Abstract
As multimedia gradually becomes more and more an integrated part of video conferencing systems, the use of multimedia integrated desktop video conferencing technology (MIDVCT) will open up new educational possibilities for synchronous learning. However, the possibilities and limitations of this technology must be clearly understood so that it can be used to maximize possible pedagogical benefits and reduce possible pedagogical limitations. This paper analyses the process of integrating MIDVCT in a first-year English language course, and offers insights into theoretical underpinnings of multimedia learning from two perspectives: the generative theory of multimedia learning and the cognitive overload theory. The data discussed in this paper have been drawn from a study which took place in a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analyzed according to a qualitative approach.
Highlights
Many universities, colleges and other educational institutions continually strive to improve and provide first class educational opportunities to their students
The focus group interview was conducted with nine participants in order to inventorize the thoughts and feelings of participants regarding the use of multimedia integrated desktop video conferencing technology (MIDVCT) as a means to enhance synchronous learning
One student mentioned in the focus group interview that the use of multimedia created more possibilities with regard to synchronous learning: I: What are the advantages of using MIDVCT? S: I think that ... how should I say it ... using Dimdim makes it possible to work together at the same time when you have no audio
Summary
Colleges and other educational institutions continually strive to improve and provide first class educational opportunities to their students. I will draw upon the body of research in order to analyze and discuss the pedagogical benefits of multimedia integrated desktop video conferencing technology (MIDVCT) such as the open source video conferencing tool DimdimTM. This conferencing tool enables instructors to deliver synchronized live presentations, whiteboard and web pages while sharing voice and video on the Internet − with no download of software required. What are the pedagogical benefits and limitations of using MIDVCT as perceived by the learners participating in this study?
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