Pedagogic strategies supporting the use of Synchronous Audiographic Conferencing: A review of the literature

British Journal of Educational Technology

Volumn 40, Issue 6, 2009, Pages 980-998

  De Freitas, Sara ^a   Neumann, Tim ^b  

^a Institute for Clean Growth and Future Mobility   (United Kingdom)

^b UNIVERSITY COLLEGE LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

COMMUNITY OF INQUIRY MODEL; EDUCATIONAL THEORY; LEARNING SCENARIOS; MULTIMODAL MODELS; PRACTICAL USE; REAL-TIME COMMUNICATION; TASK DESIGN;

DISTANCE EDUCATION;

EID: 70350142149     PISSN: 00071013     EISSN: 14678535     Source Type: Journal    
DOI: 10.1111/j.1467-8535.2008.00887.x     Document Type: Article

References (67)

1. Anderson, T. D. Garrison, D. R. (1995). Transactional issues in distance education: the impact of design in audio teleconferencing. The American Journal of Distance Education, 9, 2, 27 45.
2. Balzer, D. (2004). Facilitating at the crossroads: the emergence of Multiple Venue Productions-Presentations (MVPs). Case studies in online education, 3, 2. Illinois Online Network. Retrieved January 31, 2007, from http://illinois.online.uillinois.edu/resources/casestudies/vol3num2/dbalzer/ index.asp
3. Bodemer, D., Ploetzner, R., Feuerlein, I. Spada, H. (2004). The active integration of information during learning with dynamic and interactive visualisations. Learning and Instruction, 14, 3, 325 341.
4. Bonk, C. (2004). The perfect e-storm: emerging technology, enormous learner demand, enhanced pedagogy and erased budgets. Part 2: storms #3 and #4. London : Observatory on Borderless Higher Education.
5. Bradner, E. Mark, G. (2001). Social presence with video and application sharing. In C. Ellis I. Zigurs (Eds Proceedings of ACM SIGGroup Conference on Supporting Group Work, September 30-October 3, Boulder, Colorado, USA, pp. 154 161. Boulder, CO : ACM Press.
6. Brandon, B. (Ed. 2005). 834 tips for successful online instruction. Santa Rosa, CA : The eLearning Guild. Retrieved January 31, 2007, from http://www.elearningguild.com
7. Chickering, A. Gamson, Z. (1987). Seven principles for good practice in undergraduate education, AAHE bulletin, March. Washington DC : American Association for Higher Education.
8. Clark, R. C. (2005). Multimedia learning in e-courses. Chapter 35 In R. E. Mayer (Ed. The Cambridge handbook of multimedia learning. Cambridge, MA : Cambridge University Press.
9. Coghlan, M. (2005). Finding your voice online - an inquiry into the use of online voice applications in higher education. The Knowledge Tree, 5. Australian Flexible Learning Network. Retrieved August 8, 2007, from http://www.elearn.wa.edu.au/kt/edition05/download/Coghlan.pdf
10. Delanghe, F. (2001). Validating small arms simulation. Military Training and Simulation News, 6, 31 34.
11. Erben, T. (1999). Constructing learning in a virtual immersion bath: LOTE: teacher education through audiographics. In R. Debski M. Levy (Eds WORLDCALL: global perspectives on computer-assisted language learning (pp. 8 10). Lisse : Swets & Zeitlinger.
12. Finkelstein, J. (2006). Learning in real time: synchronous teaching and learning online. San Francisco, CA : Jossey-Bass.
13. Fish, A. Gonzalez Losa, M. (2007). The AGORA online meeting tool. Paper presented at Methods and Technologies for Enabling Virtual Research Communities, 18 June. Edinburgh : e-Science Institute.
14. Flanagan, J. L. (1996). Overview on multimodality. In E. Cole, J. Mariani, H. Uszkoreit, A. Zaenen V. Zue (Eds Survey of the state of the art in human language technology (pp. 267 276). Cambridge, MA : Cambridge University Press.
15. de Freitas, S. Neumann, T. (2007). MoSAIC project: mid term report. Unpublished report. London : Centre for Distance Education.
16. de Freitas, S. Roberts, G. (2004). Does distance e-learning work? A comparison between distance and face-to-face learners using e-learning materials. Association of Learning Technology Journal, 11, 2, 69 87.
17. Gale, S. (1990). Human aspects of interactive multimedia communication. Interacting with Computers, 2, 175 189.
18. Garrison, D. R. Anderson, T. (2003). E-Learning in the 21st century: a framework for research and practice. London : Routledge-Falmer.
19. Garrison, D. R., Anderson, T. Archer, W. (2000). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education, 2, 2-3, 87 105.
20. Gunawardena, C. N. (1991). Collaborative learning and group dynamics in computer-mediated communication networks. In M. G. Moore (Ed. Research monograph of the American Center for the study of distance education Vol. 9 (pp. 14 24). University Park, PA : Pennsylvania State University.
21. Gunawardena, C. N. Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. American Journal of Distance Education, 11, 3, 8 26.
22. Hampel, R. (2003). Theoretical perspectives and new practices in audio-graphic conferencing for language learning. ReCALL, 15, 1, 21 36.
23. Hampel, R. (2006). Rethinking task design for the digital age: a framework for language teaching and learning in a synchronous online environment. ReCALL, 18, 1, 105 121.
24. Hauck, M. Youngs, B. (2008). Telecollaboration in multimodal environments: the impact on task design and learner interaction. Computer Assisted Language Learning, 21, 2, 87 124.
25. Hays, R. Singer, M. (1989). Simulation fidelity in training system design: bridging the gap between reality and training. New York : Springer-Verlag.
26. Heath, C. Luff, P. (1992). Disembodied conduct: interactional asymmetries in video-mediated communication. In G. Button (Ed. Technology in working order: studies of work, interaction, and technology (pp. 35 54). London : Routledge.
27. Herring, S. (1996). Computer-mediated communication: linguistic, social and cross-cultural perspectives. Amsterdam : John Benjamins.
28. Hiltz, S. R. Turoff, M. (1993). The network nation: human communication via computer. Cambridge, MA : MIT Press.
29. Hofmann, J. (2004a). The synchronous trainer's survival guide. Facilitating successful live and online courses, meetings and events. San Francisco, CA : Pfeiffer.
30. Hofmann, J. (2004b). Live and online: tips, techniques, and ready-to-use activities for the virtual classroom. San Francisco, CA : Pfeiffer.
31. Hyder, K., Kwinn, A., Miazga, R. Murray, M. (2007). The eLearning Guild's Handbook on Synchronous e-Learning: how to design, produce, lead, and promote successful learning events, live and online. Santa Rosa, CA : The eLearning Guild. Retrieved January 31, 2007, from http://www.elearningguild.com
32. Isaacs, E. Tang, J. (1994). What video can and cannot do for collaboration: a case study. Multimedia Systems, 2, 2, 63 73.
33. Jewitt, C. (2006). Technology, literacy and learning: a multimodal approach. London : Routledge.
34. Kirkwood, A. Price, L. (2005). Learners and learning in the twenty-first century: what do we know about students' attitudes towards and experiences of information and communication technologies that will help us design courses? Studies in Higher Education, 30, 3, 257 274.
35. Klapper, J. (2003). Taking communication to task? A critical review of recent trends in language teaching. Language Learning Journal, 27, 33 42.
36. Kolb, D. A. (1984). Experiential Learning: experience as a source of learning and development. Englewood Cliffs, NJ : Prentice Hall.
37. Kress, G. van Leeuwen, T. (2001). Multimodal discourse. London : Edward Arnold.
38. Kress, G., Jewitt, C., Osborne, J. Tsatsarelis, C. (2001). Multimodal teaching and learning: the rhetorics of the science classroom. London and New York : Continuum.
39. Lankshear, C. (1997). Changing literacies. Buckingham : Open University Press.
40. Laurillard, D. (2002). Rethinking university teaching: a conversational framework for the effective use of learning technologies (2nd ed.). London : Routledge Falmer.
41. Little, S., Fowle, W. Quintas, P. (2003). Building and maintaining distributed communities of practice: knowledge management in the OUBS MBA. Milton Keynes : Business Education Support Team, The Open University Business School.
42. MacDonald, D. (1998). Audio and audiographic learning: the cornerstone of the information highway. Montréal : Chenelière-McGraw-Hill.
43. Matarazzo, G. Sellen, A. (2000). The value of video in work at a distance: addition or distraction? Behaviour & Information Technology, 19, 5, 339 348.
44. Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge, MA : Cambridge University Press.
45. McConnell, D. (1983). Sharing the screen. Media in Education and Development, 16, 2, 59 62.
46. McKendree, J. Mayes, J. T. (1997). The vicarious learner: investigating the benefits of observing peer dialogues. Proceedings of Computer-Assisted Learning Conference (CAL '97). University of Exeter, 23-26 March (pp. 161-164). Exeter, UK : University of Exeter School of Education.
47. Modern Languages Review Group (2005). The use and effectiveness of synchronous audiographic conferencing in modern language teaching and learning (online language tuition): a systematic review of available research. London : EPPI-Centre.
48. Moore, D., Burton, J. Myers, R. (1996). Multiple-channel communication: the theoretical and research foundations of multimedia. In D. H. Jonassen (Ed. Handbook of research for educational communications and technology (pp. 979 1006). New York : Simon and Schuster Macmillan.
49. Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed. Theoretical principles of distance education (pp. 22 38). New York : Routledge.
50. Neumann, T. Carrington, A. (2007, April 8). A mass collaboration approach to e-learning: multiple venue production. Association for Learning Technology Newsletter. Retrieved 22 November, 2008 from http://newsletter.alt.ac.uk/e- article000783770.cfm?x=b11,0,w.
51. Ollerenshaw, A. Aidman, E. (1997). Is an image always worth ten thousand words? Effects of prior knowledge, learning style and multimedia illustrations on text comprehension. International Journal of Instructional Media, 22, 3, 227 238.
52. Paas, F., Renkl, A. Sweller, J. (2003). Cognitive load theory and instructional design. Educational Psychologist, 38, 1 4.
53. Poletti, G. (2006). Multimedia: virtual instruction, real learning. In A. Méndez-Vilas, A. Solano Martín, J. A. Mesa González J. Mesa González (Eds Current developments in technology-assisted education Vol. III (pp. 1590 1594). Badajoz, Spain : FORMATEX.
54. Resnick, L. B. (1991). Shared cognition: thinking as social practice. In L. B. Resnick, J. M. Levine S. D. Teasley (Eds Perspectives on socially shared cognition (pp. 1 20). Washington, DC : American Psychological Association.
55. Rosell-Aguilar, F. (2005). Task design for audiographic conferencing: promoting beginner oral interaction in distance language learning. Computer Assisted Language Learning, 18, 5, 417 442.
56. Russell, T. L. (2001). The no significant difference phenomenon. Birmingham, AL : IDECC.
57. Sankey, M. Nooriafshar, M. (2005). Multiple representations in multimedia and e-learning materials: an issue of literacy. In J. B. Son S. O'Neill (Eds Enhancing learning and teaching: pedagogy, technology and language (pp. 149 172). Flaxton, Queensland : Post Pressed.
58. Schullo, S., Venable, M., Barron, A. E., Kromrey, J. D., Hilbelink, A. Hohlfeld, T. (2005). Enhancing online courses with synchronous software: an analysis of strategies and interactions. Paper presented at the National Educational Computing Conference, June 27-30. Philadelphia, PA.
59. Short, J., Williams, E. Christie, B. (1976). The social psychology of telecommunications. Toronto : Wiley.
60. Simons, P. R. J., van der Linden, J. Duffy, T. (2000). New learning: three ways to learn in a new balance. In P. R. J. Simons, J. van der Linden T. Duffy (Eds New learning (pp. 1 20). Dordrecht : Kluwer Academic Publishers.
61. Smith, R. B., O'Shea, T., O'Malley, C. Taylor, J. S. (1991). Preliminary experiments with a distributed, multimedia problem solving environment. In J. M. Bowers S. D. Benford (Eds Studies in computer supported cooperative work: theory, practice and design. Proceedings of the First European Conference on Computer Supported Cooperative Work 1989 (pp. 31 48). Amsterdam : North-Holland.
62. Sweller, J. (1990). Cognitive processes and instructional procedures. Australian Journal of Education, 34, 2, 125 130.
63. Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. Chapter 2 In R. E. Mayer (Ed. The Cambridge handbook of multimedia learning (pp. 19 30). Cambridge, MA : Cambridge University Press.
64. The New London Group (1996). A pedagogy of multiliteracies: designing social futures. Harvard Educational Review, 66, 1, 60 92.
65. Thinkofit (2007). Real-time web conferencing: an independent guide to software & services enabling real-time communication. Retrieved March 10, 2007 from http://www.thinkofit.com/webconf/realtime.htm
66. Threlkeld, R. Brzoska, K. (1994). Research in distance education. In B. Willis (Ed. Distance education: strategies and tools (pp. 41 66). Englewood Cliffs, NJ : Educational Technology Publications, Inc.
67. Wenger, E. (1998). Communities of practice: learning, meaning and identity. Cambridge, MA : Cambridge University Press.