C-REAL's December colloquium event presentation. "Effective Inclusion of Video Conferencing in Graduate Online Courses" by Dr. Cynthia Gautreau.

1. Dr. Cynthia Gautreau
Dr. Barbara Glaeser
Dr. JoAnn Carter-Wells
Masters in Instructional Design and Technology
California State University, Fullerton
Hawaii International Conference on Education
Oahu, HI Jan 7, 2014
EFFECTIVE
INCLUSION OF
VIDEO
CONFERENCING IN
GRADUATE ONLINE
COURSES
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2. Masters in Instructional Design and Technology
•The MSIDT program was launched in 2002 as
one of the first in the nation and has over 200
graduates to date representing 23 different
professional business/corporate areas. Since
the inception of our program, we strive to
incorporate theory and research related to
adult learning and cognition melded with
current and emerging practices and tools in
technology.
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3. Masters in Instructional Design and Technology
• The Masters of Science in Information Technology (MS-IDT)
program was designed by a multi-disciplinary group of faculty
to prepare professionals and educators in skills for direct
applications of emerging technology for teaching, learning,
training and/or curriculum development.
• The program admits 25-27 students annually. These
professionals are typically already working in the field of
technology in curriculum development and training in P-12,
higher education, the military, medical and/or corporate
settings.
• Faculty meet monthly to review program issues, including
research in the field, cutting edge technology for teaching and
learning, and course revision to incorporate this technology.
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4. Video Conferencing
• Is “not webcam video, which is static and is designed to
show just one person. Videoconferencing involves higher-
quality cameras, larger lenses, and faster compression for
sending the video signal, allowing for two-way
interaction”. Inside Higher Ed, 12/07/12, p. 1.
• Video conferencing in online courses can be used
effectively provided the right protocols are implemented.
• A team of faculty in the MSIDT who teach exclusively
online have created guidelines to promote the productive
use of video conferencing to
• promote learning,
• increase communication efforts, and
• build an online community.
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5. Development of
Video Conferencing (VC) Guidelines
• Faculty observed that video conferencing in online courses
increased communication and supported student learning
communities.
• Previously, communication was predominately asynchronous and text based, by
means of tools such as email, discussion board forums, and announcements.
• Video conferencing adds a new dimension of interaction and communication that
was previously unavailable in the online learning environment (Palloff & Pratt,
2007, 2011).
• Wang and Chen (2007) contend that increased interactions and synchronized
learning environment promoted by video conferencing address the need for
increased human interaction often experienced by online learners.
• Students expect educators to use the available technologies and implement
innovations as available (Reigeluth, 2009).
• However, there were no guidelines for how students should
participate in the meetings. A review of the literature revealed
no published guidelines for us to utilize.
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6. Development of
Video Conferencing (VC) Guidelines
• Faculty members were interested in guidelines that were consistent
with effective research practices and paradigm shifts in education.
A review of the literature revealed:
• The benefits of video conferencing and ways faculty should adapt
their instruction (McPherson, Wang, Hsu, & Tsuei, 2007; Smyth,
2005; White, 2010).
• Guidelines from other institutions existed along a continuum of
depth and complexity.
• Netiquette rules (Shea, 2005) provided the foundation to design
and establish an appropriate protocol beneficial to video
conferencing.
• Netiquette rules are widely used at the university level and are
applicable to the communication efforts in online courses and for
asynchronous communication among students and faculty.
• A self-evaluation survey was conducted with instructors
experienced with online teaching.
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7. Self-Report Study
• This was a self-report study (Fielding, 2006) in which
participants drew on their own behaviors (in this case,
professional experiences as an online instructor) to provide
information on using video conferencing effectively.
• Data for this research were collected by means of an online
survey that was presented during a scheduled monthly faculty
meeting.
• As part of the self-report process, two faculty members
analyzed the results of the survey and reported back to all
faculty.
• The faculty then discussed the findings and collaboratively
created the VC Guidelines.
• The Guidelines were further refined and connected to effective
instructional practices and set in the context of existing
knowledge as revealed through a review of related literature.
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8. Video Conferencing (VC) Guidelines for
Online Graduate Students
• Guideline 1:
• Remember you are on camera and live. The
advantage of VC is that you can take advantage of
facial expressions, inflection and tone of voice.
Remember to think before you respond to make
your thoughts and ideas clear and coherent to the
VC participants.
• Guideline 2:
• Adhere to the same standards of behavior during
the VC session that you would follow in real life.
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9. Video Conferencing (VC) Guidelines for
Online Graduate Students
•Guideline 3:
•Be mindful of all VC participants. Allow other
participants time and opportunities to contribute
to the discussion and share their ideas with the
group.
• Guideline 4:
•VC provides synchronized opportunities to share
knowledge. It is important to consider opinions
from other participants who are engaged in the
VC session. Strive for a fairly equal balance
among the participants.
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10. Video Conferencing (VC) Guidelines for
Online Graduate Students
•Guideline 5:
•Be mindful of your tone and expressions during
the VC session. This is not an anonymous session.
Your voice and video are viewed by all who are
participating in the chat session.
•Guideline 6:
•Share your expertise and knowledge. Be an
active contributor during the VC session.
•Guideline 7:
•Remain professional in your communication with
participants.
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11. Video Conferencing (VC) Guidelines for
Online Graduate Students
• Guideline 8:
• Respect the context of the VC session. Keep VC
sessions within the context of the conversation. If
the session is recorded do not post isolated
comments that may be taken out of context.
Synchronized discussions take on a life of their own,
therefore it is important to keep conversations in
context.
• Guideline 9:
• Be forgiving of mistakes during the VC session.
Video conferencing is a new communication
platform. There are bound to be technical glitches,
be patient with the participants during the session.
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Questions or Comments?

13. Dr. Cynthia Gautreau
Elementary and Bilingual Education Department
California State University Fullerton
cgautreau@fullerton.edu
Dr. Barbara Glaeser
Special Education Department
California State University Fullerton
bglaeser@fullerton.edu
Dr. JoAnn Carter-Wells
Reading Department
California State University Fullerton
jcarterwells@fullerton.edu
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