scholarly journals A real-time interactive instructor framework for distance education

2006 ◽  
Author(s):  
Xinyou Zhao ◽  
M. Matsumoto ◽  
Yan Zhang
Keyword(s):  
Distance Education ◽  
Real Time

Videoconference, Audioconference, and Video Chat

2008 ◽  
pp. 210-233 ◽  
Author(s):  
Richard Caladine
Keyword(s):  
Distance Education ◽  
Real Time ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Educational Technologies ◽  
Communications Technologies ◽  
Video Chat

Videoconference and audioconference have been used for communications in businesses for many years. In teaching and learning videoconference has been used for at least the last 15 years and possibly longer. Videoconference and audioconference technologies have been used in education, especially in distance education where students and teachers are in different locations. Like all educational technologies, videoconference and audioconference are suited to some and not all teaching and learning activities. Before these established real time communications technologies (RTCs) and the newer technology video chat are explored they need to be carefully defined to eliminate or minimize confusion.

Web Conferencing in Distance Education

2011 ◽  
pp. 2298-2305
Author(s):  
M. Michelle Panton
Keyword(s):  
Distance Education ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Real Time ◽  
Web Sites ◽  
Web Site ◽  
Web Conferencing ◽  
Collaborative Learning Environment ◽  
Screen Sharing ◽  
Share Information

Web conferencing is a technology that allows groups of individuals in a variety of diverse locations to communicate and share information without having to leave their desks. It provides features such as whiteboarding, screen sharing, chat, and polling. It eliminates the need to travel, reduces downtime, increases efficiency, and reduces costs. AT&T worked on proofs of concepts and prototypes for personal conferencing systems for 20 years and finally released its product in 1993 (Perey, 2003). Microsoft released NetMeeting in about 1995. Wooley now lists 95 real-time collaboration products and Web sites on his Web site, ThinkofIt. com. The growth of real-time collaboration has grown significantly and been more successful in the last few years, as the CPUs in PCs are faster, the PCs have more memory, and more bandwidth is available and cheaper. Frost and Sullivan’s 2002 report estimates that by 2008, $2 billion will be spent on Web conferencing (as cited by Perey, 2003). This technology allows a business to conduct training simultaneously, globally creating a collaborative learning environment while keeping costs down.

scholarly journals Online videoconferencing products: Update

2011 ◽  
Vol 12 (2) ◽  
pp. 157 ◽  
Author(s):  
Douglas Burton ◽  
Tim Kitchen
Keyword(s):  
Distance Education ◽  
Real Time ◽  
Online Video ◽  
Evaluation Report ◽  
Online Distance Education ◽  
Software Applications ◽  
Online Distance ◽  
The Cost ◽  
Guest Speakers

Software allowing real-time online video connectivity is rapidly evolving. The ability to connect students, staff, and guest speakers instantaneously carries great benefits for the online distance education classroom. This evaluation report compares four software applications at opposite ends of the cost spectrum: DimDim, Elluminate VCS, TokBox, and Vyew. Their benefits and shortcomings are contrasted, and efficient educational scenarios for them are suggested.

A Working Model for Real-time Interactive Distance Education Support Systems

2002 ◽  
Vol 15 (01) ◽  
pp. 19-31 ◽  
Author(s):  
AIGUO HE ◽  
ZIXUE CHENG ◽  
AKIO KOYAMA ◽  
TONG JUN HUANG ◽  
JEROLD A. DEHART ◽  
...  
Keyword(s):  
Distance Education ◽  
Real Time ◽  
Support Systems ◽  
Working Model ◽  
Education Support

Visions, Voices, and Virtual Journeys

2011 ◽  
pp. 269-289
Author(s):  
Tony L. Talbert ◽  
Adeline Meira
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Real Time ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Opportunities ◽  
Teaching And Learning Environment ◽  
The Future ◽  
Task Oriented

The future of distance education is certainly promising but frenetic as well. With the aid of technologies easily accessible to students and teachers alike the geographic barriers that once allowed only the few to engage in educational opportunities are now geographic bridges that promote distance learning where students and teachers from diverse latitudes and attitudes are able to engage in real time teaching and learning interactions. This teaching and learning environment is called “Viral Education,” where the process of education can be symmetrical or asymmetrical in the teaching and learning process as well as multi-task oriented in both product and idea development. This chapter looks at the future of distance education and provides a brief survey of emerging technologies that are just moments or months away from reality. In addition, this chapter explores the notion of customized education which is a continuation of democratic movements within and outside the classroom.

Web-Based 3D Real Time Experimentation

2011 ◽  
pp. 4088-4092
Author(s):  
C.C. Ko ◽  
Ben M. Chen ◽  
C.D. Cheng
Keyword(s):  
Distance Education ◽  
Real Time ◽  
Physical Space ◽  
Educational Opportunities ◽  
The Internet ◽  
Traditional Classrooms ◽  
Web Based ◽  
Experimental Systems ◽  
Use Of The Internet ◽  
Display Window

Spurred by development in computer science and network technology, the use of the Internet has been expanding exponentially. It is now extensively used as a connectivity and reference tool for numerous commercial, personal, and educational purposes. In education, the Internet opens a variety of new avenues and methodologies for enhancing the experience of learning as well as expanding educational opportunities for a larger pool of students. Specifically, distance education and non-traditional classrooms have the capability to reach more students using specialized instruction and self-paced learning. In the area of distance education, many Web-based real time experimentation systems have been reported in the literature (Ando, Graziani, & Pitrone, 2003; Daponte, Grimaldi, & Marinov, 2002; Ko, Chen, Chen et al., 2000; Ko et al., 2001; Kumar, Sridharan, & Srinivasan, 2002; Yeung & Huang, 2003). These Internet-based remote laboratories allow users or students to carry out physical experimental work at their own pace anytime anywhere. They generally require very little physical space and minimal manpower to maintain, and are ideal for the sharing of expensive equipment. However, all these experimental systems can only provide 2D operation panels. Due to this limitation, the actual shapes of 3D instruments and equipment, some of which may have controls or display components on different sides, may not be possible to be reflected on the remote user’s client display window.

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