Video-conferencing in a classroom

We introduced case studies and video conferencing-based projects to supplement lectures in teaching a graduate level telecommunications management course. The effectiveness of these methods in improving learning effectiveness was measured by administering questionnaires to students. Results of the analysis suggest that lectures were effective in imparting domain specific skills. Written case studies were more effective in imparting higher level cognitive skills, triggering learning interest, improving communications skills, and learning from others. Video-conferencing projects supplemented the other methods and were perceived as a secondary means of learning