Lit Review: A Content Analysis of Videoconference Integration Plans

Lit Review: This is a post in a series focusing on the research studies on videoconferencing.

Newman, D. L., Du, Y., Bose, M., & Bidjerano, T. (2006). A Content Analysis of Videoconference Integration Plans. Paper presented at the Society for Information Technology and Teacher Education International Conference, Orlando, FL.

Authors: Newman, Dianna L.; Du, Ying; Bose, Mohua; Bidjerano, Temi
Title of paper: A Content Analysis of Videoconference Integration Plans
Publication year: 2006
Database source: EdITLib
Name of journal: N/A
My Codes: VCContentProviders

Main Point: This study analyzed 46 lesson plans by teachers developed around content providers’ programs. These were part of the ProjectView grant that ended in 2005. The integration lesson plans are online here.

Theoretical Framework/References:
Several references are used to make the case that museusm already have educational content for schools, videoconferencing provides access to those resources, students participating in a videoconference engage in higher order thinking skills, and videoconferences enrich curriculum with an “active learning environment” and by “facilitating inquiry-based learning”. (p. 2). Two noteworthy references I hadn’t found already were Newman et. al 2004 and Silverman & Silverman 1999.

Methods, Sample, Variables/Case:
Content analysis was conducted on 46 lesson plans from New York State. The lesson plans were created by 63 teachers and educational consultants from 25 school districts. The lessons featured 26 content providers. A coding sheet was used to analyze the lessons. It’s included in the paper and has checkboxes for the various types of learning experiences and resources included in the lessons.

The majority of the lesson emphasis (time) was on pre-conference preparation.

The most popular methods of instruction were the structured discussion/socratic method (65%). Next were lecture/direct instruction (46%), teacher demonstration (44%), and constructivism (43%). p. 4

Traditional modes of learning were used more leading up to the conference, and the student-centered constructive learning was used more after the videoconference.

The lower levels of Bloom’s taxonomy were used more in the pre-conference activities, and the higher levels of Bloom’s taxonomy were used more in the post-conference activities.

Rubrics, projects, and worksheets were the most popular assessment techniques used by the teachers.

Author/Audience: The authors are connected with the NYIT EEZ, which is a strong content provider support program in New York. The audience was the conference attendees, so people interested in educational technology and teacher education.


Quotes: “The videoconference session may be considered as a catalyst for promoting higher levels of thinking during post videoconference sessions.” p. 5.

The videoconferences were used to “extend” and “enrich” the study. p. 5 But before you protest about those words, check this: students would be “exposed to richer alternative sources of information, real artifacts and animals, meet external experts, and get their questions answered.” And videoconferencing leads to “a more dynamic and interactive form of learning” p. 5.

This article emphasizes the importance of preparation for videoconferences, as well as essential component of wrap-around lessons to accompany videoconferences. Using a videoconference as a stand-alone “fun” activity is not appropriate! I really like the Project VIEW focus on teachers creating lessons to support their experiences with content providers. 

Note to self: This is a great article for the week on preparing students in my online class, Planning Interactive Curriculum Connections.

About Janine Lim

Janine Lim, PhD, currently serves as associate dean for online higher education in the School of Distance Education at Andrews University, in Berrien Springs, MI. She and her team support over 200 online courses, provide training for faculty teaching online, and work with the campus infrastructure support of online learning. Her department also provides educational technology and Moodle support for faculty and students. In addition, Janine is responsible for the faculty and courses of the Consortium of Adventist Colleges and Universities. Janine has taught over 15 unique graduate educational technology classes online numerous times over the past 15 years, with some classes attracting participants from all over the world. Her undergraduate teaching includes social media courses for communication and digital media majors. Janine has served on the board of the United States Distance Learning Association since April 2015. Prior to her work at Andrews University, Janine coordinated distance education for 22 K12 school districts in southwest Michigan for 14 years. In that position, as one of the co-founders of TWICE, Michigan’s K12 Videoconferencing Organization, Janine has spearheaded popular international K12 videoconference projects such as Read Around the Planet and MysteryQuest. While still serving on the board of TWICE, she was instrumental in designing and implementing the CAPspace website for collaborative videoconference projects. Janine also served on a team of Michigan educational technology trainers providing a workshop called ATA Technology Academy. Her current online learning research interests include successful teacher behaviors, quality online discussions, and student activity patterns in self-paced courses.
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