Online Conferencing
What is online conferencing?
Online conferencing is a type of synchronous learning whereby learners and their teacher interact in real time, and when used effectively can form part of a successful blended learning model. This form of online learning affords learners the flexibility of accessing and engaging with learning material from anywhere, but is restrictive in terms of time commitment (Kyofuna, 2014). As such, it is important that teachers consider the use of this method very carefully. Teachers and learners can use an online conferencing tool within their existing learning platform or use a third party tool.
It is important that online conferencing is used in a targeted manner for learning opportunities that truly benefit from this kind of interaction.
Case Study A
A large rural secondary school in Leinster is using online conferencing as part of their blended learning approach. Teachers record screencasts on their devices that introduce and explain new subject content. These screencasts are then made available to students, who view them and complete some associated activities, before attending face-to-face classes where the teacher uses active learning methodologies to delve deeper into the subject content. Further assignments and activities are distributed to students on the school’s online digital platform. Once students have engaged with the assignments, teachers will schedule an online conference ‘check-in’ with their class. Students join the conference from home. This allows the teacher and students to discuss their progress and highlight any issues or questions that have arisen.
Case Study B
The science department in a medium sized ETB secondary school in Connacht with geographically dispersed students uses video conferencing to introduce new content and topics with their students. Teachers give students one week’s notice of a live class. Students can login to the school’s online learning platform and join the 30-minute online class where teachers use live video and the online whiteboard feature to introduce the class content. Synchronous instruction through live video provides socially isolated students with a schedule and a sense of community. Follow up group work and assignments are then completed by students and discussed at the next face-to-face class in school.
Benefits of online conferencing
Connecting face-to-face in an online space fosters a sense of community by offering opportunities for social interaction and engagement (Gunawardena and Zittle, 1997; Picciano, 2002; Lowenthal, 2010).
Allows for successful learner-teacher, learner-learner and learner-content interaction (Ng, 2007).
Gives learners the opportunity to ask questions and receive immediate feedback from their teacher and their peers (Grogan, 2015).
Provides teachers with opportunities to clarify, emphasise and facilitate discussion regarding difficult concepts (Moore et al., 2009).
Can be recorded so that learners who are unable to attend can listen at their convenience.
Visit our online conferencing page for more information.
Effective online conferences
Start and end on time.
Begin with a greeting from the teacher and a reminder of class norms, e.g. a reminder to mute microphones.
Include a combination of visual material, e.g. graphics, images, tables, diagrams with commentary by teacher. Slides should contain as few words as possible.
May include video clips.
Promote learner interaction, e.g. should be interspersed with questions, online polling, quizzes and/or surveys.
Conclude with a summary and a question and answer session.
General guidelines for live video calls
Ensure that the background visible for the video call is appropriate and does not contain personal aspects. Anything unsuitable should be removed from the background setting for both teachers and learners when calls are taking place for both parties. Blurring functionality and the use of a static image are features of some of these tools.
The teacher always invites the learners to the call and acts as host.
The teacher is always first in the room (deploy waiting room where possible) and the last to leave the online meeting to ensure that learners can’t rejoin the room afterwards. Maintain a log of calls and a record of attendance as you would do in general practice.
General guidelines for live video classes
The video conference room is a classroom and the same school behaviour and codes of conduct apply to this environment.
Agree protocols in advance with your learners, e.g. using the chat feature for questions, raising hands if they wish to ask a question, asking learners to mute microphones at the beginning of a lesson in order to improve sound quality. This list is not exhaustive and will vary depending on the tool being used and the age of learners.
The teacher always invites the learners to the call and acts as host. If a co-host function is available on the chosen platform, this should be disabled for learners. It is good practice from a safeguarding and operational perspective to have a second staff member on the video call.
Teachers must turn on necessary security settings before allowing learners to join the call e.g. chat feature, waiting room, etc. where applicable.
Pre-set the video meeting to mute learners’ microphone automatically upon entry (if possible). You can choose to switch them on selectively to allow learner participation.
The chat feature can be used by learners to ask questions and by teachers to share links with learners.
It is crucial that the teacher is always the last to leave the online meeting room to ensure that learners can’t rejoin the room afterwards.
Maintain a log of calls and a record of attendance as you would do in general practice.
Online conferencing tools
Google Meet
Google Meet is a video conferencing tool for schools that use Google Workspace for Education. This video shows how Google Meet can be used by teachers to support online teaching and for screensharing.
Microsoft Teams
Microsoft Teams is the hub for collaboration in Office 365. It has a video conference feature that can be useful to support distance learning.