Asked whether the system affected their ability to perform selected activities in the classroom over half the tutors found it harder to actively involve students, to encourage participation, to give hands on experience. But over half found it equal or easier to respect student opinions, stimulate critical thinking, consciously plan for the event, prepare lessons based on needs of learners, encourage the expression of differing viewpoints and use active interesting audio-visual aids. They also felt that off campus students were more motivated, independent, older higher achievement level but equal in academic confidence. What the students think Paul Rixon says that the students vastly prefer video conferencing to other forms of communication in distance education. They also become more self reliant, they run their own rooms, and this self reliance spills into other parts like negotiating with lecturers and libraries.
Results are at least as good as for standard courses.
6.2 Summary When looking at the pedagogical issues, the research is very contradictory, is the method suitable for all teaching methods, does it facilitate effective communications and learning. Do not confuse technology with pedagogy or students reactions to teaching methods as reactions to technology. Most importantly, do not underestimate the power of the Hawthorne effect when video conferencing is novel to students and staff. The successful projects appear to change their teaching methods as well as use video conferencing. Tutors lecture less and encourage active student participation in course content and presentation.