Video & Web Conferencing

The University of Maine System supports more than 65 video conference classrooms. UMaine also has a growing number of web conference classrooms. While the two styles of conferencing classrooms are similar, they have differences as well which make each best suited for specific settings.

Video conferencing

When are  Video and Web Conferencing most appropriate?

Video-web conferencing should be considered for use when no more than a few remote individuals need to join a classroom. Managing multiple remote participants as well as a classroom of students presents logistical challenges.

Examples of appropriate use:

  • A guest lecturer or subject matter expert who resides in another city, state, or country can speak to the class from his/her remote location.
  • Faculty teaching a course on occasion may have a commitment requiring them to be off campus. They can use video-web conferencing software to lecture from a remote location to the students in the VC classroom, rather than rescheduling the class.
  • One or two students who need to take a course being offered at another UMS campus.

Benefits of Teaching with Video-Web Conferencing

Video-web conferencing leverages the diverse expertise of remote instructors, and the collaboration of remote learners. It can also accommodate the complex logistics of a multi-campus University.

A global faculty enriches the curriculum in both the face-to-face classroom and remote learners outside the class. Special guest lectures can also be recorded and used as reference material, review material, or as content for future courses.Faculty can also step outside the classroom and conduct class from a remote site of interest (e.g., an archaeological dig in Israel or Belfast, Maine, a professional conference) and share information about that site with the class in real time.

Platform Features

Video Conference classrooms enable participants to leverage the in-class technology including monitors, speakers, microphones, and computers. When connected, the remote participant(s) can see and hear the entire class, as well as any shared content. The resident students see the remote participants on the video monitors.

While the video conference is in progress, participants can also:

  • Share content between the remote participant and the VC classroom. All participants are viewing the same material at the same time. The presenter has control of who shares their content.
  • Chat with one another via group text. Comments and questions are visible to the entire group without interrupting the ongoing conversation.
  • Record a classroom session or meeting for future review.
  • Control the in-room technology remotely. With the right privileges, such as a faculty member teaching remotely, s/he can control the camera angles to view the classroom from any angle and adjust volume as necessary.

Limitations of teaching with Video-Web Conferencing

This is newer technology in select UMaine classrooms. Participants may need to install software on their personal computers (which, if they have older computers or operating systems, may be problematic). The quality of the session will be subject to each participant’s local Internet connections and Internet traffic.

Best Practices for Teaching with Video-Web Conferencing

Because video-web conferencing has elements of both video and web, students and faculty should be given special instructions for best practices both remotely and in the classroom.

  • Write up and distribute guidelines for students so that they understand conferencing “etiquette.”
    • If students are joining remotely, instruct them on the proper way to indicate they have a question or comment.
  • Ask remote participants to log in prior to meeting time to set up their cameras and microphones so that they are working properly.
  • Ask remote participants to check that their background (what’s visible behind them) is appropriate to present to the rest of the class.
  • Remember to actively include remote participants.
    • Consider asking local students to display name cards in the first few classes, as the remote student(s) will not have as much opportunity to interact and learn names.
    • Call on students both locally and remotely.
    • Ask the remote student(s) if they have questions.
  • Understand that you and your students are more or less on camera in a TV studio. Keep in mind the basics of voice-activated microphones (that it’s easier to engage in a dialogue when one person is speaking at a time vs. interruptions). Point out the camera’s ability to present significant light and dark contrast (don’t wear highly contrasting clothing, nor all bright or all dark), etc.
  • Make certain that materials that you plan to distribute in your physical classroom are also available online and accessible by the student(s) in the remote location(s).
  • Be cognizant of less overt forms of communication that could be lost in videoconferencing classrooms, such as body language suggesting confusion or discomfort.
  • Structure group projects to enable remote students to participate.