Terry Anderson.  (2008). Is Videoconferencing the Killer App for K-12 Distance Education? Journal of Distance Education, 22(2), 109-123.

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Anderson (2008) writes about the educational impact of videoconferencing (VC) within a high speed network called the Alberta SuperNet in the province of Alberta.  The author leads a research partnership between Athabasca University, the University of Lethbridge, and the Galileo Educational Network, which studies the use of videoconferencing amongst schools that were early adopters of the technology.   The study focuses on how videoconferencing is being used by the schools districts and describes the infrastructure and support provided to the schools.  Anderson (2008) has a look at the effectiveness of videoconferencing in this k-12 system and reaches the conclusion that, by itself it is not an effective way to deliver distance learning, but as part of a blended or hybrid approach it can make a valuable contribution to distance education.

As part of the literature review, the author notes that much of the research about VC in k-12 education concludes that it results in “increased access, equal or better educational outcomes, and increases in positive attitudes towards technology use by participants” (p. 111).  Anderson (2008) remarks on notable improvements in VC technology that has led to greater cost benefits, increased accessibility, more functionality over the Internet, and an increase in ease of use when compared to past versions.  In distance education, the improvements can lead to more interaction, more ways to communicate, and allows for a delivery mode that mimics that of the face-to-face setting which is so familiar to most students and teachers.  In essence, VC is a way to address some of the common complaints about distance learning by increasing a better sense of teacher and social presence and allows for more interaction (pp. 111-112).

The study employed a case study methodology by comparing and contrasting the use of VC in five school districts that were the first to use this technology in their schools.  The research involved a variety of qualitative data collection methods that includes site visits, surveys, interviews, observations, and the use of video recording for documentation and presentation purposes.  The project also involves the mentoring of teacher volunteers, providing professional development sessions, and the creation of a web site as a central repository.  The analysis of the data reveals that the most common use of VC involves a lot of teacher and student interaction with what Anderson (2008) calls “teacher talk” dominating most of the time.  The participants’ reaction to VC reveals an impression that VC is better than the correspondence style courses, but not as good as face-to-face classes.  Anderson (2008) believes that videoconferencing is being used effectively by the schools in reference to the various applications of the technology to deliver distance courses, by administration to conduct meetings and professional development, and in enrichment activities that involve connecting students to numerous people in the external community.

Despite the active utilization of the technology by the schools, Anderson (2008) concludes that for the purposes of accomplishing learning outcomes the technology cannot stand alone as an effective way to educate students at a distance.  It is more effective as one tool to be utilized with many others in distance education.  It is this conclusion that is the most pertinent to my own studies about the use of podcasting (audio and video) and screencasting to support learning in education.  In particular, the use of video or audio alone as the primary method of teaching cannot replace the interaction necessary to provide an effective learning experience.  The most valuable use of these technologies is in a supportive role and as such can be utilized to enhance the learning of traditional and distance education.  As such, neither videoconferencing nor the use of podcasting and screencasting are “killer apps” that will replace current delivery methods, but they will assist with the ultimate goal of providing a supportive, learning, experience for our students.