Planning for the Present and Future of Videoconferencing

For over a decade, videoconferencing has been developing as a key component of distance learning in a variety of subject areas (Wang, 2006; MacLaughlin et. al., 2004; Kidd & Stamatakis, 2006; Sebrects et. al., 1995, Smyth, R., 2005). Although not a perfect replacement for faceto- face communication, videoconferencing can bring educators and students together although they may be separated by vast distances. Using videoconferencing technology, a lecturer in San Francisco can address students and colleagues in New York and Australia, students in Qatar and Pittsburgh can collaborate on a graduate research project and a doctoral candidate in Houston can defend his dissertation to a review board of faculty from a number of cities. Videoconferencing requires a substantial investment in equipment, expertise and support resources. Any institution considering such an investment must make a significant effort to evaluate the technical and usage requirements for a videoconferencing implementation to ensure the supportability and expandability of the system.