Using videoconferencing in a school-scientist partnership: students' perceptions and scientists' challenges

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8 Citations (Scopus)
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This research studied a series of videoconference teaching workshops and virtual labs, which formed a component of a school-scientist partnership involving a New Zealand science research institute and year 13 students at a Wellington high school. It explored students’ perceptions of the effectiveness of the videoconferences as an interactive medium for developing content knowledge, identified factors influencing their level of interaction during the conferences, and exposed issues when using videoconferences for highly specialised activities. The research followed an interpretive methodology using a case study approach, and employed mixed method qualitative/quantitative data gathering procedures. Results suggest that while videoconferencing was effective it was also expensive and time-consuming, and that scientists’ efforts to engage students more interactively through movement towards more constructive practice, were largely ineffective. This article provides direction for teachers considering exploring the potential of interactive videoconferencing with students.
Original languageEnglish
Article number17194
Pages (from-to)1-18
Number of pages18
JournalResearch in Learning Technology
Issue number3
Publication statusPublished - 2012
Externally publishedYes

Bibliographical note

Copyright the Author(s) 2012. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.


  • science
  • partnership
  • school
  • interaction
  • engagement
  • pedagogy
  • videoconference
  • technology
  • ICT


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