Synchronous Videoconferencing Research Articles

Let's Get Virtual: Observing Physical Education Field Experiences through Synchronous Video Conferencing

The student-teaching experience is the most noteworthy experience for a teacher candidate (TC) in a teacher preparation program. University supervisors play a crucial role in this experience through feedback, support and maintaining congruency between the student teaching environment and the teacher preparation program. Due to issues related to time, distance and budget, completing on-site observations of the TC can be challenging. This article serves as a practical guide for university supervisors to virtually observe TCs using synchronous video conferencing. Technology and equipment needed, preparation tasks, and factors to consider are explored.

Factors Affecting Faculty Use of Video Conferencing in Teaching: A Mixed-method Study

Teaching and learning can now utilize a variety of real-time technologies to build online social presence and learning interactions. However, teachers and students must effectively prepare for this experience; and the identification of contextual and perceptual influences become evolving and necessary (Lehman & Conceição, 2010; Liu & Kaye, 2016). In this paper, the authors explore factors that impact faculty use of synchronous video conferencing (VC) in teaching. The two-phase mixed-method study spanned a year, converging qualitative and quantitative approaches through observations and recordings during a 6-week faculty professional development program, a campus-wide survey, and focus groups. Thematic analysis was used for coding qualitative data (Guest, MacQueen, & Namey, 2012). Descriptive statistics, cross tabulation, logistic regression, and standard multiple regression were used to analyze quantitative data. A model with faculty demographic factors and perceived importance of technology features and quality for teaching was initially developed and tested, which explained 69.1% of the variance in predicting faculty use of VC technologies in teaching. The perceived importance of VC features and quality scale generated Cronbach’s Alpha .866. The study then provides meaningful process and recommendations to define institutional support to the VC adoption in teaching.

Translating Caregiver Wellness to Telehealth: A Mixed-Methods Feasibility Study

Abstract Date Presented 3/31/2017 This study examined telehealth delivery of a traditionally face-to-face evidence-based wellness program, Powerful Tools for Caregivers. A synchronous videoconferencing format was feasible. The participant experience was positive, and no limiting factors were found. Primary Author and Speaker: Katrina Serwe Contributing Authors: Gayle I. Hersch, Karen Pancheri, Noralyn Davel Pickens

Feasibility of Using Telehealth to Deliver the "Powerful Tools for Caregivers" Program.

Caregivers report poorer health and wellness than the general population and identify numerous barriers to their attending programs to improve health and wellness. The purpose of this study was to explore the feasibility of employing a telehealth delivery method to enhance access to caregiver wellness programs. This article presents the quantitative results of a mixed methods feasibility study of translating the Powerful Tools for Caregivers (PTC) program to a telehealth delivery format. Four unpaid family caregivers of older adults participated in a telehealth delivered PTC program, a wellness program with established outcomes in the in-person environment. The program was delivered using synchronous videoconferencing methods. High class attendance and a high median total average Telehealth Usability Questionnaire score of 5.7 indicated the telehealth delivery method was feasible. This research suggests that telehealth is a feasible delivery format for a caregiver program traditionally delivered in an in-person format.

A survey of first-year biology student opinions regarding live lectures and recorded lectures as learning tools.

A cohort of first-year biology students was surveyed regarding their opinions and viewing habits for live and recorded lectures. Most respondents (87%) attended live lectures as a rule (attenders), with 66% attending more than two-thirds of the lectures. In contrast, only 52% accessed recordings and only 13% viewed more than two-thirds of the available recordings. Respondents regarded lectures as efficient for information delivery (75%), and 89% enjoyed live lectures because they were useful for learning (89%), understanding coursework (94%), and keeping up with the subject (93%). Lecture enjoyment was driven less by entertainment (34%) or interaction with the lecturers (47%), although most students preferred an entertaining lecturer to a factual expert (72%). Exam marks were positively correlated with the number of lectures attended (P < 0.001) and negatively correlated with the number of recordings viewed (P < 0.05), although marks were similar for lecture attenders and nonattenders (P > 0.05). Lecture attenders mostly missed lectures to complete assessments during the same week (68%), whereas nonattenders were more likely to miss lectures due to outside commitments or preference for study from books or recorded lectures (P < 0.001). Recordings were used to replace missed lectures (64%), rather than for revision, and were viewed mostly alone (96%) in one sitting (65%). Only 22% of respondents agreed that some lectures could be replaced by recordings, but 59% agreed with having some videoconference lectures from experts on another campus. Overall, this cohort showed a clear preference for live lectures over recordings, with limited support for synchronous videoconference lectures.

The Effectiveness of Synchronous Videoconferencing on the Oral Proficiency of Novice Language Learners

This paper investigated the extent to which videoconferencing-supported distance L2 instruction would have an impact on adult learners’ attainment of Korean and Chinese in terms of L2 oral language skills. Many relevant studies on videoconferencing mainly reported findings obtained from pilot projects. Meanwhile, research on videoconferencing use in regular L2 learning class remains relatively unfledged. In order to address such a research gap, this study reported the findings of adult learners’ L2 oral language development via synchronous videoconferencing. Novice Korean and Chinese L2 learners participated in L2 oral proficiency tests and a survey after they studied their target languages over an intensive 120-hour language course mainly using videoconferencing. The results of the pre-test and post-test suggest that there was a significant increase in both Korean and Chinese learners’ L2 oral performances, achieving higher proficiency levels. The findings of a survey also show that they seemed to perceive benefits of having the videoconferencing as a distance L2 languagelearning tool. This study suggests that videoconferencing could provide novice L2 learners with learning environments to develop their L2 oral proficiency.

A critical review of videoconferencing software to support school consultation

With recent advances in technology, several viable options now exist for school consultants to communicate with teachers via synchronous online videoconferencing (VC) without the need for specialized equipment. Unfortunately, few studies have evaluated the effectiveness of school consultation through VC, so practitioners are provided little guidance when determining if VC is suited to these specific needs. In this article, we identify the VC software packages most commonly used in the growing telehealth literature and discuss how features common to these programs might support effective school teleconsultation. We focus our attention on six specific capabilities: (a) onscreen document sharing; (b) group VC; (c) instant messaging; (d) recording capabilities; (e) integrated cloud storage; and (f) ethical compliance in regard to client confidentiality. Potential applications of these features are discussed, as well as practical and ethical considerations for trainers and school practitioners.

Investigating teacher presence in courses using synchronous videoconferencing

This research examines teacher presence in high school distance courses that are delivered by synchronous videoconference. In rural and remote areas, many school districts are using videoconferencing as way to reach dispersed students. This collective case study uses mixed methods to unpack the notion of presence from the perspective of teachers and their students. This study reports four key findings which have implications for building presence in a videoconference course: teachers’ confidence and experience aligned with higher presence; teaching videoconference and face-to-face classes simultaneously led to challenges with developing presence; immediacy behaviors correlated with higher presence; and, students’ learning preference related to perceived teacher presence. These findings confirm many of the issues raised in the literature about technology integration but also contribute new perspectives on teaching presence in a videoconference.

A Parkinson's disease tele-education program for health care providers in Cameroon

BackgroundIn Sub-Saharan countries, most patients with Parkinson's disease are underdiagnosed and untreated, with a marked shortage of qualified personnel. ObjectivesTo develop a tele-education Parkison's disease program for health providers in Douala (Cameroon). MethodsFeasibility, satisfaction, pre-post course medical knowledge improvement and patients' access were analyzed. ResultsTwenty lectures over the course of a year which connected participants with movement disorder experts using live, synchronous video conferences, and teaching materials were given. Thirty-three health professionals (52.4% women) including 16 doctors, and 17 allied health professionals and 18 speakers participated. Videoconferences were successfully completed in 80%, participation ranged from 20% to 70%, and satisfaction was at least above average in 70% of the participants. Whereas medical knowledge was dramatically improved, post-course patient access was not changed. ConclusionTele-education for movement disorders in low-income countries is feasible. However, better access and patient care should be ensured as the final outcome for tele-health education. A sustainability plan is crucial to continue with this important need.

Implementation of an Integrative Holistic Healthcare Model for People Living with Parkinson's Disease.

Research demonstrates that people with Parkinson's disease (PD) benefit greatly from multidisciplinary medical care. Delaware does not have a Movement Disorder Center or a movement disorder specialist. To address this issue, the University of Delaware Nurse Managed Health Center (NMHC) developed a novel PD Telehealth Clinic serving individuals with PD and their caregivers throughout Delaware. The PD clinic is based on a collaborative framework that uses synchronous videoconferencing telehealth technology to bring together out-of-state clinicians and scientists with expertise in PD to help deliver specialized care to PD patients and their caregivers. The team includes a movement disorder specialist, psychologists, nurse practitioners, researchers, physical and speech therapists, exercise physiologists, nutritionists, and graduate students. The PD Clinic delivery model seamlessly blends telehealth provider and onsite provider interactions, enabling the diagnosis, treatment, and ongoing management of PD. In the first 6 months of the Parkinson's clinic opening, the nurse practitioners along with the movement disorder specialist evaluated 36 PD patients. Several patients have received recommendations to change their medication regimen by the movement disorder specialist. About 20 patients were referred to physical therapy, 7 to speech therapy, 9 to mental health services, 1 to occupational therapy, and 12 to local support groups. The location of the NMHC-PD clinic has reduced travel time and distance by as much as 1.5 hr or 80 miles, each way, and wait time for a new patient appointment is less than 3 months. The NMHC - PD Telehealth Clinic provides access to specialized multidisciplinary and advanced care and was successfully implemented. This model can be replicated in other nurse managed health centers across the United States.

Synchronous Videoconferencing in Distance Education for Pre-Licensure Nursing

Current nursing education practices typically include methodologies for providing access to students located at a distance from the hosting institution. The majority of methodologies make use of asynchronous formatting in which communication occurs without the benefit of simultaneous, synchronous interaction. The increasing worldwide availability of high-speed internet access in combination with emerging technologies offer the opportunity to provide high-quality education to learners in remote and distant locations. The study examined student learner responses to two survey instruments upon the conclusion of a standard course in a pre-licensure baccalaureate nursing education program. Volunteer participants were solicited from an enrolled class of 21 students; 13 of the enrolled 21 students participated in the study. The selected instruments included the Distance Education Learning Satisfaction (DELES) and Social Presence Survey (SPS). The findings demonstrated equal or superior satisfaction and social presence scores on the selected instruments when contrasted with non-nursing coursework findings established in the literature using the same instruments. Significant generalizations from the pilot study are constrained due to the single-site, single-cohort design with small sample size, yet the findings support the belief that the synchronous methodologies afford a comparable, if not superior educational environment for distance learners. The findings further support the need for additional, expanded research to validate the initial findings and increase confidence in use of the new technologies.

Accuracy of Telehealth-Administered Measures to Screen Language in Spanish-Speaking Preschoolers.

There is a critical need for telehealth language screening measures for use with Spanish-speaking children because of the shortage of bilingual providers and the current lack of psychometrically sound measures that can be administered via telehealth. The purpose of the current study was to describe the classification accuracy of individual telehealth language screening measures as well as the accuracy of combinations of measures used with Spanish-speaking preschoolers from rural and underserved areas of the country. This study applied a hybrid telehealth approach that implemented synchronous videoconferencing, videocasting, and traditional pen and paper measures. Screening measures included a processing efficiency measure (Spanish nonword repetition [NWR]), language sampling, and a developmental language questionnaire. Eighty-two mostly Spanish-speaking preschool-age children and their parents participated. Thirty-four children had language impairment (LI), and 48 had typical language development. Although many of the individual measures were significantly associated with standardized language scores (r=0.27-0.55), not one of the measures had classification values of 0.8 or higher, which is recommended when screening for LI. However, when NWR scores were combined with language sample or parent survey measures, promising classification accuracy values that approached or were higher than 0.8 were obtained. This research provides preliminary evidence showing the effectiveness of a hybrid telehealth model in screening the language development of Spanish-speaking children. A processing efficiency measure, NWR, combined with a parent survey or language sample measure can provide informative and accurate diagnostic information when screening Spanish-speaking preschool-age children for LI.

Comparing Asynchronous and Synchronous Video versus Text Based Discussions in an Online Teacher Education Course

The purpose of this study was to investigate whether asynchronous video posts and synchronous videoconferencing would create higher levels of teaching and social presence within an online course when compared with the university’s current text-based discussion platform. Undergraduate students in an online teacher education course were randomly assigned to either the text-based discussion platform or the video-based discussion platform. A switched replications design was used and halfway through the semester students switched platforms. Analysis of student interviews and surveys administered at the end of the semester indicated self-reported perceptions of social and teaching presence were significantly higher when using the video-enabled discussion site. Implications of the added value of video, both in synchronous and asynchronous contexts, are discussed and recommendations for further study are provided.

Comparing Asynchronous and Synchronous Video versus Text Based Discussions in an Online Teacher Education Course

The purpose of this study was to investigate whether asynchronous video posts and synchronous videoconferencing would create higher levels of teaching and social presence within an online course when compared with the university’s current text-based discussion platform. Undergraduate students in an online teacher education course were randomly assigned to either the text-based discussion platform or the video-based discussion platform. A switched replications design was used and halfway through the semester students switched platforms. Analysis of student interviews and surveys administered at the end of the semester indicated self-reported perceptions of social and teaching presence were significantly higher when using the video-enabled discussion site. Implications of the added value of video, both in synchronous and asynchronous contexts, are discussed and recommendations for further study are provided.

Students’ Perception of Synchronous Courses using Skype-based Video Conferencing

The synchronous model enables teachers and students to communicate in real time, though different spaces. Synchronous distance education offers an environment closer to the traditional class environment and allows students to establish visual and voice communication with teachers through video conferencing. The objective of this study is to determine how postgraduate students’ changing perceptions of synchronous distance education classes using Skype-based video conferencing. A qualitative research approach was used for the study. The subjects consisted of students in a Master’s program in a public University in Malaysia. For the case study method, a qualitative data collection method was used and the data was obtained via observation results and semi-structured interviews. Data was analyzed using the descriptive analysis method. Findings obtained indicated that students’ perceptions of the course changed during and upon the completion of the course. It was generally seen that some of the students knew the accurate concept of synchronous distance education and video conferencing, but they did not use it in their daily lives. Some of them did not have enough information or had preconceived ideas about synchronous communication prior to the course. After attending the online sessions, the perception of students changed and they were able to realize clearly the opportunities that are provided by synchronous education via the Internet. In this study, the most important problem in synchronous distance education was determined to be disconnection and audio problems. Other significant problem related to hardware includes – i.e., sound, speed and connectivity issues. At some point students became bored because they could not see each other by video call due to the limitation of the Skype program. Besides technical problems, students expressed that the factors of time management and environment also change their perceptions on synchronous distance education. The paper suggests possible positive changes in the students’ opinions about synchronous distance education and more fruitful courses should be provided on condition that some of the factors causing the negative perceptions are minimized.

Professional Diploma of Family Medicine in Egypt and Sudan: Face-to-Face Versus Synchronous Distant Learning

Background: Videoconferencing technology reduces time and costs between remote locations, fill gaps in teaching services, enables meetings that would not be possible due to prohibitive travel costs, and improves access to learning Aim: To explore the effectiveness of the theoretical module of PDFM (Professional Diploma of Family Medicine) in Sudan delivered via distant learning compared to that of PDFM in Egypt delivered via conventional learning by comparing the achievement level in the post-theoretical-module exam and the results of the exam analysis. Methods: This comparative study was conducted from November 2014 to April 2015. In PDFM Egypt and Sudan, the theoretical part was delivered via face-to face learning and synchronous videoconference respectively. The same exam was used to assess candidates' knowledge in PDFM in Egypt and Sudan at the same time. Item analysis was done to obtain item and test statistics. Also, candidates' feedback was assessed using a Web-based questionnaire Results: Thirty-two candidates (84.2%) passed the exam of PDFM in Egypt while 77 candidates (86.5%) passed it in Sudan. The reliability co-efficient of the exam in Egypt and Sudan were 0.9188 and 0.8140 respectively. There was no significant difference between the discrimination index of the exam (p value=0.074), while there was significant difference between the difficulty index; 70% of the exam questions were considered easy in PDFM Sudan compared to 40% in PDFM Egypt. Conclusion: Synchronous videoconferencing can be used to expand educational capacity and international cooperation between academic institutions in developing countries, a particular priority in the growing field of Family Medicine.

Expanding Learning Opportunities for High School Students With Distance Learning

The purpose of the Synchronous Interactive Video Conference Distance Learning pilot program was to use emerging technologies to expand learning opportunities for students at an urban public high school. Through grant funding, students were able to enroll in Advanced Placement and foreign language courses through an online learning provider. Using case study methodology, the pilot program was thoroughly examined through the analysis of multiple sources of data such as surveys of multiple stakeholders, interviews of program administrators, and the examination of student course documentation. The attrition rate was high at 61.9%. The combination of insufficient time for planning and preparation, lack of support for students, and poor communication was detrimental to the program.

Counselor-Assisted Problem Solving (CAPS) Improves Behavioral Outcomes in Older Adolescents With Complicated Mild to Severe TBI

To test the efficacy of Counselor-Assisted Problem Solving (CAPS) versus an Internet resource comparison (IRC) condition in reducing behavior problems in adolescents following traumatic brain injury (TBI). Randomized clinical trial with interviewers naive to treatment condition. Three large tertiary children's hospitals and 2 general hospitals with pediatric commitment. A total of 132 children and adolescents aged 12 to 17 years hospitalized during the previous 6 months for moderate to severe TBI. Participants in CAPS (n = 65) completed 8 to 12 online modules providing training in problem solving, communication skills, and self-regulation and subsequent synchronous videoconferencing with a therapist. Participants in the IRC group (n = 67) received links to Internet resources about pediatric TBI. Child Behavior Checklist administered before and after completion of treatment (ie, approximately 6 months after treatment initiation). Post hoc analysis of covariance, controlling for pretreatment scores, was used to examine group differences in behavior problems in the entire sample and among older (n = 59) and younger adolescents (n = 53). Among older but not younger adolescents, CAPS resulted in greater improvements on multiple dimensions of externalizing behavior problems than IRC. Online problem-solving therapy may be effective in reducing behavior problems in older adolescent survivors of moderate-severe TBI.

Can Synchronous Videoconferencing Lessons Improve Korean Students’ English Pronunciation?

With the increased use of online learning in language education, the importance of videoconferencing lessons has recently received much attention in...

Impact of Videoconference with Native English Speakers on Chinese EFL Learners’ Oral Competence and Self-Confidence

This study presents an educational collaborative project between two colleges in the United States and China. Forty-five Chinese preservice teachers and 5 American undergraduates participated in the project which involved a 10-week online synchronous videoconference between the participants. The project aimed at improving Chinese EFL learners’ English oral skills as well as their confidence in teaching English language in future. Quasi-experiment design was employed to evaluate the effectiveness of the project. Results showed that online synchronous videoconference with native English speakers did have positive impacts on Chinese participants’ English pronunciation and oral fluency & coherent. No significant difference was found in confidence measures. The outcomes of the project contribute to the relevant literature with an applicable and low-cost English language training model for EFL learners.