ABSTRACT

Australian tertiary institutions offer online units to provide flexibility for students unable to attend classes on campus due to the constraints of distance and scheduling. While lecture materials and discussions can be accessed asynchronously, a synchronous element allows lecturers and students to interact in real time. Blackboard Collaborate, featuring videoconferencing, text, voice chat and interactive whiteboard, is a synchronous tool which can encourage a collaborative learning environment. This study explored seven lecturers’ perceptions of, and experiences with Blackboard Collaborate in an Australian university setting. Quantitative data was collected and statistically analysed from responses to closed-ended items in an online survey. Qualitative data was gathered and thematically analysed from open-ended item responses and semi-structured interviews. Lecturers found that the use of Blackboard Collaborate motivated students, helped them to share knowledge, facilitated timely responses to student queries, enhanced interaction via multimodality and built virtual learning and teaching communities. Negative aspects were also noted, however, and included lecturers having to cope with technical glitches, a lack of face-to-face co-presence, delayed turn-taking in live sessions and difficulties with engagement due to suitable session scheduling.

摘要

澳大利亚大专院校提供在线课程，以为由于距离和日程安排的限制而无法在校园上课的学生提供灵活性。演讲材料和讨论可以异步访问，而同步元素允许讲师和学生进行实时互动。Blackboard Collaborate具有视频会议，文本，语音聊天和交互式白板的功能，是一种可以鼓励协作学习环境的同步工具。这项研究探讨了七位讲师对澳大利亚大学环境中Blackboard Collaborate的看法和经验。在在线调查中，收集了定量数据并根据对封闭式项目的答复进行了统计分析。从开放式项目答复和半结构化访谈中收集定性数据并对其进行专题分析。讲师发现，使用Blackboard Collaborate激励学生，帮助他们分享知识，促进对学生查询的及时响应，通过多模式增强了互动并建立了虚拟的学习和教学社区。但是，也注意到了负面方面，其中包括讲师必须应对技术故障，缺乏面对面的共同存在，现场会议的轮班时间延迟以及由于适当的会议安排而难以参与。通过多模式增强互动，并建立虚拟的学习和教学社区。但是，也注意到了负面方面，其中包括讲师必须应对技术故障，缺乏面对面的共同存在，现场会议的轮班时间延迟以及由于适当的会议安排而难以参与。通过多模式增强互动，并建立虚拟的学习和教学社区。但是，也注意到了负面方面，其中包括讲师必须应对技术故障，缺乏面对面的共同存在，现场会议的轮班时间延迟以及由于适当的会议安排而难以参与。