Video-conferencing (VC) is a well established educational tool. Using a grounded theory approach, this study explored the experience of medical students studying remotely by VC. A convenience sample of 11 students participated in semi-structured interviews. Constant comparative analysis identified three emerging themes which were refined and verified by a focus group. The key themes were: the effect of VC on the students’ classroom experience, the development of a strong social cohesion between the students, and the impact on student learning. The participants adapted well to VC lectures but expressed reluctance to ask or answer questions in class. Participants felt they became more self-directed and better collaborative learners. Moore’s theory of transactional distance provides a possible explanation for these observations. High transactional distance was evident with less instructor-student interaction, more student-student interaction, and greater student autonomy. Understanding the transactional dynamics in the VC classroom will inform future research and faculty development. / 2011 May
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEAU.91/11 |
| Date | 16 May 2011 |
| Creators | Kenyon, Cynthia |
| Contributors | Crawford, Gail (Centre for Distance Education), Ives, Cindy (Centre for Distance Education), Lingard, Lorelei (Faculty of Health Sciences, University of Western Ontario, Jones, Thomas (Centre for Distance Education) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Detected Language | English |
Page generated in 0.0063 seconds