Audiographic Teleconferencing Project: An Evaluation
The findings from these two evaluations support the consultant's observations and those made in the presentation to the Literacy Coordinators of Alberta Annual Conference; namely.
The first two questions asked coordinators about their involvement in setting up and trying out the system. These questions turned out to be irrelevant. In all cases, the equipment was set up by Lakeland College and Alberta Vocational College at the site. In at least one case the equipment had been there for years. In another, the respondent indicated that the equipment was in continuous use so there was no need to check it.
All coordinators were either satisfied (4)or very satisfied (2)with the training they had received on how to use the audiographic technology. By comparison. five tutor-learners were satisfied with their training and three were not. Tutor-learners gave several suggestions for how the training could have been improved. First. they would have benefited from more hands-on practice time prior to using the technology. particularly the telewriter. This instrument was described by two tutor-learners as a problem and "intimidating," partly because others were "on line and could witness one's difficulties." To alleviate this, one person recommended half an hour's practice before each session. Such extra training or practice would have speeded up the procedure because the technology would not have had to be explained "as the sessions progressed." One respondent thought that participants should have been forewarned of potential problems or difficulties with the technology.
Other issues affected tutor-learners' training. In one case, where the coordinator was new to the job. she was unfamiliar with the technology and therefore "unable to help others." Others commented on the slow response time which was "frustrating." the lack of face-to-face interaction. and the overall need to "perfect the technology used to deliver distance education."
The interview also asked whether coordinators' other needs had been met in setting up and trying the system out. "Other needs" referred to timing, resources and support from staff or colleagues. Five coordinators thought these additional needs had been met; however, one thought they had not. The person who disagreed made reference to problems with the sessions being held between 3:30 to 5:30 PM. Because of work commitments, only one of her learners had been able to attend the second session, and no one attended the third. This respondent suggested offering the sessions in the evenings or on weekends. However, the lack of attendance may have been affected by other timing-related factors. For example, her tutor-learners had been disgruntled because the first session had not begun on time, and, once it did start, the first 45 minutes were taken up letting on-line users practice with the equipment. This was a waste for the tutor-learners in question because they had practiced earlier. The coordinator handed out the materials for the second and third sessions prior to the presentations, and she thinks that having this information and having been put off by the first session, her learners may simply not have bothered attending the second two sessions.