Video Conferencing Integration: Challenges and Opportunities at Universities

Authors

  • Nataliya Mukan Lviv Polytechnic National University
  • Yuliana Lavrysh National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute"

DOI:

https://doi.org/10.18662/rrem/12.1sup2/253

Keywords:

video conferencing, assessment, class management, flipped classes, interaction.

Abstract

As teachers who experience challenges with delivering classes online and finding relevant ways to teach students, we suggest our practical recommendations on video conferencing tools integration at universities. This synchronous online tool is an efficient method of class delivery that provides practicing four key language skills, maintaining communication and facilitating digital competence development. The study involved 34 teachers from two universities to share the experience, expectations, and perception of the technology. Having analyzed the results of questionnaires, we worked out a strategy on the successful implementation of the technology in the teaching process. Among the main challenges, teachers indicated class management, educational materials transformation for the online mode, working with mixability groups of students, and assessment. We found out that supplementation of asynchronous online tool might add interactivity to lessons or find a way to assess students, knowledge of the technology tools helps with class management, and possibilities to personalize tasks through the chat, breakout rooms, and partial screen sharing help manage with mixability groups.

Author Biographies

Nataliya Mukan, Lviv Polytechnic National University

Department of Pedagogy and Innovative Education Sc.D. (Education), Professor

Yuliana Lavrysh, National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute"

Ph.D. in Education, Associate Professor,  Department of English for Engineering

References

Drexhage, J., Leiss, D., Torben S., & Timo. E. (2016). The Connected Classroom – Using Video Conferencing Technology to Enhance Teacher Training. Reflecting Education, 10, 70-88.

Fischer, A. J., Collier-Meek, M. A., Bloomfield, B., Erchul, W. P., & Gresham, F. M. (2017). A comparison of problem identification interviews conducted face-to-face and via videoconferencing using the consultation analysis record. Journal School Psychology, 63, 63-76

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.

Hwee, L. (2007). Community of Inquiry in an Online Undergraduate Information Technology Course. JITE, 6, 153-168.

Kent, A. M., & Simpson, J. L. (2010). Interactive Videoconferencing: Connecting Theory to Practice for Pre-service Teachers. Journal of Digital Learning in Teacher Education, 27(1), 12-21.

Lavrysh, Y. (2016). Peer and self-assessment at ESP classes: case study. Advanced education, 6, 60-68.

Reaburn, P., & McDonald, J. (2017). Creating and Facilitating Communities of Practice in Higher Education: In McDonald, Cater-Steel (Eds). Communities of Practice (pp. 121-150). Singapore: Springer.

Tabak, F., & Rampal, R. (2014). Synchronous e-learning: reflections and design considerations. International Journal of Education and Development using Information and Communication Technology, 10(4), 8-22.

Downloads

Published

2020-06-02

How to Cite

Mukan, N., & Lavrysh, Y. (2020). Video Conferencing Integration: Challenges and Opportunities at Universities. Revista Romaneasca Pentru Educatie Multidimensionala, 12(1Sup2), 108-114. https://doi.org/10.18662/rrem/12.1sup2/253

Issue

Vol. 12 No. 1Sup2 (2020): Revista Romaneasca pentru Educatie Multidimensionala

Section

Short Communication

License

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).

Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND

CC_BY_NC_ND