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Facilitator’s Roles in a Videoconference Learning Environment

Author

Listed:
  • Ulf Hedestig

    (Umeå University)

  • Victor Kaptelinin

    (Umeå University)

Abstract

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.

Suggested Citation

  • Ulf Hedestig & Victor Kaptelinin, 2005. "Facilitator’s Roles in a Videoconference Learning Environment," Information Systems Frontiers, Springer, vol. 7(1), pages 71-83, February.
    • Handle: RePEc:spr:infosf:v:7:y:2005:i:1:d:10.1007_s10796-005-5339-6
    DOI: 10.1007/s10796-005-5339-6
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    Cited by:

    1. Chulhwan Chris Bang, 2015. "Information systems frontiers: Keyword analysis and classification," Information Systems Frontiers, Springer, vol. 17(1), pages 217-237, February.

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