Definition Audioconferencing is a learning event or meeting in which participants in different locations use telephones, or audioconferencing equipment, to interactively communicate with each other in real time. The number of participants may be as small as 3 or as large as 100 or more. 
Key Characteristics Audioconferencing is a synchronous tool. The basic technology and services involved with an audioconference are commonly available. Anywhere there is a telephone, people can participate in an audioconference. An audioconference can be carried out over a simple speakerphone, or using hands-free audio units, with sensitive microphones and sophisticated echo-cancellation software. The devices used for audio conferencing range from individual telephones and speakerphones to specially designed room systems that include speakers, microphones, and equipment to mix the sound. The benefits for your learners of participating in an audioconferencing are as much social as they are pedagogic. Most people are comfortable operating telephone equipment and have experience understanding and using conversational protocols on the telephone, therefore there is no technology hurdle to be overcome. Unlike asynchronous communication technologies, audioconferencing gives your learners a sense of participating in a live event. Audioconferencing also provides an opportunity for live discussion and immediate feedback. It gives you a chance to interact and guide the learners’ thought processes at the very moment they are unfolding. And an audioconference can provide your learners with the opportunity to practice the skill of talking about their subject. Audioconferences can also be taped for archival purposes or distributed to learners who missed the live session. » Back to top
Our Experience World Bank Institute course teams have effectively used audioconferences to bring guest resource persons into a learning event, for short lectures and interactive discussions, for interviewing potential facilitators and/or resource persons, for discussing learning activity details, for capturing feedback and follow-up evaluations, and as a backup to videoconference. Course teams have used audioconferences for short lectures, seminars, and tutorials. We have found that it can, and should be, used in conjunction with other technologies. For instance, audioconferences are often used in conjunction with videoconferencing - to quickly and conveniently bring in busy guest lecturers or resource persons who do not have access to a videoconference facility. It has also been used in conjunction PowerPoint and NetMeeting – to deliver a lecture/presentation followed by discussion, and it has been used in conjunction with print materials have been distributed to participants prior to the learning event. It is important to remember that audioconferencing is not like face-to face communication, therefore teaching needs to be adapted to fit the medium. Successful audioconferencing requires participants to follow protocols like announcing who's speaking and asking if anyone else has anything to say. Use it if… - You want real-time interaction with your participants, facilitators, and/or resource persons at a low cost.
- You wish to bring a resource person/guest lecturer – who does not have access to a videoconference facility - into a videoconference event.
- You need to “meet” with your facilitators in real-time at their convenience.
Forget it if… - You only wish to lecture.
- You are not prepared to properly moderate the audioconference, ensuring turn-taking and proper identification of each speaker.
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Examples Examples of successful learning events, interviews, feedback sessions, conducted via audioconference: » Back to top
Resources A list of resources related to audioconference in learning activities: » Back to top
Design Suggestions The challenge in designing an audioconference is to maximize the capabilities of the medium while minimizing its limitations. The major advantage of audioconferencing is its two-way interactive capability. Its major limitation is the absence of visual communication. Thus, in designing your audioconference activity, consider the following: - Using pre-recorded audiotapes within an audioconferencing when your intent is to present information with little or no interaction. Present content in blocks of 10-15 minutes and then follow-up by opportunities for interaction and feedback.
- Using preview, presentation, and review techniques to provide structure to instruction. Make statements that help participants to “see” the organizational structure of the content and connect new information with previously presented information. Call attention to the main points as well as the organization and structure.
- Complimenting audio content with visual information in the form of illustrations, pictures, slides, or videotapes. This information can be distributed ahead of time by mail or electronic means.
- Use printed material, such as course manuals, content outlines, and handouts to give participants an organizational framework and save note-taking time.
- Create a course manual or syllabus that includes supplemental readings, study questions and exercises, hard copies of visuals and other illustrations, and bibliographies.
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