Category Feature E-mail

Description Videoconfe-rencing

Description

Tim

e of

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ract

ion

Synchronous 1 Email communication can overcome the time lag which phone users are frustrated by Users of email communication don't have to be in the same place or at the same time so users do not usually feel the of timely responses.(DeMarco T. and Lister T. 1999)

3 Videoconferencing defined as a synchronous and interactive form ofcommunication that occurs when two or more people engage in face-to- face audio andvisual (DigitalBridges, 2006)

Asynchronous 3 email is often regarded as essential to ensure communication and coordination between team members(DeMarco T. and Lister T. 1999)

2 Video conferencing uses as asynchronous pedagogical uses espically Desktop Video Conferencing(DigitalBridges, 2006)

Typ

e of

inte

ract

ion

Student-student 3 Email communications are motivating and therefore increase the interactions among students.(Traw's study, 1994)

3 Latchem and his fellow researchers concluded that videoconferencing was a useful tool for linking small to medium groups consisting of 10 to 30 students(Seamus Fox,2005)

Student-teacher 3 manipulates teacher's discourse in email discussion to see the effects of discourse forms on students' participation (Ahern,Peck and laycock's study,1992)

3 We can use in Interactive teaching (teacher pulls up vocabulary word, one student reads it, otherdefines it)

Student-content 1 The text nature of email give the student chance to react with the content and give the right response. (Hiltz ,1990)

1 Using an application sharing learning partners in videoconference- settings are able to access and modify the same content on their individual screen (Dillenbourg & Traum, 1999)

Student-machine

3 Student can sing in and send/receive e-mail over different machine. .(Traw's study, 1994)

1 Student use, manage, videoconferencing system in his own way

Lea

rnin

g st

yle Group-based 1 Email is often regarded as essential to ensure

communication and coordination between team members(Hawisher & Moran,1993)

3 Latchem and his fellow researchers concluded that videoconferencing was a useful tool for linking small to medium groups consisting of 10 to 30 students(Seamus Fox,2005)

Comparison between e-mail and videoconferencing based on ACTION model

Self-based learning

3 Allow students to have time to reflect before respond and as a result students‘ responses could be better in quality than in a traditional classroom (Hiltz ,1990)

2 Point-to-point tutorials would seem to be the most appropriate use of videoconferencing to make student learn on his pace.(Seamus Fox,2005)

Fle

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ilit

y

Anytime 3 User can read emails in their own time at a moment which is more convenient for them (DeMarco T. and Lister T. 1999)

1 When you establish your account, you will receive or start Conference Anytime reservation less audio conferencing service(ConferencePlus sales representative,2008)

Anyplace 3 user can read emails in anyplace at a moment which is more convenient for them (DeMarco T. and Lister T. 1999),

1 It is difficult to use this technology in any palace because it need a lot of hardware and software(Seamus Fox,2005)

Ease of access/use

2 You can easily access to e-mail by having a account in any website that provide this technology. In addition, most e-mail websites are user-friendly.(DeMarco T. and Lister T. 1999),

2 While you have a videoconferencing system you can access to it but is not easy to use(De Jong et al.,1998; Suthers & Hundhausen, 2001)

Sp

eed

Development 3 We can write a message within seconds and send more than one person.(Hiltz ,1990)

1 A general finding is that extra time is required preparing audio-visual material for a videoconferencing lecture compared to the conventional face-to-face lecture9(Seamus Fox,2005)

Feedback 2 It is easy to respond to the many people at the same time, but sometimes that is not the quick reply (Wild & Winniford,1993)

3 Users can get immediate feedback while they are using videoconferencing.

Delivery 2 Instructor can send/share content and feedback to many student at the same time.(Hiltz ,1990)

2 Instructor can send/share content and feedback to many student at the same time in different types of media.(Hiltz ,1990)

Inst

ru

ctio

n

Stand-alone medium

0 To send an e-mail you need different kind of mediuam and technologies.(DeMarco T. and Lister T. 1999)

0 We cant use this technology in any palace because it need a lot of hardware and software(Seamus Fox,2005)

Multimedia support

3 In fact, by e-mail you can send any type of media(text, audio, video) to many users at the same time. (DeMarco T. and Lister T. 1999),

3 You can use the audio conferencing only, the web conferencing only or use the audio and web together - no matter what combination(ConferencePlus sales representative,2008)

Cos

t-ef

fect

iven

ess

3 the comparison shows that email is a more effective way of communication than other mediums, in terms of the cost of interrupt recovery time and it reduces the possible paper cost in many cases (Jackson T.W., Dawson R. and D. 2000b)

2 Existing room-based hardware video conferencing systems, which cost upwards of tens of thousands of dollars and cost a lot to establish it and in the regular management and maintenance.(Peter Csathy,2007)

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References:

1. Hertz-Lazarowitz, R., Kirkus, V. B., & Miller, N. (1992). Implications of current research on cooperative interaction for classroom application. In R.Hertz-Lazarowitz (Ed.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 253-280). New York, NY: Cambridge University Press.

2. Hiltz, S.R.1986.The"virtual classroom": Using computers-mediated communication for university teaching. Journal of communication,36,95-104

3. Kelley, H. H. (1973). The processes of causal attribution. American Psychologist, 28, 107-128.

4. Larkin, J. H., & Simon, H. A. (1987). Why a diagram is (sometimes) worth ten thousand words.Cognitive Science, 11, 65-100.

5. O'Donnell, A. M. (1999). Structuring dyadic interaction through scripted cooperation. In A. M.O'Donnell, & A. King (Eds.), Cognitive perspectives on peer learning (pp. 179-196). Mahwah, NJ: Erlbaum.

6. Renkl, A. (1997). Lernen durch Lehren. Zentrale Wirkmechanismen beim kooperativen Lernen. Wiesbaden: Deutscher Universitäts-Verlag.