Dissertation Abstract
Videoconferencing in K-12 Education:
A Delphi Study of
Characteristics and Critical Strategies
to Support Constructivist
Learning Experiences
by
Katherine L. Hayden, Ed.D.
April, 1999
With the expanding infrastructure of technology and telecommunications
in the world today, new applications for communications are emerging
in
our society. In order to prepare students for the 21st century,
education
cannot ignore what is happening in the outside world
and the skills our
students need in order to compete in the future
workplace.
Videoconferencing has been used in educational environments in
higher
education and business and now is spreading to K-12
classrooms.
Educational reform efforts suggest that constructivist
learning
environments should be explored for student activities
and assessment. In
order to prepare teachers and schools for best
practices using
videoconferencing technology, constructivist instructional
strategies
need to be matched with technology.
The purpose of this
descriptive study was to identify the characteristics
of
videoconferencing sessions that support constructivist learning
experiences and to determine critical support strategies for
constructivist
applications of videoconferencing in K-12 learning
environments.
The Delphi panel was a purposive sample of 32
experts representing
K-12 teachers, experienced videoconferencing users,
and/or visionaries
in educational support roles. A three-round electronic
survey
was completed in order to answer the three research questions.
The
survey instruments were pilot-tested prior to each round.
The researcher,
with the help of a second-rater, analyzed the
data between rounds and
reported results on each successive round.
The experts identified twenty
desirable characteristics
of videoconferencing
that support constructivist learning
environments. A list of support
strategies for videoconferencing
activities were generated during Round
One and rated during Round
Two in order to reach consensus on the most
critical strategies.
Round Three finalized the ten
most important
videoconferencing characteristics to consider in
constructivist
learning experiences and the ten most critical support
strategies
recommended by the Delphi Panelists.
The
panelists' perceptions of constructivist characteristics were
compared
with demographic data in order to identify any relationships.
Panelists
that were K-12 teachers and had prior experience using
videoconferencing
were found to have stronger agreement with constructivist
elements.
Recommendations for further study include (a) implementation of
the
findings in educational settings for evaluating their effectiveness,
and
(b) development of standards for implementation of videoconferencing
that
support constructivist learning environments.