International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
Transitioning from face-to-face learning environment to online was challenging for students, putting them at
more of a disadvantage due to the need to hold different skills than the ones in a traditional classroom. Students
stated that it would be useful if they could participate in an orientation prior to the beginning of the semester that
prepared them to attend class successfully in terms of using technology such as headsets with a microphone
possible to use in the classroom (Hallford, 2012). Apart from that, students commented that participation in
synchronous videoconferencing course did not require a different technological skill set in terms of hand rising,
note-taking, and laughing (Hallford, 2012). Another student noted that it would have been great for him if he had
seen the instructor’s eyes like the instructor were physically there like in the traditional classroom. The
technology systems could be improved to offer interactive webcams which show the other students during
synchronous class time. The interaction technology could be improved to allow for more technology and more
communication to be delivered to students that are challenged by the instructor. From the instructor’s point of
view, students have always been enjoying themselves with the possibilities of new technologies while learning.
Pedagogical Reflections
Students’ expressed their learning experiences related to synchronous videoconferencing classroom with
course content, exams, tutorials and feedback, and classroom atmosphere. This was a consideration related to the
overall pedagogical objectives of the course. Students’ perspective of their learning experience is valuable
information that can improve synchronous videoconferencing delivery practices and offerings. Instructors who
teach synchronous videoconferencing courses need to use their interpersonal skills to understand visual cues,
body language, and facial expressions to create an environment for learning, which is an important task of the
instructors’ profession (Hallford, 2012). They need to find ways to make a connection and to see the students to
form relationships either in a real or a virtual classroom. Discovering what provided meaningful learning
experiences for these students can contribute to the field of synchronous videoconferencing delivery. It may also
help finding out the unique needs of students and determine the expectations of them in synchronous
videoconferencing classes.
Course Content
Students reported that they learned many new things in this format. They reported gaining knowledge and
applying it to their education. One student reported, “I like it because I have a feeling of that we learn really
academic English and learn maybe some terms [like] cohesion. I [haven’t] really heard about this word
anywhere [before] and I learned [it] in your class and I have really feeling of that we learn academic English.”
All of the students referred to synchronous videoconferencing delivery as an enhanced autonomous learning
environment that had essential requirements for prerequisite academic skills such as note-taking which was not
cared so much in the traditional classroom. One student also commented, “I think we have to understand you.
We need academic English skills and you know listening skills are one of them. We had to work harder to
improve our academic English. In normal lessons you know professors answer you when you want them to
repeat but we have no chance to ask many questions in your lesson while you are teaching. But I know when we
listen to you carefully there is no problem actually.” Online learning provides skills with raising students’ ability
to concentrate on the lesson content and corresponds well with the students’ learning expectations in this EAP
course (Hui et al., 2008). One student noted, “I like visual things and technology. I learned more because you are
away and I do not feel anxious so I comprehend more this way.” Another student stated, “I’m keeping both
vocabulary and grammar journals and while listening to you. I’m adding new things into my journals to use
them in my other lessons.” She discovered a way that they could apply the knowledge they learned to their
departmental courses. This is considered the highest outcome of the course for the instructor.
Exams, Tutorials and Feedback
Students had one mid-term and final examination during the semester which was observed via synchronous
videoconferencing. All of them agreed on that the exams they had in this format was fair as the questions were
about what was taught to them. They reported that they felt as if the instructor was there and her authority was
felt there even she was many kilometers away. They noted that when they did not understand the exam
instructions they could ask her. One student stated, “It was okay, when we have questions, and you were all
there with your web cam, and nobody copied.” One student commented that he learned a lot better in the exams
and also in the online feedback sessions of this course because they were to the point because there was a certain
time allocated for them. Another student noted, “I learned about the midterm exam so I know what I have to
learn for the final.” Exams and feedback sessions need to be done in a way that students get encouraged to learn
more in cooperation with what is thought based on the objectives of the course in the lessons in a motivating
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