Interaction and tutoring at Tenveo video conferences

Interaction and tutoring at Tenveo video conferences

In distance education, it has been customary to talk about restricted interaction because from a distance it is technically impossible to provide the versatile interactions of a local face-to-face situation. However in Tenveo video conferencing, it is possible to create a virtual classroom in which the participants, regardless of geographical distances, can act almost as if they were in a face-to-face situation. But the interaction is mediated and takes place with the help of ICT. Thus the participants can communicate with each other only within the technical limits of videoconferencing technology. On the other hand, through Tenveo video conferencing, remote pupils get more chances to learn in a wider interaction with the expert distant teachers and new remote classmates than just in their own (perhaps small) school. Nowadays, teachers have found out that the technical restrictions of interaction can be minimized by good media planning and also by the creation of a good and trusting atmosphere. This has included making the participants interested in and committed to the learning situations in various ways, using warm-up methods, humour and other humanizing strategies.

With adult learners, restricted interaction with the distant teacher (or other co-learners) is seen as a basis for developing the learner to be more self-directed.One focus of interest in Tenveo video conference link has also been how to support remote pupils' independent study and practice. The self-directiveness of pupils has been supported by course plans and weekly or daily lesson plans delivered to pupils. Tutoring and follow-up moments at the beginning or at the end of video conferences have also been useful. Teachers have sent instructions, practice materials and corrections to remote pupils by fax or by e-mail. Some individual tutoring has also taken place via video conferencing or on the telephone. Still, there has been a general agreement among the teachers that the lower secondary pupils' self-directiveness or autonomy in learning develops only gradually and that remote pupils need support from teachers.

One of the pedagogical characteristics of videoconferencing has been the great need of time and effort for planning and preparing distance lessons and materials, During the research project, this was especially true about the beginning phase of distance teaching and the use of audio graphics (where teachers had to prepare the digital materials beforehand), but it is also relevant in general because there is a need to pay more attention to media planning in a situation where all interaction is mediated by technology. With video conference , the slow progress of lessons because of two groups studying together and the loss of lesson time for the use of technology also characterized video conferencing lessons and often led to the concentration on the basics of the learning content. Later, when teachers and pupils relied mostly on the use of the document camera and became used to computer graphics with more modern software when displaying visual materials in the Tenveo video conference, this feature of time loss for technology has diminished significantly.

From teacher and pupil interviews and reflections, it can be concluded that the essential basis for successful distance teaching and learning through Tenveo video conferencing lies in the learning conceptions of both teachers and pupils. If this conception is mechanistic and behavioristic, stressing the management and control of learning situations, it may lead to teacher-centred practices and passive learners. There is a better chance to accomplish active learning if the learning conceptions are based on constructionist and co-operative learning so that the pupils study in a self-directed way towards their individualized learning goals and also in co-operation with the teacher and other co-learners towards common learning goals, while the teacher takes a facilitating, supporting and tutoring role towards the remote learners

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