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Facilitor's roles in a videoconference learning environment
Umeå University, Faculty of Social Sciences, Department of Informatics.
Umeå University, Faculty of Social Sciences, Department of Informatics.
2005 (English)In: Information Systems Frontier, ISSN 1387-3326, Vol. 7, no 1, 71-83 p.Article in journal (Refereed) Published
Abstract [en]

The paper reports a study of a videoconference-based environment in decentralized university education and factors contributing to the success of teaching and learning in the environment. The focus of the paper is on the role of a person having the formal responsibilities of a technician. An ethnographic study conducted over the course of a year revealed that the contribution of this person far exceeded the scope of formal responsibilities. The person, who was acting in the setting as a facilitator, was found to possess expertise, which was critically important for supporting interaction between remote participants at several levels, such as attention management, time management, acquisition of setting-specific skills, and coordination within a larger institutional context. The findings suggest that "supra-situational" activities can be important factors for the successful functioning and development of emerging learning environments.

Place, publisher, year, edition, pages
2005. Vol. 7, no 1, 71-83 p.
Keyword [en]
videoconferences, facilitation, distance education, decentralized education, coordination, activity theory, distributed cognition
National Category
Information Science
Identifiers
URN: urn:nbn:se:umu:diva-7963DOI: 10.1007/s10796-005-5339-6OAI: oai:DiVA.org:umu-7963DiVA: diva2:147634
Available from: 2008-01-14 Created: 2008-01-14 Last updated: 2011-05-31Bibliographically approved

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Hedestig, UlfKaptelinin, Victor

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  • apa
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  • nn-NB
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  • Other locale
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Output format
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  • text
  • asciidoc
  • rtf