Chapter 7: Case Studies
Mason, Robin (1994). Using Communications Media in Open and Flexible Learning. Open and Distance Learning Series. Kogan Page Limited.
In this chapter, the biggest of the book, Mason describes 9 cases in which computer-mediated-communication (CMC) is used with educational purposes. The last three cases are dedicated to Videoconferencing.
To tackle the examples Mason uses the following structure:
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Context
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Use of the medium
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Educational outcomes
Case study 7 is about a course at University of Ulster which was delivered via videoconferencing to a small group (8 students) who shared the same room, and the tutor was alone at a different place in the same city. They used three cameras to establish the visual communication: one for the students, on for the tutor, and one more for the tutor’s materials.
Useful quotes and outcomes:
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“tutors reported that teaching via videoconference definitively increased their preparation time (…) They planned their sessions a week in advance. So that the students knew exactly what to do and no VC time was wasted on organizational matters.” (P107)
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the self-explanatory concept of techno-stress is mentioned in this case study
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“Concentration is much more intense in technology-mediated classes, and attention spans are therefore shortened” (P107)
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“The students felt that eight was the optimum group size for developing the cohesion and independence to work together effectively. The physical absence of the tutor helped them to focus on and evaluate their own experiences”.(P108)
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“The advantages of using videoconferencing for teaching and learning are pragmatic rather than pedagogical, that is VC solves the practical problem of distance”. (P108)
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"The use of videoconferencing affects styles of teaching more than styles of learning" (P108)
