Audiographic Teleconferencing Project: An Evaluation

More practice needed

Generally, tutor-learners were unable to offer solutions to the problems they identified, beyond more practice and training. With more training, participants will be able to focus on content. One tutor-learner suggested that the presenter needs to better recognize the number of participants and locations involved and "share the time better." Another said, "The pen was too cumbersome; drop it."

Improvement over time

When asked if the technology became easier to use over time, most tutor-learners (75%) agreed it did. Their responses were as follows:

Impact on learning

However, tutor-learners' responses were more divided on the question of whether audiographic teleconferencing technology aids learning. Five thought it did and three did not. Those disagreeing did so because technical problems had interfered with learning. "Initially, the technology inhibited learning because the stylus was tough [to use]." Two thought that these technical problems would have been reduced if participants had had more training. One tutor-learner suggested using a larger screen which would offer more "human-like interaction."

All but one coordinator answered yes to the question, Does the technology aid learning? The dissenter said that having the slides was beneficial and better than a handout; however, having to respond using the telewriter was not easy. "If the telewriter could be devised to be as easy to write with as a pen, I would say yes. If the technology responded easily, I would say yes. But, in this format, it is more a hindrance than a help."

Impact on style and approach

When asked to what extent they had had to adapt their presentation style to the technology, both instructors pointed out the differences between distance learning and conventional classroom learning. With audiographic technology, instructors are cut off from the small group activities of the students. Unable to hear the discussion or see the students, the instructors cannot judge whether the groups even "get the gist" of the exercise. Distance technology naturally forces groups to work independently of the instructor. With the loss of face-to-face contact, immediacy and spontaneity suffer. If the small groups involve other sites, the interaction tends to be reduced, again because people cannot see each other.

The second feature of distance learning is that it requires students to be better prepared before a lesson. It is more demanding of students. When students come unprepared - as some of them had for one of the sessions - they can fall behind since the presentation is pitched to a higher level of understanding.