learning - Academic Conferences Limited

Mark de Groot,
members of the group. Further evidence of impact is then provided by ‘spin off’ events supported by
the activities of group members.
5.1 Student feedback
Distance learners have consistently made clear that web conferencing creates for them an active
sense of belonging to their study group, adding a dynamic and personalised element to what would
otherwise necessarily be a purely asynchronous, online experience. Further, they value access to
recordings the flexibility, convenience and discipline inherent in this resource. Evidence here is taken
from two MSc courses offered to distance learners (Construction Law Dispute and Resolution and
Parkinson’s Disease respectively)
It really helps us communicate and get comfortable seeking support from other members of the
group
I’ve found it very difficult to motivate myself to study other modules which haven’t used this
method of teaching
The recordings are brilliant and even when I have attended the live sessions - I have used them
for revision and to go over any parts I missed
This for me offers the best balance of being able to interact whilst still maintaining a lot of the
flexibility of a distance learning course, which given my work commitments is crucial.
I look forward to the sessions - they act as discipline to keep pace with the delivery of the course
and without them I might also feel that I was studying alone.
Exceedingly impressed with the system. .. It avoids issues of having to travel to attend a fixed
location (travel time, commuting and parking etc) which considering that everyone has already
had a long day at work… is a very significant benefit for myself and no doubt others also.
Elluminate gave me the sense that I was not on my own
The live meetings gave me support throughout the module
It’s invaluable because…you feel less isolated
It has to be said that technical problems accessing web conferencing are a significant risk most
especially for students working off campus where neither internet connection nor pc setup can be
predicted or standardised. This feedback finds many echoes but also evidences student willingness to
accept initial problems in favour of a perceived value in the resource.
In principle, the Elluminate sessions are a good idea. Unfortunately I was unable to attend many
of the sessions because of a variety of reasons: a) I could not use the software on my Apple Mac
b) I could not use the software on my Apple Ipad c) I could not use the software on my work
laptop or at work as I do not have the software privileges to install it.) The final option was that I
used my own windows laptop and this is what I used successfully. Unfortunately, when I was
staying away with work I then had problems connecting to the internet in a hotel / anywhere else.
Despite all the above, in better personal circumstances, I would be happy to continue using it in
future.
Student enthusiasm is further (and cheerfully) evidenced from answers written on an Elluminate
conference whiteboard by students on a campus based course gathered in a pc lab who had worked
with an expert speaker working from her home in Somerset.
5.2 Related events and activities
Events and activities that have informed or spun off from the activities of the user group are
characterised by innovative forms of staff development. In all cases their fundamental provision is a
collegiate environment that fosters collective consideration of the pedagogic implications of web
conferencing.
5.2.1 Web conferencing with Elluminate – Faculty of Health and Social Sciences
One of the founder members of the web conferencing group, the learning technologist from the
Faculty of Health and Social Sciences, ran very successful 4 week on line courses in the use of web
conferencing. The courses entailed a weekly one hour synchronous session with planning and
reflective tasks carried out by asynchronous discussion in between. A number of participants went on
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