Comment: Videoconferencing Alternatives: How Low-Bandwidth Teaching Will Save Us All

When we try to replicate classroom experiences in an online environment, it’s easy to think of video conferencing as our go-to tool for all sorts of learning objectives—and for good reason. Most of us have participated in a video conference at work or had a video chat with friends or family at some point. We like the idea of being able to see and hear our students while interacting with them in real time just like we do when teaching face to face. But there are two key factors that make this approach problematic. Bandwidth and Immediacy.

Stanford, D. (2020). Videoconferencing Alternatives: How Low-Bandwidth Teaching Will Save Us All. IDDblog.

I’ve seen lots of people promoting video-based, real-time (synchronous) meetings as a way to replace normal lectures as part of the global move to online teaching. While I think that face-to-face meetings with small groups of students has value (for example, one-on-one meetings with students, or a small research group), I don’t think that having a live lecture with 50-60 students is a good use of anyones’ time. It’s high bandwidth, assumes that everyone is available at the same time, that everyone can concentrate on what’s going on, that everyone is comfortable with the technology, etc.

When it comes to teaching and learning online and remotely there’s nothing wrong with text. There’s nothing wrong with email. Now is not the time to be introducing the New Shiny Thing and adding more complexity and pressure to students’ learning. If we want students to keep reading, reflecting, and articulating their understanding, then there’s no reason to think that video is the optimal way to get them to do that. Video definitely has it’s place but asking everyone to sit in front of computer for 30 minutes to watch a talking head probably isn’t the best way to use their – or your – time.

The author not only provides useful alternatives to the videoconference but also gives a matrix (see below) that can help us reflect on the purpose of our teaching and what options we might consider in order to achieve that purpose. In other words, use the technology to achieve the outcomes you want. In other, other words, reflect on the outcomes first.

The article also includes examples of specific platforms and services that might be useful, depending on which of the quadrants in the matrix you find yourself. For example, email for low bandwidth and low immediacy, or Google Docs for low bandwidth and relatively high immediacy. We don’t have to try and get all of our students into real-time video lectures but should rather explore using different options to achieve different outcomes, taking into considerations the challenges that our students will face during their remote learning.