Comparative analysis of learners' awareness between multi-point connections in a videoconferencing class

The network technology has enabled us to realize multi-point connections on the Internet using videoconferencing systems that are blended with classroom activities. Assessing the use of this kind of integrative technology, however, has not been surveyed enough to support learning flows in education. This paper discusses different pedagogical effects concerning learners' awareness by comparing an experimental class conducted using a two-point connection, as well as another using a three-point connection. The analysis based on a questionnaire to the participants indicates that when placed in a three-point connection environment, as opposed to a two-point connection environment, students with certain characteristics tend to participate more positively and with more awareness to cross-cultural understanding. This leads us to the conclusion that a synchronous distance class using a multi-point connection can provide students with a better environment for raising cross-cultural awareness.