting. Also, the professor has to turn to look at the remote students. o Instructor should always be facing the camera. o Instructor should be able to look at the screen and into the camera at the same time. Video needs improvement. o Should be shown in HD o Screen/wall projection is not clear. Watching videos in class or using computer applications seemed to be a hassle. Either make the technology easier to use or train the instructors better. o Quality of the PowerPoints was terrible, very hard to read. o Couldn t communicate during PowerPoints. Audio was not clear, need to improve microphones. o Intermittent and garbled. o Professor should have own microphone to cut down on background noise. o Have a microphone on each table it might sound better than the single mic. o Instructors need to vocalize over the mic better. Volume is an issue. Simplify for the non tech savvy instructor. Instructors also need to be trained better. Have teaching assistants or non student proctors at the remote end. Instructors need to engage the remote end. It needs to be smoother. There are always technical issues. Additional Student Comments This type of technology could also work as an online class. Video tapes of the live class could be viewed by students from home. Allow time for remote students to have private conversations with the instructor before or after class. Otherwise, all students can hear. I feel as though I learn just as well this way. It was a great experience, interesting to experience the technology. Should not have these classes at all. Video conference courses are impersonal and have many issues. Students talk and leave class when the instructor is remote. Instructors should attend the remote site more often.

7 APPENDIX A. Questions to Instructors B. Student Video-conference Course Survey C. Complete Statistical Analysis D. Improvement made for Spring 2009 semester E. Planned Future Improvements

8 Appendix A: QUESTIONS TO FACULTY ASSESSMENT OF VIDEO CONFERENCING TECHNOLOGY SUMMER 08 TECHNICAL SUPPORT Did you feel you received adequate technical support? Did you feel you received adequate training? If you do not feel like you received adequate training how could this be improved? Were there any aspects of the technology, such as the video or audio that you identified as needing improvement? THE STUDENTS Did you feel resistance from the students? If so, did you feel this more from the remote site or the main site? Do you feel there are any added benefits to students by using video conferencing? Were student performances on tests, work assignments and/or class participation comparable at both sites? Overall, what do you feel students reactions were to the video conferencing of the course? OVERALL What was your overall comfort level with various technologies, not just video conferencing, before this semester? What is your overall comfort level now after implementing the video conferencing technology? What did you like the most about incorporating video conferencing into your course? How many additional hours of preparation were needed, weekly and before the start of the course? What challenges or barriers did you face when incorporating video conferencing into your course? Is there anything you would change about the way in which you organized the course to incorporate the videoconferencing aspect? Do you have any suggestions for others who may attempt to use this technology? Do you have any suggestions for administrators? Anything else you would like add

9 APPENDIX B: STUDENT VIDEO CONFERENCE COURSE SURVEY DIRECTIONS: To help the USF Sarasota Manatee Campus better serve you the student, please take a moment to provide feedback on your experience with video conferencing this semester. Though you may have had the majority of your class sessions face to face with the instructor, answer the following based on when you were on the receiving end of the video conference. Thank you. 1. Please indicate whether you AGREE or DISAGREE with the following statements, if you do not have enough information to judge, mark DON T KNOW Strongly Disagree Disagree Agree Strongly Agree Don't Know a. I believe I learned as much in this class as I would have in a face to face class. b. I felt as free to ask questions and make comments in this class as I do in face to face classes. c. I felt my experience in the course was equivalent to the experience of those in the live class. d. The video images were clear & comprehensible when the instructor was remote. e. The audio was clear & comprehensible when the instructor was remote. f. The instructor was effective at delivering this videoconference course. g. All technicians were effective and helpful. h. This course met my expectations. i. I would recommend video conferenced courses to others. 2. Is this the first video-conference course you have taken? Yes No 3. Which is your preferred USF site? South County MCC Venice Sarasota-Manatee Main Campus 4. Which option would you be more likely to do: a. Drive a further distance to attend a face-to-face course OR_ b. Attend a video-conferencedd course closer to your home/work. 5. Your City of Residence: Zip Code: 6. City Where You Work: Zip Code: 7. Gender: Male Female 8. Age: Under College: Arts & Sciences Business Education Undergraduate Studies 10. Major: 11. Level: Junior Senior Master s Non-Degree PLEASE TURN OVER

10 12. What are the advantages of video-conferenced courses? 13. What improvements could be made to video-conference courses? 14. Please feel free to provide any additional comments about video-conferencing.

11 Appendix C: Complete Statistical Analysis of Student Survey Question % Strongly Agree (4) 1a) I believe I learned as much in this class as I would have in a class that did not use videoconferencing. 1b) I felt as free to ask questions and make comments in this class as I do in classes that do not use video conferencing. 1c) I felt my experience at the video conference side was equivalent to my experience at the live end. 1d) The video images were clear & comprehensible when the instructor was remote. 1e) The audio was clear & comprehensible when the instructor was remote. 1f) The instructor was effective at delivering this videoconferenced course. 1g) All technicians were effective and helpful. 1h) This course met my expectations. 1i) I would recommend videoconferenced courses to others. % Agree (3) % Disagree (2) % Strongly Disagree (1) % Don t Know (0) N w/dk Mean Score (Scale 1 4) St. Dev N w/out DK 33% 48% 12% 4% 3% % 46% 14% 4% 3% % 41% 27% 6% 4% % 47% 12% 4% 10% % 38% 19% 9% 8% % 45% 7% 3% 2% % 45% 5% 4% 6% % 51% 7% 4% 1% % 40% 16% 9% 11% *Those that answered Don t Know were not included in mean score or standard deviation. n= those that answered Strongly Disagree through Strongly Agree. Q2. Is this the first video conferenced course you have taken? Yes: 77% No: 23% Q4. Which option would you be more likely to do: a. 28% Drive a further distance to attend a face-to-face course ORb. 66% Attend a video-conferenced course closer to your home/work. c. 6% No Response

12 Students Attending Sarasota Manatee Campus CITY WORKING IN Bradenton LWDR Longboat Key North Port Osprey Parrish Port Charlotte Sarasota Not Working Bradenton Holmes Beach 1 Lakewood Ranch 1 1 CITY OF RESIDNECE Myakka City 1 1 Nokomis 1 North Port 1 3 Palmetto 1 1 Parrish 1 Port Charlotte 1 Sarasota Venice 1 *One respondent did not report city working in, only county Manatee. Residence in Myakka City. Students Attending South County Site CITY WORKING IN Englewood North Port Pt Charlotte Punta Gorda Venice Not Working Cape Haze 1 CITY OF RESIDENCE Englewood 2 Nokomis 1 North Port 2 1 Port Charlotte Sarasota 1 Venice 4 1

13 Q7. Gender All Respondents (n=82) SM Campus (n=65) Sth County Campus (n=17) Male 55% 55% 53% Female 44% 43% 47% Not Reported 1% 2% 0% Q8. Age Range All Respondents (n=82) SM Campus (n=65) STH County Campus (n=17) Under 21 18% 17% 24% % 57% 41% % 12% 24% % 8% 0% % 5% 1% % 2% 0% 60+ 0% 0% 0% Q9. Major % of all (n=82) Accounting 11% Criminology 34% Economics 1% Q10. Student s College % of all (n=82) CAS 43% COB 53% SHRM 4% Finance 12% GBA 11% History 1% Int l Business 4% ISM 1% Q11. Level % of all (n=82) Junior 71% Senior 29% ISS 7% Management 5% Marketing 9% SHRM 4%

14 Appendix D: Improvements made for Spring 2009 semester Tutorial developed to familiarize faculty with use of the technology. A205 multiple programming changing to the touch panels to correct problems specifically with the sending of content within a video conference and the functionality within the video conference controls. A205 reconfigured microphones to reduce the amount of noise carried to the remote site. A205 added a second TV for professors (has been installed should be active by next week, need an s video splitter). A205 on site tech in the room during class. A205 on site tech is using xpanel to control room functions from a laptop (xpanel is a software version of the touch panel in the front of the room). A205 changed setting within the Polycom system (examples: changed monitor layout, changed sending content settings, etc). Venice multiple programming changing to the touch panels to correct problems specifically with the sending of content within a video conference and the functionality within the video conference controls. Venice changed microphone from table top to ceiling mic for better audio. Venice remote tech in Sarasota during class Venice remote tech is using xpanel to control room functions from a laptop (xpanel is a software version of the touch panel in the front of the room). Venice changed setting within the Polycom system (examples: changed monitor layout, changed sending content settings, etc). B240 changed microphone from table top to ceiling mic for better audio B240 replaced blown bulb on projector, now has better picture without needing to turn down lights. B240 changed setting within the Polycom system (examples: changed monitor layout, changed sending content settings, etc). B240 on site tech in the room during class. B240 on site tech is using wireless touch panel to control room function

15 Appendix E: Planned Future Improvements Locations B240 and Venice need to have the s video output and RGB output switched on the Polycom units, this will involve some programming changes as well as re wiring. This will allow the content to be displayed on the LCD projector in B240 and the Big TV in Venice at optimum quality. Currently the B240 location has the content being sent out of the RGB output which goes to the small TV in front of the room and the Venice location has the content being sent out of the s video to the large TV (quality is not optimal). Additional programming changes need to be made for B240 to correct some issues with touch panel sending the correct information to the Polycom unit and processor in the room. Additional programming needed for A205 and Venice to provide better feedback from button presses on the touch panels. Continued microphone adjustments in all locations to achieve optimal audio quality (no feedback, no tinning of voices, hearing yourself audio loop) this also might entail moving the microphones around (classroom placement). Continued lighting adjustments in B240 to improve classroom conditions (so you don t have to turn the lights down all the way to see the projector because then you can t see what you are writing in your notebook).

STUDENT ASSESSMENT OF TECHNOLOGY: VIDEO-CONFERENCING

STUDENT ASSESSMENT OF TECHNOLOGY: VIDEO-CONFERENCING STUDENT ASSESSMENT OF TECHNOLOGY: VIDEO-CONFERENCING Institutional Research Spring 2009 1 INTRODUCTION Summer semester 2008, USF Sarasota Manatee initiated the use of video conferencing technology in the

More information

FACULTY AND STUDENT ASSESSMENT OF TECHNOLOGY: VIDEO-CONFERENCING. Institutional Research

FACULTY AND STUDENT ASSESSMENT OF TECHNOLOGY: VIDEO-CONFERENCING. Institutional Research FACULTY AND STUDENT ASSESSMENT OF TECHNOLOGY: VIDEO-CONFERENCING Institutional Research Fall 2009 1 INTRODUCTION Summer semester 2008, USF Sarasota Manatee initiated the use of video conferencing technology

More information

STUDENT ASSESSMENT OF TECHNOLOGY: VIDEO-CONFERENCING

STUDENT ASSESSMENT OF TECHNOLOGY: VIDEO-CONFERENCING STUDENT ASSESSMENT OF TECHNOLOGY: VIDEO-CONFERENCING Institutional Research Fall 2011 1 INTRODUCTION Summer semester 2008, USF Sarasota Manatee initiated the use of video conferencing technology in the

More information

Institutional Research: April 2008

Institutional Research: April 2008 Nursing Issues & Resolution o Institutional Research: April 2008 1 Issue: Communication Dr. Denise Maguire was introduced to the Sarasota-Manatee Nursing Education Consortium at the June and July meetings.

More information

This Document Contains:

This Document Contains: Instructional Documents Video Conference >> PolyCom >> VSX 7000 Extension Computing Technology Unit This Document Contains: A Device Description An Installation Guide Instructions for Use Best Practices

More information

April 30, 2016. Interactive Parent Learning Through Video-conferencing. One Kids Place Children s Treatment Centre

April 30, 2016. Interactive Parent Learning Through Video-conferencing. One Kids Place Children s Treatment Centre Interactive Parent Learning Through Video-Conferencing Presenters: Cindy Davis-Maillé, MCl.Sc. cindyd@onekidsplace.ca Speech-Language Pathologist Caroline Houghton-Jones, MSc. carolineh@onekidsplace.ca

More information

An introduction to videoconference teaching

An introduction to videoconference teaching UTas Teaching and Learning resources An introduction to videoconference teaching is used extensively throughout the University for teaching purposes. There are 9 dedicated videoconference venues spread

More information

Guiding principles for the use of videoconferencing in ESL programming

Guiding principles for the use of videoconferencing in ESL programming Guiding principles for the use of videoconferencing in ESL programming Justine Light & Charlotte Beaubier Hana Imai Cameron Young Guiding Principles principles for the use of videoconferencing in ESL

More information

Video-conferencing: Overall

Video-conferencing: Overall Video-conferencing: Overall Introduction The studio provides support for three forms of video-conferences via (1) Polycom, (2) Adobe Connect, and (3) Skype. Polycom system is the major video-conferencing

More information

Starting a Videoconference with a portable unit:

Starting a Videoconference with a portable unit: Starting a Videoconference with a portable unit: 1. Plug in the power bar with the TV & Video conference unit and the Network Line. 2. If the LED above the power button on the video conference is off,

More information

Examining the Role of Online Courses in Native Hawaiian Culture and Language at the University of Hawaii

Examining the Role of Online Courses in Native Hawaiian Culture and Language at the University of Hawaii Examining the Role of Online Courses in Native Hawaiian Culture and Language at the University of Hawaii Introduction Kelley Dudoit University of Hawaii, Manoa Educational Technology Graduate Student Hawaii,

More information

The Videoconferencing Classroom: What Do Students Think? A. Mark Doggett Western Kentucky University. Introduction

The Videoconferencing Classroom: What Do Students Think? A. Mark Doggett Western Kentucky University. Introduction The Videoconferencing Classroom: What Do Students Think? A. Mark Doggett Western Kentucky University Introduction The advantages of video conferencing in educational institutions are well documented. Scholarly

More information

Video Conferencing System Buyer s Guide

Video Conferencing System Buyer s Guide Video Conferencing System Buyer s Guide Video conferencing is the greatest advancement in business communications technology since the dawning of the mobile phone. Video enables users to connect face-to-face

More information

Classroom Setup... 2 PC... 2 Document Camera... 3 DVD... 4 Auxiliary... 5. Lecture Capture Setup... 6 Pause and Resume... 6 Considerations...

Classroom Setup... 2 PC... 2 Document Camera... 3 DVD... 4 Auxiliary... 5. Lecture Capture Setup... 6 Pause and Resume... 6 Considerations... Classroom Setup... 2 PC... 2 Document Camera... 3 DVD... 4 Auxiliary... 5 Lecture Capture Setup... 6 Pause and Resume... 6 Considerations... 6 Video Conferencing Setup... 7 Camera Control... 8 Preview

More information

Videoconference Room Guide

Videoconference Room Guide Videoconference Room Guide Technical Support Should you encounter technical problems please contact Help Desk 250-852-6800 Videoconference classrooms are equipped with two cameras and a ceiling mount LCD

More information

Distance Education Moves into the 21 st Century: A Comparison of Delivery Methods. Anita L. Callahan, Paul E. Givens, Russell G.

Distance Education Moves into the 21 st Century: A Comparison of Delivery Methods. Anita L. Callahan, Paul E. Givens, Russell G. Session 2542 Distance Education Moves into the 21 st Century: A Comparison of Delivery Methods Anita L. Callahan, Paul E. Givens, Russell G. Bly Industrial and Management Systems Engineering/University

More information

Q1 How do you prefer to access your online classes? Check all that apply. 18% 53% 17% 12% 0 90 2.2

Q1 How do you prefer to access your online classes? Check all that apply. 18% 53% 17% 12% 0 90 2.2 Summer Session III 2014 Distance Learning Aggregate Survey Results In order to strengthen UWG s distance and distributed learning programs, separate evaluations have been developed for distance courses.

More information

Student Technology Survey

Student Technology Survey Student Technology Survey Select a page to view below or view all pages: > 1. Alabama State University College of Education NOTE: Please state how you are preparing

More information

TIPS FOR BEST PRACTICE, SUCCESSFUL BOOKINGS AND TROUBLESHOOTING

TIPS FOR BEST PRACTICE, SUCCESSFUL BOOKINGS AND TROUBLESHOOTING TIPS FOR BEST PRACTICE, SUCCESSFUL BOOKINGS AND TROUBLESHOOTING PROTOCOLS, ETIQUETTE AND CUSTOMER SERVICE Teaching and meeting via videoconferencing can be different from face-to-face situations, therefore

More information

Through the Eye of the Camera: A Teacher s View of Video-Conferencing Tom Potter Mathematics Teacher, Gaston County Schools, Gastonia, NC USA

Through the Eye of the Camera: A Teacher s View of Video-Conferencing Tom Potter Mathematics Teacher, Gaston County Schools, Gastonia, NC USA Through the Eye of the Camera: A Teacher s View of Video-Conferencing Tom Potter Mathematics Teacher, Gaston County Schools, Gastonia, NC USA jtpotter@gaston.k12.nc.us Abstract Distance learning via video-conferencing

More information

Getting Started with Videoconferencing: Faculty Guide. Introduction

Getting Started with Videoconferencing: Faculty Guide. Introduction Getting Started with Videoconferencing: Faculty Guide Introduction Videoconferencing is a technology that allows users in different locations to communicate face to face in real time. Participants can

More information

Experiences with Tutored Video Instruction for Introductory Programming Courses

Experiences with Tutored Video Instruction for Introductory Programming Courses Experiences with Tutored Video Instruction for Introductory Programming Courses Richard Anderson and Martin Dickey and Hal Perkins Department of Computer Science and Engineering, University of Washington

More information

Synchronous Distance Delivery of an Electrical and Computer Engineering Program

Synchronous Distance Delivery of an Electrical and Computer Engineering Program Synchronous Distance Delivery of an Electrical and Computer Engineering Program Cherian Mathews University of West Florida Pensacola, FL 32514 cmathews@uwf.edu Abstract - This paper describes the synchronous

More information

Using Blackboard Collaborate 11 in the Classroom

Using Blackboard Collaborate 11 in the Classroom Learning Central Washington University Online Using Blackboard Collaborate 11 in the Classroom Table of Contents Scenario 1 Virtual Office Hours... 2 Scenario 2 Breakout Rooms... 3 Scenario 3 Once-in-a

More information

Auditorium Audiovisual System User s Guide

Auditorium Audiovisual System User s Guide Auditorium Audiovisual System User s Guide Page Page Contents Introduction...4 Facilities 7 Auditorium floor plan...8 Stage floor boxes and wall plates...9 Other floor boxes and wall plates...10 System

More information

Operating Instructions 1.208 Clear Lake Center I.S. Conference Room

Operating Instructions 1.208 Clear Lake Center I.S. Conference Room Operating Instructions 1.208 Clear Lake Center I.S. Conference Room Press Touch Panel to Begin Introduction Welcome to the 1.208 Clear Lake Center conference room. This manual is to describe the operating

More information

[TYPE THE DOCUMENT TITLE]

[TYPE THE DOCUMENT TITLE] EDGE RRHEAL HILL UNIVERSITY VIDEOCONFERENCING QUICK-START GUIDE [TYPE THE DOCUMENT TITLE] 1 Page Quick-Start Guide for videoconferencing systems THE REMOTE CONTROL HANDSET AT A GLANCE PLEASE NOTE: Not

More information

University of Central Florida Class Specification Administrative and Professional. Associate Director Engineering

University of Central Florida Class Specification Administrative and Professional. Associate Director Engineering Associate Director Engineering Job Code: 2595 Responsible for the engineering unit in Instructional Resources. Oversee engineering and multimedia technicians who install, maintain, and repair audiovisual

More information

Annual Report 2014 SJSU Faculty Survey Summary on Instructional Technology

Annual Report 2014 SJSU Faculty Survey Summary on Instructional Technology Annual Report Prepared by: San José State University Information Technology Services and Academic Technology Departments 2 Table of Contents Executive Summary... 3 Faculty Demographics... 4 Faculty Positions...

More information

Operating Instructions 2.204 Administration Building Conference Room

Operating Instructions 2.204 Administration Building Conference Room Operating Instructions 2.204 Administration Building Conference Room Press Touch Panel to Begin Contents Introduction... 2 Undock / Dock the AMX Touch Panel:... 2 Operations... 3 Logo Page... 3 What would

More information

COURSE PREFIX AND NUMBER: -

COURSE PREFIX AND NUMBER: - Improving Health Education Distance Education Courses in Health Education Student Opinion Survey PURPOSE AND BACKGROUND: The purpose of this survey is to obtain your opinion on the Distance Education courses

More information

Transformação dos negócios com o uso de vídeo. Ricardo Ogata Business Manager 02 de Julho

Transformação dos negócios com o uso de vídeo. Ricardo Ogata Business Manager 02 de Julho Transformação dos negócios com o uso de vídeo Ricardo Ogata Business Manager 02 de Julho Benefit Use Case Adoption Business Transformation Curve In person Pervasive Collaborative Time Teams Connected

More information

Everett Community Resource Center. Room Operations Manual

Everett Community Resource Center. Room Operations Manual Everett Community Resource Center Room Operations Manual November 2013 Table of Contents System Overview... 3 Getting Started... 4 -Home page... 4 -Sources... 6 -Volume... 8 -System Off... 9 -Using a Laptop...

More information

Tips on the Effective Use of Interactive Video in the Classroom

Tips on the Effective Use of Interactive Video in the Classroom Tips on the Effective Use of Interactive Video in the Classroom Technology Planning Technology Required Setting Up Your Technology Know How to Use Your Technology Testing Your Technology Testing Your Connection

More information

Table of Contents. Begin Here: Getting Started with WebEx. What is WebEx? Why would I use it?

Table of Contents. Begin Here: Getting Started with WebEx. What is WebEx? Why would I use it? Table of Contents Begin Here: Getting Started with WebEx... 1 Scheduling a Meeting from the WebEx Website... 4 Scheduling a Meeting from Outlook 2010... 5 Selecting Audio Conference Settings... 6 Joining

More information

VIDEO CONFERENCE TRAINING

VIDEO CONFERENCE TRAINING VIDEO CONFERENCE TRAINING Using the Tandberg Video Conferencing system is very similar to using a Smart Classroom. As you will see the interface is the same as a Smart Classroom. To begin, press the touchpanel

More information

VIDEOLINQ BASIC TROUBLESHOOTING GUIDE TANDBERG

VIDEOLINQ BASIC TROUBLESHOOTING GUIDE TANDBERG VIDEOLINQ BASIC TROUBLESHOOTING GUIDE TANDBERG PROBLEM: I have a black or blue screen. 1. Are the monitor/s switched on and do they have power? (Check that the monitors are turned on and that you have

More information

The purpose of this study was to determine what variables Arkansas Tech University

The purpose of this study was to determine what variables Arkansas Tech University Capstone Project, Fall 2008 Group 2: Marsha Oels, Brandie Soar, Kathi Stewart, Sonya Thomas What variables do faculty associate with student success in online courses? Assessment presentation by Marsha

More information

Videoconferencing: An introduction for the guest presenter

Videoconferencing: An introduction for the guest presenter UTAS Teaching and Learning resources : An introduction for the guest presenter is used extensively throughout the University for teaching purposes. There are 11 dedicated videoconference venues spread

More information

Quick Start Guide for Video Conferencing

Quick Start Guide for Video Conferencing Quick Start Guide for Video Conferencing 1. Clear teacher mats a. Make sure there are no chairs, bags, or other objects on the teacher mats in the front of the room 2. Turn off all student microphones

More information

Shaw University Online Courses FAQ

Shaw University Online Courses FAQ Shaw University Online Courses FAQ General This FAQ addresses questions you might have about taking online courses Q: What is an online course? A: At Shaw, online courses are regular courses delivered

More information

Wright State Faculty Senate IT Committee Report on Web Conferencing Options April 2, 2014

Wright State Faculty Senate IT Committee Report on Web Conferencing Options April 2, 2014 Wright State Faculty Senate IT Committee Report on Web Conferencing Options April 2, 2014 At its February 20 th meeting the Senate IT Committee received a request from Lake Campus to address issues of

More information

Media Services University Systems

Media Services University Systems Audio Visual Rental and Support Video Conferencing Facilities Webcasting Video Recording Video on Demand Computer Help Desk Classrooms Audio Visual Rental and Support Consultation and design expertise

More information

Florida A & M University Video TelePresence

Florida A & M University Video TelePresence Florida A & M University Video TelePresence Florida A & M University Transforms Communication with Video Conferencing Video is permeating our educational institutions, transforming the way we teach, learn,

More information

Explorations in Online Learning using Adobe Connect

Explorations in Online Learning using Adobe Connect 99 International Journal of Learning, Teaching and Educational Research Vol. 14, No. 2, pp. 99-110, December 2015 Explorations in Online Learning using Adobe Connect Deirdre Englehart University of Central

More information

COMPUTER-ASSISTED INSTRUCTION VS. TRADITIONAL INSTRUCTION IN AN ADVANCED-LEVEL COMPUTER COURSE

COMPUTER-ASSISTED INSTRUCTION VS. TRADITIONAL INSTRUCTION IN AN ADVANCED-LEVEL COMPUTER COURSE COMPUTER-ASSISTED INSTRUCTION VS. TRADITIONAL INSTRUCTION IN AN ADVANCED-LEVEL COMPUTER COURSE J. D. Thomerson, Valdosta State University, jthomers@valdosta.edu ABSTRACT The purpose of this study was to

More information

Good Practice in the use of Video Conferencing

Good Practice in the use of Video Conferencing Good Practice in the use of Video Conferencing by Geoff Turrell Director ATHENA After using Video Conference technology in the school environment for the past ten year, it has been possible to make judgements

More information

Polycom RealPresence Centro. The collaboration space of the future starts now

Polycom RealPresence Centro. The collaboration space of the future starts now Polycom RealPresence Centro The collaboration space of the future starts now The conference room hasn t changed in 30 years. Starting now, it will never be the same. We live in the most connected time

More information

Marketing Students Perceptions of Online Recorded Lectures

Marketing Students Perceptions of Online Recorded Lectures Page 1 of 7 ANZMAC 2009 Marketing Students Perceptions of Online Recorded Lectures Henry Wai Leong Ho, Debbie Weaver, Swinburne University of Technology, Melbourne, hho@swin.edu.au and dweaver@swin.edu.au

More information

FIRST NATIONAL BANK OF ARIZONA. ExhibitOne Upgrades Communication and Monitoring During a Renovation of High-Level Meeting and Network Rooms.

FIRST NATIONAL BANK OF ARIZONA. ExhibitOne Upgrades Communication and Monitoring During a Renovation of High-Level Meeting and Network Rooms. INSIDE E1 4th Quarter 2006, Newsletter Issue 6 FIRST NATIONAL BANK OF ARIZONA ExhibitOne Upgrades Communication and Monitoring During a Renovation of High-Level Meeting and Network Rooms First National

More information

Increasing the Use of Horizon Wimba. Analysis conducted by: Sheri Anderson, MIT Graduate Student Tom Dorgan, MIT Graduate Student

Increasing the Use of Horizon Wimba. Analysis conducted by: Sheri Anderson, MIT Graduate Student Tom Dorgan, MIT Graduate Student Increasing the Use of Horizon Wimba Analysis conducted by: Sheri Anderson, MIT Graduate Student Tom Dorgan, MIT Graduate Student Submitted to: Dean of Information Technology Systems Division University

More information

How to Record Videos with a Webcam

How to Record Videos with a Webcam How to Record Videos with a Webcam Introduction It is possible to create videos for your online course by using your webcam. For instance, it is a good idea to create an introductory video. This video

More information

Standard Seven: Library and Other Information Resources

Standard Seven: Library and Other Information Resources Standard Seven: Library and Other Information Resources The institution demonstrates sufficient and appropriate information resources and services and instructional and information technology and utilizes

More information

Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual and Conventional Setting

Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual and Conventional Setting The Journal of Interactive Online Learning Volume 2, Number 3, Winter 2004 www.ncolr.org ISSN: 1541-4914 Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual

More information

Audio Visual Services (AVS) A Guide to Teaching with Video Conferencing Technology at WKU Classroom Operational Information

Audio Visual Services (AVS) A Guide to Teaching with Video Conferencing Technology at WKU Classroom Operational Information Audio Visual Services (AVS) A Guide to Teaching with Video Conferencing Technology at WKU Classroom Operational Information TABLE OF CONTENTS Classroom Operational Information... 3 Video Conferencing Classroom

More information

?$ifii } 1996 ASEE Annual Conference Proceedings. Page 1.300.1. Session 1639 . -..-. Kim LaScola Needy University of Pittsburgh.

?$ifii } 1996 ASEE Annual Conference Proceedings. Page 1.300.1. Session 1639 . -..-. Kim LaScola Needy University of Pittsburgh. . -..-. Session 1639 I -... Lessons from Teaching a Cost Management Course via Interactive Television Kim LaScola Needy University of Pittsburgh Abstract Interactive television (ITV) is being used at the

More information

RESOURCES. Telehealth. Provincial Health Services Authority. Telehealth & General Meeting Room Design Requirements

RESOURCES. Telehealth. Provincial Health Services Authority. Telehealth & General Meeting Room Design Requirements RESOURCES Telehealth Provincial Health Services Authority Telehealth & General Meeting Room Design Requirements Prepared by IMITS, LMC Telehealth and C&W Media Services December, 2013 Revised, August 2014

More information

Assessing Blackboard: Improving Online Instructional Delivery

Assessing Blackboard: Improving Online Instructional Delivery Assessing Blackboard: Improving Online Instructional Delivery Adnan A. Chawdhry chawdhry_a@cup.edu California University of PA Karen Paullet kp1803@online.apus.edu American Public University System Daniel

More information

Molloy College Nursing Center Gets a Healthy Dose of Clockaudio Technologies for an Improved Educational Experience. THE TEAM

Molloy College Nursing Center Gets a Healthy Dose of Clockaudio Technologies for an Improved Educational Experience. THE TEAM Nursing Center Gets a Healthy Dose of Clockaudio Technologies for an Improved Educational Experience. telepresence room, a computer laboratory, simulation rooms and a healing garden. THE CLIENT is a well-respected,

More information

QUICK START GUIDE FOR VIDEO CONFERENCING SET-UP. For the Boulder and the Denver Conference Rooms 6 th Floor 1800 Grant St. Denver

QUICK START GUIDE FOR VIDEO CONFERENCING SET-UP. For the Boulder and the Denver Conference Rooms 6 th Floor 1800 Grant St. Denver QUICK START GUIDE FOR VIDEO CONFERENCING SET-UP For the Boulder and the Denver Conference Rooms 6 th Floor 1800 Grant St. Denver I. Video Conference Hardware and Components The what, where, and functionality

More information

Students Perception Toward the Use of Blackboard as a Course. Delivery Method. By Dr. Ibtesam Al mashaqbeh

Students Perception Toward the Use of Blackboard as a Course. Delivery Method. By Dr. Ibtesam Al mashaqbeh Students Perception Toward the Use of Blackboard as a Course Delivery Method. By Dr. Ibtesam Al mashaqbeh Abstract: The aim of this study was to investigate students perception toward the use of blackboard

More information

Nursing School Classroom Technology Tips

Nursing School Classroom Technology Tips Nursing School Classroom Technology Tips Facility Overview The School of Nursing building was built in 2001. It is used daily by hundreds of students, faculty and staff for regular classes. Please help

More information

McDonald Observatory Videoconference Guidelines

McDonald Observatory Videoconference Guidelines McDonald Observatory Videoconference Guidelines Welcome to the McDonald Observatory Videoconference Program We hope that the McDonald Observatory s innovative videoconferences will excite your students

More information

USING WIKIS, PODCASTS, AND VIDEO FILES TO ENHANCE THE LEARNING EXPERIENCE

USING WIKIS, PODCASTS, AND VIDEO FILES TO ENHANCE THE LEARNING EXPERIENCE USING WIKIS, PODCASTS, AND VIDEO FILES TO ENHANCE THE LEARNING EXPERIENCE Steven Tello, University of Massachusetts Lowell, 978-934-4020, Steven_Tello@uml.edu David Lewis, University of Massachusetts Lowell,

More information

Establishing Guidelines for Determining Appropriate Courses for Online Delivery

Establishing Guidelines for Determining Appropriate Courses for Online Delivery www.ncolr.org/jiol Volume 4, Number 2, Fall 2005 ISSN: 1541-4914 Establishing Guidelines for Determining Appropriate Courses for Online Delivery Janet Smith Strickland Judy Butler University of West Georgia

More information

Polycom Solutions Architecture Typical Applications for Vortex Products with Other Installed A/V Equipment

Polycom Solutions Architecture Typical Applications for Vortex Products with Other Installed A/V Equipment Polycom Solutions Architecture Typical Applications for Vortex Products with Other Installed A/V Equipment Application Note Polycom Installed Voice Business April 2005 Polycom Solutions Architecture This

More information

Lecturer s Guide to Teaching through Videoconferencing

Lecturer s Guide to Teaching through Videoconferencing Lecturer s Guide to Teaching through Videoconferencing Prepared by EdTech, Faculty of Medicine at UBC, 2009 edtech.med@ubc.ca Introduction to this Guide This guide is designed for lecturers teaching with

More information

If you have questions regarding this survey, contact Ken Johnson at itsurvey@fsu.edu, or call the ITS Service Center at 850-644-HELP.

If you have questions regarding this survey, contact Ken Johnson at itsurvey@fsu.edu, or call the ITS Service Center at 850-644-HELP. Information Technology Resources Survey For Faculty Thank you for your interest in completing this survey. Your response is sincerely appreciated. This survey is designed to evaluate the usage of technology

More information

The technology in this room supports both local and video conference presentations with the following equipment:

The technology in this room supports both local and video conference presentations with the following equipment: The technology in this room supports both local and video conference presentations with the following equipment: Local computer (DVD/CD) with TrentNet, Internet (Trent login ID required) Crestron touch

More information

Video Conference Room

Video Conference Room Western Hemispheric Trade Center 226 Office of Information Technology Think Blue! Site Code: INT Video Conference Room Table of Contents Devices 1 Touch Panel 2 Home 3 Computer 4 Laptop 5 Document Camera

More information

Distance Learning through Satellite

Distance Learning through Satellite Chapter 4 Distance Learning through Satellite - 44 - Distance Learning through Satellite 4.1 - Introduction 4.2 - Distance Learning and Internet 4.3 - Satellites for Education 4.4 - Distance Learning through

More information

AC 2008-604: PERFORMANCE ANALYSIS OF SOFTWARE BASED VIDEO LECTURE CAPTURE AND DELIVERY SYSTEM

AC 2008-604: PERFORMANCE ANALYSIS OF SOFTWARE BASED VIDEO LECTURE CAPTURE AND DELIVERY SYSTEM AC 2008-604: PERFORMANCE ANALYSIS OF SOFTWARE BASED VIDEO LECTURE CAPTURE AND DELIVERY SYSTEM Alfred Ducharme, University of Central Florida Ali Mehrabian, University of Central Florida Diala Gammoh, University

More information

Provided by the Digital Media Group. Video Conferencing Support

Provided by the Digital Media Group. Video Conferencing Support Provided by the Digital Media Group Video Conferencing Support This manual is for room: IP Address: Telephone Number: 2 Chapter Contents Placing a Call Quickstart guide to connecting to video conference

More information

Videoconferencing Operation Troubleshooting Procedures

Videoconferencing Operation Troubleshooting Procedures Videoconferencing Operation Troubleshooting Procedures Starting the Vtel Unit: 1. Power up the computer (If you have a Compaq unit, the power switch is located on the front in the middle of the computer.

More information

Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course

Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Ismail I. Orabi, Ph.D. Professor of Mechanical Engineering School of Engineering and Applied Sciences

More information

How to Place a Video Conference Call

How to Place a Video Conference Call How to Place a Video Conference Call Table of Contents Turn On Video Conferencing Equipment... 2 Making Point-to-Point Calls... 3 Enter Video Conference Numbers... 4 Use the Directory... 4 Conference Three

More information

VIDEO CONFERENCE. Alessandro Benni & VIDEO COMMUNICATIONS. Bologna, 2007. Videorent srl - Video & Multimedia Branch

VIDEO CONFERENCE. Alessandro Benni & VIDEO COMMUNICATIONS. Bologna, 2007. Videorent srl - Video & Multimedia Branch VIDEO CONFERENCE & VIDEO COMMUNICATIONS Alessandro Benni Videorent srl - Video & Multimedia Branch Bologna, 2007 Today s lesson will cover What is Video Conference? Why Video Conference? History of Video

More information

Chester County Hospital E134 Conference Room. Control for AV system

Chester County Hospital E134 Conference Room. Control for AV system Chester County Hospital E134 Conference Room Control for AV system The following document contains pictorial layouts and button descriptions of the touch panel interface for the audio visual system. 1.

More information

ICANN Remote Participation Hub Technical Documentation

ICANN Remote Participation Hub Technical Documentation ICANN Remote Participation Hub Technical Documentation Revised: 2015-08-26 JTB Remote Hub Technical Documentation Page 2 Remote Participation In order for groups of individuals to remotely participate

More information

Help Desk 1-888-427-9173

Help Desk 1-888-427-9173 Help Desk 1-888-427-9173 Distance Learning Classroom User Training Handbook For updates and schedule information visit your Distance Learning website: http://dl.neric.org Rev. 7/15/15 The Distance Learning

More information

Integrating Instructional Technology into the Classroom: Laptops and LearningSpace in Business Administration

Integrating Instructional Technology into the Classroom: Laptops and LearningSpace in Business Administration Abstract Integrating Instructional Technology into the Classroom: Laptops and LearningSpace in Business Administration Cynthia L. Krey Assistant Director - Instructional Technology The McGlynn Computer

More information

COMPARATIVE ASSESSMENT OF ONLINE HYBRID AND FACE-TO- FACE TEACHING METHODS

COMPARATIVE ASSESSMENT OF ONLINE HYBRID AND FACE-TO- FACE TEACHING METHODS COMPARATIVE ASSESSMENT OF ONLINE HYBRID AND FACE-TO- FACE TEACHING METHODS Sahlemedhin Sertsu 1, Fabio Chacon 2 1 Department of Natural Sciences, Bowie State University, MD (UNITED STATES) 2 Division of

More information

Conference Room Environmental Conditions :

Conference Room Environmental Conditions : Conference Room Environmental Conditions : Opening salutation: Welcome to the TANDBERG University prerequisite Conference Room Environmental Conditions lesson. Before commencing you are required to ensure

More information

UC 123 Smart Classroom

UC 123 Smart Classroom UC 123 Smart Classroom Hopefully everything you need to know to use this room UC 123 Smart Classroom Features available: 1. Desktop computer or plug in your laptop 2. Touchscreen AV controls 3. Front and

More information

Setting up for Adobe Connect meetings

Setting up for Adobe Connect meetings Setting up for Adobe Connect meetings When preparing to lead a live lecture or meeting, you probably ensure that your meeting room and materials are ready before your participants arrive. You run through

More information

Conference Room Guide

Conference Room Guide Conference Room Guide Technical Support Should you encounter technical problems please contact Help Desk 250-852-6800 Videoconference classrooms are equipped with two cameras and a ceiling mount LCD projector.

More information

Assessing the quality of online courses from the students' perspective

Assessing the quality of online courses from the students' perspective Internet and Higher Education 9 (2006) 107 115 Assessing the quality of online courses from the students' perspective Andria Young, Chari Norgard 1 University of Houston-Victoria, 3007 N. Ben Wilson, Victoria,

More information

Training Telehealth 101

Training Telehealth 101 Training Telehealth 101 An introduction to telehealth equipment and processes. Objectives: Gain understanding of telehealth and its benefits. Provide information on Scheduling and Service Desk processes

More information

Communication Program Assessment Report

Communication Program Assessment Report Communication Program Assessment Report Narrative: The communication faculty at Georgia Perimeter College (GPC) is committed to the mission of the college which includes strengthening student success,

More information

Mediasite @ TTU. Mediasite @ TTU. Moving content to Mediasite improved Blackboard performance Insecure

Mediasite @ TTU. Mediasite @ TTU. Moving content to Mediasite improved Blackboard performance Insecure Texas Tech University Mediasite Impact @ TTU Ian Wilkinson Education Projects Specialist, Technology Support June 18 th, 2013 Established 1923 Lubbock, Texas Center of a large rural area Over 30,000 students

More information

Tips for Taking Online Classes. Student Success Workshop

Tips for Taking Online Classes. Student Success Workshop Tips for Taking nline Classes Student Success Workshop Types of Distance Learning Distance learning occurs outside of the traditional classroom setting. These classes may take place over the internet (i.e.

More information

Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course

Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course The Journal of Interactive Online Learning Volume 1, Number 3, Winter 2003 www.ncolr.org ISSN: 1541-4914 Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course Charles L.

More information

FAU Faculty Survey for Distance Learning Online Courses, Summer Office Hours 2014 Results Summary and Recommendations

FAU Faculty Survey for Distance Learning Online Courses, Summer Office Hours 2014 Results Summary and Recommendations FAU Faculty Survey for Distance Learning Online Courses, Summer Office Hours 2014 Results Summary and Recommendations Background Over the past several years, FAU has invested substantial financial and

More information

THE BARRIERS AND NEEDS OF ONLINE LEARNERS

THE BARRIERS AND NEEDS OF ONLINE LEARNERS Turkish Online Journal of Distance Education-TOJDE July 2014 ISSN 1302-6488 Volume: 15 Number: 3 Article 5 THE BARRIERS AND NEEDS OF ONLINE LEARNERS ABSTRACT Asst. Prof. Napaporn SRICHANYACHON Language

More information

Policies and Guidelines for Coordinating Distance Education Classes

Policies and Guidelines for Coordinating Distance Education Classes Policies and Guidelines for Coordinating Distance Education Classes University of Colorado Denver/ AMC Educational Support Services Policy DRAFT Date: 9-20-11 Effective date: 1-1-12 Responsibilities of

More information

Getting Started V500 Economy conferencing for small rooms

Getting Started V500 Economy conferencing for small rooms Getting Started V500 Economy conferencing for small rooms Table of Contents Table of Contents... 1 Verify the Contents of Your Shipment... 2 Set Up and Connect the Equipment... 3 Follow System Setup Screens...

More information

Distance Education and Instructional Technology TIP Series on Instructional Effectiveness. Successful Video Conferencing Guide

Distance Education and Instructional Technology TIP Series on Instructional Effectiveness. Successful Video Conferencing Guide Distance Education and Instructional Technology TIP Series on Instructional Effectiveness Successful Video Conferencing Guide D I S T A N C E E D U C A T I O N A N D I N S T R U C T I O N A L T E C H N

More information

2. Choose the location and format for focus groups or interviews

2. Choose the location and format for focus groups or interviews Steps for Conducting Focus Groups or Individual In-depth Interviews 1. Plan the study Plan your study with the input of your strategy team, stakeholders, and research experts so that collaboratively you

More information

How Nontraditional Bachelor of Science Degree Technology Students Perceive Distance Learning

How Nontraditional Bachelor of Science Degree Technology Students Perceive Distance Learning How Nontraditional Bachelor of Science Degree Technology Students Perceive Distance Learning Dale E. Thompson, Betsy Orr and Cecelia Thompson This is a report of a questionnaire survey of 27 students.

More information

Online Course Development in Technical Teacher Education Programs. Arnold K. Murdock University of North Carolina Wilmington

Online Course Development in Technical Teacher Education Programs. Arnold K. Murdock University of North Carolina Wilmington Online Course Development in Technical Teacher Education Programs Arnold K. Murdock University of North Carolina Wilmington To date, little has been done to benchmark the level of online course development

More information