Marjorie Armstrong-Stassen, Margaret Landstrom, and Ramona
Lumpkin
This study examined how students who had no prior experience with videoconferencing
would react to the use of videoconferencing as an instructional medium. Students
enrolled in seven different courses completed a questionnaire at the beginning
of the semester and again at the end of the semester. Students at the origination
and remote sites did not differ in their reactions towards videoconferencing
but there was a significant difference for gender. Women reacted less favorably
to videoconferencing. Compared to the beginning of the semester, students reported
significantly less positive attitudes toward taking a course through videoconferencing
at the end of the semester. There were no significant differences in students'
attitudes toward videoconferencing across courses at the beginning of the semester
but there were significant differences across the courses at the end of the
semester. The results suggest the need for better preparation for both students
and instructors.