Synchronous Technologies, Audio Conferencing as, Institutionally Based Conferencing Systems In Nursing Education

Synchronous Technologies for Learning In Nursing Education, Audio Conferencing as Teaching Strategy In Nursing Education, Institutionally Based Dedicated Video Conferencing Systems In Nursing Education.

Synchronous Technologies for Learning In Nursing Education

    With expected continued growth in the blended format of higher education programs, there is a growing need to use technology to provide face-to-face interactions for students at a distance. Synchronous technologies offer a way to deliver blended courses to students at a distance, without requiring travel to the host site. 

    Synchronous video technologies discussed in this chapter include institutionally based video conferencing systems, institutionally focused web conferencing solutions, and one-on-one or small group web conferencing programs. 

    Synchronous audio only technologies include audio conferencing, over either existing telephone lines or Voice over Internet Protocol (VoIP) systems. VoIP is essentially a telephone connection that uses a computer or hardware and the Internet to digitally transmit the call.

Audio Conferencing as Teaching Strategy In Nursing Education

    Instruction transmitted over telephone lines is a delivery strategy commonly referred to as audio conferencing. A teacher located at the origin site, not necessarily a classroom, interacts with students in one or more receiving sites. 

    Some distance teaching universities and colleges incorporate audio conferencing in a blended manner with other technologies, such as webinars, where additional materials may be presented in a visual manner over the Internet. 

    Existing telephone conferencing services may be used for the audio conferences; However, increasingly, VoIP software is used to connect the audio of numerous participants. VoIP software allows one to make phone calls, or conference calls, using software and high-speed Internet, thus eliminating teleconferencing or long-distance charges. 

    Some LMSs have VoIP audio conferencing capabilities built into their software, but freely available software such as Skype and Google Hangouts can be used as well. If the chosen blend of instruction does not include a visual component, photographs or video of the instructor and students may be shared by electronic or other means at the beginning of the course. 

    In addition, students should be encouraged to identify themselves and their location when they speak during the audio class sessions to facilitate a feeling of classroom community. For the best audio experience, students should be instructed to use a headset with a built-in microphone. 

    Participants not currently speaking should be asked to “mute” their lines to eliminate distractions and extraneous noises during the conference call. Activities that provide opportunity for some student socialization should also be incorporated into early class sessions at the same time that students are provided orientation to use of the technology. 

    Because the teacher is unable to identify nonverbal cues, teaching strategies should include more questioning to determine class understanding of content being addressed. Methods of drawing students into discussion should be planned and appropriately incorporated into classes throughout the course. One common strategy to engage students at remote sites is to call on students on a rotational basis .

Institutionally Based Dedicated Video Conferencing Systems In Nursing Education

    Many educational institutions, businesses, and health care systems are using dedicated Internet protocol video conferencing systems (such as Polycom or Tandberg) to connect with one or multiple sites. Simultaneous video conferencing of three or more systems, also known as multipoint video conferencing, is conducted via use of multipoint control units. 

    These multipoint control units, or bridges, allow video connections from multiple sources and control the throughput of the audio and video to each site. A dedicated video conferencing unit is required at any site wishing to participate in the video conference. One or many participants may be present at any given site. Current state-of-the-art systems employ high-definition cameras, resulting in high-quality video. 

    This high-quality video enables the participants to experience and see details of facial expressions and body language. The cameras can be controlled remotely to zoom in or out and to focus on one or many participants. Video output from the conference is typically displayed using flat panel high-definition televisions in the case of very small classrooms or high-definition video projectors in larger classrooms. 

    An important feature of these dedicated video conferencing systems is sophisticated audio handling. The dedicated units use echo cancellation technology, which eliminates problems where the remote parties may hear their own voices speaking back to them over the system (echo) and reverberation or audio feedback. 

    The video output from the conference can be customized to display one or multiple parties on the screen. When using a single-view option of remote sites, the bridge will automatically switch video signals to display the site that is currently speaking. These institutionally based units have the highest quality audio and video available on the market today and are typically very easy to use. 

Most institutionally based systems also allow remote participants to join using specialized software and their personal computer with camera and microphone. A high fidelity version of institutionally based video conferencing is “telepresence.” 

    Traditionally telepresence video conferencing uses a combination of life-size, high-definition video technology and special acoustic microphones, speakers, and soundproofing to deliver an experience of near lifelike quality. A recent advancement in telepresence systems involves cameras that use radar and sonar technology to identify who is speaking within a given room, and automatically focuses on the speaker. 

    These automated systems mean that the instructor can focus on teaching, and not have to attend to whether or not the camera is focused on the person currently speaking in the classroom, while still delivering high-quality audio and video for participants at remote sites. 

    The major advantage of using institutionally based dedicated video conferencing systems is the exceptionally high quality of the video. State-of-the-art systems use high-definition video and enable participants to see facial expressions and body language, which is particularly important in courses that use any role playing or student presentations. 

    The major disadvantage is that managing large groups, or the ability to view large groups of students, can be difficult, and the video connection requires good broadband connectivity by all participants.