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Planning for the Present and Future of Videoconferencing
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Author(s): F. Meena Lakhavani (Carnegie Mellon University, USA)and Brian S.R. Bennett (Carnegie Mellon University, USA)
Copyright: 2009
Pages: 5
Source title:
Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong)and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch240
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Abstract
For over a decade, videoconferencing has been developing as a key component of distance learning in a variety of subject areas (Wang, 2006; MacLaughlin et. al., 2004; Kidd & Stamatakis, 2006; Sebrects et. al., 1995, Smyth, R., 2005). Although not a perfect replacement for faceto- face communication, videoconferencing can bring educators and students together although they may be separated by vast distances. Using videoconferencing technology, a lecturer in San Francisco can address students and colleagues in New York and Australia, students in Qatar and Pittsburgh can collaborate on a graduate research project and a doctoral candidate in Houston can defend his dissertation to a review board of faculty from a number of cities. Videoconferencing requires a substantial investment in equipment, expertise and support resources. Any institution considering such an investment must make a significant effort to evaluate the technical and usage requirements for a videoconferencing implementation to ensure the supportability and expandability of the system.
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