Abstract
In order to refine online teaching environments, we ask: What do in-service student teachers (n=32) and master’s degree students (n=24) say about desktop videoconferencing (DVC), and how has DVC influenced online teaching and learning? 56 students have completed a survey. Focus group interviews (n=11) and recordings from lessons were also part of the data collected. Our students say that they can cope with the practical and technological issues. The responses indicate there are changes according to student attendance when using DVC.
Highlights
Since 1990, Stord/Haugesund University College (SHUC) has offered web-based in-service courses for teachers on “information and communications technology (ICT) in learning” (Ask & Haugen, 2009; Nilsen & Almås, 2003; Nilsen & Instefjord, 2000)
The research question is: What do students say about desktop videoconferencing (DVC), and how has DVC influenced online teaching and learning? By analyzing the topic based on these perspectives, it will be possible to develop useful contributions that will help to enhance web-based teaching and learning
We know that new technology adds new levels of complexity and requires students to learn new sets of skills, but using such digital tools changes teaching methods (Solberg, 2011; Staupe & Kolås, 2007)
Summary
Since 1990, Stord/Haugesund University College (SHUC) has offered web-based in-service courses for teachers on “ICT in learning” (Ask & Haugen, 2009; Nilsen & Almås, 2003; Nilsen & Instefjord, 2000). Several strategic documents have analyzed the potential of technology in teaching and learning online in higher education (Allen & Seaman, 2011; KUF, 2001; NMC Horizon Project, 2011; Uninett, 2009). An essential part of this is the flexibility of ICT, which can enable new groups of students to access a learning community. These perspectives can be found in Norwegian policy documents, which confirm that “ICT is an important tool for making education accessible to those who, for various reasons, are not able to participate in regular teaching on campus” There is still a large gap “between some sweeping expectations as to the potential of the new technologies and their actual implementation" (Guri-Rosenblit, 2009, p. 12)
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