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Innovative Uses For Teleconferencing Technologies For Bme Education

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2000 Annual Conference


St. Louis, Missouri

Publication Date

June 18, 2000

Start Date

June 18, 2000

End Date

June 21, 2000



Page Count


Page Numbers

5.362.1 - 5.362.11

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Jack M. Winters

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Binh Q. Tran

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1609

Innovative Uses of Teleconferencing Technologies for BME Education

Binh Q. Tran, Jack M. Winters The Catholic University of America, Washington D.C.


The opportunities for use of teleconferencing as a teaching tool have changed dramatically in the last few years, and more change is anticipated. The driving factor has been the introduction of a set of strong international teleconferencing standards that have had the byproduct of dramatically reduced prices, enhanced interoperability, and the addition of LAN-based solutions. CUA, as part of ongoing initiatives in telehealth and telerehabilitation, has been using and evaluating a broad range of teleconferencing technologies, including systems that communicate through ISDN, LAN, and regular telephone. Technically, there are three core aspects to such evaluation: video, audio, and data-sharing. Data-sharing includes tools for sharing files, a whiteboard, and applications (e.g., PowerPoint, Matlab). The latter includes the possibility of a shared mouse or keyboard, and to date this capability has been underutilized by the academic community. Taken together, these technologies open the way for minimizing the barrier of distance between students and instructors.

Keywords: Distance learning, Internet, teleconferencing, video-conferencing

1. Introduction

The accelerating advancements in computing technologies have resulted in high-powered, low cost tools useful for augmenting traditional teaching practices. These tools may also be highly applicable in non-traditional teaching environments such as distance learning for increasing instructor-student interaction. Innovative uses of the World Wide Web (i.e. Internet), Web-based bulletin boards, and EMAIL have been reported by Morse1, 2 and others. 3 These tools provide a means for disseminating information from instructor to students and also for facilitating communication among students outside of the classroom. However, as those who have tried these techniques will confirm, they are cumbersome to use and often can be incredibly time consuming. Regular maintenance and updating of course websites can often become an overwhelming task and a task for which many faculty do not have time or interest. Other barriers to use of these technologies may include lack of knowledge in website design and development. Additionally, instructor response to questions posted on online course bulletin boards or EMAIL (i.e. text-based, “virtual” office hours) are inefficient, time-consuming avenues for communication with students and lack real-time interaction between parties.

Winters, J. M., & Tran, B. Q. (2000, June), Innovative Uses For Teleconferencing Technologies For Bme Education Paper presented at 2000 Annual Conference, St. Louis, Missouri.

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