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Videoconferencing Use in Tertiary Education in Latin America

  • August 2014
  • -
  • Frost & Sullivan
  • -
  • 42 pages

Adoption is Increasing to Meet Demands of Mobile and Remote Students

In this market insight, Frost & Sullivan identifies main uses of videoconferencing in tertiary education in Latin America. It analyzes the environment and major market trends, and provides profiles and case studies from leading vendors. Universities and educational centers—mostly private institutions—have been adopting videoconferencing as a service to their students. Videoconferencing allows students to attend courses on their own schedule, from various locations, and allows them greater access to subject-matter experts.

Executive Summary
-In this market insight, Frost & Sullivan identifies main uses of videoconferencing in education, analyzes the environment and major market trends in Latin America, and provides profiles and case studies of leading vendors.
-Universities and education centers—mostly private institutions—have been adopting videoconferencing as a service for their students.
-Videoconferencing allows students to attend courses whenever and wherever they are available, and gives them access to subject-matter experts.
-Even though vendors are reducing prices, cost remains a key consideration for institutions. Cost and the bureaucracy involved in budget approval are adoption restraints.
-Internet access and mobility, which enable distant students and professors to be connected in real time, drive adoption of this solution.
-Videoconferencing allows professors to teach to more students simultaneously, increasing the number of enrolled students without expanding physical classroom space.
-Interaction with professors and other students is simple and intuitive, and does not require expertise or specific knowledge about the technology.

Definitions
Virtual Classroom: An online, collaborative meeting experience that allows professors and students in different locations to interact in real time for instruction. The environment offers desktop sharing, application sharing, Web conferencing, video conferencing, live streaming, and chat capabilities. Professors and students can access content through an online portal from their personal computers, tablets, or even by mobile phone. Live chat with tutors can happen with a video calling option. Mobile video and audio conferencing solutions can be leveraged for interactive participation by multiple end users across the same platform.
Asynchronous Learning: A lecture occurs at a different time than student viewing.

Bring Your Own Device (BYOD): Students consume classroom content on a device of their choice (e.g., smartphone, tablet, or laptop) at any time or place. It is required for mLearning (learning on a mobile device). Device use can be in or outside of the classroom.

Blended or Hybrid Classroom: An online component complements traditional, face-to-face classroom instruction, allowing a student to exercise some control over the time and location of learning.

Table Of Contents

Videoconferencing Use in Tertiary Education in Latin America
Executive Summary

Executive Summary

Market Overview

Definitions

Market Introduction

Videoconferencing in Education

Market Trends and Analysis

Videoconferencing Market in Latin America
Education Level in Latin America
Internet Access
Mobility
Household Internet Access
Videoconferencing in Education—Benefits
Videoconferencing in Education—Looking Forward

Case Studies

Videoconferencing in Education—Market Overview
Avaya—Solution Overview
Avaya—Best Practices Case: UPAEP
Cisco—Solution Overview
Cisco—Best Practices Case: Plan Ceibal
Lifesize—Solution Overview
Lifesize—Best Practices Case: University of St. Thomas
Polycom—Solution Overview
Polycom—Best Practices Case: Autonomous University of Tamaulipas

The Last Word

The Last Word
Legal Disclaimer

The Frost and Sullivan Story

The Frost and Sullivan Story
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