Relevant bibliographies by topics / Teleconferencing in education

Academic literature on the topic 'Teleconferencing in education'

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Published: 4 June 2021
Last updated: 27 January 2023

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Journal articles on the topic "Teleconferencing in education"

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Ellis, Barry. "Education Teleconferencing." Educational Media International 22, no. 1 (January 1985): 27–28. http://dx.doi.org/10.1080/09523988508549211.

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Keller, Frederick S. "Teleconferencing in Medical Education." Journal of Vascular and Interventional Radiology 8, no. 1 (January 1997): 138–39. http://dx.doi.org/10.1016/s1051-0443(97)70071-x.

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Wood, Joan B. "Teleconferencing:." Gerontology & Geriatrics Education 12, no. 3 (September 9, 1992): 19–28. http://dx.doi.org/10.1300/j021v12n03_03.

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Armakolas, Stefanos, Christos T. Panagiotakopoulos, and Anthi V. Karatrantou. "Teleconference Sessions in Distance Learning Courses." International Journal of Online Pedagogy and Course Design 11, no. 2 (April 2021): 1–15. http://dx.doi.org/10.4018/ijopcd.2021040101.

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A teleconferencing learning environment has the potential to increase interaction between educators and learners. Interaction must be designed and continuously supported by the educator. When using teleconferencing in distance education, there is a set of psychological factors which may impact learner involvement. Τhe objective of this study was to identify what psychological factors influence the learner involvement in distance learning courses during teleconferencing sessions. A questionnaire and a semi-structured interview were used as the research tools. The results show that anxiety, learner satisfaction, and expectation of success affect learners and educators in teleconferencing learning environments. Finally, concerning the interconnection of the psychological factors and the effectiveness in teleconferencing sessions as it appears, the main premise of a successful teleconferencing session is laying down the groundwork for adequate planning and preparation taking into account all the influencing psychological factors.
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Rusk, Mike. "Video Teleconferencing." Community & Junior College Libraries 6, no. 1 (April 21, 1989): 3–13. http://dx.doi.org/10.1300/j107v06n01_02.

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Cross, William K., and Peter J. Murphy. "Teleconferencing in student teacher supervision." British Journal of Educational Technology 21, no. 1 (January 1990): 41–51. http://dx.doi.org/10.1111/j.1467-8535.1990.tb00668.x.

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Lamba, Pankaj. "Teleconferencing in Medical Education: A Useful Tool." Australasian Medical Journal 4, no. 8 (September 1, 2011): 442–47. http://dx.doi.org/10.4066/amj.2011.823.

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Rosner, F., M. R. Gandhi, and P. Lanzkowsky. "Teleconferencing for graduate and continuing medical education." Academic Medicine 67, no. 6 (June 1992): 384. http://dx.doi.org/10.1097/00001888-199206000-00009.

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Goldberg, Albert, Dennis Stavros, Thomas J. Switzer, and Michael Waggoner. "Teleconferencing in Continuing Education: an Interorganizational Collaboration." Journal of Continuing Higher Education 33, no. 1 (January 1985): 25–28. http://dx.doi.org/10.1080/07377366.1985.10401019.

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Hashim, Yusup, and Ibrahim Jaafar. "Systematic use of teleconferencing in distance education." Educational Technology Research and Development 47, no. 2 (June 1999): 117–24. http://dx.doi.org/10.1007/bf02299472.

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Dissertations / Theses on the topic "Teleconferencing in education"

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Stachowicz, Thomas Joseph. "Teleconferencing and the MARRS computer conferencing system." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9955.

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Stubblebine, Stuart Gerald 1961. "Analysis, design and performance evaluation of a video and computer teleconference system for distance learning." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276930.

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Video teleconferencing is a successful tool in the education and business industry because of its ability to reach a large audience at numerous remote locations. New computer and communications technology allows for advances in teleconferencing capabilities. In this thesis, an analysis of educational teleconferencing requirements is performed to develop viable educational teleconferencing design approaches. These design approaches must consider various transmission means and typical methods of instruction. One design approach is selected and a functional design is performed. The design is evaluated using performance models and the Simscript II.5 simulation language. Curve fitting techniques are applied to observed data to create probability distribution functions used in creating an accurate model. The performance evaluation is used to optimize the transmission protocol and validate the design. The simulation results show that with a 9600 baud transmission rate, the effects of degraded transmission lines, short display times or abnormally large file sizes, have no significant effects on the proper performance of the system.
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Meulenberg, Paul Martin Charles, and pmeulenberg@swin edu au. "An investigation into the effectiveness of implementing video conferencing over IP." Swinburne University of Technology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20051025.144820.

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Nobody really knows with certainty what education using digital video communication technology will be like in the next ten years. The only thing that seems certain is that it will not be like the present. While no one can see into the future, we can research present realities and current rates of change as bases for projecting ahead. Video conference systems that operate over IP (Internet Protocol) are being implemented in educational organisations, businesses and homes around the globe. Video conference manufacturers inform us that the implementation of such systems and their use is relatively straightforward. This may or may not be the case. This research argues that there is significantly more to implementing video conferencing over IP than simply installing the equipment, training staff and commencing classes. This study reports on an investigation into the effectiveness of implementing digital video conferencing over IP in educational institutions. It specifically looks at this in respect of the desktop and small group user. Research in desktop videoconferencing in education exists but is not abundant, for example, Thompson (1996), Kies et al., (1997), Bogen et al., (1997), Daunt (1999), Davis and Kelly (2002), Davis et al., (2004). With the considerable progress made in IP technologies, more educational providers are moving to use desktop and small group videoconference systems to link to classes and/or students over the Internet. This is a trend that is growing rapidly world-wide. The implementation and application of IP video conferencing in education is under-researched. This study examines three separate case studies to collect the required data. It looks at the processes required to set up effective communications with students and teachers using digital media. It identifies the specific difficulties that need to be overcome, both technically as well as the human factors that are involved. It addresses these issues chiefly as related to desktop users and small groups of participants in particular. In conclusion it also focuses on the design aspects of the video conference equipment and venues used in educational environments. The aim of the research, therefore, is to understand current and future trends of implementing and using video conferencing over IP, in a technical, human and design sense. The research has practical significance for educational institutions, as it provides useful information for students, tutors, technicians and designers involved in digital video conferencing technologies now, and in the years to come.
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Goldberg, Lydia. "Videoconferencing pathways to interaction." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22590.

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The rapid convergence of technologies of communication into a multimedia environment taking place over the last decade has created a new interest in the possibilities offered by videoconferencing systems. We are thus beginning to see the expansion of the potential for various levels of human interaction mediated by video in both business and educational domains. Through the support of the technologically mediated environment, people now have the capability to travel across time and space, meeting with other individuals, seemingly as if face-to-face. The purpose of this thesis is to explore more fully some of the issues of the new communication technologies (differences between face-to-face and mediated communication, changes to our conceptions of time and space, and problems of privacy and surveillance) and specifically how they apply to various videoconferencing scenarios as well as to a more detailed case study of a teleteaching experiment conducted recently at a French research institute.
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Maples, Alan (Alan Royce). "The Utilization of Teleconferencing by Community Colleges in Faculty and Staff Development Presentations." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277617/.

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Members of the Instructional Teleconference Consortium (ITC) were mailed a survey instrument. A total list of 375 teleconference coordinators generated 137 usable responses. The purposes of this study of faculty and staff development presentations by teleconferencing were to determine the amount of usage; which subject areas are utilized; what delivery methods (live, interactive, prerecorded, multimedia, etc.) are utilized; barriers (size or location of college, size of teleconference or travel budget, etc.) to implementing teleconferences; and the sources of presentations utilized in teleconferences. Larger community colleges are the greater users of teleconferencing and even produce some for distribution to other community colleges, whereas smaller community colleges have just begun to receive equipment that enables them to receive telecasts for this purpose. No clear subject area has yet been defined that dominates these teleconferences, and the trend is toward two-way audio and one-way video as the delivery media as communication costs decline. Barriers of money for staff, equipment, and programming appear to be the principal objections to the use of teleconferencing for faculty and staff development presentations. There appear to be few sources of presentations except for the Public Broadcasting System (PBS).
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Madore, Kimberly Ann. "Learning at a distance : the experiences and attributional style of secondary students in an audiographics teleconference chemistry course /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0001/MQ34203.pdf.

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Ronan, Judith M. Rhodes Dent. "Professional development for inclusion through real-time, multimodal conferencing." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986990.

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Thesis (Ed. D.)--Illinois State University, 2000.
Title from title page screen, viewed May 16, 2006. Dissertation Committee: Dent M. Rhodes (chair), Robert L. Fisher, Ione M. Garcia, Ming-Gon John Lian. Includes bibliographical references (leaves 143-162) and abstract. Also available in print.
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Janning, Ronald M. "Features of the MARRS computer conferencing system." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9920.

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Alexander, Linda H. (Linda Hackney). "A Study of Internet Listservs as Post-Teleconference Support to Faculty at Community Colleges and Two-Year Institutions." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278510/.

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This case study examined three listservs as follow-up activities for STARLINK® (State of Texas Academic Resources Link) satellite teleconferences for community college faculty development during the 1993-94 season. Purposes included determining through self report and other data: (a) appropriateness of listservs as follow-up activities for teleconferences, (b) if combining video satellite teleconferences with a listserv satisfied perceived needs, (c) purposes of accessing a listserv and if listservs facilitated changes in the performance of work, were supportive of teaching, and provided resources beyond teleconferences' content, (d) what aspects of listservs are helpful or not helpful to participants.
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Tennent, Leanne Janene. "Multimedia: Perceptions and Use in Preservice Teacher Education." Queensland University of Technology, 2003. http://eprints.qut.edu.au/15841/.

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Across the period in which this research was conducted, there has been an increasing emphasis in government and university policies on the promotion of technology integration in higher education. This emphasis has also become evident in Commonwealth and State government policies relating to preservice teacher education because of the need to ensure that teachers enter the profession with the types of technological skills and competencies that can enhance teaching and learning. The research reported in this thesis describes the experiences and perceptions of computer-based technologies from the perspective of academic staff and graduates from two preservice teacher education courses in a Queensland university. The research was conducted in two phases using a repeated cross-sectional longitudinal design. In Phase 1 of the research conducted in 1997, and in Phase 2 in 2002, questionnaires were used to gather data. In Phase 1 of the research, participants comprised 43 academic staff members involved in two preservice teacher education courses and 72 first or second year graduate teachers from these courses. Items in the academic staff and graduate teacher questionnaires elicited information on a range of issues related to the technologies including knowledge and confidence levels, acquisition of knowledge, current and future usage in teaching, advantages and disadvantages of teaching with the technologies, the importance of the technologies to higher and preservice education and the adequacy of preservice teacher education to prepare new teachers to use technologies. Graduate teachers were also questioned about barriers to their classroom use of technologies. Further questions for academic staff investigated the existence of factors that facilitate usage of technologies and the degree to which the presence or absence of these factors constituted barriers or incentives to technology use. A number of questions also explored attitudes surrounding the valuing of teaching, research and publishing. Results from the first phase of research revealed that both academic staff and new teachers made little use of technologies in their teaching. The most salient barriers to academic staff technology use included lack of technical advice and support, time, and lack of evidence of improved student learning and interest. There was also a widely held perception among academic staff that teaching was not valued by their university and that, in particular, innovation in teaching deserved greater recognition. For graduate teachers, barriers to technology use included lack of computers and resources, lack of school funding, and lack of knowledge and training. In Phase 2 of the research, participants comprised 40 academic staff members and 123 graduate teachers from the same two preservice teacher education courses. Participants were again questioned about knowledge and confidence levels, acquisition of knowledge, current and future usage in teaching, and the adequacy of preservice teacher education to prepare new teachers to use technologies. In light of new research and building on findings from the first phase of data collection, several new questions were added. These questions related primarily to the nature and availability of training and how preservice teacher preparation in technology use could be improved. Results from the second phase of research indicated that, among academic staff and graduate teachers, there had been considerable increases in knowledge and confidence levels in relation to the technologies, along with increased levels of usage. Both groups were also significantly more likely than their earlier counterparts to report that preservice teachers were adequately or well prepared in the use of technologies. For graduate teachers, lack of equipment and resources were ongoing barriers to technology use. Training in technology use appeared to be less of an issue for graduate teachers than academic staff with most reporting access to, and satisfaction with, inservice training opportunities. Encouraging too, was the finding that these graduate teachers were significantly more likely than their 1997 counterparts to attribute their knowledge of the technologies to preservice teacher education. While positive change in technology use was evident across this period, continued efforts to support and integrate technology in preservice teacher education remains important, as does support for the innovative use of technology to promote learning in schools.
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Books on the topic "Teleconferencing in education"

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Carla, Lane, and Applied Business teleCommunications, eds. Guide to teleconferencing & distance learning. 2nd ed. San Ramon, CA: Applied Business teleCommunications, 1994.

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Portway, Patrick S. Technical guide to teleconferencing & distance learning. San Ramon, CA: Applied Business Telecommunications, 1992.

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Algra, T. Multimedia tele-education: PC-based real-time narrowband applications. Amsterdam: National Aerospace Laboratory, 1994.

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Romiszowski, A. J. Telecommunications and teleconferencing in education and training: A selected bibliography. Englewood Cliffs, NJ: Educational Technology Publications, 1995.

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Unterricht am Bildschirm: Der Einsatz von Videokonferenzen in EDV-Schulungen. Frankfurt am Main: P. Lang, 1997.

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Jan, Zanetis, ed. Interactive videoconferencing: K-12 lessons that work. Eugene, Or: International Society for Technology in Education, 2009.

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Videoconferencing for Schools: Pedagogy and Practice. Derry: Guildhall Press, 2008.

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Kecia, Ray, and Zanetis Jan, eds. Videoconferencing for K-12 classrooms: A program development guide. 2nd ed. Eugene, Ore: International Society for Technology in Education, 2009.

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Ostendorf, Virginia A. Teaching through interactive television: A practical introduction to business television and distance education developed for traditional instructors. Littleton, Colo. (P.O. Box 2896, Littleton 80161-2896): V.A. Ostendorf, 1989.

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Police, Illinois State. Distance learning: A new tool for communication, meetings and education. Springfield, Ill.]: Illinois State Police, 2000.

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Book chapters on the topic "Teleconferencing in education"

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Guerrero, Anthony P. S., Daniel A. Alicata, Sara A. Haack, and Davis Rehuher. "Connections at the Crossroads of the Pacific: Hawaii‘s Experiences with Video Teleconferencing for Education, Collaboration, and Services." In Innovations in Global Mental Health, 1–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-70134-9_84-1.

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Guerrero, Anthony P. S., Daniel A. Alicata, Sara A. Haack, and Davis Rehuher. "Connections at the Crossroads of the Pacific: Hawaii‘s Experiences with Video Teleconferencing for Education, Collaboration, and Services." In Innovations in Global Mental Health, 655–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57296-9_84.

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Orakcı, Şenol, and Savaş Karagöz. "The Pedagogy of Distance Education." In Pedagogy, Presence, and Motivation in Online Education, 1–21. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8077-6.ch001.

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The aim of this chapter is to examine and assess distance education, purpose and requirements of distance education, basic principles in the effective use of distance education, the role of teacher and student in distance education, material in distance education, and measurement and evaluation in distance education. It also aims at determining learning theories in distance education technology such as behavioral learning theory, cognitive learning theory, constructivist learning theory, adult education theory, theory of independent study, autonomy theory, theory of industrialization of teaching, connectivism learning theory, and interaction and communication theory. In the last part of the chapter, technology-supported education methods such as interactive video, teleconferencing systems, cloud technology, virtual reality, and web-based (online) training were explained in detail.
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Ovetz, Robert. "A Workers’ Inquiry into Canvas and Zoom: Disrupting the Algorithmic University." In Digital Platforms and Algorithmic Subjectivities, 183–200. University of Westminster Press, 2022. http://dx.doi.org/10.16997/book54.n.

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Learning management systems (LMS) and teleconferencing technologies moved to the centre of teaching in Higher Education (HE) during the pandemic. Already on a rapid growth trajectory, these technologies were introduced into HE to rationalise, deskill, control, and manage academic labour by breaking it up into discreet tasks of course design, delivery and assessment. These discreet tasks are being redistributed to administrators, contractors, and other non-faculty technicians. This rationalisation is made possible by the ubiquitous dataveillance of teaching and learning built into the architecture of the Canvas LMS and Zoom teleconferencing app. These technologies are central to the production of more self-disciplined precarious platform workers who can labour remotely under the ubiquitous surveillance and control of algorithmic management. A workers’ inquiry of the new technical composition of capital in higher education is needed to analyse and organise against these attacks on academic workers.
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Gibb, Ryan. "All Experts on Deck." In Contemporary Issues in Multicultural and Global Education, 31–43. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7404-1.ch003.

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The normalization of distance-learning and models of hybrid education has fundamentally changed access opportunities for students in small liberal arts universities. While invited speakers will always supplement the instructor of record, the inclusion of content experts in curricula can supplement instructors' lesson plans like never before. Indeed, the crisis that post-secondary education is currently facing because of the pandemic may in fact shift educators' focus to including more area experts and disciplinary experts to their classrooms. The results of this awakening to teleconferencing as a normal part of a curriculum especially serves geographically remote small liberal arts universities, but it also serves to connect a world divided by a pandemic and increasingly xenophobic travel policies.
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Beckwith, Everett George. "The Importance of Synchronous Sessions in Online Asynchronous Classes." In Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods, 34–51. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1622-5.ch002.

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When online classes began being developed and made available in higher education approximately 20 years ago, the vast majority of the online classes and programs were asynchronous, meaning that instructors did not meet with students in real-time or synchronously. There were few synchronous courses, and this was due to the high expense of video teleconferencing systems and the inability of many computers to handle the high bandwidth and memory required to participate in such synchronous sessions. Now, there has been a significant revolution in video teleconferencing systems and in the computers used to access them. Systems are now affordable and most learning management systems (LMS) even have them embedded. While mobile computers, including handheld devices such as iPhones, Androids, and tablets, can access the synchronous sessions from anywhere they can access the Internet. It is time to reassess the value and effectiveness of having synchronous sessions in online classes that are primarily asynchronous.
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Adrian, C. Mitchell. "Developing a Learning Environment." In Distance Learning Technologies, 107–23. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-80-3.ch009.

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It is known that good classroom management techniques help promote a suitable learning environment, an environment in which students are interested and participate as a community of learners (Brophy & Alleman, 1998). In this type of environment, learning occurs when faculty develop and encourage discussion through the use of social interaction (Brophy & Alleman, 1998). The problem in applying these concepts to a distance education program is “how to develop or maintain an environment of social interaction?” To contribute to the learning environment in a distance education program, a combination of new and readily available electronic communication technologies can be combined with concepts taken from Total Quality Management (TQM). The term “distance education” covers a wide range of educational practices, ranging from the traditional correspondence course to synchronous teleconferencing via multiple classrooms. The techniques discussed here are designed primarily for a distance environment that allows for some degree of student-faculty interaction.
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Carloni, Giovanna, and Federica Franzè. "A Telecollaborative International Exchange for Foreign Language Learning and Reflective Teaching." In Studi e ricerche. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-529-2/008.

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This chapter shares the reflections on a joint international research educational project, involving Columbia University students studying Italian, and Italian pre-service teachers enrolled in an MA in Teaching Italian as a Foreign Language at the University of Urbino, Italy. The northern hemisphere autumn term 2014 iteration of the project is taken as a case study to discuss the effectiveness of teleconferencing for foreign language learning and teaching. The results showed that the videoconference sessions positively affected the learning process of students, and simultaneously fostered reflective teaching in pre-service teachers.
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Conference papers on the topic "Teleconferencing in education"

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Hotchkiss, Anthony. "Techniques for the Development of an Audiographic Teleconferencing Course." In ASME 1992 International Computers in Engineering Conference and Exposition. American Society of Mechanical Engineers, 1992. http://dx.doi.org/10.1115/cie1992-0126.

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Abstract The development and preparation of course material for audiographic teleconferencing, a form of distance education, is discussed. The Group Teleconferencing System (GTCS), used at the University of Wisconsin-Madison, is described. GTCS allows visual material (slides) to be displayed and annotated interactively, and some techniques for the generation and presentation of the slides are suggested, using a computer-aided-design course as an example.
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Wanta, Souma, Ehsan Sheybani, William Rankin, and Giti Javidi. "Establishment of global multinode teleconferencing environment infrastructure for research and education." In Proceedings 2007 IEEE SoutheastCon. IEEE, 2007. http://dx.doi.org/10.1109/secon.2007.342879.

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Geovanie, David. "The Current Application of Teleconferencing in the Criminal Justice Process." In Proceedings of the 2nd International Conference on Law, Social Sciences and Education, ICLSSE 2020, 10 November, Singaraja, Bali, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.10-11-2020.2303385.

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Dewal, Om Prakash, and Amit Kumar. "Education for All: Practical Training for Heterogeneous Groups of Learners- An IGNOU Experience." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7457.

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The teaching-learning process has undergone a major shift due to the Covid-19 pandemic. The situation has necessitated the use of online media more aggressively to reach out to learners and address their academic needs. However, the digital divide prevalent in many parts of the world is a stumbling block. Academic Programme delivery through technological interventions, having a judicious mix of online and broadcast media, was the solution, Indira Gandhi National Open University thought of while delivering their MA (Journalism & Mass Communication) Programme. // The university has been using various ICTs extensively such as radio, television, interactive radio counselling, broadcast-based teleconferencing, Google Classroom, Google Meet, Face book, WhatsApp, YouTube etc. in complementary and supplementary modes; in addition to printed Self Learning Materials. The use of digital online resources like social media, MOOCs and OERs mixed with traditional broadcasting channels paved the way for skill-oriented training and successful delivery of the programme.
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Stewart, Brent K., Nicholas J. Mankovich, James W. Sayre, Samuel J. Dwyer III, Richard H. Gold, Edward G. Grant, Hooshang Kangarloo, and Issa Yaghmai. "Technical development of shared radiology educational resources via teleconferencing." In Medical Imaging 1993, edited by R. Gilbert Jost. SPIE, 1993. http://dx.doi.org/10.1117/12.152893.

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