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Information technologies provide unique opportunities for higher education faculty to rethink the resources that are available to re-envision their pedagogical techniques. One such promise is the ability of the faculty member to invite virtual guest speakers or experts into the graduate course through web-based conferencing. The virtual guest can host asynchronous interactive discussions with students in the course for a specified period of time. These technologies provide students with the ability to interact with guests in new ways by expressing individual concerns and discussing them without time and place constraints. This paper describes in quantitative and qualitative terms one such experience in a graduate course where three virtual guests were invited to interact with the students over the eleven-week course.
Siva Kumari (Tue,) studied this question.