You are here:

Facilitating Interaction: Best Practices for Utilizing Videoconferencing in a Blended Learning Environment PROCEEDING

, Auburn University, United States

Global Learn, in Limerick, Ireland Publisher: Association for the Advancement of Computing in Education (AACE)


Teaching and learning in today’s higher education classroom involves an ever increasing use of instructional technologies. In this article, the array of electronic-based learning technologies is collectively referred to as teachnologies. This is especially important in terms of adult learners and the implications for communication and technology skills in the workplace. This article will cover best practices for videoconferencing in a blended learning environment using M.G. Moore’s types of interactions. In order to provide a constructive learning experience, videoconferencing needs to follow critical guidelines related to communication and collaboration.


Cordie, L. (2016). Facilitating Interaction: Best Practices for Utilizing Videoconferencing in a Blended Learning Environment. In Proceedings of Global Learn-Global Conference on Learning and Technology (pp. 38-45). Limerick, Ireland: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2018 from .

View References & Citations Map


  1. Alexandru, C. (2014). Internet economics VIII: Impact of WebRTC (Report IFI-2014.01). Retrieved from Allen, I.E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Retrieved from
  2. Allen, I.E., & Seaman, J. (2012). Conflicted: Faculty and online education, 2012. Retrieved from Carroll, J.M., Rosson, M.B., Farooq, U., & Xiao, L. (2009). Beyond being aware. Information and Organization, 19(3), 162-185.
  3. Chen, J.C. (2014). Teaching nontraditional adult students: Adult learning theories in practice. Teaching in Higher Education, 19(4), 406-418.
  4. Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellance & R. Brandt (Eds.), 21st century skills: Rethinking how students learn (pp. 51-76). Bloomington, IN: Solution Tree Press.
  5. Deng, L., Thomas, A., & Trembach, S. (2014). Shaping the 21st‐century information professional: A convergence of technical and “soft” skills for workplace success. Proceedings of the American Society for Information Science and Technology, 51(1), 1-4.
  6. Garrison, D.R., & Vaughan, N.D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco, CA: Jossey-Bass.
  7. Gautreau, C. (2012). Videoconferencing guidelines for faculty and students in graduate online courses (Doctoral dissertation, California State University, Fullerton).
  8. Gergle, D., Kraut, R.E., & Fussell, S.R. (2013). Using visual information for grounding and awareness in collaborative tasks. Human–Computer Interaction, 28(1), 1-39.
  9. Graham, C.R. (2006). Blended learning systems. In CJ Bonk& CR Graham (Eds.), The handbook of blended learning: Global perspectives, local designs. Retrieved from Greenhow, C., Robelia, B., & Hughes, J.E. (2009). Learning, teaching, and scholarship in a digital age Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246-259.
  10. Hillman, D.C., Willis, D.J., & Gunawardena, C.N. (1994). Learner‐interface interaction in distance education: An extension of contemporary models and strategies for practitioners. American Journal of Distance Education, 8(2), 30-42.
  11. Irvine, V., Code, J., & Richards, L. (2013). Realigning higher education for the 21st century learner through multiaccess learning. Journal of Online Learning and Teaching, 9(2), 172.
  12. Karabulut, A. & Correia, A. (2008). Skype, Elluminate, Adobe Connect, Ivisit: A comparison of Web-Based VideoConferencing Systems for Learning and Teaching. In K. McFerrin, R. Weber, R. Carlsen& D. Willis (Eds.), Proceedings of Society for Information Technology& Teacher Education International Conference 2008 (pp. 481-484). Retrieved from Keengwe, J., Onchwari, G., & Agamba, J. (2014). Promoting effective e-learning practices through the constructivist pedagogy. Education and Information Technologies, 19(4), 887-898.
  13. Knowles, M.S. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco, CA: Jossey-Bass.
  14. Laurillard, D. (2013). Rethinking university teaching: A conversational framework for the effective use of learning technologies. London: Routledge.
  15. Lin, T.B., Li, J.Y., Deng, F., & Lee, L. (2013). Understanding new media literacy: An explorative theoretical framework. Educational Technology& Society, 16(4), 160-170.
  16. Moore, M.G. (1993). Three types of interaction. In K. Harry, M. John, & D. Keegan (Eds.), Distance education: New perspectives. London: Routledge.
  17. Moser, F.Z. (2007). Faculty adoption of educational technology. EDUCAUSE quarterly, 30(1), 66.
  18. Osguthorpe, R.T., & Graham, C.R. (2003). Blended learning environments: Definitions and directions. Quarterly Review of Distance Education, 4(3), 227-33.
  19. Smyth, R. (2005). Broadband videoconferencing as a tool for learner‐centred distance learning in higher education. British Journal of Educational Technology, 36(5), 805-820.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact