Using synchronous web conferencing to enhance situated distance learner experience in a built environment context

The distance learning mode is a challenging way of studying, and yet is one increasingly adopted by situated, part time learners. An appropriate pedagogical context for considering online synchronous distance learning education is established from the literature, focussing on constructivist theories to enhance situated distance learner experience using synchronous web conferencing. Whether current practice accords with the literature based model is then
explored using a survey of 12 post graduate distance learning courses in the built environment, University of Salford. The focus of the survey is on student experiences of studying with the support of online web conferencing software, ElluminateLive! Findings indicate that distance learning study is overwhelmingly enhanced by the use of synchronous conferencing. Equally, however, students derive significant benefit from being able to access recordings of synchronous sessions. Further research is recommended both into additional qualitative data acquired from this study and into problematic aspects of pedagogical approach hinted at by the current data.