Content area
Abstract
Videoconferencing is a powerful emerging technology, currently being implemented in some K–12 schools. However, there is a lack of research examining the relationship between videoconferencing and educational theory. This study investigated whether K–12 teachers use videoconferencing in a manner that supports constructivism. The research focused on the learning theory of constructivism as seen through the works of Piaget, von Glasersfeld and Vygotsky; and built upon recent videoconferencing research by Hayden (1999), Ravitz, Becker and Wong (2000), as well as Tenenbaum, Naidu, Jegerde, and Austin (2001).
An online survey was administered to sixty-three educators across the country whose e-mail addresses were obtained from a listserv of educators sharing videoconferencing ideas and projects. The survey had forty-four questions divided into three sections: frequency of videoconferencing techniques, educator preference for constructivist learning, and demographics.
Four primary findings emerged from this research. First factor analysis indicated that most of the initially suggested constructs were valid. The four videoconferencing constructs consist of learner directed/active learning; mental models; interactivity and prior knowledge. Four of the original five constructivism constructs were validated: student negotiation; personal relevance; shared control and critical voice. The original construct of uncertainty was dropped when the constructs were rotated.
Secondly a linear regression suggests a strong positive correlation between constructivism preferences and the use of the particular video conferencing techniques that support constructivist learning environments. Thirdly, 80% of the educators using the videoconferencing techniques were experienced K–12 educators with over ten years of experience, 50% of whom had conducted greater than twenty videoconferences. Additionally, these educators represent all K–12 grade levels. The videoconferencing educators learned to conduct videoconferencing through multiple avenues including workshops, conferences and watching others. However, 54% of the respondents reported being self-taught which suggests on-site support could supplement the other avenues. The final noteworthy finding is that, consistent with constructivism practices, the respondents frequently made use of prior knowledge in their videoconferences by having students brainstorm about the topic, as well as read and write about the topic before the videoconference.
This research study was undertaken due to the need for more scientifically based research on videoconferencing in K–12 education. The finding that there is a strong positive correlation between video conferencing techniques and the respondents' preference for constructivism suggests educators do integrate their educational theories into their use of videoconferencing. This study also further validates the CLES survey as useful in determining educators' preference for constructivism.
