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AMICAL Members' Use of Videoconferencing Technology. Julia Kampov-Polevoi University of North Carolina at Chapel HilL. About the Study. 1. Overarching goal: Support cross-campus learning among AMICAL institutions

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amical members use of videoconferencing technology

AMICAL Members' Use of Videoconferencing Technology

Julia Kampov-Polevoi

University of North Carolina at Chapel HilL

about the study
About the Study

1

  • Overarching goal: Support cross-campus learning among AMICAL institutions
  • Stage One: Learn about current resources & infrastructure – collaborative learning technologies (VCT emphasis)
    • What technology is available?
    • How is it used?
  • Survey was sent to 43 individuals (IT directors and specialists, academic leaders, librarians) from 20 AMICAL member institutions
respondents
Respondents

2

  • 16 completed surveys representing 13 (65%) AMICAL member institutions
  • Respondent roles (positions):
    • Academic IT Management (n=10)
    • IT specialist (n=4)
    • Head Librarian (n=1)
    • Professor/Academic Administration (n=1)
vct use
VCT Use

3

12 of 13 institutions use VCT

  • Dedicated Systems:
  • Polycom (8)
  • Tandberg (2)
  • Scopia (1)
  • Web-Based:
  • Skype (4)
  • Ellumniate (2)
  • Google Talk (1)
vct use purpose
VCT Use - Purpose

4

Academic Use

Admin Use

Other Use

(special events; performances; conferences)

academic use of vct
Academic Use of VCT

5

  • Instruction in variety of Academic disciplines:
    • Arts & Humanities
    • Social & Political Sciences
    • Health Sciences
    • Business & Law
  • Collaboration with other campuses
academic use of vct1
Academic Use of VCT

6

Synchronous DE (7 institutions)

  • Dedicated VCT (e.g., Polycom, Tandberg)
  • Use frequency
    • Regular use < 50%
    • Occasional use > 50%
academic use of vct2
Academic Use of VCT

7

Asynchronous DE (4 institutions)

  • Web-based VCT (e.g., Elluminate)
  • Use frequency: low
academic use of vct3
Academic Use of VCT

8

Augmentation of Classroom Instruction (4 institutions)

  • Both types of VCT
  • Use frequency
    • Regular use
academic use of vct4
Academic Use of VCT

9

Inter-Institutional Collaborative Instruction

  • Most common (8 institutions)
  • Use frequency
    • Regular use > 60%
academic use summary
Academic Use - Summary

10

  • Most common/frequent use: collaborative instruction with other institutions
    • But – regularly at only 5 of 13 responding institutions
  • Collaborative instruction in two main forms:
    • Synchronous DE
    • Augmentation of classroom instruction
  • Asynchronous DE – least common mode of instruction
expansion of vct use
Expansion of VCT Use

11

  • Yes – 4
    • Already use extensively for instruction and collaboration (3)
    • Special Events use
  • No – 9
    • Why?
  • Technology acquisition plans
    • Mostly - No
barriers to vct use
Barriers to VCT Use

12

  • Technology infrastructure?
    • No
      • Stable network
      • VCT installed in multiple locations
  • Lack of knowledgeable IT support?
    • No
      • IT specialists familiar with existing and other VCT
  • Absent or rather unrecognizedacademic need
food for thought
Food for Thought

13

  • Technology presence = Technology use
  • Main driver of VCT use – Academic collaboration
    • Focus on infrequent users
    • Learn from peer institutions
  • Engage professors and academic leaders – IT specialists can and will help