Comparison between e-mail and videoconferencing based on ACTION model
Category Feature E- Description
mail
Time of interaction
Synchronous 1 Email communication can overcome the time
lag which phone users are frustrated by Users
of email communication don't have to be in the
same place or at the same time so users do not
usually feel the of timely responses.(DeMarco
(T. and Lister T. 1999
Asynchronous 3 email is often regarded as essential to ensure
communication and coordination between team
members(DeMarco T. and Lister T. 1999)
Type of interaction
Student-student 3 Email communications are motivating and
therefore increase the interactions among
students.(Traw's study, 1994)
Student-teacher 3 manipulates teacher's discourse in email
discussion to see the effects of discourse forms
on students' participation (Ahern,Peck and
(laycock's study,1992
Student-content 1 The text nature of email give the student
chance to react with the content and give the
right response. (Hiltz ,1990)
Student- 3 Student can sing in and send/receive e-mail
machine over different machine. .(Traw's study, 1994)
Videoconfe Description
-rencing
3 Videoconferencing defined as a synchronous
and interactive form of
communication that occurs when two or more
people engage in face-to- face audio and
visual (DigitalBridges, 2006)
2 Video conferencing uses as asynchronous
pedagogical uses espically Desktop Video
Conferencing(Digital
Bridges, 2006)
3 Latchem and his fellow researchers concluded
that videoconferencing was a useful tool for
linking small to medium groups consisting of
10 to 30 students(Seamus Fox,2005)
3 We can use in Interactive teaching (teacher
pulls up vocabulary word, one student reads it,
other
defines it)
1 Using an application sharing learning partners
in videoconference- settings are able to access
and modify the same content on their
individual screen (Dillenbourg & Traum, 1999)
1 Student use, manage, videoconferencing
system in his own way
Learning style Group-based 1 Email is often regarded as essential to ensure
communication and coordination between team
(members(Hawisher & Moran,1993
Self-based 3 Allow students to have time to reflect before
learning respond and as a result students‘ responses
could be better in quality than
in a traditional classroom (Hiltz ,1990)
Flexibility
Anytime 3 User can read emails in their own time at a
moment which is more convenient for them
(DeMarco T. and Lister T. 1999)
Anyplace 3 user can read emails in anyplace at a moment
which is more convenient for them (DeMarco
T. and Lister T. 1999),
Ease of 2 You can easily access to e-mail by having a
access/use account in any website that provide this
technology. In addition, most e-mail websites
are user-friendly.(DeMarco T. and Lister T.
1999),
3 Latchem and his fellow researchers concluded
that videoconferencing was a useful tool for
linking small to medium groups consisting of
10 to 30 students(Seamus Fox,2005)
2 Point-to-point tutorials would seem to be the
most appropriate use of videoconferencing to
make student learn on his pace.(Seamus
Fox,2005)
1 When you establish your account, you will
receive or start Conference Anytime
reservation less audio conferencing
service(ConferencePlus sales
representative,2008)
1 It is difficult to use this technology in any
palace because it need a lot of hardware and
software(Seamus Fox,2005)
2 While you have a videoconferencing system
you can access to it but is not easy to use(De
Jong et al.,
1998; Suthers & Hundhausen, 2001)
 Speed Development 3 We can write a message within seconds and
send more than one person.(Hiltz ,1990)
Feedback 2 It is easy to respond to the many people at the
same time, but sometimes that is not the quick
reply (Wild & Winniford,1993)
Delivery 2 Instructor can send/share content and feedback
to many student at the same time.(Hiltz ,1990)
Instruction
Stand-alone 0 To send an e-mail you need different kind of
medium mediuam and technologies.(DeMarco T. and
Lister T. 1999)
Multimedia 3 In fact, by e-mail you can send any type of
support media(text, audio, video) to many users at the
same time. (DeMarco T. and Lister T. 1999),
effectiveneCost-
3 the comparison shows that email is a more
effective way of communication than other
mediums, in terms of the cost of interrupt
recovery time and it reduces the possible paper
ss
cost in many cases (Jackson T.W., Dawson R.
and D. 2000b)
Total=51 39
% 100 76.5
%
1 A general finding is that extra time is required
preparing audio-visual material for a video
conferencing lecture compared to the
conventional face-to-face lecture9(Seamus
Fox,2005)
3 Users can get immediate feedback while they
are using videoconferencing.
2 Instructor can send/share content and feedback
to many student at the same time in different
types of media.(Hiltz ,1990)
0 We cant use this technology in any palace
because it need a lot of hardware and
software(Seamus Fox,2005)
3 You can use the audio conferencing only, the
web conferencing only or use the audio and
web together - no matter what
combination(ConferencePlus sales
representative,2008)
2 Existing room-based hardware video
conferencing systems, which cost upwards of
tens of thousands of dollars and cost a lot to
establish it and in the regular management and
maintenance.(Peter Csathy,2007)
33
64.7%
 Rate
Sy
nc

0
0.5
1
1.5
2
2.5
3
3.5
As hro
y n
St nch ous
ud ro
e n
St nt- ous
ud stu
e d
St nt-t e nt
ud ea
c
St ent h e
ud -c r
en on
t-m te n
t
Se Gro ach
lf- u i
ba p-b ne
se a s
d e
le d
ar
ni
An ng
Ea yt
se An ime
of y
ac p la
ce ce
De ss
ve /us
lo e
Framework work

pm
Fe en
St ed t
an ba
d- c
al Del k
M o
ul ne ive r
tim m y
Co ed edi
st ia s um
-e
ffe up p
ct o
ive rt
ne
ss
Comparison between e-mail and videoconferencing

E-mail
Videoconferencing
:References
1. Hertz-Lazarowitz, R., Kirkus, V. B., & Miller, N. (1992). Implications of current research
on cooperative interaction for classroom application. In R.Hertz-Lazarowitz (Ed.),
Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 253-
280). New York, NY: Cambridge University Press.
2. Hiltz, S.R.1986.The"virtual classroom": Using computers-mediated communication for
university teaching. Journal of communication,36,95-104
3. Kelley, H. H. (1973). The processes of causal attribution. American Psychologist, 28,
107-128.
4. Larkin, J. H., & Simon, H. A. (1987). Why a diagram is (sometimes) worth ten thousand
words.Cognitive Science, 11, 65-100.
5. O'Donnell, A. M. (1999). Structuring dyadic interaction through scripted cooperation. In
A. M.O'Donnell, & A. King (Eds.), Cognitive perspectives on peer learning (pp. 179-196).
Mahwah, NJ: Erlbaum.
6. Renkl, A. (1997). Lernen durch Lehren. Zentrale Wirkmechanismen beim kooperativen
Lernen. Wiesbaden: Deutscher Universitäts-Verlag.