Video+Web+Conferencing

= Video/Web Conferencing = Jeff Laake media type="custom" key="18927626"

Description and Uses of Technology
Video and web conferencing is a way in which individuals can connect with each other across distances in real time. Using this technology, a person can be physically located beyond the corridors of the classroom and still participate in the lesson. Video and web conferencing works as a means to broadcast individuals to a location via the internet where they can speak, see, listen, and participate with others in real time. The use of this type of technology in the classroom is varied as it has many different applications. One way in which this type of technology can be used is to include another educator, or to bring in an expert or professional, who is located elsewhere to discuss and contribute to a lesson. These individuals can contribute in any way which adds to the lesson, whether it is by presenting material, answering questions, or by simply being available as an additional resource. According to Royal Van Horn (1996) in his article, "The Electronic Classroom and Video Conferencing", this is the most common use of the technology; Van Horn (1996) states that typically video/web conferencing is used to, "get one person to lecture to more than one classroom at a time," in the effort of allowing students to experience lectures from individuals who have the most credibility (p. 646). Another way in which this type of technology can be used is by the students to expand the classroom. One of the main benefits of this type of technology is that individuals can use it from any location as a means to connect with the rest of the class. According to Rose Merenda and Sharon Williams (2000) in their article, "Discover the Technology Potential of Video Conferencing," the true power of video conferencing is that it, "provides an opportunity for children in one classroom to see and hear children in another location, classroom, city, or state" (p. 316). In this manner, one's physical location is not as important, as one student can talk to another student across the globe.

Correspondingly, this technology can be used so that a physical classroom is not needed at all. Students can meet online and learn from anywhere in the world. In this regard, learning in hands on environments and not be confined to the four walls of a classroom.

Important Findings on Student Outcomes
The findings of this technology on student outcomes are mixed. As noted before video and web conferencing allows people to talk, via the internet, to any other individual around the globe. In the past, communication was much more difficult and not in real time. Now with this technology, not only can people talk and communicate with others; but, people can now see and hear others responses firsthand. In all, this technology works to shrink the planet and make one's location not as important. According to Merenda and Williams (2000), this in turn allows students to associate with others around the globe and thus, "enjoy collaborative interactions" with other students whom they normally would not encounter (p. 316). These interactions in turn allow the students to have a fuller educational experience which assists the learning process. Van Horn (1996) argues though that, "these opportunities for twoway conversations are perfunctory at best," and their benefits are often overstated (p. 646). In this regard, Van Horn (1996) believes that one of the main issues that individuals have is that this technology is designed, "for "point-to-point" or one-on-one" interactions in which only one individual can speak, or in other words it is not conducive to group study and thus is limited. (p. 646).

With that being said others have argued that the key to using this type of technology is in how it is implemented in the classroom. The use of this technology has been shown to help students learn when it is used effectively, and conversely it can be distracting and harmful to the students' learning if it is used improperly. In this manner, the technology must be implemented to suit the needs of the children in the classroom. According to Matt Bower (2011), in his article, "Synchronous collaboration competencies in web-conferencing environments - their impact on the learning process," he notes that, "failure to understand one subtle feature of a tool or its use can have a crippling effect on the learning episode," and thus the use of this technology can be harmful to the students (p. 63). Conversely though, Bower (2011) notes that, "Web-conferencing systems do provide the opportunity to apply less transmissive and more active distance learning pedagogies" and thus if they are used correctly than this, "technology can act as a medium for the development of critical thinking and analytic abilities" (p. 64 and 65).

In this light, video and web conferencing should be viewed as a tool that can assist in the education of students. Just like any other tool, it has some benefits and some weaknesses and it should be used in a manner that is suitable for its design. According to the text "Learning and Teaching Research-based Methods" the authors Donald Kauchak and Paul Eggen (2007) note that according to the tenants of constructivism students learn best when they, "construct their own understandings rather than having them delivered or transmitted to them" (p. 9). Correspondingly, this must be kept in mind when one uses video/web conferencing. One can certainly use this technology to have access to individuals around the globe who can provide great insight into different subjects; however, the impact of these individuals will depend on how their information is used. If they simply recite information and directly instruct students then the effect will be similar to any other lecture. If in contrast, the technology is used as a tool to provide information so that the students themselves can construct an understanding of the material then the students will benefit to a higher degree. In this manner, the effectiveness of the technology depends on the usage of the technology.

Emerging Trends and Open Issues
The biggest issue with this technology is how it is used. As noted before, if it is used in an effective manner than it can help benefit the students; however, if it is used incorrectly than it can be harmful. This is important to keep in mind as Philip Lunsford (2007) notes in his article, "Implementing an Open Source Conferencing System for Distance Education" that, "the availability of broadband connections to the internet for students is increasing and the cost is decreasing" (p. 20). In this manner, this technology is becoming more widespread and is being used more often. Lunsford (2007) notes that already many colleges, "have begun offering online classes for general education and preparatory courses" which implement this technology and Kies (1997) states that, "Video conferencing systems are becoming a viable means for delivering classes (p. 20 and p. 79). The issue with this though is that this technology is being implemented to the students as a way for the schools to lower expenses and is not designed to improve the learning experience of the students. Bower (2011) notes that this type of technology is, "dependent on the degree of interactivity in the learning designs being applied," and it is not successful unless it is implemented in this manner (p. 63). According to the study done by Jonathan Kies (1997) entitled, "Evaluating Desktop Video Conferencing for Distance Learning," this is not being accomplished as, "Many participants (in the study) noted the difficulty in asking questions of the lecturer," (p.89). With this being said, in order for this technology to be beneficial for the students, it must be implemented as a way to help the students instead of one that merely reduces the costs.

Moreover, issues arise with the equality of the technology. In his study, Kies (1997) found out that there was a link between the performance of the students and the quality of the video conferencing that they encountered; Kies (1997), noted that in his study, "the video signal for the local group was much more robust than that for the remote group [ . . . ] (and this affected) their perceived ability to absorb the material" (p. 89). Furthermore, Kies (1997) noted that in the study, "many participants felt that the video signal was more distracting than beneficial" and that "high quality audio was crucial" (p. 89). Overall, these findings highlight the issue that the quality of the video/web conference is determined by the quality of the instrument that is being used. In today's world, where financial inequalities abound, this must be kept in mind when one uses this tool.

Overall, video/web conferencing is a tool that can have many benefits and weaknesses. In the classroom, this technology can be used to bring in outside people who can assist in the facilitation of a lesson. Moreover, this technology can also connect students to other students and individuals around the globe while it is able to extend the lessons outside of the classroom. Just like any tool though, video/web conferencing must be used properly in order to be effective. As long as the technology is used in a manner that is consistent with the educational theories of the day, it can be a benefit to the students. If this is not done, issues can arise and the technology will not act to assist student learning.