September 2005 — Features
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Promoting Synchronous Interaction in an eLearning Environment
Thus, additional instructional tools for interaction are needed to supplement the present ones. Web conferencing systems such as Macromedia Breeze (www.macromedia.com) may be a solution, but a significant up-front cost precludes using such a system by all but a small percentage of online programs. Underfunded higher education institutions may have to turn to other resources or sources that promote communication links.
VoIP Freeware Solution: Skype
One of a cyber-instructor’s responsibilities is to seek instructional tools that render communications more efficient and effective, as well as catch and hold users’ attention. One such instructional tool is the voice over IP freeware tool, Skype (skype.com), which provides high-quality audio communication between two PCs, at no cost, with proper input and output devices such as headsets.
Skype was used for instructional purposes in two entry-level online graduate educational technology courses at the University of Texas at Brownsville and Texas Southmost College, which has partnered with the University of Texas TeleCampus (a central support unit that facilitates distance education initiatives within the University of Texas System), to devote its educational technology program to eLearning. With a student enrollment of about 400, the school’s online master’s of education program is committed to serving constituencies regionally, nationally, and internationally, using the Blackboard 6.0 (www.blackboard.com) CMS.
There are two major purposes for Skype’s use in these courses: 1) to supplement group chat discussion, and 2) to contact the instructor during office hours or other appointed times. The following use of Skype may be a viable alternative for instructors and institutions that are searching for new tools to enhance their online interactivity.
Skype’s Impact on Teaching & Learning
The purpose of this study is to answer the question: “To what degree d'es Skype impact the learning and teaching experience in a Web-based learning environment?” Three aspects of the investigation follow:
- To what extent d'es Skype change the way the individual learner thinks of synchronous interaction in a Webbased course?
- To what extent d'es Skype augment the way group members interact?
- To what extent d'es Skype influence the way the instructor facilitates an online course?
Research method. During the spring 2005 semester, Skype was piloted in two online graduate courses (N=12 and N=16). Throughout the semester, five one-hour chat sessions were planned in each course. On the night the study was conducted, students in both courses were able to choose either Blackboard Chat or Skype to accomplish an in-class activity. (The diagram below represents the activity design.)
