Can virtual seminars be used cost-effectively to enhance student learning?

Abstract

With the expansion of university student numbers over the past decade, deteriorating staiT-student ratios have necessitated a re-evaluation of teaching and learning practices. In general, the amount of direct contact between staff and students has diminished. Lecture audiences have grown larger and there is less opportunity within or immediately after lectures for interaction between students and lecturers. Seminars, classes and tutorials have also grown and they often have fifteen or more students in them, allowing on average only four minutes or fewer of active participation by each member over the course of an hour's