The National College for School Leadership (now the National College) exists to serve the development needs of school leaders in England. The College has begun to use web conferencing in several areas of its work including its professional development programmes, strategic initiatives and support and networking opportunities. Web conferencing tools offer a range of modes of interaction including audio, chat, text, desktop sharing, presentations and video conferencing. It thus has the potential for multi-process learning. The research reported here investigated the ways in which multi-process learning using these tools can be understood. It asked ‘What insights can be gained into the learning processes occurring in synchronous online seminars involving experienced educators? A literature review was carried out to provide background on the current thinking about learning through web conferencing and to explore factors that might be essential for the collective construction of knowledge in this context. Recorded internal and external NCSL web conferences were chosen as case studies; these provided the data for independent qualitative analysis by each of the researchers. From this analysis a model of the learning processes, identified in the data, was developed and related to the current literature. The major findings and model were further reviewed, in the light of their own web-conferencing experiences, by a large number of expert College educators. The resulting ‘model of multi-process learning in web conferencing’ identifies the part played by social, informational, individual internalisation and co-construction stages in multi-process learning.
This is a preview of subscription content, access via your institution.
Buy single article
Instant access to the full article PDF.
Tax calculation will be finalised during checkout.
Subscribe to journal
Immediate online access to all issues from 2019. Subscription will auto renew annually.
Tax calculation will be finalised during checkout.
OfSTED is the Office for Standards in Education, Children’s Services and Skills. Amongst other things, it is responsible for inspecting schools in England
Similar seminars are continuing.
Amirian, S. (2002). Pedagogy and videoconferencing. USA: Conference presentation, Montclair State University.
Ballagas, R. (undated). Media Multitasking is not always Multitasking http://www.stanford.edu/group/multitasking/memos/Ballegas_MultitaskingMemo.pdf Accessed 8th June 2011.
Bannister, F., & Remenyi, D. (2009). Multitasking: the uncertain impact of technology on knowledge workers and managers. The Electronic Journal Information Systems Evaluation, 12(1), 1–12. Available online at www.ejise.com Last accessed 17th June 2011.
Basiel, A. (1999). Applied Formative Evaluation in the Web-based Environment. Middlesex University
Basiel, A., & Hatzipanagos, S. (2008). Online pedagogy for web-based videoconferencing: guidelines of good use. http://www.elearning.mdx.ac.uk/research/Skip_StylianosV4a.doc. Accessed 5th June 2011.
Beatty, B., & Allix, N. (2005). Being there: Exploring extending and enriching distance education in real time with WebEx. Paper presented at the Paper presented at the ODLAA Conference, Adelaide 2005, 2005
Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women's ways of knowing: The development of self, voice, and mind. New York: HarperCollins/Basic Books.
Collison, G., Elbaum, B., Hassvind, S., & Tinker, R. (2000). Facilitating online learning: effective strategies for moderators. Madison: Atwood Publishing.
Dix, A. (1995). Human computer interaction. Upper Saddle River: Prentice Hall.
Fruchter, R., Ponti, M., Jungbecker, A., & Alfen, H. W. (2007). A scalable working model for cross-disciplinary global teamwork education pp769-777 http://itc.scix.net/data/works/att/w78-2007-118-143-Fruchter.pdf Accessed 7th June 2011.
Garcia-Horta, J. B., & Guerra-Ramos, M. T. (2009). The use of CAQDAS in educational research: some advantages, limitations and potential risks. International Journal of Research and Method in Education, 32(2), 151–165.
Greenberg, A. (2004). Navigating the sea of research on videoconferencing-based distance education. http://www.wainhouse.com/files/papers/wr-navseadistedu.pdf. Accessed 12th June 2011.
Grenfell, M., & James, D. (1998). Bourdieu and Education: acts of practical theory. London: Falmer Press.
Hassan, A. Z. (2003). An action research study in an Arab context of the application of social constructivism and information communications technology in supporting the learning of pre-service teachers on a technology of education course. Exeter: University of Exeter.
James, D., & Biesta, G. (Eds.). (2007). Improving learning cultures in further education: London, Routledge.
Johnson, J. T. (2006). Tech’s next wave is the dashboard. computerworld Canada. LexisNexis. http://www.itworldcanada.com/news/techs-next-wave-is-the-dashboard/99423. Accessed 6th June 2011.
Kaptelinin, V., & Nardi, A. (2006). Acting with technology: activity theory and interactional design. Cambridge: The MIT Press.
Kelly, V. (2006). Adapting the Theories of Online Education to Online News Sites. Kent State University. Available at www.personal.kent.edu/~vkelly/masters/val_kelly_12_07_06.pdf,
Ku, H., & Lohr, L. L. (2003). A case study of Chinese student attitudes towards their first online learning experience. Education Technology Research and Development, 51(3), 94–102.
Mayr, U. (undated). What we know: Multiple sources of multitasking costs in the laboratory http://www.stanford.edu/group/multitasking/memos/Mayr_MultitaskingMemo.pdf. Accessed 4th June 2011.
McElroy, M. W. (2003). The new knowledge management: complexity, learning, and sustainable innovation. Oxford: Butterworth-Heinemann.
Morris, D. (2010). Are teachers technophobes? Investigating professional competency in the use of ICT to support teaching and learning. Procedia Social and Behavioral Sciences, 2, 4010–4015.
OfSTED (2004). ICT in Schools: The Impact of Government Initiatives - Secondary Science. London: Office for Standards in Education.
Perry, W. G., Jnr. (1970). Forms of Intellectual and Ethical Development in the College Years: A Scheme. . New York: Holt.
Seddon, K., & Postlethwaite, K. (2007). Creating a model for self-evaluation and facilitation of co-construction of knowledge through online interaction. Technology, Pedagogy and Education, 16(2), 177–198.
Semin, G. R., & Smith, E. R. (2002). Interfaces of social psychology with situated and embodied cognition. Cognitive Systems Research, 3. http://www.cratylus.org/people/uploadedFiles/1118486135642-3656.pdf. Accessed 13th June 2011.
Slowinski, J. (2000). Promoting Virtual Collaboration Via the WWW, TechKnowLogia, September/October 2002 http://www.techknowlogia.org/TKL_active_pages2/CurrentArticles/main.asp?IssueNumber=7&FileType=PDF&ArticleID=178. Accessed 9th June 2011.
Strauss, A. L., & Corbin, J. (Eds.). (1997). Grounded theory in practice Thousand Oaks. CA: Sage.
Tiwana, A. (2000). The knowledge management toolkit: practical techniques for building a knowledge management system. Upper Saddle River: Prentice Hall.
Vygotsky, L. (1978). Mind in Society: the development of higher psychological processes. Cambridge: Harvard University Press.
Wallis, C., & Steptoe, S. (2006). Help! I’ve Lost My Focus. Time Magazine, 167, 42–47.
Wenger, E. (1998). Communities of practice: learning, meaning and identity. Cambridge: Cambridge University Press.
Wick, C. (2000). Knowledge management and leadership opportunities for technical. Communicators Technical Communication Fourth Quarter, 2000, 515–529.
About this article
Cite this article
Seddon, K., Postlethwaite, K., James, M. et al. Towards an understanding of the learning processes that occur in synchronous online seminars for the professional development of experienced educators. Educ Inf Technol 17, 431–449 (2012). https://doi.org/10.1007/s10639-011-9166-8
- Web conferencing
- Multi- process learning
- Adult learning
- Distance learning
- Human multi-tasking