Project-based learning is a widely used pedagogical strategy in engineering education shown to be... more Project-based learning is a widely used pedagogical strategy in engineering education shown to be effective in fostering problem-solving, design, and teamwork skills. There are distinct benefits to be gained from giving students autonomy in determining the nature and scope of the projects that they wish to undertake, but a lack of expert guidance and of a clear direction at the outset can result in confusion, frustration, and unfulfilled goals. Moreover, engineering schools face the imperative of providing students with opportunities to engage with industry during their courses, which can be difficult to accomplish due to logistical and time constraints. This paper reports on a case study in which undergraduate students of electrical, computer, mechatronics, and telecommunications engineering interacted with representatives from industry to obtain feedback at the inception phase of their design projects. Students pitched their ideas to the industry guests at a virtual “trade fair” held within a hybrid video conferencing and three-dimensional (3-D) virtual world environment, in preparation for the assessable pitches that they had to deliver on campus to a faculty audience. Survey and assessment results attest to the participants' satisfaction as well as to the effectiveness of the approach in improving student self-efficacy and performance. The paper concludes with recommendations for engineering educators looking to implement similar initiatives and a brief outline of the authors' plans for the future.
Proceedings of the 2005 Association for Educational Communications and Technology International Convention, 2005
Each of the authors has been involved in team teaching a subject called Computer Supported Collab... more Each of the authors has been involved in team teaching a subject called Computer Supported Collaborative Work (CSCW) at Charles Sturt University. The subject introduces students to contemporary social and technology issues as participants in online ...
Description This paper provides an overview of media-rich real-time collaboration tool use for le... more Description This paper provides an overview of media-rich real-time collaboration tool use for learning and teaching in Australian and New Zealand universities. These tools, which include video conferencing tools, web conferencing tools and virtual worlds, afford students and teachers the ability to synchronously represent concepts, and enable them to interact with one another to negotiate meaning and develop a sense of connectedness. A survey of 750 higher educators revealed that while desktop video conferencing and web ...
BACKGROUND OR CONTEXT Teamwork is an integral component of any engineering degree, but students o... more BACKGROUND OR CONTEXT Teamwork is an integral component of any engineering degree, but students often have difficulty organising team meetings outside of class times due to discrepancies in their individual study timetables as well as their family and work commitments. Rich-media synchronous online technologies such as video/web conferencing and virtual worlds can be used to help address this problem by enabling anyplace, anytime interaction, while at the same time mirroring the communication modes students will encounter in their future workplaces. However, not much is known about how these technologies compare with one another for facilitating different types of collaborative learning task and in terms of their student-perceived affordances. PURPOSE OR GOAL In this study, the researchers sought to elicit student perceptions of and experiences using Adobe Connect, a 2D web conferencing application with video capabilities, and iSee, a hybrid desktop video conferencing and 3D virtual...
What are educators‟ motivations for using virtual worlds with their students? Are they using them... more What are educators‟ motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or expand students' professional learning networks? Are they using virtual worlds to transform their teaching and learning? In recognition of the exciting opportunities that virtual worlds present for higher education, the DEHub Virtual Worlds Working Group was formed. It is made up of Australian university academics who are investigating the role that virtual worlds will play in the future of education and actively implementing the technology within their own teaching practice and curricula. This paper presents a typology for teaching and learning in 3D virtual worlds and applies the typology to a series of case studies based on the ways in which academics and their institutions are exploiting the power of virtual worlds for diverse purposes ranging from business scenarios and virtual excursions to role-play, experimentation and language development. The case studies offer insight into the ways in which institutions are transforming their teaching for an unknown future through innovative teaching and learning in virtual worlds. The paper demonstrates how virtual worlds enable low cost alternatives to existing pedagogies as well as creating opportunities for rich, immersive and authentic activities that would otherwise not be feasible or maybe not even be possible. Through the use of virtual worlds, teaching and learning can be transformed to cater for an unknown future.
This article describes the research design of, and reports selected findings from, a
scoping stud... more This article describes the research design of, and reports selected findings from, a scoping study aimed at examining current and planned applications of 3D immersive virtual worlds at higher education institutions across Australia and New Zealand. The scoping study is the first of its kind in the region, intended to parallel and complement a number of studies conducted in other parts of the world. Results from a sector-wide questionnaire administered as part of the scoping study, portions of which are presented in this article, appear consistent with international trends, especially in terms of the platforms chosen and the dramatic increase in usage seen in recent years. Higher education teaching staff in Australia and New Zealand are using 3D immersive virtual worlds with their students in a variety of ways, for both assessable and non-assessable tasks and in face to face, fully online/distance as well as blendedmode subjects, although use in face to face and blended contexts appears to be most common. The results also provide some insight into the demographics (e.g. age) of staff who have adopted 3D immersive virtual worlds in their teaching, as well as into the academic disciplines in which the technology is being employed.
BACKGROUND OR CONTEXT
Teamwork is an integral component of any engineering degree, but students o... more BACKGROUND OR CONTEXT Teamwork is an integral component of any engineering degree, but students often have difficulty organising team meetings outside of class times due to discrepancies in their individual study timetables as well as their family and work commitments. Rich-media synchronous online technologies such as video/web conferencing and virtual worlds can be used to help address this problem by enabling anyplace, anytime interaction, while at the same time mirroring the communication modes students will encounter in their future workplaces. However, not much is known about how these technologies compare with one another for facilitating different types of collaborative learning task and in terms of their student-perceived affordances.
PURPOSE OR GOAL In this study, the researchers sought to elicit student perceptions of and experiences using Adobe Connect, a 2D web conferencing application with video capabilities, and iSee, a hybrid desktop video conferencing and 3D virtual world environment. The goal was to examine, from a user standpoint, the appropriateness and efficacy of these software platforms for supporting student-directed project team meetings. Such research is of value to the academic community because it is important for educators and students to be able to make informed decisions about the modalities to be used for collaboration and concept representation, since these can impact heavily upon the effectiveness with which joint meaning-making and knowledge co-construction occur.
APPROACH A quasi-experimental approach was adopted in which half of the student teams in a project based engineering subject were assigned to use Adobe Connect and the remaining half were assigned to use iSee for their online team meetings. The research design was specifically targeted at identifying differences that might exist between the Connect and iSee users in terms of: (a) time required to learn the software; (b) perceived ease of use; (c) perceived communicative affordances; (d) perceived enablement of co-presence, user/information representation, and collaboration; and (e) overall satisfaction. An end-of-semester survey was used to gather data from students relating to each of these aspects and to facilitate between-groups comparisons.
DISCUSSION Basic measures of central tendency pointed to iSee requiring less time to learn and being easier to use than Adobe Connect, but the differences observed were not statistically significant at the .05 alpha level. The survey data pertaining to perceived communicative affordances similarly tended to favour iSee, but the differences were again not statistically significant. However, iSee was rated as being effective at fostering co-presence and enabling collaboration by more students who used it than was the case for Connect, at a level approaching significance (p = .090). A significantly higher proportion of iSee users than Connect users said they would recommend the use of the software for student team meetings (p = .035), which can be seen as early evidence that iSee, with its combination of 3D spatial interaction and video-based communication capabilities, lent itself to a more productive and enjoyable online collaboration experience within the application context.
Podcasting allows audio content from user selected feeds (channels) to be automatically downloade... more Podcasting allows audio content from user selected feeds (channels) to be automatically downloaded to one's computer as it becomes available, then later transferred to a portable player for consumption at the user's leisure, thereby creating opportunities for mobile learning. There has been significant recent uptake of MP3 players and podcasting, both in mainstream society and in higher education. This paper describes how the Charles Sturt University Flexible Publishing System is used to provide easy-to-use podcasting functionality that is seamlessly integrated with the university's in-house learning management system. Feedback from students suggests that they are receptive to the technology and its use in enhancing learning, although there may still be barriers to realising its full potential. The researchers' future plans are also discussed.
Virtual worlds (referred to by some as multi-user virtual environments or MUVEs) have generated m... more Virtual worlds (referred to by some as multi-user virtual environments or MUVEs) have generated much attention and interest among tertiary education practitioners and researchers in recent years, with many universities and colleges making use of commercial platforms like Second Life or building customised platforms using open tools and resources to suit the particular needs of their staff and students.
The authors believe that the overlap between computer-supported collaborative learning (CSCL) and... more The authors believe that the overlap between computer-supported collaborative learning (CSCL) and games design theories can now be tested and applied to high school teaching practice, due to the large uptake of Internet access in schools. Teachers and students at a high school in Perth, Western Australia, are being used in a pilot study as" proof of concept".
Abstract Among the raft of social software tools that accompany the Web. 20 revolution, podcastin... more Abstract Among the raft of social software tools that accompany the Web. 20 revolution, podcasting technology has the potential to support learning in a range of settings and across multiple disciplines. This paper outlines innovative uses and applications of podcasting, with a particular focus on the higher education sector. In particular, the paper focuses on enhancing learning by using the technology not to merely deliver lecture content to learners, but to enable greater learner self-regulation.
Abstract Podcasting allows audio content from user selected feeds (channels) to be automatically ... more Abstract Podcasting allows audio content from user selected feeds (channels) to be automatically downloaded to one's computer as it becomes available, then later transferred to a portable player for consumption at the user's leisure, thereby creating opportunities for mobile learning. There has been significant recent uptake of MP3 players and podcasting, both in mainstream society and in higher education.
Abstract Excited at the prospects of engaging their Net Generation students, educators worldwide ... more Abstract Excited at the prospects of engaging their Net Generation students, educators worldwide are attempting to exploit the affordances of threedimensional (3D) virtual worlds such as Second Life, citing collaborative learning as rationale, though often without careful consideration of the design of learning activities to support and enable collaboration.
Abstract Information Superhighway is a technical subject on Internet technologies and web authori... more Abstract Information Superhighway is a technical subject on Internet technologies and web authoring whose content is geared primarily towards undergraduate students majoring in information technology, but is a undertaken by Bachelor of Education and Bachelor of Teaching students at Charles Sturt University, a regional university based in New South Wales, Australia.
Project-based learning is a widely used pedagogical strategy in engineering education shown to be... more Project-based learning is a widely used pedagogical strategy in engineering education shown to be effective in fostering problem-solving, design, and teamwork skills. There are distinct benefits to be gained from giving students autonomy in determining the nature and scope of the projects that they wish to undertake, but a lack of expert guidance and of a clear direction at the outset can result in confusion, frustration, and unfulfilled goals. Moreover, engineering schools face the imperative of providing students with opportunities to engage with industry during their courses, which can be difficult to accomplish due to logistical and time constraints. This paper reports on a case study in which undergraduate students of electrical, computer, mechatronics, and telecommunications engineering interacted with representatives from industry to obtain feedback at the inception phase of their design projects. Students pitched their ideas to the industry guests at a virtual “trade fair” held within a hybrid video conferencing and three-dimensional (3-D) virtual world environment, in preparation for the assessable pitches that they had to deliver on campus to a faculty audience. Survey and assessment results attest to the participants' satisfaction as well as to the effectiveness of the approach in improving student self-efficacy and performance. The paper concludes with recommendations for engineering educators looking to implement similar initiatives and a brief outline of the authors' plans for the future.
Proceedings of the 2005 Association for Educational Communications and Technology International Convention, 2005
Each of the authors has been involved in team teaching a subject called Computer Supported Collab... more Each of the authors has been involved in team teaching a subject called Computer Supported Collaborative Work (CSCW) at Charles Sturt University. The subject introduces students to contemporary social and technology issues as participants in online ...
Description This paper provides an overview of media-rich real-time collaboration tool use for le... more Description This paper provides an overview of media-rich real-time collaboration tool use for learning and teaching in Australian and New Zealand universities. These tools, which include video conferencing tools, web conferencing tools and virtual worlds, afford students and teachers the ability to synchronously represent concepts, and enable them to interact with one another to negotiate meaning and develop a sense of connectedness. A survey of 750 higher educators revealed that while desktop video conferencing and web ...
BACKGROUND OR CONTEXT Teamwork is an integral component of any engineering degree, but students o... more BACKGROUND OR CONTEXT Teamwork is an integral component of any engineering degree, but students often have difficulty organising team meetings outside of class times due to discrepancies in their individual study timetables as well as their family and work commitments. Rich-media synchronous online technologies such as video/web conferencing and virtual worlds can be used to help address this problem by enabling anyplace, anytime interaction, while at the same time mirroring the communication modes students will encounter in their future workplaces. However, not much is known about how these technologies compare with one another for facilitating different types of collaborative learning task and in terms of their student-perceived affordances. PURPOSE OR GOAL In this study, the researchers sought to elicit student perceptions of and experiences using Adobe Connect, a 2D web conferencing application with video capabilities, and iSee, a hybrid desktop video conferencing and 3D virtual...
What are educators‟ motivations for using virtual worlds with their students? Are they using them... more What are educators‟ motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or expand students' professional learning networks? Are they using virtual worlds to transform their teaching and learning? In recognition of the exciting opportunities that virtual worlds present for higher education, the DEHub Virtual Worlds Working Group was formed. It is made up of Australian university academics who are investigating the role that virtual worlds will play in the future of education and actively implementing the technology within their own teaching practice and curricula. This paper presents a typology for teaching and learning in 3D virtual worlds and applies the typology to a series of case studies based on the ways in which academics and their institutions are exploiting the power of virtual worlds for diverse purposes ranging from business scenarios and virtual excursions to role-play, experimentation and language development. The case studies offer insight into the ways in which institutions are transforming their teaching for an unknown future through innovative teaching and learning in virtual worlds. The paper demonstrates how virtual worlds enable low cost alternatives to existing pedagogies as well as creating opportunities for rich, immersive and authentic activities that would otherwise not be feasible or maybe not even be possible. Through the use of virtual worlds, teaching and learning can be transformed to cater for an unknown future.
This article describes the research design of, and reports selected findings from, a
scoping stud... more This article describes the research design of, and reports selected findings from, a scoping study aimed at examining current and planned applications of 3D immersive virtual worlds at higher education institutions across Australia and New Zealand. The scoping study is the first of its kind in the region, intended to parallel and complement a number of studies conducted in other parts of the world. Results from a sector-wide questionnaire administered as part of the scoping study, portions of which are presented in this article, appear consistent with international trends, especially in terms of the platforms chosen and the dramatic increase in usage seen in recent years. Higher education teaching staff in Australia and New Zealand are using 3D immersive virtual worlds with their students in a variety of ways, for both assessable and non-assessable tasks and in face to face, fully online/distance as well as blendedmode subjects, although use in face to face and blended contexts appears to be most common. The results also provide some insight into the demographics (e.g. age) of staff who have adopted 3D immersive virtual worlds in their teaching, as well as into the academic disciplines in which the technology is being employed.
BACKGROUND OR CONTEXT
Teamwork is an integral component of any engineering degree, but students o... more BACKGROUND OR CONTEXT Teamwork is an integral component of any engineering degree, but students often have difficulty organising team meetings outside of class times due to discrepancies in their individual study timetables as well as their family and work commitments. Rich-media synchronous online technologies such as video/web conferencing and virtual worlds can be used to help address this problem by enabling anyplace, anytime interaction, while at the same time mirroring the communication modes students will encounter in their future workplaces. However, not much is known about how these technologies compare with one another for facilitating different types of collaborative learning task and in terms of their student-perceived affordances.
PURPOSE OR GOAL In this study, the researchers sought to elicit student perceptions of and experiences using Adobe Connect, a 2D web conferencing application with video capabilities, and iSee, a hybrid desktop video conferencing and 3D virtual world environment. The goal was to examine, from a user standpoint, the appropriateness and efficacy of these software platforms for supporting student-directed project team meetings. Such research is of value to the academic community because it is important for educators and students to be able to make informed decisions about the modalities to be used for collaboration and concept representation, since these can impact heavily upon the effectiveness with which joint meaning-making and knowledge co-construction occur.
APPROACH A quasi-experimental approach was adopted in which half of the student teams in a project based engineering subject were assigned to use Adobe Connect and the remaining half were assigned to use iSee for their online team meetings. The research design was specifically targeted at identifying differences that might exist between the Connect and iSee users in terms of: (a) time required to learn the software; (b) perceived ease of use; (c) perceived communicative affordances; (d) perceived enablement of co-presence, user/information representation, and collaboration; and (e) overall satisfaction. An end-of-semester survey was used to gather data from students relating to each of these aspects and to facilitate between-groups comparisons.
DISCUSSION Basic measures of central tendency pointed to iSee requiring less time to learn and being easier to use than Adobe Connect, but the differences observed were not statistically significant at the .05 alpha level. The survey data pertaining to perceived communicative affordances similarly tended to favour iSee, but the differences were again not statistically significant. However, iSee was rated as being effective at fostering co-presence and enabling collaboration by more students who used it than was the case for Connect, at a level approaching significance (p = .090). A significantly higher proportion of iSee users than Connect users said they would recommend the use of the software for student team meetings (p = .035), which can be seen as early evidence that iSee, with its combination of 3D spatial interaction and video-based communication capabilities, lent itself to a more productive and enjoyable online collaboration experience within the application context.
Podcasting allows audio content from user selected feeds (channels) to be automatically downloade... more Podcasting allows audio content from user selected feeds (channels) to be automatically downloaded to one's computer as it becomes available, then later transferred to a portable player for consumption at the user's leisure, thereby creating opportunities for mobile learning. There has been significant recent uptake of MP3 players and podcasting, both in mainstream society and in higher education. This paper describes how the Charles Sturt University Flexible Publishing System is used to provide easy-to-use podcasting functionality that is seamlessly integrated with the university's in-house learning management system. Feedback from students suggests that they are receptive to the technology and its use in enhancing learning, although there may still be barriers to realising its full potential. The researchers' future plans are also discussed.
Virtual worlds (referred to by some as multi-user virtual environments or MUVEs) have generated m... more Virtual worlds (referred to by some as multi-user virtual environments or MUVEs) have generated much attention and interest among tertiary education practitioners and researchers in recent years, with many universities and colleges making use of commercial platforms like Second Life or building customised platforms using open tools and resources to suit the particular needs of their staff and students.
The authors believe that the overlap between computer-supported collaborative learning (CSCL) and... more The authors believe that the overlap between computer-supported collaborative learning (CSCL) and games design theories can now be tested and applied to high school teaching practice, due to the large uptake of Internet access in schools. Teachers and students at a high school in Perth, Western Australia, are being used in a pilot study as" proof of concept".
Abstract Among the raft of social software tools that accompany the Web. 20 revolution, podcastin... more Abstract Among the raft of social software tools that accompany the Web. 20 revolution, podcasting technology has the potential to support learning in a range of settings and across multiple disciplines. This paper outlines innovative uses and applications of podcasting, with a particular focus on the higher education sector. In particular, the paper focuses on enhancing learning by using the technology not to merely deliver lecture content to learners, but to enable greater learner self-regulation.
Abstract Podcasting allows audio content from user selected feeds (channels) to be automatically ... more Abstract Podcasting allows audio content from user selected feeds (channels) to be automatically downloaded to one's computer as it becomes available, then later transferred to a portable player for consumption at the user's leisure, thereby creating opportunities for mobile learning. There has been significant recent uptake of MP3 players and podcasting, both in mainstream society and in higher education.
Abstract Excited at the prospects of engaging their Net Generation students, educators worldwide ... more Abstract Excited at the prospects of engaging their Net Generation students, educators worldwide are attempting to exploit the affordances of threedimensional (3D) virtual worlds such as Second Life, citing collaborative learning as rationale, though often without careful consideration of the design of learning activities to support and enable collaboration.
Abstract Information Superhighway is a technical subject on Internet technologies and web authori... more Abstract Information Superhighway is a technical subject on Internet technologies and web authoring whose content is geared primarily towards undergraduate students majoring in information technology, but is a undertaken by Bachelor of Education and Bachelor of Teaching students at Charles Sturt University, a regional university based in New South Wales, Australia.
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scoping study aimed at examining current and planned applications of 3D immersive
virtual worlds at higher education institutions across Australia and New Zealand. The
scoping study is the first of its kind in the region, intended to parallel and complement
a number of studies conducted in other parts of the world. Results from a sector-wide
questionnaire administered as part of the scoping study, portions of which are
presented in this article, appear consistent with international trends, especially in
terms of the platforms chosen and the dramatic increase in usage seen in recent years.
Higher education teaching staff in Australia and New Zealand are using 3D
immersive virtual worlds with their students in a variety of ways, for both assessable
and non-assessable tasks and in face to face, fully online/distance as well as blendedmode
subjects, although use in face to face and blended contexts appears to be most
common. The results also provide some insight into the demographics (e.g. age) of
staff who have adopted 3D immersive virtual worlds in their teaching, as well as into
the academic disciplines in which the technology is being employed.
Teamwork is an integral component of any engineering degree, but students often have difficulty organising team meetings outside of class times due to discrepancies in their individual study timetables as well as their family and work commitments. Rich-media synchronous online technologies such as video/web conferencing and virtual worlds can be used to help address this problem by enabling anyplace, anytime interaction, while at the same time mirroring the communication modes students will encounter in their future workplaces. However, not much is known about how these technologies compare with one another for facilitating different types of collaborative learning task and in terms of their student-perceived affordances.
PURPOSE OR GOAL
In this study, the researchers sought to elicit student perceptions of and experiences using
Adobe Connect, a 2D web conferencing application with video capabilities, and iSee, a hybrid desktop video conferencing and 3D virtual world environment. The goal was to examine, from a user standpoint, the appropriateness and efficacy of these software platforms for supporting student-directed project team meetings. Such research is of value to the academic community because it is important for educators and students to be able to make informed decisions about the modalities to be used for collaboration and concept representation, since these can impact heavily upon the effectiveness with which joint meaning-making and knowledge co-construction occur.
APPROACH
A quasi-experimental approach was adopted in which half of the student teams in a project based engineering subject were assigned to use Adobe Connect and the remaining half were assigned to use iSee for their online team meetings. The research design was specifically targeted at identifying differences that might exist between the Connect and iSee users in terms of: (a) time required to learn the software; (b) perceived ease of use; (c) perceived communicative affordances; (d) perceived enablement of co-presence, user/information representation, and collaboration; and (e) overall satisfaction. An end-of-semester survey was used to gather data from students relating to each of these aspects and to facilitate between-groups comparisons.
DISCUSSION
Basic measures of central tendency pointed to iSee requiring less time to learn and being easier to use than Adobe Connect, but the differences observed were not statistically significant at the .05 alpha level. The survey data pertaining to perceived communicative affordances similarly tended to favour iSee, but the differences were again not statistically significant. However, iSee was rated as being effective at fostering co-presence and enabling collaboration by more students who used it than was the case for Connect, at a level approaching significance (p = .090). A significantly higher proportion of iSee users than
Connect users said they would recommend the use of the software for student team meetings (p = .035), which can be seen as early evidence that iSee, with its combination of
3D spatial interaction and video-based communication capabilities, lent itself to a more productive and enjoyable online collaboration experience within the application context.
scoping study aimed at examining current and planned applications of 3D immersive
virtual worlds at higher education institutions across Australia and New Zealand. The
scoping study is the first of its kind in the region, intended to parallel and complement
a number of studies conducted in other parts of the world. Results from a sector-wide
questionnaire administered as part of the scoping study, portions of which are
presented in this article, appear consistent with international trends, especially in
terms of the platforms chosen and the dramatic increase in usage seen in recent years.
Higher education teaching staff in Australia and New Zealand are using 3D
immersive virtual worlds with their students in a variety of ways, for both assessable
and non-assessable tasks and in face to face, fully online/distance as well as blendedmode
subjects, although use in face to face and blended contexts appears to be most
common. The results also provide some insight into the demographics (e.g. age) of
staff who have adopted 3D immersive virtual worlds in their teaching, as well as into
the academic disciplines in which the technology is being employed.
Teamwork is an integral component of any engineering degree, but students often have difficulty organising team meetings outside of class times due to discrepancies in their individual study timetables as well as their family and work commitments. Rich-media synchronous online technologies such as video/web conferencing and virtual worlds can be used to help address this problem by enabling anyplace, anytime interaction, while at the same time mirroring the communication modes students will encounter in their future workplaces. However, not much is known about how these technologies compare with one another for facilitating different types of collaborative learning task and in terms of their student-perceived affordances.
PURPOSE OR GOAL
In this study, the researchers sought to elicit student perceptions of and experiences using
Adobe Connect, a 2D web conferencing application with video capabilities, and iSee, a hybrid desktop video conferencing and 3D virtual world environment. The goal was to examine, from a user standpoint, the appropriateness and efficacy of these software platforms for supporting student-directed project team meetings. Such research is of value to the academic community because it is important for educators and students to be able to make informed decisions about the modalities to be used for collaboration and concept representation, since these can impact heavily upon the effectiveness with which joint meaning-making and knowledge co-construction occur.
APPROACH
A quasi-experimental approach was adopted in which half of the student teams in a project based engineering subject were assigned to use Adobe Connect and the remaining half were assigned to use iSee for their online team meetings. The research design was specifically targeted at identifying differences that might exist between the Connect and iSee users in terms of: (a) time required to learn the software; (b) perceived ease of use; (c) perceived communicative affordances; (d) perceived enablement of co-presence, user/information representation, and collaboration; and (e) overall satisfaction. An end-of-semester survey was used to gather data from students relating to each of these aspects and to facilitate between-groups comparisons.
DISCUSSION
Basic measures of central tendency pointed to iSee requiring less time to learn and being easier to use than Adobe Connect, but the differences observed were not statistically significant at the .05 alpha level. The survey data pertaining to perceived communicative affordances similarly tended to favour iSee, but the differences were again not statistically significant. However, iSee was rated as being effective at fostering co-presence and enabling collaboration by more students who used it than was the case for Connect, at a level approaching significance (p = .090). A significantly higher proportion of iSee users than
Connect users said they would recommend the use of the software for student team meetings (p = .035), which can be seen as early evidence that iSee, with its combination of
3D spatial interaction and video-based communication capabilities, lent itself to a more productive and enjoyable online collaboration experience within the application context.