Document Type



Videoconferencing, webinars, webcasting, adult learning, training


The purpose of these case analyses is to examine key characteristics and attributes that contribute to adult learning and training via several software videoconferencing-webinar products. The cases were from graduate classes and several businesses which provided the sample data. Sources of evidence for the cases were personal interviews, student “reactive” surveys, online observations (and views), oral histories, online discussions, and recorded video classroom sessions. Our findings suggest that over an 11 week course, students would like a blended learning approach with 3 to 4 sessions in class and 7 to 8 sessions using real-time videoconferencing software (with screen sharing). Sixty percent of the students stated they would enroll in such a course. Convenience, ease of use, and concentrated focus were noted as positive attributes of video conferencing. Business noted that lower costs and meeting customer needs were key factors in using online conferencing. The business community noted that for very specific topical content, webinars were most popular and effective to meet their training needs. Several participants mentioned that technical difficulties (background noise, audio quality) limited the real time, synchronous videoconferencing. Several participants mentioned that webinars are more cost effective than in class training while producing the same or very similar results as attending a seminar in class on the ground.



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