First Journal Review...

Title:
Conducting a Trial of Web Conferencing Software: Why, How and Perceptions from the Coalface
By Dr. Shirley Reushle (Faculty of Education, University of southern Queensland) and Dr. Birgit Loch (Department of Mathematics and Computing, University of Southern Queensland).
From Turkish Online Journal of Distance Education, Volume 9 Number 3 Article 2

Abstract:
This paper reports on the trial of web conferencing software conducted at a regional Australian university with a significant distance population. the paper shares preliminary findings, the views of participants and recommendations for future activity. To design and conduct the trial, an action research method was chosen because its participative and grounded in experience, reflecting the context and objectives of the trial. In the first phase of the trial, students in postgraduate Education courses were linked across the globe to participate in interactive and collaborative conference activity and to communicate via audio, text and video and shared whiteboard. Mathematical problem-solving was carried out collaboratively in an undergraduate course using tablet PCs. This was followed by Phase 2, a university wide trial across disciplines. Preliminary findings indicate that web conferencing software enables teachers and students at the university to engage actively across diverse locations, supporting a students centered approach and greater flexibility in terms of where, when and how students learn. From these findings, the authors have made some initial recommendations to university management on the adoption of web conferencing to support learning and teaching.

Samples:

• postgraduate Education Courses of University Southern Queensland Australia (USQ)
• undergraduate Mathematics students of USQ

Settings:

• University of Southern Queensland Australia
• Time frame: Phase 1- late 2006, Phase 2- end 2007

Procedures:
Phase 1 (Trial)

The two authors initially experimented with the tool (Elluminate Live!) with postgraduate education and undergraduate mathematics students. Results from this trial were reported to university management, who then acknowledge that a more unified, university supported approach was essential, making the technology accessible for every staff member and not only the technologically curious and proficient. This led to Phase 2.

1. Elluminate Live! was choosen as the web conferencing software and the trial commenced in late 2006.
   
2. The firt author trialled the software in two postgraduate fully online courses in the Faculty of Education and then the second author used Elluminate with undergraduate mathematics students.
3. The sessions were recorded for later reviewing and supported by further asynchronous discussion conducted within the university learning management system.

Participants Perception:

• "The Elluminate events were the highlight of this course for me. I enjoyed the interaction and hearing the fellow learners voices"
• "I found my use of Elluminate a highly rewarding experience. The benefits of this system start with the ease of communication, through voice and visually with the whiteboard"
  

Trial Phase 2

1. After monitoring Phase 1 and reflecting on the process, it was evident to the authors that a more formal approach was required in order to promote the concept of web conferencing and recruit more trial users.
2. Two introduction sessions, endorsed by university management were offered,as well as a number of sessions to give staff members introductory training.
3. 60 staff members signed up and out of those, twenty responded to a questionnaire designed to seek feedback on their experiences.
4. Six of those twenty did not use Elluminate, as they were either not teaching or had not been able to find the time to experiment with this tool.
5. All staff members involved in the rial reported that the student feedback had been excellent, and most staff members were impressed with the opportunities web conferencing offers.

Findings:
At the time of writing, Phase 2 of the trial has just concluded and further data is being collected from participants across the university.
Feedback from faculty members has revealed their use of the software to invite guest speakers from across the globe to contribute to their students learning experience and the ability to collaborate with colleagues world wide on research and publication work. Faculty members have also observed the following in their courses:

• students are more aware that they are part of a cohort of students who are experiencing the same challenges and can support each other
• there has been a reduction in student anxiety in statistics service courses
• direct help in using software in computing courses has replaced long,imprecise written or verbal instructions
• visual explanation of symbol-based courses such as mathematics has been made possible
• some students have experienced increased awareness of assessment methodology and teacher expectations
• a better service has been provided to distance students, and
• use of the software has supported the establishment of social presence, particularly at the beginning of a semester.