Table of Contents
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0.1 Authors and Editors
0.2 Notes on the Contributors
0.3 Acknowledgements
0.4 Preface
0.5 My Memories: An Interview about the Early Days of Videoconferencing
Janice de Haaff
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1.0
Videoconferencing:
University Perspective
031–075
1.1 The Role of Videoconferencing in Language Learning – A Sociopragmatic Approach
Zuzana Bezdíčková, Andrea Koblížková
The authors take a sociopragmatic approach to their use of videoconferencing. The feedback from their programme
reveals not only the linguistic challenges of using English as a Lingua Franca but also the socio-cultural challenges inherent
in exchanges between students from different countries and cultural backgrounds as well as at different stages
of linguistic and emotional development. The programme contributes to raising students’ awareness of related issues
and practical workarounds. It also shows how videoconferencing can open an international window while maximising
the reassurance of a familiar setting in order to minimise the shock of the new.
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1.2 Developing Research Writing by Videoconference
John Morgan
The author outlines a detailed range of practical measures to ensure the success of using videoconferencing to develop
research writing. The examples given highlight the technical challenges, but effective solutions and measures are
presented. Clear parameters are listed and explained in using videoconferencing, and the importance of grounding
parameters such as co-presence, visibility and audibility is stressed. The importance of establishing a community
focus of support with both students and teachers can help with key issues of giving, receiving and acting on feedback.
The article features detailed feedback from students on the effectiveness of the programme.
1.3 Using Videoconferencing to Develop the Research Literacy Skills of Off-campus
Graduate Students
Olga Kozar, Juliet Lum
The authors focus on the needs of geographically disperse researchers, who are able to gain a sense of community
and increase their confidence through videoconferencing. The article gives practical advice and shows how writing
research groups can be set up and best supported. This chapter also presents how language educators can play a
flexible role in facilitating such a programme and addresses relevant technical issues and workarounds. Key points
and options relating to structure, timing and frequency are discussed in detail.
2.0
Videoconferencing:
Students in Focus
077–123
2.1 Intercultural Strategies and Development through Global Online Collaboration
Nadezhda S. Rudenko
The author highlights the intercultural aspects of global online communication and how videoconferencing can be an
effective tool for developing intercultural skills. Key to successful programme delivery is developing strategies which
promote a wide range of skills: communication, teamwork, and cross-cultural navigation. Such skills are especially
relevant for today’s globalised workplaces and globalised workforce. The importance of role giving, taking and sharing
and the way these influence group dynamics are discussed.
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2.2 Roles of the Learner in Videoconferencing
Judit Háhn, Irena Podlásková
The authors concentrate on the variety and scope of roles filled by learners, the potential development of associated
transferable skills, and the way videoconferencing facilitates this process. Key learner roles and their outcomes are
described. Detailed advice is given as to how students can maximise their skills and how technology can best support
them. A range of task-based collaborative activities are presented, and the underlying theory and practice are both
described in order to balance their rationales.
2.3 Student Voices
Libor Štěpánek
This chapter gives voice to the students using videoconferencing, in some cases for the first time. By doing so, a clear
picture emerges of the challenges, frustrations, but ultimately beneficial experiences felt by students. The views
and feelings expressed act as useful compass points for teachers setting up such courses. These can be helpful in
avoiding future pitfalls.
3.0
Videoconferencing:
Teachers’ World
125–157
3.1 Daring to Videoconference: Ideas for Teachers
Alena Hradilová, Kirby Vincent
The authors use a case study with students of law to illustrate both the possibilities and limits of videoconferencing.
This detailed article outlines the stages of course development, syllabus writing, integration of subject matter and
technology, and mechanisms to ensure a successful outcome. Useful advice is provided not only in technical aspects
but also in areas related to interpersonal transactions. This includes ensuring that student groups from different countries
have time to acquaint themselves informally before embarking on the more formal aspects of the programme.
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3.2 The Role of the Teacher in Videoconferencing
Markéta Denksteinová, Stellan Sundh
The authors offer a detailed and informative insight into the changing role of the teacher in light of technology-driven
changes in classroom teaching. Videoconferencing is an area which both demands and inspires a new methodology,
and this article outlines the variety of specific but interlinked roles which help to ensure successful delivery. The case
study chosen provides a wealth of examples which illustrate the scope of collaborative teaching and learning made
possible by videoconferencing. These examples also provide a clear indication of the required skills and the consequent
need for targeted staff development programmes to help develop the teachers of the future.
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Videoconferencing:
Reflection and Realism
159–203
4.1 Realising aBerNo
Miranda Katherine Capecchi
The author provides a detailed case study and reflective account of the aBerNo project. The course, making full use
of videoconferencing, covered all four language learning skills through the teaching of key academic skills. The article
covers key stages in the course’s development and highlights the work expected and outcomes achieved. Many
technology-related issues are discussed, as are assessment procedures. The author provides a personal insight into
the workings of a carefully developed project designed to enhance both the linguistic and academic skills of high-level
students.
4.2 VC Technology: Master or Servant of Education?
Anjuli Pandavar
The author underlines the importance of having a clear rationale for using videoconferencing. A detailed case study
illustrates the pitfalls and challenges of technology and looks at key examples of mismatching. These include mismatches
between the different expectations of students and teachers, between theory and practice, between desired aims
and actual outcomes, and between the ideal applications and actual limitations of the technology on offer. The article
discusses a range of problems and issues but also points to solutions and workarounds. It emphasises the importance
of considering not only how technology is used and which type is chosen but also why technology is used at all.
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4.3 “Yes, interesting. But who were they and what just happened?!”:
Working with Disparate HE Groups via Videoconferencing
Jo Eastlake, Martina Šindelářová Skupeňová
The authors highlight the processes and outcomes of videoconferencing using an active participation approach. Two
contrasting student groups at different universities were able to participate in a varied programme of tasks using creativity
to improve socio-linguistic skills. The course was task-orientated, with the learners generating or sourcing the
majority of materials. A mix of the theoretical and the practical was used to underpin the programme.
5.0
Videoconferencing:
Technology and
Management
205–227
5.1 Management of Videoconferencing: Challenges and Strategies
Libor Štěpánek
The author looks at key issues facing managers in establishing effective videoconferencing courses in higher education.
The issues highlighted are of a practical nature, but ones which cannot be ignored by those in charge of managing
resources, including creating the right physical space, looking at timing and intercultural questions, and making proper
use of both physical and human resources. This chapter provides an overview and helpful checklist to maximise the
added value and quality of courses for all stakeholders.
5.2 Technological Considerations Regarding the Use of Videoconferencing in Education
Marek Blahuš
The author presents a personal and professional overview of key technology issues in videoconferencing. The tone
is both authoritative and informative, and the range of information covers most aspects of use. It provides a good introduction
to videoconferencing for the novice, whilst existing users will benefit from the detailed options outlined in
the technical sections. The article will help teachers not only to expand their knowledge of this developing field but
also to organise their videoconferencing courses.
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6.1 Bibliography
6.2 Index
6.3 Videoconferencing (VC) Quick Guide
6.0
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