Using Web-Conferencing to Increase Learner Engagement: The Perspectives of a Librarian and Educational Technologist

Using Web-Conferencing to Increase Learner Engagement: The Perspectives of a Librarian and Educational Technologist

Kristin Whitehair (University of Kansas Medical Center, USA) and Kathy Tally (University of Kansas Medical Center, USA)
Copyright: © 2012 |Pages: 15
DOI: 10.4018/978-1-61350-077-4.ch006

Abstract

This chapter examines themes in scholarly literature regarding web-conferencing as applied at the University of Kansas Medical Center (KUMC). The chapter profiles how applications of web-conferencing can dramatically change the “classroom” environment for both users on campus and at a distance. We conclude that successful implementations of web-conferencing offer new opportunities in the classroom, increasing learner engagement, but also require adequate resources to support faculty and students.
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Institutional History And Adoption Of Web-Conferencing Platform Programs

The University of Kansas Medical Center offers traditional on site f2f classes, online classes, and hybrid classes that combine elements of both f2f and online classes. For the academic year 2009-2010, the school reported 80-85% fully online courses in the graduate school. The degree Master of Science in Nursing has five advanced practice tracks with Psychology Mental Health Nurse Practitioner completely online. The other four tracks, Family Nurse Practitioner, Adult Gerontology Nurse Practitioner, Adult Gerontology CNS, and Nurse/Midwife are a blend of hybrid courses, which encompass an f2f component and an online component, and fully online courses. The total number of students enrolled in these five tracks was 223 in Spring 2010. There are four leadership tracks: Clinical Research Management, Organizational Leadership, Public Health, and Healthcare Informatics. These degree plans have seventy-nine students and are fully online.

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