Roles:
The instructor has many roles in the delivery of the course material to the learners using Skype web
conferencing. Skype “is a free VoIP service that allows users to communicate across an internet connection by
combining voice, video, and instant messaging.” (Zoumenou et al., 2015, p. 63). First, the instructor has to design
the course that meets the needs of his or her learners; the design includes “planning, motivating, carrying out,
and evaluating processes of teaching and learning.” (Stanaityte et al., 2013, p. 20). Second, the instructor chooses
the material and the selected presenters for the web presentations and conferences (Smyth & Volks, 2013). Third,
although it is a minimal role, the instructor introduces the software and its intended use for the course including
how and where to get answers about the software such as the set up and troubleshoot (Fleischmann, 2014, p. 48).
Fourth, the instructor continuously facilitates and evaluates the learners engagements and to provide feedbacks
to improve learners’ outcomes (Macaulay & Dyer, 2014). Web conferencing enables the instructor to
communicate virtually face-to-face with the learners and so do learners with each other no matter where they
locate. Skype web conferencing can bring presenters from any part of the world to our computer monitor or to
our phones with just a click.
Trends:
Course delivery for adults has changed significantly in the last few years, especially with the introduction of
the web conferencing and the audio and video chat software. Adult learners find it easy and convenient to enroll
into online courses rather traditional classes due to their professional and family commitments (Stanaityte et al.,
2013, p. 24). It has been estimated that there are between 875,000 and 950,000 registered online students in
Canada, ten percent on full time students at college and universities studying a purely online course at any one
time (www.contactnorth.ca, 2012). Adult learners are technology savvy and they deal daily with at least one high
tech device; therefore, they expect to use high level of technology when they enroll into an online course. Skype is
the most common video chat software, it is easy to use, available on almost all operating systems on computers,
tablets, phones, and some TVs, and last but not least, it is free for individual use (Caukin, Skype Big Blog, 2012).
Skype online concurrent users have reached 35 million users from 27 million between January 2011 and May
2012, however, these numbers are expected to increase significantly in the following years (Caukin, Skype Big
Blog, 2012). In December 2014, Skype revealed its instant voice translation service of which enables two people
who speak two different languages to communicate directly with a third person translation voice. (Southan, 2015,
p. 50).
Learning outcome:
My partner in this Project Bob Kreut and I have skyped on September 27th to discuss the selection of the
topic for this assignment, then we skyped again on October 6th to discuss and to share our findings. We both
found that there are little research about the use of skype in adults and online learning. However, Bob has
researched the use of Skype in the field of arts and animation and he agreed with me that Skype has been used in
different settings of instructions’ delivery in post-secondary education such as synchronous chatting and
asynchronous videos such as the ones used in the Provincial Instructor Diploma (PID) program. On the other
hand, Bob found that the instructors in North America are more positive towards the work of their students and
that they prefer to keep their students motivated especially with online programs.
I found this assignment structure is an eye opener as my findings on this topic were a bit different from Bob's in
the way we both researched the topic not the exact understanding of the meaning of the topic.
Finally, Bob and I have agreed to finalize the assignment, upload it to the blog, and share the links for the final
submission of which will happen in a week or so from today’s date October the 6th.
Bob Kreut's Blog can be read here or copy the link below and past it in your browser to view
http://www.bobsdemoreel.com/#!blog/c1yuo
References:
Caukin, J. (2012). Skype Big Blog. 35 Million People Concurrently Online on Skype. Retrieved from http://blogs.skype.com/2012/03/05/35-million-people-concurrently/
Fleischmann, K. (2014). Collaboration through Flickr & Skype: Can Web 2.0 Technology Substitute the Traditional Design Studio in Higher Design Education?. Contemporary Educational Technology, 5(1), 39-52. Retrieved from
http://0-eds.a.ebscohost.com.aupac.lib.athabascau.ca/eds/pdfviewer/pdfviewer?sid=f1f40e88-5ba7-4441-8ebf-a71f434ac5f2%40sessionmgr4005&vid=1&hid=4202
Macaulay, L., & Dyer, L. T. (2014). Interactive Web Conferencing Brings Big Benefits to the Online Classroom. Retrieved from
http://www.facultyfocus.com/articles/teaching-with-technology-articles/interactive-web-conferencing-brings-big-benefits-to-the-online-classroom/?utm_campaign=shareaholic&utm_medium=printfriendly&utm_source=tool
Smyth, E. G., & Volker, J. X. (2013). Enhancing instruction with visual media: Utilizing video and lecture capture.
Southan, J. (2015). 21 travel trends. Business Traveller (Asia-Pacific Edition), 44-50.
Stanaityte, J., Washington, N., Wankel, L. A., & Blessinger, P. (2013). Increasing Student Engagement and Retention Using Mobile Applications : Smartphones, Skype and Texting Technologies. Bingley, U.K.: Emerald Group Publishing
ZOUMENOU, V. v., SIGMAN-GRANT, M., COLEMAN, G., MALEKIAN, F., ZEE, J. K., FOUNTAIN, B. J., & MARSH, A. (2015). Identifying Best Practices for an Interactive Webinar. Journal Of Family & Consumer Sciences, 107(2), 62-69 Retrieved from http://0-eds.a.ebscohost.com.aupac.lib.athabascau.ca/eds/pdfviewer/pdfviewer?sid=91e54c38-9e46-429e-b4ab-5a3bd0d90440%40sessionmgr4001&vid=1&hid=4202
www.contactnorth.ca. (June, 2012). Online Learning in Canada: At a Tipping Point. A Cross-country Check-up 2012. Retrieved from http://teachonline.ca/sites/default/files/pdf/innovationpractices/onlinelearningincanadareport_june_12_2012.pdf
The instructor has many roles in the delivery of the course material to the learners using Skype web
conferencing. Skype “is a free VoIP service that allows users to communicate across an internet connection by
combining voice, video, and instant messaging.” (Zoumenou et al., 2015, p. 63). First, the instructor has to design
the course that meets the needs of his or her learners; the design includes “planning, motivating, carrying out,
and evaluating processes of teaching and learning.” (Stanaityte et al., 2013, p. 20). Second, the instructor chooses
the material and the selected presenters for the web presentations and conferences (Smyth & Volks, 2013). Third,
although it is a minimal role, the instructor introduces the software and its intended use for the course including
how and where to get answers about the software such as the set up and troubleshoot (Fleischmann, 2014, p. 48).
Fourth, the instructor continuously facilitates and evaluates the learners engagements and to provide feedbacks
to improve learners’ outcomes (Macaulay & Dyer, 2014). Web conferencing enables the instructor to
communicate virtually face-to-face with the learners and so do learners with each other no matter where they
locate. Skype web conferencing can bring presenters from any part of the world to our computer monitor or to
our phones with just a click.
Trends:
Course delivery for adults has changed significantly in the last few years, especially with the introduction of
the web conferencing and the audio and video chat software. Adult learners find it easy and convenient to enroll
into online courses rather traditional classes due to their professional and family commitments (Stanaityte et al.,
2013, p. 24). It has been estimated that there are between 875,000 and 950,000 registered online students in
Canada, ten percent on full time students at college and universities studying a purely online course at any one
time (www.contactnorth.ca, 2012). Adult learners are technology savvy and they deal daily with at least one high
tech device; therefore, they expect to use high level of technology when they enroll into an online course. Skype is
the most common video chat software, it is easy to use, available on almost all operating systems on computers,
tablets, phones, and some TVs, and last but not least, it is free for individual use (Caukin, Skype Big Blog, 2012).
Skype online concurrent users have reached 35 million users from 27 million between January 2011 and May
2012, however, these numbers are expected to increase significantly in the following years (Caukin, Skype Big
Blog, 2012). In December 2014, Skype revealed its instant voice translation service of which enables two people
who speak two different languages to communicate directly with a third person translation voice. (Southan, 2015,
p. 50).
Learning outcome:
My partner in this Project Bob Kreut and I have skyped on September 27th to discuss the selection of the
topic for this assignment, then we skyped again on October 6th to discuss and to share our findings. We both
found that there are little research about the use of skype in adults and online learning. However, Bob has
researched the use of Skype in the field of arts and animation and he agreed with me that Skype has been used in
different settings of instructions’ delivery in post-secondary education such as synchronous chatting and
asynchronous videos such as the ones used in the Provincial Instructor Diploma (PID) program. On the other
hand, Bob found that the instructors in North America are more positive towards the work of their students and
that they prefer to keep their students motivated especially with online programs.
I found this assignment structure is an eye opener as my findings on this topic were a bit different from Bob's in
the way we both researched the topic not the exact understanding of the meaning of the topic.
Finally, Bob and I have agreed to finalize the assignment, upload it to the blog, and share the links for the final
submission of which will happen in a week or so from today’s date October the 6th.
Bob Kreut's Blog can be read here or copy the link below and past it in your browser to view
http://www.bobsdemoreel.com/#!blog/c1yuo
References:
Caukin, J. (2012). Skype Big Blog. 35 Million People Concurrently Online on Skype. Retrieved from http://blogs.skype.com/2012/03/05/35-million-people-concurrently/
Fleischmann, K. (2014). Collaboration through Flickr & Skype: Can Web 2.0 Technology Substitute the Traditional Design Studio in Higher Design Education?. Contemporary Educational Technology, 5(1), 39-52. Retrieved from
http://0-eds.a.ebscohost.com.aupac.lib.athabascau.ca/eds/pdfviewer/pdfviewer?sid=f1f40e88-5ba7-4441-8ebf-a71f434ac5f2%40sessionmgr4005&vid=1&hid=4202
Macaulay, L., & Dyer, L. T. (2014). Interactive Web Conferencing Brings Big Benefits to the Online Classroom. Retrieved from
http://www.facultyfocus.com/articles/teaching-with-technology-articles/interactive-web-conferencing-brings-big-benefits-to-the-online-classroom/?utm_campaign=shareaholic&utm_medium=printfriendly&utm_source=tool
Smyth, E. G., & Volker, J. X. (2013). Enhancing instruction with visual media: Utilizing video and lecture capture.
Southan, J. (2015). 21 travel trends. Business Traveller (Asia-Pacific Edition), 44-50.
Stanaityte, J., Washington, N., Wankel, L. A., & Blessinger, P. (2013). Increasing Student Engagement and Retention Using Mobile Applications : Smartphones, Skype and Texting Technologies. Bingley, U.K.: Emerald Group Publishing
ZOUMENOU, V. v., SIGMAN-GRANT, M., COLEMAN, G., MALEKIAN, F., ZEE, J. K., FOUNTAIN, B. J., & MARSH, A. (2015). Identifying Best Practices for an Interactive Webinar. Journal Of Family & Consumer Sciences, 107(2), 62-69 Retrieved from http://0-eds.a.ebscohost.com.aupac.lib.athabascau.ca/eds/pdfviewer/pdfviewer?sid=91e54c38-9e46-429e-b4ab-5a3bd0d90440%40sessionmgr4001&vid=1&hid=4202
www.contactnorth.ca. (June, 2012). Online Learning in Canada: At a Tipping Point. A Cross-country Check-up 2012. Retrieved from http://teachonline.ca/sites/default/files/pdf/innovationpractices/onlinelearningincanadareport_june_12_2012.pdf