STUDENTS REACTIONS TO THE INTRODUCTION OF VIDEOCONFERENCING FOR CLASSROOM INSTRUCTION

This study examined how students who had no prior experience with vide oconferencing would react to the use of videoconferencing as an instru ctional medium. Students enrolled in seven different courses completed a questionnaire at the beginning of the semester and again at the end of the semester. Students at the origination and remote sites did not differ in their reactions toward videoconferencing but there was a si gnificant difference for gender Women reacted less favorably to videoc onferencing. Compared to the beginning of the semester, students repor ted significantly less positive attitudes toward taking a course throu gh videoconferencing at the end of the semester. There were no signifi cant differences in students' attitudes toward videoconferencing acros s courses at the beginning of the semester but there were significant differences across the courses at the end of the semester. The results suggest the need for better preparation for both students and instruc tors.