Teaching Online or On-Campus? – What Students Say About Desktop Videoconferencing (original) (raw)
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The Videoconferencing Classroom: What Do Students Think?
The advantages of video conferencing in educational institutions are well documented. Scholarly literature has indicated that videoconferencing technology reduces time and costs between remote locations, fill gaps in teaching services, increases training productivity, enables meetings that would not be possible due to prohibitive travel costs, and improves access to learning (Martin, 2005; Rose, Furner, Hall, Montgomery, Katsavras, & Clarke, 2000; Townes-Young & Ewing, 2005; West, 1999). However, there are few studies that analyze the effectiveness of videoconferencing from the student’s perspective. Videoconferencing technology is often touted as a method to connect with previously inaccessible student populations, but does it adequately serve the needs of the students? If given a choice, would students select videoconferencing over face-to-face instructional methods?
2002
According to research conducted in two studies examining incidental learning activity within a complex of asynchronous online courses and compressed desktop video courses at a midsized university, incidental learning outcomes not identified as part of the formal curriculum are evident. Learning to use technology and individual and group attitudes and behavioral patterns are two particular outcomes. The results of both studies illustrate the importance of incidental learning and of developing a learning environment that fosters positive outcomes. Theory and application concerning teaching and learning in online distance education courses and desktop video conferencing courses may differ. This paper compares and contrasts current online and DVC learning theory with observations and reflections of the researchers that show what may actually be happening with some students in today's distance education classrooms.
Student perspectives on videoconferencing in teacher education at a distance
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This article presents the findings of a small-scale study exploring student views on videoconferencing (VC) as a teaching tool in teacher education at a distance. The context of this study is group discussion classes which were held for the first time via VC in the Department of Teacher Education at the University of South Africa. The use of VC specifically for group discussion classes has not yet been the subject of significant research. The study aims to expose academics to new ways of presenting group discussion classes, especially for students who cannot afford to attend classes at the main campus. The study used a questionnaire to gather students' views on communicating with their lecturers via VC; collaborating with remote students via VC; and the possibility of replacing face-to-face group discussion classes by VC. The article highlights some key findings on these issues and raises possible topics for future research.
Students’ Perceptions of Video-Conferencing in the Classrooms in Higher Education
Procedia - Social and Behavioral Sciences, 2012
Videoconferencing technology is now considered as an advantageous way to connect with people anywhere in the world. Literature has indicated that it improves learning by meeting people that were previously inaccessible due to several problems such as time and financial constraints (Dogget, 2008;. Despite its benefits, its success depends on various factors like tutors, students, and their attitudes to educational technology. This study aims to find out students' perceptions of video-conferencing in higher education. Within the framework of this study, the second and third year students from English Language Teaching Department at Yildiz Technical University attended a videoconferencing class delivered by a native speaker of English related to their field for about thirty minutes. Adapted from Ashley's study (2010), pre-session and post-session surveys which included both short-answer and likert-scale type of questions were used. The results indicated that students tend to have a negative attitude towards both using video-conferencing in the class themselves and having videoconferencing in their classes at the university. The study is of vital importance as it can reveal how prospective English teachers will deal with technology in their own classes in the future.
Remote learning via video conferencing technologies: Implications for research and practice
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Following the unprecedented outbreak of the Coronavirus pandemic (COVID-19), educators and students have shifted from conventional face-to-face lectures to fully virtual sessions that were delivered via video conferencing software. This research investigates the facilitating conditions and the students' perceptions toward using these interactive resources to continue their learning journey. The data was gathered through a structured questionnaire among 777 students in tertiary education. The survey instrument comprised valid measures that are frequently utilized in academia, to evaluate the individuals' acceptance of interactive educational technologies. A partial least squares (PLS) approach revealed that there were very significant factors that were predicting the students' dispositions to utilize synchronous learning programs. The findings underlined the importance of providing appropriate facilitating conditions to improve perceptions and attitudes toward interactive conferencing software. These results reflect the latest developments, as COVID-19 has inevitably accelerated the digital transformation in the realms of education. This contribution implies that students adapted well to a new normal. It confirmed that they are willing to participate and engage in virtual meetings through video conferencing programs.
The Students’ Perception on Video Conferencing as an Instructional Tool in Online Class
International journal of research and innovation in social science, 2022
Due to COVID-19 Pandemic, schools are forced to shift into distance learning. The Rizal Technological University implemented the RTU-Flexible learning systems (FLEXYS) which include the use of video conferencing as an instructional tool in online class. Zoom and Google Meet are the commonly used video conferencing platform that allows the student and teacher to have real-time interaction. This study aims to determine the students' perception on video conferencing as an instructional tool in online class among the third year Bachelor of Secondary Education major in Social Studies-College of Education of Rizal Technological University-Mandaluyong Campus during the academic year 2020-2021, first semester. This study is amixed-method research and uses descriptive phenomenology and frequency and percentage to describe the experiences of participants from a phenomenon. The researchers used simple random sampling in which 37 students surveyed in this study. Gathering of data was done via Google form where the researchers disseminate a list of questionnaires to the selected group of participants. The said questions were unstructured form that allow the participants provide an indepth and unrestricted responses. These included questions related to students' family income, gadgets, internet network, challenges, and perception on active interaction using video conferencing in online class. Text and content analysis used as a research tool to analyze, code, and interpret the gathered data from the participants.
Video Conference as a tool for Higher Education
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The book describes the activities of the consortium member institutions in the framework of the TEMPUS IV Joint Project ViCES - Video Conferencing Educational Services (144650-TEMPUS-2008-IT-JPGR). In order to provide the basis for the development of a distance learning environment based on video conferencing systems and develop a blended learning courses methodology, the TEMPUS Project VICES (2009-2012) was launched in 2009. This publication collects the conclusion of the project and it reports the main outcomes together with the approach followed by the different partners towards the achievement of the project's goal. The book includes several contributions focussed on specific topics related to videoconferencing services, namely how to enable such services in educational contexts so that, the installation and deployment of videoconferencing systems could be conceived an integral part of virtual open campuses.
Australian Journal of Educational …, 1998
The current trend of globalisation is one that is having a marked impact on society and the area of education in particular is feeling the impact. The dramatic changes that are taking place as a result of globalisation means that the demand for education is increasing significantly. There is growing recognition of not only the need for skills development but also reskilling and a requirement for lifelong learning . Additionally, the increasing availability and stability of communications technologies along with the economic rationalisation that is characteristic of the nineties, means that educational institutions are rethinking the ways in which they deliver teaching and learning activities to an increasingly diverse and dispersed clientele.
The Educational Use Of Videoconferencing For Extending Learning Opportunities
Distance learning is a process that connects learners with educational resources separate from them in terms of time and distance. Videoconferencing is a mature technology which can be used in the distance learning process while providing synchronous, interactive communication between the teacher, as a source of information, and the students. This paper focuses on the ongoing project for extending and maintaining learner opportunities for students in universities in Macedonia, through development of a videoconferencing-based educational system. It addresses the necessary system architecture and topology, while de ning the basic components, their characteristics and interconnection. However, this study is not just technology-oriented, since the success of such educational systems is greatly in uenced by pedagogical methods and students' motivation, expectations and experience of such process. Part of the study therefore relates to determining the constituents of and measuring students' perceived experience.
Evaluating videoconferencing systems for the quality of the educational experience
Distance Education, 2020
This study analyzed four widely used videoconferencing systems: Zoom, Skype, Microsoft Teams, and WhatsApp. Using experiential e-learning as the framework for analysis, this study examined the systems' general characteristics, learning-related features, and usability. We conducted an analytical evaluation and analyzed system features in regard to their impact on the quality of the online educational experience. The results of this analysis provide guidance for selecting effective videoconferencing systems to support learning. They also offer insights on ways to explore teaching approaches and pedagogies for distance education. This paper offers a set of recommendations as well as suggestions for videoconferencing system improvements.