August 1997 // Volume 35 // Number 4 // Research in Brief // 4RIB1

Plausible Uses and Limitations of Videoconferencing as a Tool for Achieving Technology Transfer

Abstract An investigation into the utilization of videoconferencing at a Texas Agricultural Research and Experiment Station (Center) was conducted. End users of videoconferencing were identified and how well their interests were being served was ascertained. The purpose of this case study was to present the successes and limitations of videoconferencing as experienced during a three-and-a-half year period. Recommendations for improving the use of videoconferencing technology in the attainment of the Center’s mission include support services and on-line scheduling.

If there was a way to describe the impact of an emerging
tech-nology on society, it would have to be that today’s novelty
becomes tomorrow’s convention (Keyes, 1995). Today
videoconferencing technology is being introduced to a hopeful but
wary public that is as fascinated by the novelty of
videoconferencing technology as it is perplexed by its
complexity. The way in which new technologies are developed and
demonstrated can determine whether or not that technology is
successfully adopted.

The demand for information from the Extension staff is
tremendous and it is becoming more evident that they are not
capable of providing all of the information requested by their
clients using traditional contact methods such as farm visits,
group meetings, and newsletters. In such situations, mass media
methods are used to reach large numbers of people(Swanson, 1984).
According to Wilson and Gallup (1955) mass media teaching loses
some intensity when compared with personal contact, but the sheer
numbers of people reached and the cost efficiency of mass media
methods more than offsets the loss of intensity.

Videoconferencing and other distance learning technologies
can facilitate and enhance the work carried out by scientists,
professors, and other Extension personnel. For the most part,
these professionals are in the business of technology transfer to
address human needs in rural areas and, increasingly, in urban
settings as well. Accordingly, the tools of distance education
can allow a broader audience to be reached with a more direct
flow of information.

The Trans Texas Videoconferencing Network (TTVN), is a
system of two-way interactive compressed video that utilizes
digital, high-speed telecommunications circuits. TTVN serves the
Texas A&M University System, including universities, agricultural
research and experiment stations, and the Texas Agricultural
Extension Service (TAEX), connecting over 40 sites throughout
Texas and a site in Mexico City.

This case study was conducted at a Texas Agricultural
Research and Experiment Station, the Center, in South Texas.
Major areas of research at the Center are citrus, vegetables,
field crops, ornamental plants, irrigation and pest control.

The purpose of the current study was to ascertain the
plausible uses and limitations of videoconferencing technology in
furthering the mission of the Center and conducting Extension
work.

Methodology

The methodology employed in this case study was exploratory
and will serve as a first step in developing a formative
evaluation. Investigators spent two days visiting the Center,
interviewing administrators, researchers, support staff and
Extension agents. A semi-structured interview guide allowed the
interviewers to pursue lines of inquiry that explored areas of
recurring themes and also unanticipated issues that might emerge.

Interviews were arranged with the director of the Research
Center and directors of the Extension Service’s Agriculture and
Family Consumer Science programs. Information obtained from them
included examples of various uses of video-conferencing and names
of individuals whose experiences could contribute to the study.

Questions about experiences with TTVN sessions for the
purpose of collaborating on grant writing and conducting
scientific exchanges were distributed to members of a Melon
Research Group listserv via electronic mail. County Extension
agents served by the Center were contacted by phone to obtain
their perceptions on the uses of videoconferencing to accomplish
their goals.

Additionally, the Center’s videoconference schedule was
obtained for the years since the Center began using TTVN (May,
1993 through the end of 1996). The information was analyzed by
type of application.

Results

According to the Center director, “the evolution of distance
learning has been an experience in flying by the seat of our
pants. When it started we really didn’t know what to expect or
what to anticipate. But we are learning.” Three-and-a-half years
after the initial transmission, patterns of use have begun to
develop at the Center.

Analysis of the Center’s Videoconference Schedule revealed
the following uses of videoconferences: (a) university courses,
(b) continuing education and staff development,(c) administrative
activities,(d) TAEX outreach, (e) scientific collaboration, and
(f) public special interest groups.

University courses included business, mathematics, agri-
culture, and engineering. After the first year, university
courses dominated the usage of TTVN at the Center, consistently
accounting for over 60% of scheduled videoconference events.

Continuing education classes include professional develop-
ment in business and health related fields. Staff development
activities are offered in-house to Center staff and to Extension
personnel. Continuing education opportunities actually dropped in
the utilization of TTVN, falling from 68% during 1993, before
college courses were offered, to 12% during the fourth year.

The use of TTVN to handle administrative duties remained
fairly stable. Between 8% and 14% of scheduled videoconferencing
sessions were administrative.

The fourth category represents outreach efforts of the
Extension Service including 4-H, Master Gardener, and the Una
Vida Mejor programs. These programs have accounted for a very
small portion of the total TTVN use ranging from less than 1% in
1994 to 8% in 1995.

Scientific collaboration involved some joint grant writing
efforts and the formation of a “brown bag” lunch meeting of melon
researchers who used videoconferences as a way to exchange
current research information. During 1993 scientific
collaboration activities accounted for 3% of the scheduled use
and fell to 0% when college courses began to be offered through
TTVN. During the last two years research use has been just over
2% of total use.

Finally, a variety of public forum and special interest
group activities that involved some individual initiative by
community end users accounted for 5% of the use in 1993 and
stayed at 4% through 1996.

Table 1
Number of Scheduled Videoconferences by Year and Application
Year
Categories of TTVN Use1993A199419951996
University Credit Courses0250227235
(0%)(64%)(66%)(61%)
Continuing Education/Staff Development141902445
(69%)23%)(7%)(12%)
Administrative Activities42334353
(20%)(8%)(12%)(14%)
TAEX Exension Activities522727
(2%)(>1%)(8%)(7%)
TAES Scientific Collaboration6098
(3%)(0%)(3%)(2%)
Public Special Interest11171315
(5%)(4%)(4%)(4%)
Total205392343383
A 1993 began in May and therefore does not represent a
complete year.

Discussion

Scheduling

Perhaps the area that generated the greatest concern at the
Center was scheduling. Scheduling is a problem, especially with
multi-site transmissions. An administrator told of some of her
scheduling dilemmas: “When I chaired the committee, I
coordinated and considered all schedules. I had to decide between
having six individuals participate versus eight…and then to
decide which individuals would be excluded, whose participation
was critical. I had to find what sites were available and that
also determined who would participate. It is a bubble that could
burst at any time…and then I have to rebuild it again.”

She also reflected on using the same system as the
university and the tenuous feeling of never really knowing
whether one’s plans are secure or whether she could be bumped at
a very late moment. “We have a partnership and we are a second
class audience; priority is [university] classroom scheduling and
sometimes that has to do with the room only, not the equipment.”

It is this reported unreliability and the conflicts which
have arisen that has resulted in the decline in usage of the TTVN
for continuing education and staff development purposes.
Meanwhile, university course delivery has proliferated.

Location

TTVN facilities are located at universities and research
centers of the Texas A&M University System throughout the state.
However, for many of the Extension agents and the rural clientele
of many Extension programs, the closest facility is
inconveniently located. Many agents mentioned the fact that they
were fifty miles or more away from a TTVN site as a factor
limiting their use of the system. Remarks such as “getting people
to come to local programs is hard enough, but asking people to
drive an hour in order to watch a presentation on TV is too
much”, suggest a need to improve the system’s accessability. One
of the researchers in the Melon Research Group responded “I would
like to be able to use it [TTVN] for agent training and Master
Gardener training, but there are just not enough sites located
conveniently for all those who would want to attend.”

Technology Use

The knowledge required to effectively use the TTVN equipment
is not very great but it does require an introduction and some
practice. In most cases, those who are using the system to
accomplish programmatic goals, who are not teaching a regularly
scheduled class, are not confident of their mastery of the
technology. Some expressed their feeling as awkward. “Each time I
use it I have to relearn the process for working the different
cameras”. Also, there is difficulty in troubleshooting, not
knowing where the problem lies when a failure occurs.

Teaching Style

Distance education efforts should be learner focused, with
teachers providing an environment for interactive learning. Our
informants recognized the need to enhance their presentations, to
become more polished, more animated, and to maintain a smooth
camera image. This was seen as a chore and some noted, “Perhaps
we should look to video production specialists for tips and
training.”

Personal Contact

Several individuals expressed concern about the loss of
personal contact with their clients and peers while conducting
activities over TTVN. One Extension staff member lamented: ” As
an educator I feel that in isolating the teacher from the
learners, the passion is lost, it’s not the same.” Extension
agents stressed the importance of face-to-face contact and were
in agreement that “… it is through working individually with
the clientele that the Extension worker learns about the people
of the area, how they think, what their needs are, and how they
carry on their work .” (Swanson, 1984, p. 130)

Recommendations

Plan of Action

The lack of a mission statement calling for greater use of
TTVN technology in Extension and research is evident. Current
usage is by individual choice. While use of this technology is
embraced by a few individuals who are willing to take risks, many
others continue to work with traditional methods.

Extension personnel should be encouraged to assess each duty
that they perform to determine whether it could be more economic-
ally and efficiently accomplished when conducted through TTVN.

Regularly scheduled blocks of time for university courses
severely limited the scheduling options available for other uses.
It is foreseeable that in order to ensure an increase in
Extension use of the TTVN system, including Extension outreach
and scientific collaboration, another connection to support an
additional ELMO document camera and monitor located in a second
classroom must be provided.

Scheduling

The current scheduling system is unsatisfactory and does not
allow for the needs of Extension or research priorities. A user
friendly, on-line scheduling system that provides immediate
feedback and confirmation should be designed and implemented to
overcome system-wide scheduling headaches.

Short of establishing a second TTVN site, reservation of
time slots should be made for non-university, Center activities
to ensure that predictable blocks of time are available for
scientific collaboration and Extension work. Reserved time slots
should be based upon end user patterns and the systematic input
of all potential end users.

Technical Support

The technical demands of TTVN technology and the amount of
preparation and enhanced presentation skills required have an
intimidating effect on potential end users. Adequate training
must be provided for end users. Videoconference specialists need
to be employed in order to assure on-hand technical support.
Also, all sites on the TTVN system should be upgraded so that
peripheral devices can be successfully used in presentations of
detailed scientific slides.

A training program that will provide presenters with needed
skills and confidence will enable them to make interesting
presentations and conduct skillful interactions with other end
users. Peer review could also provide suggestions to improve the
learning environment on TTVN. Ideally the Center would model
effective videoconference instructional design and methods within
an interactive environment.

Summary

This study reveals that Extension and research work at this
Texas Agricultural Experiment Station has only begun the first
mile of the journey toward efficient use of videoconferencing
technology. Nonetheless, the advantages of time and expense
savings were noted without exception among informants. It was
also clear to the informants that increased frequency of contact
and opportunities for broader interaction outweighed the
disadvantages of teaching with TTVN as encountered at the Center.
The one exception was in the area of outreach where personal
contact is predominantly preferred.

The Texas Agricultural Research and Experiment Station has
changed due to the introduction of videoconferencing in 1993.
Framing the context of the center’s role Center Director Dr. Jose
Amador stated “What you have to understand is that the Center is
in the business of demonstrating technology and what it can do.
And our role here at the Center is to provide the setting, the
equipment, and the link, as well as handle some administrative
and logistical tasks. Once people have seen the technology in
action, it is up to them to develop the applications.”

As a working model, the experience of the Melon Research
Group and their “brown bag” lunch meetings have proven to be a
very good use of TTVN. “The TTVN sessions have proven to be an
excellent tool for exchange of current work in Texas,
particularly for off-campus centers”. Several researchers
stressed the timeliness of the information exchange as in
“knowing what melon diseases are threatening”. Similar
applications can be found wherever Extension professionals from
different locations are engaged in common or like projects.

A Tropical Fruits class that was team taught by a faculty
member at College Station and a scientist at the Center is a
promising example of how complementary professionals can be
brought together. This type of team work can be further developed
with supportive administrative policies and planning.

In a broader application of TTVN, ways to integrate
communications among all of the agricultural components of the
Texas A&M University System can be achieved. Particular emphasis
should be placed on facilitating the critical links between
research and Extension activities.

Videoconferencing technology at the Center holds much
promise for furthering the mission and goals of the Texas
Agricultural Research and Experiment Station and the Texas
Agricultural Extension Service. With timely adjustments and
improved planning, the Center can move from promise to fulfill-
ment, ensuring more efficient and effective service to the
public.

References

Amador, Jose (1996, December 12). Personal interview.

Garza, Bertha (1996, December 12). Personal interview.

Jacques, Ubaldo (December 11,1996). Personal Interview.

Keyes, J. (1995). Technology trendlines. New York: Van
Nostrand Reinhold.

Miller, Marvin (1996, December 11). Personal interview.

Swanson, B. E. (1984) Agricultural Extension: A resource
manual. Urbana, IL: University of Illinois.

Swietlik, Dariusz (1996, December 11). Personal interview.

Texas Agricultural Research and Experiment Station (1996).
Videoconference schedule (1993-1996). Weslaco, Texas.

Warren, Doyle (1996, December 12). Personal interview.

Willie, Celina (1996, December 12). Personal interview.

Wilson, M.C. & Gallup, G.(1955). Extension teaching
methods. Washington, DC; Extension Service, U.S. Government
Printing Office.