Videoconferencing Classes: A solution to the social distance caused by COVID-19 or a big problem?
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/787 |
Resumo: | Since March 2020, universities around the world have experienced a massive, unprecedented migration from traditional classroom-based education to online education. In a short period of time, millions of faculty members have started teaching in front of a computer screen, and their students need to stay at home, taking courses over the Internet. In addition to Brazil, with the spread of COVID-19 worldwide, on March 13, 2020, 61 countries in Africa, Asia, Europe, the Middle East, North America and South America announced or implemented the closure of schools and universities and most universities have applied localized closures. The new Coronavirus outbreak (COVID-19) is causing profound changes in traditional education in several countries around the world and creating alternatives, which were previously used, but on a smaller scale, such as videoconferencing. Videoconferencing as a learning tool has been widely used among educators and students at this time of Pandemic, in order to induce effective communication between students and teachers or students and their colleagues, especially when face-to-face resources are not possible indefinitely. Different types of videoconferencing platforms or systems have emerged for use in today's higher education institutions. Previous research has focused on examining the potential of three different forms of video conferencing systems: Desktop Video Conferencing (VCM), Interactive Video Conferencing (VCI) and Web Video Conferencing (VCW). In this study, a literature review was carried out to increase current knowledge about the use of these videoconferencing systems. A classification of the videoconference paradigms was provided from the perspectives of constructivism and cognitivism. The summary of results for these videoconferencing systems revealed specific learning opportunities, results and challenges for students and instructors, especially after the end of the current Pandemic. The results suggest that current policies and teaching strategies were not ready to provide an accessible and comprehensive learning experience in VCM and VCI prior to the outbreak of COVID-19. In relation to previous studies on the use of videoconferencing in higher education, this study offers a broader consideration of the relevant challenges that arise when using certain videoconferencing systems in learning and teaching situations and that can be used in the present moment education. |
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Videoconferencing Classes: A solution to the social distance caused by COVID-19 or a big problem?Aulas por Videoconferência: Uma solução para o distanciamento social provocado pela COVID-19 ou um grande problema?COVID-19Ensino à DistânciaAprendizado VirtualVideoconferênciasCOVID-19Distance learningVirtual LearningVideoconferencesSince March 2020, universities around the world have experienced a massive, unprecedented migration from traditional classroom-based education to online education. In a short period of time, millions of faculty members have started teaching in front of a computer screen, and their students need to stay at home, taking courses over the Internet. In addition to Brazil, with the spread of COVID-19 worldwide, on March 13, 2020, 61 countries in Africa, Asia, Europe, the Middle East, North America and South America announced or implemented the closure of schools and universities and most universities have applied localized closures. The new Coronavirus outbreak (COVID-19) is causing profound changes in traditional education in several countries around the world and creating alternatives, which were previously used, but on a smaller scale, such as videoconferencing. Videoconferencing as a learning tool has been widely used among educators and students at this time of Pandemic, in order to induce effective communication between students and teachers or students and their colleagues, especially when face-to-face resources are not possible indefinitely. Different types of videoconferencing platforms or systems have emerged for use in today's higher education institutions. Previous research has focused on examining the potential of three different forms of video conferencing systems: Desktop Video Conferencing (VCM), Interactive Video Conferencing (VCI) and Web Video Conferencing (VCW). In this study, a literature review was carried out to increase current knowledge about the use of these videoconferencing systems. A classification of the videoconference paradigms was provided from the perspectives of constructivism and cognitivism. The summary of results for these videoconferencing systems revealed specific learning opportunities, results and challenges for students and instructors, especially after the end of the current Pandemic. The results suggest that current policies and teaching strategies were not ready to provide an accessible and comprehensive learning experience in VCM and VCI prior to the outbreak of COVID-19. In relation to previous studies on the use of videoconferencing in higher education, this study offers a broader consideration of the relevant challenges that arise when using certain videoconferencing systems in learning and teaching situations and that can be used in the present moment education.Desde março de 2020, as universidades ao redor do mundo têm experimentado uma migração maciça, sem precedentes, da educação tradicional presencial em sala de aula para a educação on-line. Em um curto período de tempo, milhões de membros do corpo docente começaram a ensinar na frente de uma tela de computador, e seus alunos precisam ficar em casa, realizando cursos pela Internet. Além do Brasil, com a disseminação do COVID-19 em todo o mundo, em 13 de março de 2020, 61 países na África, Ásia, Europa, Oriente Médio, América do Norte e América do Sul anunciaram ou implementaram o fechamento de escolas e universidades e a maioria das universidades aplicaram fechamentos localizados. O novo surto do Coronavírus (COVID-19) está provocando mudanças profundas no ensino tradicional em diversos países do mundo e criando alternativas, que já eram utilizadas anteriormente, mas em menor escala, como a videoconferência. A videoconferência como ferramenta de aprendizagem tem sido amplamente utilizada entre educadores e alunos neste momento de Pandemia, a fim de induzir uma comunicação eficaz entre alunos e professores ou alunos e seus colegas, especialmente quando os recursos presenciais não são possíveis por tempo indeterminado. Diferentes tipos de plataformas ou sistemas de videoconferência surgiram para uso nas instituições de ensino superior atuais. Pesquisas anteriores se concentraram em examinar o potencial de três formas diferentes de sistemas de videoconferência: Videoconferência de Mesa (VCM), Videoconferência Interativa (VCI) e Videoconferência na Web (VCW). Neste estudo, foi realizada uma revisão da literatura para aumentar o conhecimento atual sobre o uso desses sistemas de videoconferência. Foi fornecida uma classificação dos paradigmas de videoconferência a partir das perspectivas do construtivismo e do cognitivismo. O resumo dos resultados para esses sistemas de videoconferência revelou oportunidades, resultados e desafios específicos de aprendizagem para alunos e instrutores, especialmente após o término da Pandemia atual. Os resultados sugerem que as políticas atuais e as estratégias de ensino não estavam prontas para fornecer uma experiência de aprendizado acessível e abrangente em VCM e VCI antes do surto da COVID-19. Em relação aos estudos realizados anteriormente sobre o uso da videoconferência no ensino superior, este estudo oferece uma consideração mais ampla dos desafios relevantes que surgem ao usar determinados sistemas de videoconferência em situações de aprendizado e ensino e que podem ser utilizados no momento atual que vive a educação.SciELO PreprintsSciELO PreprintsSciELO Preprints2020-06-29info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/78710.1590/SciELOPreprints.787porhttps://preprints.scielo.org/index.php/scielo/article/view/787/1207Copyright (c) 2020 Ahmed Sameer El Khatibhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessKhatib, Ahmed Sameer Elreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2020-06-16T12:24:24Zoai:ops.preprints.scielo.org:preprint/787Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2020-06-16T12:24:24SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
Videoconferencing Classes: A solution to the social distance caused by COVID-19 or a big problem? Aulas por Videoconferência: Uma solução para o distanciamento social provocado pela COVID-19 ou um grande problema? |
title |
Videoconferencing Classes: A solution to the social distance caused by COVID-19 or a big problem? |
spellingShingle |
Videoconferencing Classes: A solution to the social distance caused by COVID-19 or a big problem? Khatib, Ahmed Sameer El COVID-19 Ensino à Distância Aprendizado Virtual Videoconferências COVID-19 Distance learning Virtual Learning Videoconferences |
title_short |
Videoconferencing Classes: A solution to the social distance caused by COVID-19 or a big problem? |
title_full |
Videoconferencing Classes: A solution to the social distance caused by COVID-19 or a big problem? |
title_fullStr |
Videoconferencing Classes: A solution to the social distance caused by COVID-19 or a big problem? |
title_full_unstemmed |
Videoconferencing Classes: A solution to the social distance caused by COVID-19 or a big problem? |
title_sort |
Videoconferencing Classes: A solution to the social distance caused by COVID-19 or a big problem? |
author |
Khatib, Ahmed Sameer El |
author_facet |
Khatib, Ahmed Sameer El |
author_role |
author |
dc.contributor.author.fl_str_mv |
Khatib, Ahmed Sameer El |
dc.subject.por.fl_str_mv |
COVID-19 Ensino à Distância Aprendizado Virtual Videoconferências COVID-19 Distance learning Virtual Learning Videoconferences |
topic |
COVID-19 Ensino à Distância Aprendizado Virtual Videoconferências COVID-19 Distance learning Virtual Learning Videoconferences |
description |
Since March 2020, universities around the world have experienced a massive, unprecedented migration from traditional classroom-based education to online education. In a short period of time, millions of faculty members have started teaching in front of a computer screen, and their students need to stay at home, taking courses over the Internet. In addition to Brazil, with the spread of COVID-19 worldwide, on March 13, 2020, 61 countries in Africa, Asia, Europe, the Middle East, North America and South America announced or implemented the closure of schools and universities and most universities have applied localized closures. The new Coronavirus outbreak (COVID-19) is causing profound changes in traditional education in several countries around the world and creating alternatives, which were previously used, but on a smaller scale, such as videoconferencing. Videoconferencing as a learning tool has been widely used among educators and students at this time of Pandemic, in order to induce effective communication between students and teachers or students and their colleagues, especially when face-to-face resources are not possible indefinitely. Different types of videoconferencing platforms or systems have emerged for use in today's higher education institutions. Previous research has focused on examining the potential of three different forms of video conferencing systems: Desktop Video Conferencing (VCM), Interactive Video Conferencing (VCI) and Web Video Conferencing (VCW). In this study, a literature review was carried out to increase current knowledge about the use of these videoconferencing systems. A classification of the videoconference paradigms was provided from the perspectives of constructivism and cognitivism. The summary of results for these videoconferencing systems revealed specific learning opportunities, results and challenges for students and instructors, especially after the end of the current Pandemic. The results suggest that current policies and teaching strategies were not ready to provide an accessible and comprehensive learning experience in VCM and VCI prior to the outbreak of COVID-19. In relation to previous studies on the use of videoconferencing in higher education, this study offers a broader consideration of the relevant challenges that arise when using certain videoconferencing systems in learning and teaching situations and that can be used in the present moment education. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-06-29 |
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info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
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preprint |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/787 10.1590/SciELOPreprints.787 |
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https://preprints.scielo.org/index.php/scielo/preprint/view/787 |
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10.1590/SciELOPreprints.787 |
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por |
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por |
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https://preprints.scielo.org/index.php/scielo/article/view/787/1207 |
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Copyright (c) 2020 Ahmed Sameer El Khatib https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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Copyright (c) 2020 Ahmed Sameer El Khatib https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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