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Pedagogic strategies supporting the use of Synchronous Audiographic Conferencing: A review of the literature

de Freitas, S. and Neumann, T. (2009) Pedagogic strategies supporting the use of Synchronous Audiographic Conferencing: A review of the literature. British Journal of Educational Technology, 40 (6). pp. 980-998.

Link to Published Version: http://dx.doi.org/10.1111/j.1467-8535.2008.00887.x
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Abstract

Synchronous audiographic conferencing (SAC) refers to a combination of technologies for real-time communication and interaction using multiple media and modes. With an increasing institutional uptake of SAC, users require an understanding of the complex interrelations of multiple media in learning scenarios in order to support pedagogic-driven planning and effective use of the tool. This paper provides a review of recent literature that explores the pedagogic strategies used to underpin practical uses of SAC for the benefit of learners especially in non-standard contexts such as distance education. The paper reports on approaches from practitioner-oriented perspectives as well as approaches based on educational theory, notably the community of inquiry model, task design and multimodal models of cognition, meaning and interaction. The main features of these models were extracted to provide both a synthesis for future work on dedicated pedagogic models for SAC and a resource for practitioners wanting to link SAC with educational theory.

Publication Type: Journal Article
Publisher: Wiley
Copyright: © 2009 Becta
URI: http://researchrepository.murdoch.edu.au/id/eprint/26795
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