Interactive videoconferencing (IVC) as a crucial factor in K-12 education: Towards a constructivism IVC pedagogy model under a cross-curricular thematic approach

Abstract

The advanced learning internet technologies indicated a need for methodologies, tools and pedagogies that support the introduction of synchronous e-learning applications and especially Interactive Videoconferencing (IVC) into the whole learning environment. The objective of this chapter is to present the theoretical background and the methodology that have been developed, to implement a pedagogical model for IVC instruction. The proposed pedagogical model constitutes the results experienced from an IVC project in the University of Crete during the last seven years, under the title 'ODUSSEAS', which took place between eight hundred students and thirty teachers in eighteen elementary schools in Greece and Cyprus. © 2010 Nova Science Publishers, Inc. All rights reserved.

Keywords

Author Keywords

Collaborative activities by distance Interactive videoconference Videoconferencing pedagogy Virtual classroom

Index Keywords

Author Affiliations

Department of Education, University of Crete, Rethymnon, Crete, Greece

Funding & Acknowledgements

No funding information

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Interactive videoconferencing (IVC) as a crucial factor in K-12 education: Towards a constructivism IVC pedagogy model under a cross-curricular thematic approach

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