About this paper

Appears in:
Pages: 6828-6831
Publication year: 2011
ISBN: 978-84-615-0441-1
ISSN: 2340-1117

Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain

INTEGRATION OF WIMBA PRONTO IN A BLENDED LEARNING CLASS AS AN E-LEARNING INSTRUCTIONAL METHODOLOGY

S. Frusher

Northeastern State University (UNITED STATES)
This paper examines student opinions and feedback about the use of Wimba Pronto, an instant messaging (IM) platform that is designed exclusively for education, as an e-learning instructional methodology in a graduate class during the spring 2011 term. The class, which is delivered to two sites through Interactive Video (ITV) distance learning, was adapted to a blended learning format for the spring term of 2011. The university had recently purchased the Wimba software and incorporated it into the Blackboard system. Faculty were encouraged to incorporate it into their classes as an instructional strategy, therefore, the instructor decided to incorporate this synchronous method as part of the blended learning format. Although the original intent was to use the Wimba Classroom, a virtual classroom environment with features that include audio, video, and application sharing, content display and MP4 capabilities, constraints such as availability of the platform, system requirements, and time to train in the use of the platform during the class, did not allow a formal use of the Wimba Classroom for this term. However, Wimba Pronto, the IM platform was used for content-related discussion. A short training session was conducted, during which time peer mentoring was evident since some students had used Wimba in another class.

Through the use of Wimba, students’ were engaged in a chat session about the class content instead of sitting in their ITV classrooms. The instructor continued to use the more traditional distance learning approach of ITV for most of the face-to-face classes and used the asynchronous environment of Blackboard discussion board to facilitate class instruction. In addition to the designated chat class period, student interactions also included video, voice and informal chat sessions. At the end of the term, students were surveyed and written feedback was solicited about the use of Wimba during the class. The paper focuses on student feedback, limitations, and recommendations.
@InProceedings{FRUSHER2011INT,
author = {Frusher, S.},
title = {INTEGRATION OF WIMBA PRONTO IN A BLENDED LEARNING CLASS AS AN E-LEARNING INSTRUCTIONAL METHODOLOGY},
series = {3rd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN11 Proceedings},
isbn = {978-84-615-0441-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2011},
year = {2011},
pages = {6828-6831}}
TY - CONF
AU - S. Frusher
TI - INTEGRATION OF WIMBA PRONTO IN A BLENDED LEARNING CLASS AS AN E-LEARNING INSTRUCTIONAL METHODOLOGY
SN - 978-84-615-0441-1/2340-1117
PY - 2011
Y1 - 4-6 July, 2011
CI - Barcelona, Spain
JO - 3rd International Conference on Education and New Learning Technologies
JA - EDULEARN11 Proceedings
SP - 6828
EP - 6831
ER -
S. Frusher (2011) INTEGRATION OF WIMBA PRONTO IN A BLENDED LEARNING CLASS AS AN E-LEARNING INSTRUCTIONAL METHODOLOGY, EDULEARN11 Proceedings, pp. 6828-6831.
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