Pedagogic strategies supporting the use of Synchronous Audiographic Conferencing: A review of the literature

Synchronous audiographic conferencing (SAC) refers to a combination of technologies for real-time communication and interaction using multiple media and modes. With an increasing institutional uptake of SAC, users require an understanding of the complex interrelations of multiple media in learning scenarios in order to support pedagogic-driven planning and effective use of the tool. This paper provides a review of recent literature that explores the pedagogic strategies used to underpin practical uses of SAC for the benefit of learners especially in non-standard contexts such as distance education. The paper reports on approaches from practitioner-oriented perspectives as well as approaches based on educational theory, notably the community of inquiry model, task design and multimodal models of cognition, meaning and interaction. The main features of these models were extracted to provide both a synthesis for future work on dedicated pedagogic models for SAC and a resource for practitioners wanting to link SAC with educational theory.

[1]  David F. Feldon.  Cognitive load theory and instructional design , 2009 .

[2]  Hans Spada,et al.  The Active Integration of Information during Learning with Dynamic and Interactive Visualisations , 2004 .

[3]  Gloria Mark,et al.  Social presence with video and application sharing , 2001, GROUP.

[4]  Zane L. Berge,et al.  Review of research in distance education, 1990 to 1999 , 2001 .

[5]  Linda Price,et al.  Learners and learning in the twenty‐first century: what do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses? , 2005 .

[6]  Jonathan E. Finkelstein.  Learning in Real Time: Synchronous Teaching and Learning Online , 2006 .

[7]  J. Michael Spector,et al.  Handbook of Research on Educational Communications and Technology, 3rd Edition , 2012 .

[8]  J. Sweller.  Implications of Cognitive Load Theory for Multimedia Learning , 2005, The Cambridge Handbook of Multimedia Learning.

[9]  Tina N. Hohlfeld,et al.  Enhancing Online Courses with Synchronous Software: An Analysis of Strategies and Interactions , 2005 .

[10]  E. Wenger.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[11]  Richard Mayer,et al.  Multimedia Learning , 2001, Visible Learning Guide to Student Achievement.

[12]  C. Gunawardena,et al.  Social presence as a predictor of satisfaction within a computer‐mediated conferencing environment , 1997 .

[13]  G. Salton,et al.  The network nation , 1981, Proceedings of the IEEE.

[14]  Janaina Minelli de Oliveira,et al.  Technology, Literacy and Learning: A Multimodal Approach , 2009 .

[15]  Starr Roxanne Hiltz,et al.  Network Nation: Human Communication Via Computer , 1979 .

[16]  Curtis J. Bonk,et al.  The Perfect E-Storm emerging technology , enormous learner demand , enhanced pedagogy , and erased budgets Part 1 : Storms # 1 and # 2 Dr , 2004 .

[17]  A. Chickering,et al.  Seven Principles for Good Practice in Undergraduate Education , 1987, CORE.

[18]  Stephen Gale,et al.  Human Aspects of Interactive Multimedia Communication , 1990, Interact. Comput..

[19]  Michael Simonson,et al.  Research on Distance Education , 1997 .

[20]  Regina Hampel,et al.  Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment , 2006, ReCALL.

[21]  Paul Quintas,et al.  Building and maintaining distributed communities of practice: knowledge management in the OUBS MBA , 2003 .

[22]  Diana Laurillard,et al.  Rethinking University Teaching: A Framework for the Effective Use of Educational Technology , 1993 .

[23]  D. Randy Garrison,et al.  Transactional Issues in Distance Education: The Impact of Design in Audioteleconferencing. , 1995 .

[24]  Fernando Rosell-Aguilar,et al.  Task design for audiographic conferencing: Promoting beginner oral interaction in distance language learning , 2005 .

[25]  John Sweller,et al.  I Cognitive Processes and Instructional Procedures , 1990 .

[26]  John Bowers,et al.  Studies in computer supported cooperative work: theory, practice and design , 1990 .

[27]  Carey Jewitt,et al.  Technology, Literacy, Learning: A Multimodal Approach , 2005 .

[28]  Robert T. Hays,et al.  Simulation Fidelity in Training System Design: Bridging the Gap Between Reality and Training , 1988 .

[29]  S. Michaels,et al.  A pedagogy of Multiliteracies Designing Social Futures , 1996 .

[30]  G. Whitney.  Computer‐mediated communication: Linguistic, social, and cross‐cultural perspectives , 1998 .

[31]  Ruth Colvin Clark,et al.  The Cambridge Handbook of Multimedia Learning: Multimedia Learning in e-Courses , 2005 .

[32]  F. Paas,et al.  Cognitive Load Theory and Instructional Design: Recent Developments , 2003 .

[33]  John Short,et al.  The social psychology of telecommunications , 1976 .

[34]  Robert T. Hays,et al.  Simulation Fidelity in Training System Design , 1989 .

[35]  Lauren B. Resnick,et al.  Shared cognition: Thinking as social practice , 1991, Perspectives on socially shared cognition.

[36]  D. Kolb.  Experiential Learning: Experience as the Source of Learning and Development , 1983 .

[37]  Xavière Hassan,et al.  The use and effectiveness of synchronous audiographic conferencing in modern language teaching and learning (online language tuition): A systematic review of available research , 2005 .

[38]  Diana Laurillard,et al.  Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies. 2nd Edition , 1993 .

[39]  Graham Button,et al.  Published in: Technology in Working Order: Studies of Work, Interaction, and Technology, , 2022 .

[40]  J. Klapper.  Taking communication to task? A critical review of recent trends in language teaching , 2003 .

[41]  J. V. D. Linden,et al.  New Learning: Three Ways to Learn in a New Balance , 2000 .

[42]  Lisa Gjedde,et al.  Current developments in technology-assisted education , 2006 .

[43]  Josie Taylor,et al.  Preliminary experiments with a distributed, multi-media, problem solving environ-ment , 1990 .

[44]  Christian Heath,et al.  Disembodied Conduct: Interactional Asymmetries in Video-Mediated Communication , 1993 .

[45]  R. Cole,et al.  Survey of the State of the Art in Human Language Technology , 2010 .

[46]  Tina Benevides,et al.  E-Learning in the 21st Century: A Framework for Research and Practice , 2011 .

[47]  Mirjam Hauck,et al.  Telecollaboration in multimodal environments: the impact on task design and learner interaction , 2008 .

[48]  John Sweller,et al.  Cognitive load theory and instructional design , 1997 .

[49]  Jean McKendree,et al.  "The Vicarious Learned": investigating the benefits of observing peer dialogues , 1997 .

[50]  Diana Laurillard,et al.  Rethinking University Teaching 2nd Edition: A conversational framework for the effective use of learning technologies , 2002 .

[51]  Mehryar Nooriafshar,et al.  Multiple representations in multimedia and e-learning materials: an issue of literacy , 2005 .

[52]  John C. Tang,et al.  What video can and cannot do for collaboration: A case study , 2005, Multimedia Systems.

[53]  D. Randy Garrison,et al.  Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education , 1999, Internet High. Educ..

[54]  Mike Moore,et al.  MULTIPLE-CHANNEL COMMUNICATION: THETHEORETICAL AND RESEARCH FOUNDATIONSOF MULTIMEDIA , 2003 .

[55]  Abigail Sellen,et al.  The value of video in work at a distance: Addition or distraction? , 2000, Behav. Inf. Technol..

[56]  Regine Hampel,et al.  Theoretical perspectives and new practices in audio-graphic conferencing for language learning , 2003, ReCALL.

[57]  M. Malbrán.  The Cambridge Handbook of Multimedia Learning , 2007 .

[58]  Alison Ollerenshaw,et al.  Is an Illustration Always Worth Ten Thousand Words? Effects of Prior Knowledge, Learning Style and Multimedia Illustrations on Text Comprehension , 1997 .

[59]  M. Moore.  The Theory of Transactional Distance , 2012, Handbook of Distance Education.

[60]  James R. Layton,et al.  No Significant Difference Phenomenon , 1999, J. Educ. Technol. Soc..

[61]  Tim Neumann,et al.  A mass collaboration approach to e-learning , 2007 .

[62]  Etienne Wenger,et al.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[63]  Sara de Freitas,et al.  Does distance e-learning work? A comparison between distance and face-to-face learners using e-learning materials , 2003 .