Presenting to local and remote audiences: design and use of the TELEP system
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Design of a virtual auditorium
MULTIMEDIA '01 Proceedings of the ninth ACM international conference on Multimedia
Design and Evaluation of Lecture Support Functions for Question Databases
ICWL '02 Proceedings of the First International Conference on Advances in Web-Based Learning
CASCON '03 Proceedings of the 2003 conference of the Centre for Advanced Studies on Collaborative research
Mischief: supporting remote teaching in developing regions
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Webcasting made interactive: persistent chat for text dialogue during and about learning events
Proceedings of the 2007 conference on Human interface: Part II
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Computers and networks are increasingly able to support distributed collaborative multimedia applications. In fact, the growing interest in distance learning reflects the awareness that these technologies could support the broad, complex interaction at the heart of instruction. However, we still have a way to go; users (instructors and students) and designers of such applications face many complex challenges. For example, social conventions governing use are needed, but for a given array of features in the application, we don't know what conventions are optimal or even adequate, or how they might vary with course content, class size, and instructional style. How will a flexible design that lets a class form its own practices fare? To what extent should conventions be designed in or promoted through training? Although researchers have begun to explore these issues, longitudinal studies are rare. In this paper, we look at these issues using Flatland, an extensible system that provides a wide range of interaction capabilities. We report on its use in three multi-session training courses. We comment on the overall reaction of students and instructors, changes in behavior and perception over sessions, and the formation of social conventions over sessions. We observed classes growing more comfortable with the technology (with exceptions) and developing conventions governing the use of features, but not always effectively. We discuss implications for adoption of such technology by organizations.