Abstract :
Synchronous audiographic conferencing (SAC) refers to a combination of
technologies for real-time communication and interaction using multiple
media and modes. With an increasing institutional uptake of SAC, users
require an understanding of the complex interrelations of multiple media in
learning scenarios in order to support pedagogic-driven planning and effective
use of the tool. This paper provides a review of recent literature that explores
the pedagogic strategies used to underpin practical uses of SAC for the benefit
of learners especially in non-standard contexts such as distance education.
The paper reports on approaches from practitioner-oriented perspectives as
well as approaches based on educational theory, notably the community of
inquiry model, task design and multimodal models of cognition, meaning and
interaction. The main features of these models were extracted to provide both
a synthesis for future work on dedicated pedagogic models for SAC and a
resource for practitioners wanting to link SAC with educational theory.
