Presentation at Solent Learning and Teaching Community Conference

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Practical Lessons from a
virtual environment – The
use of Adobe Connect for
International and
Professional learning
Rebecca Page-Tickell
School of Business and Law

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Scenario
• Webinars are lessons / seminars / lectures conducted
synchronously via the internet.
• Typically one or two lecturers to many students
• Numbers can vary up to 90 + students
• Interactive – use of voice, video, polls, powerpoint,
whiteboard, videoclips, breakout rooms, discussion charts,
upload & download of articles, student contributions etc
• Part of blended learning – supported by a range of
asynchronous materials e.g. VLE, facebook page, forums,
library, e-mail as well as some face to face input.

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Student Groups
International foundation
students preparing to start
a law degree
Professional HR
students studying
CIPD intermediate
qualification
Higher Apprentices
studying work based
CIPD intermediate
qualification

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Providers of on-line learning tools

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Research activity
1. Literature review to identify generic lessons
2. Questionnaire via e-mail and follow up interviews with
lecturers experienced in the use of webinars for each of
these groups
• n=14
3. Feedback data plus interviews with students
• Feedback review n=c50
• Interviews n=6

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Relationship between Lecturer and Student
“Distance education requires a qualitatively new pedagogy
built on a unique relationship between the instructor and
the learners” (Huang, 202, pg. 27).
- Relationship building needs to be more deliberate
planned for, supported using a range of tools e.g.
facebook, skype, plus face to face meetings
- Engagement during sessions must be tenaciously fought
for with polls, rich questions, occasional silence etc.

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Lecturer - Student Relationship
Can seem more equal
to the lecturer,
particularly if they
can see the lecturer
but not the other
way around.
Can seem
more distant
when there are
no comments.
I found it hard to establish
a relationship with
students – I don’t think
you really get the
closeness that you get face
to face
If I had a question
I had to text – I
didn’t have direct
access to the
lecturer
You can’t see
everything that is
happening in the
classroom so it’s
difficult to get a
general feeling of
what’s going on – no
sense of the vibe.
Before teaching
webinars I was
worried there would
be no connection –
but I felt a good
bond with the class
very early on
With everyone typing I finally
think of something to say and
then the conversation has
moved on – a number of times
I’ve said sod it and deleted the
comments I was about to
submit.

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Constructivism in Webinars
• Social context created through the ‘vibe’ of the webinar
is critical in building the confidence to analyse, infer,
deduce, justfy etc.
A good lecturer brought herself
down to the level of the student –
In class you do not need to assert
your knowledge – you need to
recognise your audience. Some of
the lecturers made me think
if I’m in a webinar then I
am restricted as the
conversation is really
only with one person – in
the class I can have a
really good debate, but I
am learning less as there
is no chance to discuss
properly

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Constructivism in Webinars
Knowledge is created and explored through collaboration
I find them more
useful to watch the
recorded lesson back
rather than
participate in the
online classroom live.
Students use
it to clarify
and ask
questions

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Constructivism in Webinars
Pre-authentication – making the materials as relevant and
like the real world as possible
• Much adaptation of materials to cultural values e.g. discussing
families within the paradigm of polygamy
• Professional materials authenticated by use of CIPD resources
we now have specialists
in the subject which
has made an incredible
difference!
online courses should be more
'teaching'. How to handle this
type of situation, options to
deal with this issue in the
business

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Andragogy Perspectives (Knowles 1998)
Self-directed learning
Prior experience of
the learner
Motivation to learn
Orientation to
Learning
Readiness to Learn
Learners need to
know

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Lessons learned
• Webinars can be BORING! Engagement must be fought
for
• The social side of the classroom is easy to underestimate
• Students on webinars are usually in their own homes –
with the temptation of TV, radio, food, drink, chat,
books, magazines, even housework etc………..
• Technology is DIFFICULT and SCARY – but can be used for
flexibility and individualising materials
• To engage students a range of pace, depth and activities
needs to be used e.g.
• Polls, in the news..,

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Lessons Learned
• It is essential in the early stages to go slowly and
carefully demonstrate the features
• Plan more carefully for threshold concepts / e.g. have a
range of layouts available to address potential points of
• Provide a scaffolding so that features are used sparsely
initially with a slow build-up
• Then at the beginning of every session – check that all
students are OK, can hear and see you
• Expect the technology to be disrupted e.g. in high winds
/ storms, when the system is overloaded etc.

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Overall Conclusion…
It’s all about the blend!

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References
• Bliuc,A., Ellis,E., Goodyear,P. and Piggott, L. (2010) Learning through face-to-face and
online discussions: Associations between students’ conceptions, approaches and academic
performance in political science British Journal of Educational Technology Vol41 (3): 512-
524
• Huang,H-M (2002) Toward constructivism for adult learners in online learning environments.
British Journal of Educational Technology Vol33 (1): 27-37
• Knowles M S, Holton III E F and Swanson R A (1998) The adult learner (5th ed) Gulf, Texas.
• McBrien J.L. & Jones, P. (2009) Virtual spaces: employing a synchronous online classroom to
facilitate student engagement in online learning The International Review of Research in
Open and Distributed Learning, Vol10 (3)
• Vygotsky L S (1978) Mind in society Harvard University Press, Cambridge.
• Wang,S and Hsu,H (2008) Use of the webinar (Elluminate) to support training: The effects of
Webinar-learning implementation from Student-trainers perspective Journal of Interactive
Online Learning Vol 7 (3):175-194