An institutional evaluation of web-conferencing and its impact on learning and teaching processes

This paper evaluates the use of a web-conferencing system across several courses in a large multi-discipline university. Students and teachers were asked about their experience and, in particular, how the web-conferencing system contributed to learning and teaching. The overwhelming majority of students and teachers agreed that web-conferencing was able to both improve access to learning and increase the level of interactivity experienced. The large majority of students and teachers were satisfied with both the system overall and the individual tools, however audio, bandwidth and connectivity were an issue for some. Open-ended responses from teachers elucidate the importance of having adequate technological and pedagogical capabilities to teach using web-conferencing, and the critical need for professional development to support the transition to teaching in this environment. Teachers found the workload associated with teaching using web-conferencing was manageable, and nearly 80% of students indicated that they would be more likely to choose subjects that used web-conferencing. The paper also explores challenges and potentials of using web-conferencing, particularly as a means of seamlessly blending face-to-face and remote participants.