An Educator’s Guide
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Introduction
Virtual teaching, a rather new phenomena, has tremendous implications for education.
Educators and students are interacting and collaborating with others from around the world, or from the school across town. This guide introduces busy educators to virtual instruction and answers five commonly asked questions related to developing, planning, and delivering instruction virtually. The CORD Virtual Teaching Center is currently researching effective teaching strategies and delivery appropriate for virtual instruction. This research is the primary source of information for this practical, reader friendly guide to virtual instruction for educators.
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The term "virtual teaching" refers to teacher/learner situations in which teachers and learners are in different geographic locations and interactive videoconferencing technology is used to facilitate the learning. This learning situation creates a "virtual classroom" with a level of interaction extremely similar to that present during face-to-face learning sessions.
Distance education, videoconferencing, virtual teaching, teleconferencing, interactive technology, compressed video, and interactive television are terms that are often casually interchanged. A review of these terms will assist in clarifying the relationship between virtual teaching and the other terms.
Distance education is actually the "big umbrella" beneath which the other terms are positioned. This term defines formal instruction that occurs while the educator and learner are geographically separated by time, distance, or both. This definition does not include "homework," but rather refers to contact hours.
Interactive videoconferencing technology is 
Distance education may or may not include technology, but it always includes the four following elements:
Four Major Categories of Distance Education The term distance education includes a number of forms or options that fall into the following four major categories:
Teleconferencing A videoconference is a form of teleconferencing, but teleconferencing also includes other forms of electronic communication. Teleconferencing falls under three of the four major categories of distance education. This term applies to two way electronic communication between two or more groups in separate locations via voice (audio or audiographic), computer systems, or video.
Videoconferencing technology enables participants to see, hear, and communicate with others who are located at remote sites. Participants can not only see and hear each other, but also ask and respond to questions. These systems use compressed digital video to transmit motion images over data networks such as high-capacity Integrated Services Digital Networks (ISDN) or a type of telephone line. The codec is the electronic device that transmits and receives the video signals that class members see on their television monitors. The codec takes analog signals, compresses and digitizes them, and transmits them over digital phone lines. The video compression process decreases the amount of data transmitted over the lines by transmitting only the changes in the picture. By minimizing the bandwidth required to transmit the images, video compression also reduces the transmission cost. Interactive videoconferences (IV) are often transmitted on dedicated T1 phone lines. These high-speed lines are very effective for videoconferencing, but are typically leased circuits with a fixed monthly charge based on distance, not usage. Therefore, the cost effectiveness of IV systems increases with use. IV systems can operate at different data rates and various fractions of T1 capacity, which enables the transmission of multiple simultaneous videoconferences over the same T1 circuit. Videoconferencing systems vary in size and features, but all videoconferencing systems include, at a minimum, one monitor, microphone, and speaker. Point-to-point videoconferencing connects two sites, in comparison to multipoint videoconferencing, which connects three or more sites. Group videoconferencing systems Group videoconferencing systems are designed to be used by groups consisting of four to twenty people. They often have two monitors; one is used to see those at the far site, and one allows the participants to see themselves.
Group systems accommodate 
Compact videoconferencing systems are used primarily for smaller meetings and often use one monitor. They are usually placed on a conference table or other tabletop.
Compact systems are 
A desktop videoconferencing system uses a small television camera that is placed on a desk beside the instructor or installed on top of a computer. These systems are designed for one or two users, who can communicate with one or more sites on the computer. These systems may transmit through ISDN lines, the Internet, or both.
Desktop systems are designed 
2 Videoconferencing technology has been vital within government agencies and the private sector since the 1980s. In recent years, thousands of educational institutions, including elementary, secondary, and postsecondary schools, have purchased videoconferencing systems. They have discovered that virtual instruction allows them to increase opportunities for their students and faculty without increasing their budgets. The cost efficiency is a direct result of the elimination of travel costs and minimization of time away from the classroom or office. This technology makes communication possible at a variety of levels. Some school districts, consortia, and states have developed closed networks that enable them to communicate only with network members, in contrast with other institutions that are capable of communicating with educators across the world. Most virtual instruction within education falls into the following general categories of connections: Connecting Teachers to Students
Videoconferencing is used in a variety of 
Four examples:
Connecting Students to Other Students
Students in different locations have opportunities  Four examples:
Connecting Educators to Other Educators
The possibilities are endless as educators  Four examples:
Connecting Students and Teachers to Business/Industry or Other Experts
Students and teachers can take "virtual"  Four examples:
Connecting Teachers to Trainers or Consultants
Staff development over videoconferencing offers  Four examples:
See the references for information on a videoconferencing directory for educators developed by CORD. Videoconferencing technology offers flexibility that is easily adapted to curriculum and instructional strategies. However, to be effective, traditional lessons must be modified for virtual instruction. Those who do not modify adequately will offer mediocre instruction and in many cases have negative experiences. In comparison, virtual instructors who follow a few simple modification guidelines when developing their lessons will usually be successful.
To be effective, virtual instructors must master strategies that are unique to designing and delivering instruction through videoconferencing technology. Effective virtual instructors must first be effective teachers with an adequate knowledge of the content and the ability to accommodate the various learning styles of the learners. They should be well informed about modern pedagogical principles and be able to translate those principles into practice. Regardless of the medium employed, effective teaching reflects careful planning of objectives, instructional approaches, and evaluation as well as familiar with the needs and knowledge base of the audience. This chapter will highlight specific guidelines that are unique to virtual instruction on the assumption that virtual instructors are experienced teachers who successfully instruct learners in traditional settings. Below are eight basic guidelines to follow when modifying traditional instruction for virtual instruction.
Develop and Communicate Clear Performance Objectives Clearly developing and verbalizing the objectives of a lesson is the first step in motivating learners to actively participate. All audiences want to know how they will benefit from a course or what they will get out of it. Some students tend to feel detached in virtual environments. Therefore, it is especially important for them to "buy in" to the class and to know what they will be expected to do at the end of the lesson.
The geographical distance between participants in virtual environments alters the natural dynamics usually present in face-to-face settings. Those with limited experience in virtual instruction may initially find it difficult to interact naturally. Interaction is slower to develop than it would be in an ordinary situation and, unless appropriately facilitated by the instructor, tends to be superficial. As with any new technology, time is necessary for the participants to mentally adjust to the technology and the "compressed image" of the instructor. In general, compressed video must transmit information via smaller "pipe" than a televised broadcast. Unless the highest transmission level is being used, the camera and microphone take in more information than the "pipe" can handle, so images, may appear fuzzy or chunky, gestures and rapid motion may appear jerky, and there may be a time delay between sound and vision, which often makes conversation awkward and deliberate. The field of vision is usually restricted to the size of a standard television screen, and images appear smaller than their normal size. The restricted field of vision, reduction of size of images, and the realization of the actual distance between participants result in a lack of visible body language. Building rapport with the audience assists in reducing psychological barriers that often exist between instructors and students. Students may mentally recognize that they are being seen and heard, but they often don’t completely acknowledge this fact until they are personally addressed. To create an environment conducive to learning, reduce the level of anxiety by providing activities to acquaint students with the technology. Rapport building may take a variety of forms, including needs assessment, discussion, written activities with verbal responses, or fun exercises. Ice breakers usually include some type of group sharing, creative problem solving, friendly competition, or creating something original, using the best efforts of the group members. Effective ice breakers should meet the following criteria:
Thorough planning and preparation are necessary in virtual teaching situations. Being well prepared and organized is a critical component that cannot be overlooked or postponed until the last moment. The introduction, transitions, and closing should be carefully developed and written in detail beforehand to ensure clarity. The content should be presented in a context that allows the audience to know exactly what to expect during each segment of the lesson. The CORD Virtual Teaching Center has found it effective to organize professional development courses into notebook files. These notebook files, organized by the instructors, allow flexibility yet still ensure that all sessions are thoroughly planned. The notebooks include the following nine components:
Expect to cover less content in virtual teaching environments. Additional time is needed to build rapport with the audience, to allow for audio time delays, to give clear instructions, to make transitions between activities, to coordinate activities at the remote site, and to operate the technology. Prioritize content into three to four main points to include that which is critical for understanding. Direct attention to handouts or resources that the audience may review later to supplement the learning session, or send handouts and assignments including directions before the lesson. Often in virtual teaching, the line disconnects at a predetermined time; therefore, a detailed schedule or lesson plan that includes carefully planned time allotments should be developed and closely adhered to during the delivery. Remember to leave sufficient time for questions and answers.
To keep virtual learners interested, motivated, and involved, organize content into short, moderate-paced, five- to ten-minute segments and use a variety of activities and instructional strategies. Many have learned to expect to be entertained by television. Since videoconferencing has the look of television, many expect broadcast-quality video, a fast pace, and short, entertaining segments. If lecturing must be included, keep it brief and alternate it with discussion and other activities. Prior to the learning session, provide notes and a short assignment that incorporates the notes.
Knowledge of the distance that exists between conference leaders and distant-site participants often produces a sense of diminished accountability in participants. Meaningful interaction is critical to compensating for the barriers present in virtual environments. Interactive learning sessions that address various learning styles will encourage learners to focus on the course content and the learning process rather than on the technology used for delivery. Virtual teachers must quickly communicate that learners are expected to actively learn, participate, and collaborate. Learners should have an opportunity to interact within the first fifteen minutes of any class. Effective virtual instruction must include a variety of instructional strategies that not only enlist responses for participants but also facilitate genuine involvement. Students may be assigned a task before class and asked to be prepared for a specific activity. Develop presentations that generate interaction by providing learners frequent opportunities to participate in the following activities:
Good visual aids stimulate interest, enhance instruction, and improve comprehension. As Homer said, we remember 20 percent of what we hear, 30 percent of what we see, and about 50 percent of what we both see and hear. Triple the number of visuals used in face-to face instruction. Visuals should not provide the actual content, but rather should be used to reinforce and highlight the key points of the content. During virtual instruction it’s important not to simply read a series of visuals to the audience or to leave a visual on for too long. Visuals should be simple and concise, have visual impact, and include bulleted phrases instead of sentences. David Peoples, the author of Presentations Plus, states that visuals "should look like a billboard on an interstate highway that people are going to read going by at 65 miles per hour." He suggests asking: "Can the audience quickly and easily grasp what they see?"
Visuals should be simple, concise,
(Black print on white paper)
(Yellow print on dark blue paper)
Use Large, Bold, Simple Fonts
Use Phrases with Bullets
Use Landscape Mode
Use Colored Paper and Ink
Use Graphics to Create a Visual Impact
Your Traditional Lesson Plan Additional Considerations Virtual instructors have three additional factors to consider and to plan when developing a lesson:
Multimedia Resources and Media Cues When appropriate, multimedia resources should be used to enhance instruction. Consultation with a technician is helpful when selecting equipment for virtual instruction. Plan transitions between segments carefully to ensure that the use of the equipment compliments, instead of distracts from, the instruction. The following are some examples of multimedia equipment often used to enhance virtual instruction:
If camera operators are present during a session, cues should be provided to identify the instructor’s movement, the desired camera shots, and what the audience should be seeing during each segment. Many videoconferencing systems have manual camera controls. Large movements, such as standing, sitting, or walking across the room often need to be preplanned. A lack of preparation or adequate cues will result in the audience seeing a blank screen or a headless instructor.
The operator should be informed about the desired camera shots. A variance in the camera shots adds flavor to the lesson. Long shots include the full body, medium shots are usually from the waist up, and close-up shots are from the shoulders up. Cues should identify when a document should appear on the monitor, if a picture in a picture will appear, or if the audience needs to see a magnified shot of an object.
Vary camera shots  Picture in a picture enables the audience 
Virtual instructors must also take into consideration logistical issues at the far site. A facilitator or person designated to assist should receive a lesson outline that identifies the appropriate time to distribute specific handouts or materials at the far site and any other tasks that must be completed before, during, or after the class.
4 Videoconferencing requires communication and coordination between all sites. Detailed planning and thorough preparation are vital when the success of a course is dependent upon parties at other locations. This is especially true when connections will be made to multiple points. This coordination may require one or more administrators, facilitators, and/or technicians. This chapter will review the various components that must be coordinated for successful virtual instruction. Responsibilities at each site must be clearly defined and assigned to specific individuals. Planning is concentrated around scheduling tasks and production tasks.
The site responsible for the cost of line charges to connect the various sites must be determined before the learning session. The institution initiating the call will receive the line charge invoice from its long distance provider. Exceptions to this are calls made through T1 lines, which are charged according to a flat monthly fee. The classroom location must be scheduled, and if necessary the videoconferencing equipment and other multimedia resources must be reserved. The first test call to confirm compatibility between the sites should be scheduled well in advance, and it is usually best to plan a second test call within twenty-four hours of the learning session. Practice sessions should be scheduled with the persons operating the camera and assisting with the media resources. Those new to virtual instruction should also schedule a time to practice using the media resources. The following pages consist of sample scheduling forms used at the CORD Virtual Teaching Center.
Seating arrangements at both sites and the placement of all resources must be determined. It is critical that seats be arranged in a format that allows all participants the best view of the monitors. The flow of movement at both sites will also be determined by the room arrangements. Ideally, the virtual instructors will have an opportunity to see the rooms at all far sites in advance of the class.
Teacher delivering instruction  Panel of teachers  Learners participating
Often it is beneficial to have a facilitator at each far site to register students, receive and distribute handouts and materials, fax documents and evaluations to the presenter, and review helpful videoconferencing hints with the learners. Most videoconferencing systems are voice actuated; therefore, it is often helpful for participants to mute their system when someone at another site is speaking. Facilitators may assist by reinforcing these instructions and arranging participants into small groups or pairs. Virtual instructors should communicate frequently with facilitators at each site to confirm that all tasks and assignments have been completed. Alternate plans should be thoroughly developed and communicated to each site in case unexpected problems occur. If connection, audio, or other technical problems occur during any portion of the class, all facilitators should be prepared to implement the backup plan. Audioconferences by telephone are often a good alternate plan for virtual instruction. Adequate planning with all coordinators at each site is critical to the success of virtual instruction. Virtual teachers must be very detailed in their planning and communicate clearly and frequently to ensure that all tasks are assigned and completed.
5 First Impressions The first few minutes of any presentation are the most important. Participants will form their first and most important impression during the first few seconds. They will determine if the instructor is professional, friendly, approachable, and organized. Conservative, professional attire in solid colors tends to make the most favorable impression over this technology. Black and white clothing should be avoided; blues or greens or pastels tend to be the best. Accessories with busy patterns or those that dangle or jingle should be replaced by conservative accessories that don’t cause distractions. Friendly facial expressions and good posture are critical because interactive technology magnifies all personality characteristics—the positive and the negative.
Conservative professional attire in
Introductions are important, and students’ names should always be used. A seating chart can be developed as introductions are being done. The distribution of materials and transitions between all activities should flow smoothly and seemingly effortlessly. The conclusion is closely related to the introduction. A well-thought-out conclusion should not only repeat and summarize the content but also challenge the learners and move them to act on the knowledge gained.
Maintaining eye contact with participants at far sites may require a conscious effort during the delivery of virtual instruction. Visual communication portrays to members of the audience that they are important. It also enables the instructor to receive nonverbal feedback from the learners and to determine if learners are focused and interested. Notes should be used only to help in remembering the key points, and they should be written in large letters that can be seen easily. Eye contact will be maximized if instructors are positioned near the camera and their head and shoulders fill the screen. This allows the audience to see facial expressions, which should be exaggerated since other gestures must sometimes be limited over interactive technology. Instructors should always talk directly into the camera, instead of into the monitor, and avoid the temptation to look at their own images in the monitor. Maintaining eye contact with multiple sites can be challenging. In most cases, the instructor will be able to see the participants at only one site at a time. Instead of focusing on inability to see all sites, the instructor can concentrate on each site as it becomes visible. It is helpful to call on learners at the different sites frequently so the voice-activated system will display that site. Far-site audiences will not know when the instructor cannot see them if this technique is used skillfully, without announcement from the instructor.
Enthusiasm is contagious. Dull, monotone speech will diminish the interest of the learners. The pitch and speed of the voice should not only vary throughout the instruction, but should be animated or even exaggerated. Standing, whenever possible, will also add energy and vitality to the delivery. Speech should be consciously articulate and coherent. Students will not be excited about the course unless the instructor is clearly understandable and exudes genuine enthusiasm.
Movement, a powerful tool, should be purposeful and planned. Pacing the floor or standing lifeless distracts from instruction. The camera operator should be cued to every movement. Generally it is advisable to keep hands relaxed and still by the side of the body and give an occasional gesture to add emphasis. Nervous habits such as twisting a strand of hair, tapping a pencil, or twisting a ring around one’s finger will be emphasized over videoconferencing technology. Nonverbal communication is as important as verbal communication.
Experience has shown that practice and training for virtual teachers are an essential component of delivering instruction virtually. Instructors must be thoroughly familiar and comfortable with the time delay, multimedia resources, including all features of the equipment, and the room arrangement. Receiving just a quick run-through before the instructional session will diminish the quality of the learning session and often result in a mediocre or negative interchange. Optimally, instructors should receive training and guided practice over the videoconferencing equipment over a period of two to three months until they are completely confident and comfortable. There is no substitute for or shortcut to practicing. When possible, instructors should be videotaped during practice sessions. This will allow them an opportunity to see and listen to themselves after the rehearsal.
Conclusion Virtual instruction opens the door to countless new opportunities for students and faculty. This interactive technology connects the classroom with other students, teachers, business and industry experts, and others from around the world. However, virtual instruction will not be effective unless instructors engage in interactive dialogue with their students and actively involve them in the learning process. Without appropriate training, teachers, and eventually students, will become discouraged and lose interest in virtual instruction. CORD encourages all virtual teachers to continue embracing this amazing technology and increasing the likelihood of their success by attentively developing, planning, and delivering effective instruction—virtually.
R n Burgess, W. (1994). The Oryx Guide to Distance Learning. Arizona: The Oryx Press. n Cyrs, T. (1997). Teaching at a Distance with Merging Technologies. New Mexico: Center for Educational Development, New Mexico State University. n Edmundson, C. (1997). An Instructor’s Guide to Distance Education. Texas: VTEL Corporation. n Educational Videoconferencing Directory (1997). Waco, Texas: Center for Occupational Research and Development. n Peoples, D. (1992). Presentations Plus. New York: John Wiley & Sons, Inc. n Rowsey, J. (1996). The Etiquette of Videoconferencing, Virtual Workgroups May-June. n Verduin, J. (1991). Distance Education: The Foundations of Effective Practice. California: Jossey Bass, Inc.
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