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The Impact Of Video Conferencing Technology On Students’ Interactivity In Gender Segregated Campuses
PROCEEDINGS

, Indian State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study identified the affect of video conferencing on student-student and student-instructor interaction at United Arab Emirates University as a gender segregated university. The study examines students' willingness to participate in Blackboard online discussion as a strategy to increase interactions in these types of courses. A mixed method design, survey, observations and interviews, was adopted for this study. Findings indicated that when the instructor with the host sites the student-instructor interaction increased while the student-student interaction decreased. At the remote site the student-student interaction increased while the student-instructor interaction decreased. There wasn't any student-student interaction across sites. The female and male sites were willing to use Blackboard discussion to increase the students' interactions. Reasons for increasing or limiting the interaction in gender segregated universities were discussed.

Citation

AlRaway, N. (2006). The Impact Of Video Conferencing Technology On Students’ Interactivity In Gender Segregated Campuses. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1578-1583). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 25, 2019 from .

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