An Examination of an Alternative Mode
for
Synchronous Discussion in Distance Education
Carolyn Nobes, Mount Saint Vincent University
cnobes@msvu1.msvu.ca
This paper investigates how “voice over the computer” software compares to audio teleconferencing with a digital bridging system for synchronous course delivery. A research project was carried out with two groups of undergraduate business students from North America and the Caribbean enrolled in Mount Saint Vincent University (MSVU) distance programs. These students normally communicate through teleconferencing but because rising costs are making this mode become cost prohibitive, "Elluminate vClass"(vClass) software was tested as an alternative to teleconferencing. This paper describes the planning, implementation and challenges encountered in the vClass pilot project.
An Examination of an Alternative Mode
for Synchronous Discussion in Distance Education
The central mode of distance courses offered by MSVU, a university located in the Halifax Regional Municipality on the east coast of Canada, is the Internet complemented with regularly scheduled synchronous discussion either by teleconferencing and/or chat sessions. Students registered in these web-centric courses are often from several countries and as a result reside within multiple time zones. In this pilot project, the students were located at educational institutions in Bermuda and St. Martin/San Maarten, as well as across Canada. This represents an average distribution for students enrolled in multi-mode MSVU distance delivery.
The pilot study was completed in one course and cancelled part way through the other since we couldn’t get the faculty adequately set up in the short timeframe. During the study and also at the end, the instructors, site facilitators and students were interviewed and surveyed, and they shared many relevant insights, recommendations and future preferences. The teleconferencing system was kept in place for the duration of the study in order to serve as a back up if vClass did not function well for the pilot project.
Distance education has experienced many transformations over the last century. Holmberg (1995) describes how early distance education evolved from the use of self-instructional materials combined with communication in writing or correspondence between one student and the faculty. Because of the growth in technologies, distance education has grown from independent learning to interdependent or collaborative problem solving learning in multi-media environments (Bates 2000). Johnstone (2002 ) presents an overview of how the use of Web-based learning systems in educational institutions has rapidly transformed these options in the last decade. While new educational technologies continue to grow and flourish, institutions across the country are reconsidering the use of synchronous communication tools instead of relying solely on virtual communication. Faculty are seeking to fully enrich their learning environments according to the concepts of deeper learning principles (Carmean and Haefner, 2002). Deeper learning occurs when learning is social, active, contextual, engaging and student-owned. Synchronous discussion provides opportunities to contribute to the social and engaging experience sought by students and faculty. In an effort to enhance its distance learning environment, MSVU examined vClass as an alternative to the audio teleconference system presently used for synchronous discussion.
MSVU chose to pilot vClass as a voice alternative to teleconferencing with two classes based on the following rationale:
* Student Demographics: many students were located off campus but within the Halifax Regional Municipality, a few were within a one-hour drive of the university and others were located at institutions in the islands of Bermuda and St. Martin/San Maarten.
* Students in the two courses who took part in the study currently participate in multi-mode course delivery using weekly, synchronous audio teleconferencing with telephones: BUSI 3314 had 12 Canadian students and 3 Bermuda students; and BUSI 3316 had 15 Canadian students and 4 St. Martin/San Maarten students.
* Instructors’ familiarity and previous experience with online software - both instructors have taught online using multimode delivery for approximately 10 years.
Elluminate (www.elluminate.com) or vClass is a virtual-classroom tool that was built specifically for live, verbal, multimedia collaboration. The software provides a safe and secure location, permitting one to demonstrate and collaborate in real-time without the need for travel or teleconferencing. A two-way, voice-over Internet provider permits voice communication that can be heard by every member of the class, while allowing one person to speak at a time. Thus, virtual small group discussions, faculty office hours and tutoring sessions are all supported by high quality voice-over Internet provision.
VClass Minimum System Configurations are as follows:
Processor – Pentium II 266 MHz
OS - Win 95/98/Me/NT/2000/XP or Mac OS 9.0, 9.1, 9.2, Mac OS X 10.1 and 10.2.
RAM - 64 MB
Storage - 20 MB of available diskspace
Audio - Sound Card with Microphone & Speakers (or Headset)
Internet - 28.8 kbps or higher internet connection
Browser - IE 4.0+ or Netscape 4.7+
vClass Interface (the same for moderator & faculty)
- Menu (Polling Icons)
- Participants Window (Raise hand & Privileges)
- Direct Messaging Window (Text Chat)
- Audio Window (Voice over IP)
- Interactive Whiteboard Window
Other features include compatibility across platforms, whiteboards that permit PowerPoint slide uploads, desktops that can be shared and controlled remotely, Web Push, instant Polling and a feature that permits the entire session to be saved and replayed later. Instructors are also able to create content on the fly on the whiteboard.
|
Features at a glance Classroom u Superior Technical Foundation u Crystal Clear, 2-way Voice-Over-IP u Shared, Interactive Whiteboard u Instant Messaging u Application Sharing u Breakout Rooms u Interactive Quiz and Survey Manager Content Developmentu PowerPoint Import u Private and Backup Slides u On-the-fly Content Creation and Editing Tools u Web Push u Record and Playback Classroom Management & Usability u Moderator Control u Individual Bandwidth Management u Participant Status Indicators u Instant Polling u Emotion & Activity Indicators Content Development u MacOS & Window Compatible u Automatic Reconnection to Internet |
Table 1: www.elluminate.com
An introduction and a detailed instruction sheet on Elluminate vClass (Appendix 1 - attached), along with a computer headset, were packaged and sent to each student and instructor two weeks in advance of the start of the pilot study. The instruction sheet provided explicit instructions on how to install the vClass software and how to set up the microphone to insure that sound was enabled on their systems. MSVU requested that students log on to the v-Class site anytime during four specific days and/or evenings to test their connection and sound prior to the first pilot class.
The instruction sheet was also uploaded to WebCT (the course management system used by MSVU for distance delivery) as a backup for students who might misplace the original. Once installed, a direct link to the vClass course site was placed in WebCT so that students could connect to the class site directly from their course site. Students were also given direct e-mail access and contact phone numbers for support and assistance.
The pilot classes were to run for two consecutive weeks, giving each class two opportunities to try the software. Students were asked to log on to the course site one-half hour prior to class time to allow extra time for any set-up issues and to provide for sound adjustments. Some students have slow Internet access and it takes 20 minutes for them to connect. Students were also instructed that in the event the software did not work properly or clearly, the vClass software would be abandoned for that class and they should then resume with their usual mode of communication for that evening’s class (synchronous CHAT or teleconference).
As students began to install the necessary components, it became apparent that some did not have the necessary hardware to run the software. MSVU suggested that those students (two) who were in this position might wish to come to campus. One student in the first study group eventually used an alternate computer.
Assisting students with the installation was time consuming. It often took the support person approximately one hour per student to walk them, by telephone, through the installation process. Students have varying degrees of expertise and comfort levels with computers and with installing software.
During the first four days that we had indicated our availability to assist students and to check their connections, three of thirteen Canadian students in BUSI 3314 came forward for support. We posted additional notes in their WebCT courses, again explaining the necessity to check Internet connections. We extended the assistance period by four days. We sent out additional e-mail and telephone reminders to the students. On the day of the first class, half of the students had responded to the notices. We debated whether or not to continue with the study, but then decided to go with the original plan B log on at 6: p.m. for a 6:30 class; test the sound, run the class, if possible. If not possible, the class would disconnect from vClass and resume with the normal mode of communication.
The second class, BUSI 3316, was scheduled to start one week later. Some students complained to their professor that they were not informed of the pilot when they signed up for the course and were resistant to trying new software at that point. Other working students were frequent travellers and enjoyed the flexibility of joining the class from anyplace by dialling a telephone number and using a pass code. These students found the new process inconvenient, particularly because of the need to access computers where they could install software. They found that if they tried to link from a computer in a work environment, firewalls frequently blocked their access, and since some students in this group were scheduled to travel during the pilot, access to their course discussion would have been lost. Thus, we decided to not conduct the BUSI 3316 class using vClass due to the significant disruptions for the students.
All but three of the fifteen students logged into the first BUSI 3314 course. Those three students were Bermuda students who, because of a communication glitch between Bermuda and MSVU, did not realize that microphone software needed to be installed. The rest of the class progressed successfully. At the end of the class, we polled the students and the instructor to see if they would like to pilot the software again the following week. The response was 100 percent in favour. The following week, we discovered that the Bermuda students who used a classroom lab to connect to WebCT did not have sound cards in their computers. These students subsequently met in one office and communicated successfully via one laptop and a shared microphone. A few of the students had dial-up Internet access. There was no noticeable difference in quality between their audio and that of those who had dedicated connections. The second week went smoothly.
Following the two-weeks of testing, we posted the following note and questions in the Discussion forum of WebCT and requested that the students post responses.
We have now completed the pilot (pilot project) of the Voice over the Internet software - "vClass"'. We want to thank you again for participating and for taking the time required to set up your computers and to test the voice and speakers prior to class time. We do appreciate your efforts and we would greatly appreciate your input on what you think of this software.
Would you please take a few moments to respond to the following few questions about your experience?
What did you like about the software (if anything)?
What did you dislike (if anything)?
If you could choose the method by which you communicate with your instructor in a synchronous manner (live, real-time) which method would you prefer?
1. Telephone (by using the teleconferencing bridge)
2. Chat (typing in a chat room on the computer)
3. Voice over an Internet Provider (using a program like vClass)
Would you like to take another course using the vClass software?
Do you have any other comments that you would like to share about the software?
The following is a summary of the responses from the participants:
1. Some people were louder than others, so therefore the volume control had to be adjusted up and down.
2. I liked the idea of the software but I did find the earpiece very uncomfortable after about half an hour. Adjusting the volume to be louder for some and low for others is also a problem.
3. I did not particularly like how some people's microphone levels were really high, it felt like they were yelling.
4. The click for on and off to talk was a little confusing at first.
5. I found it interesting participating in this type of class format. The difficulties I experienced were partly due to the fact that 3 students were sharing one computer and one microphone.
1. The talk/chat feature was a plus.
2. I really liked that you could incorporate the whiteboard, voice and chat. It felt more like being in class than with the teleconferencing method.
3. I really liked the hand raising function and that you would not interrupt someone if they were talking.
4. It was definitely a learning experience.
5. vClass provides freedom of movement as opposed to the phone. The written section is always there for backup if need be.
1. My preference for future courses would be voice over or teleconference. I find the chat process too slow and limited. Everything seems to be working great!
2. I would prefer either Voice-over the Internet or Chat.
3. I would prefer the voice-over Internet method to communicate especially as it can also be used as a chat line. I would definitely take another course utilizing this method.
4. I would really prefer the v-class method (of taking classes).
5. I prefer teleconference due to the fact that you can hear more than one person speak at a time and there seems to be more interaction. Participating in chat alone feels as though you are in isolation because there is no audio.
6. I prefer the voice-over the Internet, i.e. v-class to the other methods if not live in class.
7. I would take another class using the V-Class method.
The instructor for BUSI 3314 was wary and dubious prior to the first class. But, following the classes we recorded his comments:
“I find it very good to use because it combines the features of a chat room and a conference call into one.
I would prefer that the new software be introduced at the beginning of the term, not through the term. I would also prefer that students who sign up for a particular course should know in advance what the technology requirements are to take it.
It is a good thing, there are no downsides.”
By the end of the course the instructor was also using the whiteboard successfully. This is a completely new tool to him. He felt vClass was the best of both worlds and the pilot went much better than he expected.
One important question for distance program coordinators concerns whether students taking courses by distance have the necessary equipment to use voice technology: Will you be alienating those that do not? One student suggested: “I don't think I would be happy if someone told me I couldn't take a distance course because it required a Pentium 2 computer. Perhaps if the Mount followed a policy similar to Acadia University and issued everyone a laptop at registration (included in tuition) then everyone would be on a level playing field."
Generally, distance students call to register for courses in a specific program. Eighty percent of the MSVU distance students have chosen this method of delivery and pay an extra fee for the convenience and flexibility (Winter 2003, Web CT survey). Maintaining ease of access for distance students is important to the Mount.
|
Table 2 v-CLASS SUPPORT SESSIONS |
|||
|
DATE |
COURSE # |
NO. OF STUDENTS WHO JOINED HELP/TEST |
NO. OF STUDENTS WHO TESTED SOFTWARE, BUT DID NOT JOIN HELP/TEST SESSION |
|
Tuesday, May 20th - 22nd - 1:00 - 4:00 pm |
0 |
||
|
Friday, May 23rd - 7:00 - 9:00 pm |
0 |
||
|
Saturday, May 24th - 7:00 - 9:00 pm |
0 |
||
|
Sunday, May 25th - 7:00 - 9:00 pm |
BUSI 3314 |
2 |
8 |
|
BUSI 3316 |
2 |
12 |
|
|
(2 students could not get on) |
|||
|
Monday, May 26th -7:00 - 9:00 pm |
BUSI 3314 |
2 |
|
|
BUSI 3316 |
(repeat student) 1 |
||
|
Tuesday, May 27th - 7:00 - 9:00 pm |
BUSI 3314 |
1 |
|
|
TOTAL STUDENTS |
27 |
7 and 1 repeat |
20 |
|
The Bermuda and St. Martin site facilitators had 1 install and test session |
|||
Table 2: v-Class Support Sessiosn
The pilot test for our first course initiation was successful. Most students enjoyed the experience and despite our initial concerns over the lack of software testing, the students experienced few difficulties. Sixty six percent of the students in BUSI 3314 course and eighty percent of the students in the BUSI 3316 course did not request help testing the software prior to the course (Table 2). As noted in the literature (Brown, 2000) many of today’s students are experienced with computers and adding new software. But it is important that support services be provided for the twenty to thirty five percent of students who are not.
The BUSI 3314 students, at the official ‘end’ of the pilot study were polled to see if they wished to continue to the end of the term using the software or if they would prefer to ‘go back’ to their original form of communication B alternating between Chat and Teleconference. All students and the instructor voted in favour of continuing vClass. The course continued with vClass and no problems were encountered. Student and faculty satisfaction and ease of use was high.
The pilot test for the second course encountered some of the resistance to change that often results from exposure to new technology. It also reminds us of the ease of flexibility and use of the telephone as a standard, accepted piece of technology. Two students (six percent) did not have computers that met the minimum standards required and only one could have joined the students at the Mount. The student’s studies must come first and the technology should be as transparent as possible, and so it did not seem reasonable to continue the pilot and disturb the BUSI 3316 class of students. In the future, students require pre-notification of computer requirements if the delivery modes are changed.
In the international locations, future students will still be required to come to an institution to link into their courses. Several students do not have computers at home and, because the cost of the Internet connection is calculated by the use of online time, it can be cost-prohibitive for these students. The telco’s in some of the Caribbean countries are still controlled by a monopoly. Internet and long distance telephone packages are not available. Thus, access to distance education is expensive for these students.
Overall, the study was considered a positive experience. Students enjoyed the class using the voice technology and it seems to have made the class experience a more interactive one. One comment from a student was: “if we desire we can have group discussions; something that I felt was missing with just the chat room and phone conversations.” This adds another dimension that helps replicate a collaborative knowledge-building environment similar to a classroom. As Buckley points out, “ This is about learning, not technology. The objective is not to create technology authors but rather to allow faculty to create significant learning opportunities that exploit the pedagogical feature set of instructional technology” (2002).
Conclusion
Elluminate vClass is a comprehensive teaching tool. It is the most effective, two-way communication tool that we have tested for distance delivery to-date. Since it is leading edge technology, it’s also bleeding edge for the less technology adept students. Some student require many computer adjustments, including reinstallation of the operating system and adjustments to firewall settings, before they are operationalized. Extra class lead time for set-up is required. Therefore, we cannot schedule classes back-to-back as we can in teleconferencing. Volume needs to be adjusted by everyone each week. Teleconferencing, as older technology, is much easier to use. Elluminate is better at duplicating the variety of classroom communications.
References
Banfield, Lis. Faculty Support Specialist for WebCT, Mount Saint Vincent University.
Personal
interview.
Bates, A.W. (Tony). Managing Technological Change, Strategies for College and University Leaders. San Francisco: Jossey-Bass Publishers, 2000, pp. 7-35.
Bereiter, Carl. "Learning Technology Innovation in Canada," A supplement to Journal of Distance Education, TeleLearning Special Issue, Canadian Association of Distance Education (CADE), Volume 17.3 (2003).
Brown, John Seely, “Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn,” Change (March/April 2000).
Buckley, Donald P. "In Pursuit of the Learning Paradigm," Educause Review (January/February, 2002).
Canadian Association of Distance Education (CADE). Journal of Distance Education, TeleLearning B NCE Special Edition.Volume 17.3 (2002).
Carmean, Colleen and Haefner, Jeremy. “Mind over Matter B Transforming Course Management Systems into Effective Learning Environments,” Educause Review, (November/December 2002): 27 - 34.
Farmer, Robert. Assistant Professor, Information Technology (Academic Department), Mount Saint Vincent University. Personal Interview.
Holmberg, Borje. Theory and Practice of Distance Education. London, New York: Routledge, 1995, pp. 1-17.
Johnstone, Sally M. “Signs of the Times Change is Coming for E-Learning,” Educause Review (November/December 2002): 15-24.
Web CT Survey, Mount Saint Vincent University, March 2003.
Ó Copyright 2003. The author, assigns t the University of New Brunswick and other educational and non-profit institutions a non-exclusive license to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The author also grants a non-exclusive license to the University of New Brunswick to publish this document in full on the World Wide Web and on CD-ROM and in printed form with the conference papers, and for the document to be published on mirrors on the World Wide Web. Any other usage is prohibited without the express permission of the author.