The utility of videoconferencing as a classroom tool cannot be doubted. However, for videoconferencing to be successful it is essential to hold training sessions for teachers. These sessions must focus on development of course content, devising of videoconferencing formats and use of videoconferencing equipment.

Teachers must realize that videoconferencing is only a delivery tool. They cannot use it to deliver information that is not part of core content. Also, the lesson plan should be so organized that videoconferencing does not lead to repetition of information.

All teachers must be taught as to how to operate videoconferencing equipment. This should include use of both hardware and software, so that they can experiment with different formats while developing course material.

An important component is to run trial sessions. This gives the teachers an opportunity to
judge for themselves as to how the lectures must flow. They can also work out the guidelines that they need to lay down for the smooth running of videoconference sessions.

Much, of course, depends on the lesson plan. The teachers must first decide which parts of the course content can be delivered in this format. They then need to identify the audio-visual resources and experts needed to develop the lesson. These may include images, illustrations, audio or visual clips. They also need to interact with the technical team to get an idea as to how to join this material into a seamless lecture.

The videoconference format must encourage interaction. The priority should be to use question-answer sessions or student-centred discussions to encourage interaction.
Students must be asked to prepare their questions beforehand, so that they can take full advantage of the experts or panellists whom the teachers may invite to add value to the videoconference.

Teachers may even encourage pre-conference and post-conference contact through e-mail, chat or document sharing. The students must also be given a timeline so that they know the time slots allotted for individual, group, and teacher interaction.

Another requirement for the smooth running of a video conference is to assign responsibilities students. Based on the format of the videoconference, a teacher may decide to have group leaders, recorders, researcher, group spokesperson or a demonstration leader.

It is useful to pass on background material as hard copy to students for reference and future use. The success of a videoconference should be assessed by a follow up test. This will give teachers an idea as to how well the students were able to absorb the information.

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