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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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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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Deacon, Diana Ruth. "Designing support for Web-based continuing education using computer conferencing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ53631.pdf.
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Mason, Robin D. "A case study of the use of computer conferencing at the Open University." Thesis, Open University, 1989. http://oro.open.ac.uk/56447/.
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This case study is set within the theoretical framework of distance education, and is centred on the first large-scale use of computer conferencing for distance education at the Open University. The concepts of independence and autonomy, of the quasi-industrialisation of large distance teaching universities, and of interaction with learners, are taken as the frameworks for analysing the success of this application of the medium. The hypothesis concerning the convergence of traditional and distance education systems is given further support by the introduction of this new technology. The perspectives of the students who used conferencing as part of their course on Information Technology, the tutors who used conferencing for tutoring the course, and the course team who designed and wrote the course, and then maintained it with conferencing, are the central areas of investigation and analysis in this study. Qualitative data - from interviews, observation and conference content, is used along with quantitative data from user-generated statistics, from surveys and from the course database. The success of the application is analysed in three ways: its effectiveness as a mass distance teaching medium, its value as a medium for tutoring, and its use as a minor component of a multi-media course. The results show that computer conferencing can be used with large numbers of students mastering the system at a distance, though not necessarily using it interactively. The medium is very successful for certain tutoring duties - support, advice and information exchange, and potentially for interactive discussion. However, as a minor component of a course, it is too powerful and too time consuming to be successful.
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Bullen, Mark. "A case study of participation and critical thinking in a university-level course delivered by computer conferencing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25024.pdf.
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Osorio, Antonio Jose Meneses. "Telematics for the education and professional development of teachers." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361339.
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Stammen, Ronald M. "Rural school administrators' perspectives about problems and barriers regarding the utilization of computer conferencing /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683401444348.
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Gabriel, Martha A. "Communication and learning, how distance learners construct meaning in the computer conferencing environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0020/NQ48099.pdf.
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Gunter, Michael R. "A Distance Education Conferencing System Utilizing Voice and Text Data Over a Low Bandwidth Communications Link." NSUWorks, 1996. http://nsuworks.nova.edu/gscis_etd/558.
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This dissertation addresses the technical utilization of multimedia computer technology to increase the effectiveness of distance education. Text-based conferencing using computers has been in use for more than ten years but suffers from interaction speeds paced by the participant's keyboarding proficiency. Multimedia computers capable of rendering voice and graphics can increase information delivery by an order of magnitude. Constraining the development of multipoint conferencing system are the low bandwidth communications infrastructure, the absence of a data bridge, and effective multimedia compression and multiplexing techniques for the diverse user platforms.
Many applications are reviewed that can, in part, perform at least some of the functions required. Research is presented describing current implementations of group conferencing systems which use both high-power workstation computing equipment and high-speed communication connections. Implementations of voice point-to-point connectivity, found in the numerous "internet phone" applications, are surveyed. A key component of each system is a technique to address the high data rates required for voice data. Voice data compression can use differing techniques, depending on the computing hardware and auxiliary compression hardware available. An analysis of software voice compression techniques is performed noting that computing power for encoding and decoding are not always symmetrical.
Unlike standard data driven systems, a voice conferencing application is time-sensitive. Network behaviors, such as queuing, or multitasking operating systems which are not deterministic can introduce significant delays during transmission. Additionally, multitasking operating systems which are not deterministic can also introduce delays. These delays can render voice transmission unusable, introducing sudden stops and starts in the voice reproduction. Techniques for design of a time-sensitive system will be developed.
The dissertation develops an implementation of a group conferencing system combining the capabilities of text-data and voice multiplexing, compression, and bridging. The system will be designed to adapt to the many diverse hardware platforms, selecting the compression algorithm to maximize performance on the client system.
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Bower, Matthew. "Designing for interactive and collaborative learning in a web-conferencing environment." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/26888.
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Thesis (PhD)--Macquarie University, Division of Information and Communication Sciences, Computing Department, 2008.Bibliography: p. 503-514.
This study investigated learning design in a web-conferencing environment based on three semesters of lessons conducted as part of an introductory programming subject. As well as characterizing the nature of discourse and interaction, the study focused on how the design of the interface, activity and task type affected collaboration and learning. Engeström's (1987) Activity Theory based upon a socio-constructivist view of learning was used to frame the analysis. --Interface designs incorporated theory relating to graphical user interface design, multimedia learning, and findings from the cognitive sciences. Activity designs were differentiated based on the degree of student ownership, from teacher-centred (transmissive) approaches, to teacher-led (guided interaction) approaches, to student-centred (collaborative group-work) designs. Types of tasks were considered on the basis of their level of knowledge (declarative, procedural and conceptual), their character (authenticity, situatedness) and their domain specific nature (in the field of computer science education). The effects of the different interface, activity and task designs on collaboration and mental model formation were explored. --A mixed method approach to analysis was adopted, incorporating a design-based research study and a multimodal discourse analysis. The design-based research allowed a broader, more interpretivistic and process focused analysis to be conducted, based on the strategic redesigns that occurred between iterations of the subject. The multimodal discourse analysis enabled more detailed, objective and outcomes based measurements of the subject of discourse, the nature of interactions and the types of modalities used to mediate learning. Triangulating data from the design-based research study and the multimodal discourse analysis provided a more complete description of phenomena and promoted greater reliability. --Results include the way in which different modalities afforded different possibilities for representing, and how combinations of those modalities could be effectively integrated by applying multimedia learning principles. Student-centred learning designs increased student involvement, allowing them to take greater ownership over the content and to more fully share their mental models. Authentic, meaningful problem solving tasks promoted greater student engagement. The capacity to dynamically redesign the interface based on the collaborative and cognitive requirements of the learning episode supported more effective implementation of conversational (Laurillard, 2002) approaches to learning. --More effective interaction and collaboration resulted from prescribing patterns of engagement, managing activity and technology so that student discourse could focus on content, and providing guidance regarding semiotic representational forms so that students could concentrate on applying those representations rather than inventing them. Teacher and student virtual classroom competencies critically influenced collaboration and learning. --Based on the findings in this study, a framework of nine pedagogical patterns for teaching and learning in web-conferencing environments is proposed. The framework provides an integrated approach to learning design that relates the interface design with the activity design and the level of knowledge (task type).
Mode of access: World Wide Web.
vii, 514 p. ill. (some col.)
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Charle, Poza María Isabel. "The effects of asynchronous computer voice conferencing on learners' anxiety when speaking a foreign language." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=4007.
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Thesis (Ed. D.)--West Virginia University, 2005.Title from document title page. Document formatted into pages; contains xi, 129 p. : ill. Includes abstract. Includes bibliographical references (p. 97-105).
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Gerbic, Philippa, and philippa gerbic@deakin edu au. "On-campus students' learning in asynchronous environments." Deakin University. School of Education, 2006. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080421.153614.
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Asynchronous online discussions have the potential to improve learning in universities. This thesis reports an investigation into the ways in which undergraduates learned in online discussions when they were included within their face-to-face courses. Taking a student perspective, four case studies describe and explain the approaches to learning that were used by business undergraduates in online discussions, and examine the influence of the computer-mediated conferencing (CMC) medium and curriculum design on student learning.
The investigation took a qualitative approach where case studies were developed from multiple data sources. In each of the cases, a description of the setting of the online discussions introduced the learning environment. Further details of student learning behaviours in the online discussions were provided by an analysis of the systems data and a content analysis of the online discussion transcripts. In depth interpretation of interview data added student perspectives on the impact of CMC characteristics, the curriculum or learning design and the relationship between the online discussions and face-to-face classes. A comparative cross case analysis of the findings of the four cases identified and discussed general themes and broad principles arising from the cases.
The campus-based students acknowledged that online discussions helped them to learn and their message postings evidenced deep approaches to learning. The students recognised the value for learning of the text based nature of the CMC environment but peer interaction was more difficult to achieve. Asynchronicity created time flexibility and time for reflection but it also presented time management problems for many undergraduates. Assessment was the most influential aspect of the curriculum design. The cases also identified the importance of a dialogical activity and the absence of the teacher from the online discussions was not problematic. The research identified new perspectives on the relationship between online discussions and face-to-face classes. Students regarded these two media as complementary rather than oppositional and affirmed the importance of pedagogic connections between them. A teaching and learning framework for online discussions was developed from these perspectives.
The significance of this study lies in improved knowledge of student learning processes in online discussions in blended learning environments. The cases indicated the potential value of the CMC environment for constructivist philosophies and affirm the significant role of curriculum design with new technologies. Findings relating to the complementary nature of online and face to face discussions provided a platform for building a teaching and learning framework for blended environments which can be used to inform and improve pedagogical design, teacher expertise and student learning outcomes in asynchronous online discussions.
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Credle, Gayna Stevens. "Student interaction patterns in electronic conference systems." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036586.
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Atchade, Pierre Jacques. "A qualitative study of distance learners' perceptions of learning computer technology delivered through two-way audio video conferencing and online instruction." Ann Arbor, MI : UMI Dissertation Services, 2002. http://0-proquest.umi.com.aupac.lib.athabascau.ca/pqdweb?did=726373631&sid=1&Fmt=6&clientId=12302&RQT=309&VName=PQD.
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Ganeva, Irena. "Native and non-native speakers' participation in educational asynchronous computer conferencing, a case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0005/MQ45959.pdf.
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Zhang, Jing, and Vlad Vamoș. "How does the UX Design of video conferencing software affect student engagement in online education?" Thesis, Jönköping University, JTH, Avdelningen för datateknik och informatik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53164.
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Even before the spread of COVID-19 video conferencing software has seen a steady rise in use. Due to their convenient way of offering a way of seeing the other participants live while talking to them, it is quite easy to see why this kind of software became more and more used throughout the years. Now, during the pandemic, video conferencing software is more used than ever before, especially in learning environments. Nevertheless, studies show that student engagement is rather low with university students who take part in online learning. Throughout this paper, we venture into discovering the reasons behind this lack of engagement and how it can be improved from a User Experience Design standpoint. With findings resulted from several previous studies and identified student problems and needs from those papers we created a prototype to test which features and design elements affected student engagement.
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Loke, Jennifer C. F. "Critical discourse analysis of interprofessional online learning experience of healthcare professionals in asynchronous text-based computer mediated conferencing within higher education." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:4246.
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Aim: This study was to evaluate the existing practices of post-qualifying interprofessional learning (IPL) in asynchronous computer mediated conferencing (ACMC). It was underpinned by my desire as a nurse educator to challenge the established assumptions of the role of this technology � ACMC� as a pedagogic tool in achieving the goals of IPL. Background: In the current healthcare education climate of the United Kingdom, there is a strong desire to meet the government's agenda for IPL in higher education. Healthcare educators are increasingly utilising ACMC as a pedagogic tool to engage students in asynchronous text-based IPL. The technology may be a promising pedagogic means for achieving effective interprofessional online learning (IPOL); its benefits cannot be taken at face value, particularly for IPOL at post-qualifying level which involves nurses. Method: This study used Fairclough's version of critical discourse analysis (CDA), a 'three-dimensional' analytical framework to examine the discourse generated by 13 nursing and non-nursing healthcare professionals during their IPOL in the academic year 2004-2005 in a northern university in England. The aim was to map the analysis of the conference texts with the discursive events in IPOL and also with nurses' discursive practice in healthcare in relation to power and ideology. Findings: In contrast to a large amount of didactic, restrictive and limited learning, constructivist and collaborative learning were minimal. This learning which contributed to students' IPOL experiences highlighted the issues of nurses' use of a dominating nursing language, as represented in clinical nursing practice. Conclusion: Based on the attributes of students' IPOL experiences, recommendations are provided such that nurses' language use may be adjusted and healthcare education policies and service may be improved, in order to facilitate post-qualifying IPL in ACMC. These recommendations are based on a plausible explanation of student IPOL experiences and future research studies using a wide range of research methods are proposed.
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Parrett, Nicole M. "Effects of a student response system on student learning in introductory chemistry." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/parrettn/nicoleparrett.pdf.
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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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Tennent, Leanne Janene. "Multimedia : perceptions and use in preservice teacher education." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/15841/1/Lee_Tennent_Thesis.pdf.
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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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Mohn, Robert C. "Problems with integrating computer technology into the K-12 educational curriculum : a study of the use of the Internet and video-conferencing in a fifth grade classroom /." Master's thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-02232010-020010/.
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Weeden, Elissa. "Using Web Conferencing Technology to Foster Inclusive Course Experiences for Deaf and Hard-of-Hearing Students." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/gscis_etd/1032.
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A mainstream course has several components that deaf and hard-of-hearing (DHH) students must reconcile. In class, components can include the instructor, projection display, whiteboard, interpreting, and real-time captioning. Outside the classroom, components can include materials from the instructor, notes generated by a note-taker, and a lecture transcript generated via real-time captioning. Web conferencing software can be harnessed to create inclusive experiences for DHH students. Such software can place all components of a class session on a single screen to create a composite screen solution that can be viewed by students in real-time and recorded for later, self-paced review. A composite screen solution may increase performance and comprehension of DHH students in mainstream courses, along with their hearing counterparts. This mixed-methods study focused on the implementation of web conferencing software in a mainstream, college course to explore utilization of a composite screen solution by students inside the classroom. Quantitative data were collected and analyzed to determine impact on student performance. Qualitative data were also collected and analyzed to investigate participant perceptions about the intervention. There was no significant impact on student performance found based on student self-selected usage of the composite screen solution throughout the term. Hearing students utilized the composite screen solution significantly more than DHH students to compensate for obstructed views due to the design of a classroom and to make follow-along demonstrations easier. Alternatively, DHH students had unobstructed views with the projection screen and ASL interpreter in their field of vision. Overall, the live stream of the composite screen solution was not widely utilized by the intended target audience, DHH students, as anticipated. Instead, the results illustrate the importance of design and how a solution has the potential to help an unintended audience with unanticipated issues. The generalizability of the results, as they pertain to DHH students, are limited given the number of DHH participants.
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Yang, Shun-shing, and 楊順成. "Collaborative learning in science project among primary 5 students using Knowledge Forum (KF)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30412389.
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Murnieks, Andre Christopher. "Mediating an experience : an approach to designing a compelling synchronous, distant, virtual communication environment /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117813589.
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Hjelte, Björn. "Webbkonferenssystem i utbildningssyfte." Thesis, Mittuniversitetet, Avdelningen för informations- och kommunikationssystem, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-28256.
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I den här studien undersöktes användandet av webbkonferenssystem i nätbaserad undervisning på universitet. Det gjordes med hjälp av en litteraturstudie, en enkätundersökning med studenter, två intervjuer med lärare och några tester av programvara relaterat till webbkonferenssystem. Studien visade att det är många aspekter att ta hänsyn till för att tekniken ska kunna gynna bättre studieresultat. Det handlar dels om att skapa en god social miljö där deltagarna trivs och känner gemenskap. Det handlar även om att tekniska hinder ska överkommas för att det ska gå att kommunicera på ett enkelt sätt på distans. I studien gjordes testinstallationer av två webbkonferenssystem. Ett enklare test av ljudfördröjning gjordes på två datorer samt ett test för att se ifall ljud eller bild prioriterades högre av webbkonferenssystemen.This study examined the use of web conferencing systems for education purposes in universities. It was done through a literature study, a survey with students, two interviews with university teachers and a few software tests related to web conferencing systems. Before the technology can be used to improve study results there are many aspects to be considered. It's important to provide a good social environment for the students. It's also important to find technological solutions to enable communication in a way that is suitable for distance learning. Two web conferencing systems were tested in this study. One simple test was made to measure the sound delay on the two systems and another test was made to see if sound or video was prioritized differently.
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Ersoy, Halil. "The Preservice Teachers." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610776/index.pdf.
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This study aims to investigate the preservice teachers&rsquoperceptions about online communication in blended learning. The study tries to understand strengths and weaknesses of online communication from the learners&rsquo
point of view. To reach this aim, four research questions are asked: (1) What are the learners&rsquo
perceptions about the online synchronous communication tool? (2) What are the learners&rsquo
perceptions about web-based support? (3) What are the learners&rsquo
perceptions about collaboration with online communication? (4) What are the learners&rsquo
perceptions about the roles of the instructor at blended learning as (a) administrator, (b) facilitator, (c) technician, and (d) evaluator? To answer the research questions, a case study in line with action research design was conducted. An undergraduate course in blended learning form was selected as a case and both synchronous and asynchronous communication tools were utilized throughout the semester. At the end of the semester, data about perceptions was collected via four questionnaires and interviews with the students. Both qualitative and quantitative results showed that the online communication facilities in the case were perceived to be adequate by the students. Yet, the students reflected diverse thoughts about preference of communication modalities in synchronous communication. Moreover, the value of asynchronous communication was pointed out. It is concluded that communication needs, communication partner and other contextual factor have impact on selection of communication modalities.
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George, Stephen J. "Community of Inquiry Meets Critical Discourse Analysis (CDA): A CDA of Asynchronous Computer-Conference Discourse with Seminary Students in India." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011816/.
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The purpose of this study was to better understand student learning in asynchronous computer-conference discourse (ASD) for non-native speakers of English in India through the Community of Inquiry (COI) framework. The study looked at ASD from an online course taught in the fall of 2015 to 25 students in a seminary in South India. All but one of the students were non-native speakers of English. The class consisted of 22 men and 3 women. Eight students spoke languages from the Dravidian family of languages (Malayalam, Tamil, Telegu and Kannada). Eight students were from the Northeastern states of Manipur, Nagaland and Tripura, where most languages are from the Sino-Tibetan family. Three students were native speakers of Indo-Aryan languages (Odiya and Assamese). Five students were from Myanmar representing several Sino-Tibetan languages. The COI is a framework used to understand learning in ASD, often used in online learning. To study the ASD of this group, critical discourse analysis (CDA) was used with the COI to capture the unique socio-cultural and linguistic conditions of this group.
The study revealed that non-native speakers of English often reach the Exploration phase of learning but rarely show evidence of reaching the Resolution phase. This phenomenon was also observed in native English speakers as reported in the literature. Also, the structure of ASD showed that students took an examination approach to discussion shaped in part by their epistemology. This examination approach shaped how knowledge was constructed. CDA also showed that the discourse acquired an instructor-centered structure in which Resolution and Repair were initiated and finalized by the instructor.
The study advances the COI framework by undergirding it with a theory of asynchronous discourse using critical discourse analysis and capturing cognitive, social and teaching presence phenomena for non-native speakers that were not observed through the traditional COI framework. These phenomena were driven by cultural, epistemological, and linguistic forces and require a rethinking of the COI for contexts outside of North America. The study also demonstrates that learning for non-native speakers in ASD is challenged by these very same forces. Therefore, design for online learning should account for these phenomena.
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Anderson, Kathleen J. "Women and computer mediated conferencing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0004/MQ34446.pdf.
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Rourke, Liam. "Exploring social communication in computer conferencing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0006/MQ59763.pdf.
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Caplan, Wendy. "Student experiences with synchronous computer conferencing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60390.pdf.
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Smith, Paxton J. "Voice conferencing over IP networks." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29574.
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Traditional telephone conferencing has been accomplished by way of a centralized conference bridge. An Internet Protocol (IP)-based conference bridge is subject to speech distortions and substantial computational demands due to the tandem arrangement of high compression speech codecs. Decentralized architectures avoid the speech distortions and delay, but lack strong control and have a key dependence on silence suppression for endpoint scalability. One solution is to use centralized speaker selection and forwarding, and decentralized decoding and mixing. This approach eliminates the problem of tandem encodings and maintains tight control, thereby improving the speech quality and scalability of the conference. This thesis considers design options and solutions for this model, and evaluates performance through live conferences with real conferees. Conferees found the speaker selection of the new conference model to be transparent, and strongly preferred the resulting speech quality to that of a centralized IP-based conference bridge.
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Manian, Vijay. "Access control model for Distributed Conferencing System." [Gainesville, Fla.] : University of Florida, 2002. http://purl.fcla.edu/fcla/etd/UFE0000570.
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Baronikian, Haig. "Modelling and analysis of a computer conferencing system." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63756.
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Uyar, Ahmet. "Scalable service oriented architecture for audio/video conferencing." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
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Cook, Neil. "A support framework for distributed conferencing systems." Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388286.
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Olsen, Maurice. "List Manager 3.0." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/MOlsen2007.pdf.
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Robertson, Donald Alexander. "Teaching and learning in the computer-mediated conferencing context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0024/NQ49812.pdf.
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Limpanyalers, Thaveeporn. "Performing Cooperative Work and Conferencing on an Intranet Using Java." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1440.
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The process of organising, preparing and conducting a meeting is a time consuming one. Additionally, geographic separation compounds the amount of effort required. Within this study, an electronic conferencing system in an Intranet environment is designed and implemented, thus enabling employees in the same organisation to meet up electronically without the dual constraints of time and space. Specifically, the study investigates incorporation of facial expressions and an ongoing polling system. The results demonstrate that a presence of facial expressions helps users to better engage in on-line discussion and that users find an ongoing poll to be useful in determining direction within an electronic meeting.
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Shukla, Swati Patanjali. "Notification services in a distributed conferencing system." [Florida] : State University System of Florida, 2000. http://etd.fcla.edu/etd/uf/2000/ane5969/julie%5Fthesis3.PDF.
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Thesis (M.S.)--University of Florida, 2000.Title from first page of PDF file. Document formatted into pages; contains xi, 97 p.; also contains graphics. Vita. Includes bibliographical references (p. 95-96).
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Ng, Jim Nee. "Architectural design for an application independent multimedia conferencing framework." Thesis, Staffordshire University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299199.
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Moore, Timothy Mark. "An open multimedia conferencing architecture supporting quality of service." Thesis, University of Kent, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360975.
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Addae, Erasmus. "Training a Globally-Dispersed Trainer Population Through Desktop Video-Conferencing." NSUWorks, 2007. http://nsuworks.nova.edu/gscis_etd/381.
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Technology presents great opportunities for developing and delivering education and training. Specifically, audio and video communication technologies have become useful tools for extending the reach of training and staff development. Unfortunately, many of these opportunities are missed due to lack of technology adoption and assimilation. Developing formal training programs is one way to improve organizational effectiveness. Therefore, it is essential that organizations design and implement training programs that are efficient and address relevant job competencies. Training managers and development executives are eager to leverage technologies to train and support employees. Today's institutions and organizations rely to a large extent on training, and there is ample reason to believe that the importance of training for organizations will continue to increase in the future. The quality of employees and their development through training and education are major factors in determining organizational growth. Desktop video-conferencing (DVC), when used effectively can present an effective channel for training at a distance.
The goal was to establish a model training process for DVC instruction that addressed the professional development needs of a globally-dispersed trainer population. Trainers completed a needs assessment that translated into a needs-driven instructional design. Course content was developed to meet specifications of a predefined template to be delivered by the technology. Implementation of the training was guided by six interrelated components of training that included conceptual framing, guided practice, establishment of evaluation benchmarks, provision of social and technical support and retraining. Participants were provided opportunities for hands-on and collaborative activities during the training. The study contributed to the knowledge base of training and learning technologies and provided practical uses of DVC for professional development of distant trainers.
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Biro, Anne. "Issues in video-conferencing in a nursing education program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0013/MQ34472.pdf.
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Boddison, Adam. "Video conferencing : the experiences of a mathematics teacher." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3624/.
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Video conferencing is a relatively new technology for primary schools in England and it is normally used as a tool for distance learning. This thesis is a phenomenological case study that describes a course of mathematical enrichment sessions delivered through the medium of video conferencing to a group of 36 able children across six primary schools. The sessions are delivered by me, which gives the study a reflective and reflexive aspect since I have a dual role as both the teacher and the researcher. As well describing the experiences of the children, there is a focus on the teaching strategies that are used in this virtual environment and how they evolve over time. The thesis is structured around a framework of teaching strategies consisting of four categories; cognitive, compensation, metacognitive and affective strategies. The project makes use of video recordings, children’s diaries, a personal log, lesson plans and interview transcripts and the methods used include visual discourse analysis and Bloom’s method of stimulated recall. Successful and effective are the terms used for describing the outcome of a video conference in relation to technology and pedagogy respectively. This study shows that the evolution of teaching strategies is centred around creating routines to address the uncertainty of the virtual environment rather than focusing directly on pedagogy. The three major findings of this study are: 1. Site facilitators are not an essential requirement for ensuring the smooth running of a video conference. This study has shown that the participants themselves are able to take on any required responsibilities in this area if the number at each endpoint is relatively small (i.e. between four and eight participants). 2. Remote behaviour management and monitoring strategies are an important aspect of the video conferencing tool-kit for teachers. This study has demonstrated the importance of screen layouts in facilitating the use of such strategies. 3. The production features associated with children’s educational television programmes may be able to inform effective pedagogy for teaching and learning through video conferencing. In particular, this study has highlighted the potential of using theme tunes as auditory anchors to emphasise key points during a video conference. By the end of this study, it will be argued that the children enjoyed taking part and they became more independent as learners. Furthermore, it will be shown that if the teaching strategies are appropriate and if the mathematical content is enriching and open-ended, then video conferencing can create valuable learning opportunities for children that are not readily available in the traditional classroom environment.
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Kannan, Steven (Steven K. ). "Secure Voice over IP conferencing with decentralized group encryption." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/45979.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2007.Includes bibliographical references (p. 107-109).
This thesis addresses the development of an end-to-end secure Voice over IP (VoIP) conference system. We are particularly interested in challenges associated with deploying such a system in ad-hoc networks containing low bandwidth and/or high latency data links. End-to-end security is handled by the decentralized Public Key Group Encryption library (PKGE) developed at Lincoln Laboratory; PKGE allows real-time keying of conference users without an on-line central keying authority.We present a system design and its prototype implementation in accordance with a set of appropriate design goals. The final product demonstrates the feasibility of using PKGE in the demanding conditions of VoIP conferencing. The system development sheds light on a number of issues and engineering challenges that ultimately affect call quality, functionality, security, and usability, motivating our recommendations for the next generation system.
by Steven Kannan.
M.Eng.
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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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Schrire, Sarah. "The Learning Process, Moderation and Discourse Patterns in Asynchronous Computer Conferencing." NSUWorks, 2002. http://nsuworks.nova.edu/gscis_etd/826.
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Asynchronous computer conferencing is playing an increasingly important role in distance education, especially in higher education, by affording opportunities for in depth and meaningful learning. Working within a qualitative paradigm, a multiple-case study was conducted of three online asynchronous computer conferences at Nova Southeastern University's Graduate School of Computer and Information Sciences. The study examined the learning process in these conferences from the points of view of interaction, cognition and discourse analysis. Cognition was assessed using three models: Bloom's Taxonomy (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956), the SOLO Taxonomy (Biggs & Collis, 1982) and Garrison, Anderson and Archer's (2001) Practical Inquiry Model of Cognitive Presence. The learning interactions, based on the verbal data from the conferencing transcripts, were mapped and visually depicted. A number of thread types were identified, which became the basis for comparisons of the cognitive and discourse components within each case. The interactions were also analyzed using a modified version of Henri's (1992) Analytical Model for the Interactive Dimension. Levels of cognition in all three conferences were characterized by higher-order thinking. Synergistic interaction in the conference threads was associated with higher levels of cognition than other types of interaction, pointing to the importance of the collaborative element in learning. Discourse analysis of the first conference, the main case study, showed that the facilitation of learning was a function of the student-student and student-teacher exchanges arising from the instructor's moderation. In the second case, a conference that had no formal instructor intervention, the learning interactions were found to be related to the way in which the instructor had structured the instructional task and by the student -student exchanges triggered by the task. The analysis of the third case revealed patterns relating to the role of informal student moderation.
At the interpretive level of the study, which was based on numerical and statistical analysis, emerging patterns were described within each case and across the three cases. Using the Practical Inquiry Model as a basis, and triangulating findings from the interactive, cognitive and discourse perspectives, a modified content analysis scheme for evaluating the learning process in asynchronous computer conferencing was proposed.
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De, Clercq Loya Marie, and University of Lethbridge Faculty of Education. "Student-teacher rapport in video-conferencing." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996, 1996. http://hdl.handle.net/10133/33.
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Education and delivery methods of this education to students are always chaning. To teach students in geographically separated locations, many technologies are being used and one of these technologies is video-conferencing. However, the human element of education must neither be lost nor forgotten as we continue with new ways of educating students of the future. That is, the value of the student-instructor relationship and the critical role it plays in effective teaching and learning must be retained by distance educators. To develop a deeper understanding of the relationship between instructors and students of a video-conferenced classroom is the goal of this study. This case of student-teacher rapport in video-conferencing was conducted over a six-week summer course. Data were collected by questionnaire, student and instructor interviews, and class observations from both sites. From these primarily qualitative research techniques, several recurring themes emerged. All of these were central to the establishment and perceptions of an instructor-student rapport. Some of these areas were crucial to this video-conferencing case study and will serve to assist futre educators. The primary result of this case study was that very little rapport was established between the instructor and his students and it was perceived by the instructor and the students that this scant
amount of rapport was sufficient. The paramount themes which were revealed include: the lack of name knowledge on the part of the instructor and the students' perception that this was acceptable; the technological problems; the question-asking procedures; and the amount of side-chatter and other off-task behaviours. All of these factors compounded to suppress the existence of an instructor-student rapport in this course. Recommendations for distance educators are included.xiii, 223 leaves : ill. ; 28 cm.
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Deziel-Evans, Lisa. "An Investigation of Critical Thinking in Synchronous and Asynchronous Computer Conferencing Environments." NSUWorks, 2000. http://nsuworks.nova.edu/gscis_etd/486.
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Programs that involve teaching and learning at a distance often include the use of computer conferencing as a means to promote discussion and to stimulate higher-order thinking among students. Critical thinking should be considered an important outcome of graduate education yet there is little information available regarding the effectiveness of either synchronous or asynchronous computer conferencing to promote higher-order thinking in higher education. Although it stands to reason that asynchronous discourse would provide students with more time for research, reflection and decision making when compared to synchronous forms of communication, research was needed to provide evidence that this was actually occurring. In this study, content analysis was used to investigate higher order thinking. The primary research question examined whether critical thinking occurred to a higher degree in an asynchronous computer conferencing environment when compared to a synchronous one. Thirty-five students in the Pharmacy Informatics elective course of the Doctor of Pharmacy (Pharm.D.) degree program at Nova Southeastern University (NSU) participated in the study. Students completed the California Critical Thinking Skills Test (CCTST) and the Myers-Briggs Type Index (MBTl) before the study. Students were randomized to four groups and were exposed to two asynchronous and two synchronous online discussions designed to take advantage of constructivist learning theory. These discussions were recorded and the content analyses coding scheme was used to measure cognitive (critical thinking) presence. Results were obtained by coding and examining 3742 synchronous and asynchronous online postings from the instructor and students. Differences between synchronous and asynchronous modes of computer conferencing were assessed in terms of cognitive presence, social presence, instructor participation, and instructor-student interaction, participation by personality type and participation by gender. Student perception of critical thinking in the two different environments was also compared.
Results from the study indicated a significant difference in critical thinking and instructor participation between the two online conferencing environments. No differences in cognitive presence were seen by personality type or by gender. Students were able to perceive that more critical thinking occurred in the asynchronous conferences compared to the synchronous ones. Interrater agreement was reported.
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Peyton, Judith V. Rhodes Dent. "Collaborative family-school conferencing a nondeficit model /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804935.
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Thesis (Ed. D.)--Illinois State University, 1997.Title from title page screen, viewed June 13, 2006. Dissertation Committee: Dent M. Rhodes (chair), Wayne A. Benenson, Gayle Flickinger, Connie Burrows Horton. Includes bibliographical references (leaves 162-170) and abstract. Also available in print.