A comparison of online video conference platforms: Their contributions to education during COVID-19 pandemic

Abstract

COVID-19 has brought dramatic changes into the ways our day-to-day activities are carried out in recent times. Education was also affected. Online education was adopted as means to administer teaching and learning. There are numerous online video conference platforms currently available to assist in education. Nevertheless, with these platforms are various features with their inherent advantages and disadvantages. Choosing the suitable ones to meet the need of users could be a daunting task. This study utilized a comparative research method to compare features; maximum participants meeting recording duration, security, chat/screen sharing, meeting duration, archive meeting, trial versions, account creation to use and mobility, of seven online video conference platforms; Google Meet, Microsoft Teams, GoToMeeting, Cisco WebEx Meetings, Zoom Meetings, ClickMeetings and BigBlueButton. This study would aid learners, instructors and educational institutions to choose from the numerus platforms, to suit the specific needs and usage during this pandemic period and beyond.
 
 Keywords: Online video conference platform, online classrooms, online video conference platform, e-learning, Covid-19

Digital technology in physical education distance learning during pandemic: teachers’ perspective

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Attitudes of Ecuadorian Secondary School Teaching Staff towards Online STEM Development in 2022

“…Interviews were conducted using an interview protocol with the researcher following a script. The interviews were conducted virtually using the GoToMeeting application (Cavus & Sekyere, 2021) and were recorded and transcribed. In this way, researchers could gain an in-depth understanding of the participant's opinion regarding the factors that they believe can improve their attitudes towards STEML education.…”

A corpus-based empirical analysis of pragmatics of English proverbs with graduonymy

“…To summarise, a proverb is used by the participants of a conversation to intensify semantic, expressive, emotional and sociologic features and, at the same time, the pragmatic potential of a speech (Celik & Yavuz, 2018;Chitez & Bercuci, 2020;Ozbal, 2020;Rahimi & Karimi, 2021). Especially, the usage of a proverb containing graduonymic relations provides to convey the above-mentioned features and pragmatic potential of the speech much more obviously than the usage of a proverb without graduonymy in the same context (Cavus & Sekyere-Asiedu, 2021;Issayev et al, 2022;Mguwata, 2020;Sahin & Hotun Sahin, 2018).…”