Virtual Meeting
7 things you should know about..
Virtual Meetings
Scenario
What is it?
Matthew is an MBA student at a university in the north-
Online virtual meetings are real-time interactions that take place
eastern United States. As part of a course on inter-
over the Internet using features such as audio and video, chat
national finance, Matthew and his classmates have
tools, and application sharing. Participants in virtual meetings use
been assigned mentors from the international busi-
an application—such as Live Classroom from Horizon Wimba or
ness community—former col eagues of the course in-
Macromedia’s Breeze—to conduct meetings that are similar to
structor from his days as a vice president of a financial
videoconferences but with functionality such as electronic white-
services firm. On top of the regular coursework, each
boards and pol ing tools that make the technology increasingly
of the 25 students in the class is expected to meet
appropriate for education. Although much of the technology that
with his or her mentor at least once every two weeks,
supports virtual meeting tools is not new, the underlying software
and the students meet as a group with all of the men-
and infrastructure have matured, al owing higher education to ben-
tors twice during the semester. Some of the mentors
efit from real-time interaction for distance education programs as
are close enough to meet their students in person, but
wel as offering new opportunities for traditional, residential educa-
most, including Matthew’s, are scattered around the
1tion. Virtual meetings offer a way to engage students in fuly inter-
United States, Canada, and Europe.
active, online learning experiences as wel as tutoring, office hours,
and other activities. Moreover, many virtual meeting applications
Matthew’s mentor, Georg Hel er, lives in Germany.
integrate with course management systems (CMSs), providing a
The two use an online tool hosted by the university to
unified learning system without requiring a separate log in.
conduct virtual meetings. They have to schedule their
meetings around the time-zone differences, but the
meeting tools are always available, al owing Matthew
Who is doing it?
and Georg to meet at whatever times are convenient
Students use virtual meeting spaces for formal and informal study
for both of them. The virtual meeting environment
and to col aborate on group projects. Faculty use virtual meet-
provides live audio and video and includes an elec-
ings to apply key elements of face-to-face learning—including
tronic whiteboard where Matthew can take notes.
live audio and video and the ability to demonstrate applications
Georg sees what Matthew writes on the whiteboard
in real time—to online learning, either to complement or replace
and can verify that Matthew understands the con-
asynchronous learning activities. In residential programs, the tech-
cepts being addressed. On several occasions, Georg
nology creates alternatives for on-campus students. For example,
demonstrates an application that his firm uses to pre-
some institutions with growing demand for language labs have
dict fluctuations in return rates. Although the text in
set up virtual labs, which provide synchronous audio interaction
the application is in German, Georg is able to explain
among students and accommodate scheduling demands without
to Matthew how the application works, indicating
the costs of new facilities. In one case, a program has been set
how changing the parameters affects the predictions,
up to connect Spanish learners in Canada with English learners in
and Matthew sees how he might apply those ideas to
Mexico. Other institutions are using virtual meeting spaces to al ow
case studies he is working on.
classmates in two (or more) distinct locations to work on team
projects throughout the term. In both cases, the technology al ows
The meetings that include all the students and mentors
2distant groups to interact over the Web, work on shared topics,
use the virtual meeting environment that the university
and build a sense of community even if students are thousands of
provides. The students, the instructor, and local men-
miles away. Virtual meetings also offer an easy way to bring remote
tors meet in a lecture hall on campus and are con-
lecturers into a course. Without the time and expense of travel, an
nected over the Web to the remote mentors. Students
expert can address a class from any location, responding to stu-
take turns demonstrating various financial models they
dent questions in real time, providing a more compel ing learning
have been working on, getting feedback from other
experience than, for example, reading that expert’s writings.
students and mentors on their projects. All of the on-
line meeting sessions are recorded, al owing students
more ➭
to review them at the end of the term. By the end of
the semester, Matthew and Georg have established
a strong relationship, and Matthew has had interac-
tions with a number of local business leaders, which
he hopes will help him to secure an internship during
school and possible employment after he graduates.
Formerly NLII
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Virtual Meetings
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How does it work?
3Online virtual meeting applications use common browser plug-ins users to electronicaly indicate nonverbal gestures, such as raising
and connect through a hosting service, either local or remote. Most
a hand to ask a question or make a comment, virtual meetings are
applications are platform-independent, allowing users on PCs
an approximation of a shared physical space. As such, participa-
and Macs and Linux machines to share identical functionality. At
tion mixes face-to-face and online practices.
appointed times, participants log on to a Web site to join class ses-
sions, participate in online office hours, or take part in other sched-
Where is it going?
uled events. The application window includes a pane that lists cur-
Instructors are becoming more familiar with virtual meeting
rent participants, a chat pane for written interaction, an audio/video
technology, recording (and pre-recording) classes, as wel as
pane, and a content window. The audio/video pane might only
bringing personal, online interactions to wider groups of users.
show the instructor or presenter, or it can include other users if they
Online science courses might use virtual meetings for lab ses-
have Webcams. Many applications use voice over Internet protocol
sions, for example, which are either not possible or not efficient
(VoIP) for the audio segment, eliminating the need for a separate
with asynchronous tools. With the proliferation of podcasting
phone connection. The content pane shows applications from the
and videoblogging, archives of virtual meeting sessions might
presenter’s desktop, which can include slides, text files, multimedia
be converted for playback on portable devices.
software, resources from a CMS, or other material for a lesson.
Vendors of online meeting applications are working toward greater
Presenters can be seen and heard in real time by session partici-
integration with CMSs, which wil make virtual meetings easier to
pants, who can communicate with one another and the instructor
conduct, al owing them to serve a greater number of purposes for
through the chat pane, the audio and video, or tools such as a
teaching, learning, and administration. Sound and image quality
shared whiteboard. The instructor can respond to questions from
wil improve. Plus, virtual meeting applications are likely to incor-
participants, demonstrate applications, and share access to them 6
porate more subtle, nonverbal elements of communication (ges-
4in the content pane, as wel as manage the layout of the environ- tures), bringing the experience closer to a face-to-face meeting.
ment. Sessions can be recorded and archived for later access.
Why is it significant?
What are the implications for
Online virtual meetings combine several distinct technologies into
teaching and learning?
a single application that benefits distance learners but also pres-
Local users benefit from the increased access to remote con-
ents new opportunities for residential learners. Despite the suc-
tent experts that virtual meetings provide. Online meeting tools
cess of asynchronous learning programs, many students are more
can also save the time it takes to travel across campus or across
engaged when they can hear instructors and lecturers, seek clarifi-
town to attend a meeting, adding flexibility to student and faculty
cation, and communicate in real time. For distance learners, a syn-
schedules. As students and faculty become more comfortable
chronous environment al ows students and faculty to interact as if
with these environments and their potential, practices wil evolve
they were in the same location, providing social connections and
leading to more sophisticated interactions. For example, having
creating a sense of community that can be difficult to establish in
live video of al participants may add to the “in-person” effect, but
online courses. Virtual meetings for on-campus learners open the
instructors are learning to identify times when static icons repre-
door to greater scheduling flexibility and provide expanded access
senting participants are less distracting.
to distant resources, including groups of other learners and remote
experts. In al cases, sharing data and having conversations with
Online virtual meetings create a sense of connection that many
classmates facilitates a strong sense of community.
learners need. These applications also al ow faculty to teach online
in a way that largely replicates how they teach in person, making it
What are the downsides?
7easier for them to teach in distance education programs. In addi-
5
tion, content that is difficult to explore using asynchronous meth-
As with any real-time event, time zone differences are a concern,
ods can be taught with real-time tools. Virtual meetings expand
one that becomes increasingly complex as the geographical range
educational offerings through distance programs, bring more
of participants expands. Connecting students in Canada and
opportunities to remote learners, and encourage greater numbers
Mexico is straightforward, but linking students in North America
of potential students to take advantage of those opportunities.
with an expert in the Middle East, for example, is more compli-
cated. Additional y, while technical problems are always potential y
troublesome, in the case of virtual meetings they can be debilitat-
ing. Issues such as sound and video quality can be affected by
network traffic, improper setup, and other technical parameters.
Infrastructure differences among participants can also come into
play, both in terms of local hardware and connection speeds.
Faculty using virtual meeting environments have reduced control
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over the “room” of participants. Even though some tools al ow
February 2006
