Videoconferencing and presentation support for synchronous distance learning

Abstract

Synchronous distance education can partner students and professors from different geographic or cultural regions, allowing them to share and learn from each other. Technology must support the sharing of ideas and materials. Using an iterative design approach, we investigated challenges in synchronous distance learning environments through observation of masters-level courses connecting two learning sites. Through observations, interviews, and surveys we learned of two major challenges: (1) low-quality audio/video makes interaction difficult; and, (2) presentation technologies in distance learning environments make extemporaneous teaching difficult. We developed and deployed a new distance learning system using Internet based video conferencing and a pen computer based presentation system. We studied system use in a masters level course. Analysis of qualitative data (observation notes, surveys, interview transcripts) collected in the course suggest that technological interruptions increased the feeling of separation between the sites, while the integration of natural handwriting with slides increased flexibility and was perceived positively by students and instructors.