Videoconferencing in K-12 Education: Research Findings

By Katherine L. Hayden, Ed.D.


Characteristics of Videoconferencing that Support Constructivist Learning

Connections and links to remote people and locations
1. Synchronous connections between students and primary sources of information.
2. Synchronous connections between students and mentors.
3. Synchronous connection between students and a location not accessible in the classroom. "Virtual fieldtrip".
4. Synchronous connections allow students to interact with multiple resources outside the classroom.
5. Synchronous connections allow students to demonstrate their growth to parents on a more frequent basis.
6. Teachers connect with teachers to plan for student projects using videoconferencing.
Questioning
7. Students have opportunities to be in charge of the direction of their learning.
8. Students develop questions to investigate topics, clarify meanings, and verify their hypotheses.
9. Students receive immediate feedback to questions.
Learning
10. Students use synchronous audio to communicate and receive information (listen/tell).
11. Students use synchronous video to communicate and receive information (observe).
12. Students present to remote partners using synchronous audio and video to communicate and receive information.
13. Students use audio and video to interview experts and peers.
Interaction
14. Students work in groups/teams to complete an authentic learning activity using remote connections.
15. Students: discuss, compare, and develop topics with remote
peers, experts and/or mentors.
16. Students complete and/or share projects with remote partners, experts, or mentors.
17. Students use synchronous tools (audio and video) to communicate their understanding of information.
18. Students create a shared electronic document using synchronous connections.
19. Students better understand culture/geography by synchronous communication with remote sites.
20. As part of a suite of online tools, videoconferencing supports authentic learning activities.

Copyright © April, 1999


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