This study examined the effectiveness of video and audio conferencing in hybrid classes. Using both quantitative and qualitative data, the technical difficulty, instructional quality, attention and distraction of location were compared. The results revealed that both conferencing types made positive impacts on instruction. However, there were significant differences between those conferencing in the perception of the technical and instructional quality. The differences were attributed to technical difficulties in the video conferencing session, but the one-to-one video conferencing not having technical problems provided similar impact on instruction to the audio conferencing. In addition to the various comparisons, this research suggests critical factors to implement successful instruction with synchronous conferencing tools.

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Michael M. Grant is an assistant professor in the Instructional Design and Technology program at the University of Memphis. His research considers how to design interactive learning environments. Dr. Grant earned his Ph.D. from The University of Georgia in Instructional Technology and was recently selected for the American Educational Research Association Special Interest Group for Instructional Technology’s 2005 Young Researcher Award.  He may be contacted at mgrant2@memphis.edu. 

Jongpil Cheon is a doctoral candidate in the Instructional Design and Technology program at the University of Memphis. He may be contacted at jpcheon@memphis.edu.