Harnessing the Power of VOIP in the Educational Sector - Essay Example

SKYPE HARNESSING THE POWER OF VOIP IN THE EDUCATIONAL SECTOR INTRODUCTION Before the onset of voice over internet protocol (VOIP) technologies,distance learning and instruction are tied primarily through the use of text-based modules and earlier technologies like chat, forums/threads and file sharing. Voice technologies were introduced before but have failed due to complex system setups and obscure methodologies (Pan and Sullivan, 2005). With the use of VOIP/telephony softwares like Skype, VOIP technology is on the threshold of conquering these initial obstacles to make distance learning an interactive experience for learners. (Pan and Sullivan, 2005). The objective of this paper is to present a better understanding of the underlying technologies utilized by Skype and how such technologies can greatly impact and be beneficial if adapted in the fields of business and education. BACKGROUND Skype is a software program developed by the creators of the peer-to-peer (p2p) program, Kazaa, which allows its users to speak, make video calls, send messages and transfer data files through the use of computers connected to the internet. Unlike p2p file sharing programs, however, Skype focuses more on the merits of sharing voice communication and social interaction rather than swapping or file distribution. Skype software is proprietary but is free for download and can be installed on multiple platforms - Windows, Linux, MacIntosh OS and even in Pocket PC (Wikipedia, 2006). Strengths Unlike other VOIP softwares available, Skype uses peer-to-peer internet service. The advantage of utilizing a p2p model instead of the traditional and centralized client-server setup is that the network distribution can advance rapidly without the need for cost-intensive and highly complex infrastructure. Due to its decentralized model that uses nodes, Skype is able to bypass frequent firewall and network address translation problems associated with most centralized architecture (Wikipedia, 2006). The very foundation of its usage is to provide its users free online communication with each other, as well as the capability to reach other channels, such as traditional landline and cellular phones. It is also the fist VOIP program to propose the idea of free voice conferencing anywhere in the world (Wikipedia, 2006). Currently, making voice calls to land or mobile phones using Skype is a whole lot cheaper than making calls directly from established mobile or landline systems. To illustrate, a usual call rate ranges from 30 to 45 cents a minute as compared to 2 cents charged by Skype for every minute of voice call usage. In addition, voice calls from pc to pc are always free of charge (Wikipedia, 2006). Disadvantages There are several notable drawback s with using Skype. In terms of technological impediments, although growth projections for Skype users is on an upward trend, many Internet users are still not aware of the technologies that Skype offers. For get the best out of software, one would need broadband connection speeds. Security-wise, many institutions have not warmed up to the technology because of security and nodal/network issues (van Drimmelen, 2006). Using the software can put additional load to users who are connecting directly to the Internet without NATs. The user has no option to stop the program from using the resources of the computers to support p2p networking (Wikipedia, 2006). In terms of privacy, there are users who are concerned with the fact that the use of the software can allow anyone to listen to the conversation. Language can also be a barrier, especially in conferences in which participants use different languages. Finally, there is also the question of financial costs. Although the software and most of its services are free, there are still monetary implications. To be able to use Skype: one has to have access to a computer, the internet and must also have extra peripherals like a headset with a microphone (van Drimmelen, 2006). IMPACT OF SKYPE IN THE BUSINESS SECTOR The benefits that can be reaped though the use of the Skype software is immense; it also has unlocked a range of opportunities that can be tapped by various sectors. In the area of business, for example, there has been an increasing migration trend to internet protocol-based infrastructure (National Institute of Justice, 2006) This migration is basically because many commercial and business establishments have seen the economic and financial viability of VOIP technology. Aside from the benefits that can be gained financially, the business sector took advantage of the efficiency that is innate in IP-based networks, which is why traditional telephony providers are now facing growing competition with non-conventional service suppliers (Dudman, 2006) The use of Skype promises increased productivity as well as faster transmission of communications. This is especially effective for businesses that wanted to reach a global market. Using Skype hold the promise of improving the delivery of services and strengthen a company's client base through the use of highly cost effective and free technologies (Dudman, 2006) To illustrate, many telephony services that uses IP as backbone are never connected with traditional linear networks. By selling services that uses the inherent capability of the Internet in providing multimedia content without the restriction of costly infrastructures, nontraditional providers are able to reach niches that could not be serviced through conventional sources (Dudman, 2006) With such steady growth, it was projected that convergent voice and data technologies that rely on the Internet and VOIP will be used in about ninety-five percent of many major businesses in the next four years. The ability of VOIP technologies to be integrated and converge itself with current and future technologies have driven its use in the telecommunications industry (Dudman, 2006). Of late, many established business entities have initiated the evaluation of VOIP technologies like Skype in the belief that these internet systems present an improved dependability and low error margins. Business analysts have estimated that in European market sector alone, as much as fifty percent are evaluating these technologies and in the following years from now, around seventy-five percent of these enterprises will adapt VOIP for their voice call needs (Dudman, 2006). IMPACT OF SKYPE IN THE EDUCATION SECTOR Advances in technology have also made VOIP available in almost all locations in the world. As mentioned earlier, although voice-based technologies have been available for sometime, Skype have introduced the concept of free pc-to-pc calls that for the first time had a global reach. Though the business impact has clearly been evident, the introduction of this technology has also opened doors for many educational institutions, enabling them to embark on projects that can address overseas and multi-cultural distance learning requirements. Because it has found its way into the academic scene, VOIP programs like Skype have helped lessen schools' communication and administrative costs (Pan and Sullivan, 2005). Easy integration of Skype in existing distance learning methodologies was also seen as a plus factor. Educational institutions have also looked in favor of Skype a cost-effective solution to expensive long-distance calls and conferencing problems. To abet the learning process, Skype unlike podcasting (which uses an asynchronous transmission), allows its users synchronous communication (Jeffries, 2006), enabling them to communicate in real time and in high quality audio, in the same manner as one would use a landline/mobile device, except that it uses headsets with microphones (Pan and Sullivan, 2005). In contrast to conventional telephony, however, users can take advantage of the software's other technological capabilities like sharing files, audio conferencing, video calling and using its chat feature, this making learning a more holistic and easier experience. Aside from providing online learners better distance learning tools, Skype offers both educators and students to benefit from a learning environment that promises better social presence (Dudman, 2006). Asynchronous learning aggravates the feeling of isolation that is usually experienced by distance learners. For online distance courses, it was found out that incorporating a synchronous method is more effective and is preferred more over asynchronous process because of the prospect of instantaneous feedback, support, reaction, and acknowledgment (Pan and Sullivan, 2005). In one pioneer study which aimed at assessing the impact of the Skype software in teaching and learning on an online environment held at the University of Texas and Texas Southmost College, the initial results were positive and encouraging. The research findings hinted that Skype is an efficient program that can effectively handle synchronous interaction (Pan and Sullivan, 2005). According to respondents of the study, the use of Skype allowed them to interrelate especially in group work that requires time-constrained output. There are also some learners that observed that using the software allows them to understand the subject of the discussion, especially conceptual ones than by merely using textual chat. Some added that the voice capability of Skype which permitted interpersonal interaction have facilitated in empowering and instilling responsibility in students in the virtual setting (Pan and Sullivan, 2005). Using Skype supplemented the online learner's responsiveness, without being hindered by typing speed, which is one of the setbacks of using a chat-based system. If a concept or subject needed further discussion or clarification, the learner can easily do so and in the process, make them more focus and motivated to the task at hand (Pan and Sullivan, 2005). The new and free video calling feature can also augment this further (Wikipedia, 2006). Facilitating learners to get to know each other in real-time exceeds any text-based system (Pan and Sullivan, 2005). . For conferencing needs, Skype can support up to a hundred participating users through its Skypecast feature, which is especially useful for forums and symposia. The design of the interface allows participants to either listen or partake in the discussion. If the user wants to participate to the discussion or ask the facilitator a question, the user is placed on a virtual queue. In addition, the participants can always check each other's profile and initiate discussion among each other (van Drimmelen, 2006). Similarly, users can easily mine the network to look for individuals who are highly experienced or experts in various fields through its profiling option (Dickmeis and Bihler, 2005). The potentials of using voice conferencing for educational use are vast. Skypecasting is a great way to initiate contact, socially network and discuss a whole lot of subjects which in a way could enrich educational experience. Because it allows the participation of diverse cultures and languages, opening online language classes can be a possibility, for example, a native English speaker can interact and help other users who are not as equipped in speaking a foreign language (van Drimmelen, 2006). The idea of incorporating Skypecasting in language sessions featuring native language speakers can make learning an extraordinary experience. In one school project that incorporated Skype in their language lessons, there was an overall improvement after just a seven-week testing period in terms of areas concerning fluency, grammar/vocabulary, comprehension, creative speaking, among others (TES ICT, 2006). Using this feature allows all users to make exchanges equal/democratic, without irregardless of sex, age, educational background or race. Skypecasting also has the potential of bringing academic minds accessible to more people worldwide (van Drimmelen, 2006) Since many educational institutions have limited financial capabilities and resources, Skypecasting is an ideal alternative to expensive online classes that require high implementation costs because the service is free. Creativity is also enhanced in Skypecasting, especially in presenting ideas to keep other participants motivated. It also provides another means of installing collaborative learning among educators and students (van Drimmelen, 2006). In addition, using Skype also paved the way for educators and parents to effectively monitor and communicate, especially if geographical reasons are an impediment for face-to-face interaction (VOIP Lowdown, 2006). CONCLUSION Although it is already an established fact that distance or online learning is not applicable or suits everyone, with the use of Skype, traditional barriers associated with this methos learning is surmounted. Just like any other new technologies available, using Skype is not without disadvantages but these drawbacks are less compared to the advantages and possibilities to enhance the learning process. Using Skype has provided many users with a valuable tool in promoting social interaction and makes learning more spontaneous and easier to assimilate. Skype allowed both group of users - the educator and the students to interact in real-time: validating the learner's participation in a project, instilling responsive relations with participants and immediate resolutions to questions or inquiries/clarification. On a final note, Skype's technology is a great alternative for conventional and costly voice and data communications and has acted as a catalyst in making education available globally. REFERENCES "Skype." Wikipedia, The Free Encyclopedia. 18 Dec 2006, 20:50 UTC. Wikimedia Foundation, Inc. 20 Dec 2006 < http://en.wikipedia.org/w/index.phptitle=Skype&oldid=95162990 >. "How to use Skype to help with language lessons", 08 November 2006, Blog Article, TES ICT Blog, TSL Education Ltd., December 20, 2006 < http://www.tes.co.uk/blogs/blog.aspxpath=/ICT/&post=2305597 > "VoIP in Education", January 06, 2006, Blog Article, VoIP Lowdown, December 20, 2006 < http://www.voiplowdown.com/2006/01/voip_in_educati.html> Card, Dan et al., 2006, "Can You Hear Me Now: The Return Of Voice To Distance Learning", Proceedings of the Fifth IASTED International Conference on Web-Based Education. Mexico: Puerto Villarta. Dickmeis, Thomas and Bihler, Pascal, 2006, E-Learning and VoIP: How Skype can revolutionize interactive E-Learning, Seminar Proceedings, "5IF-SEME": An introduction to virtual learning environments, Insa de Lyon. Dudman, Jane, 2006, Voice over IP: what it is, why people want it, and where it is going. Joint Information Systems Committee. JISC Technology and Standards Watch. United Kingdon: London. Jeffries, Dottie, 2006, Distance Learning: Ideas and Opportunities, Best Practices News Bulletin, American Psychoanalytic Association, Volume 4, No. 1. National Institute of Justice, 2006, Telephony Implications of Voice over Internet Protocol, National Institute of Justice, U.S. Department of Justice. Pan, Cheng-Chang and Sullivan, Michael, September 2005, Promoting Synchronous Interaction in an eLearning Environment, The Journal, December 20, 2006 < http://thejournal.com/the/printarticle/id=17377 > Van Drimmelen, Jeff, 2006, Skypecasts Academic Potential, EduCause Connect, December 20, 2006 < http://connect.educause.edu/blog/jeffvand/skypecasts_academic_potential/11367time=1166273072 > Read More