Enabling long distance education with realtime video

Janitor, Jozef; Fecil'ak, Peter; Jakab, F.

doi:10.1109/iceta.2012.6418601

Cited by 7 publications

(3 citation statements)

References 1 publication

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“…Also, a similar name is a web conference that refers to a contemporary Internet-Based Approach including video and audio components and a variety of features to enable more enhanced interaction through the desktop (Mujačić et al, 2014). Tools of web video conference are tremendous, such as Team Viewer GmbH, Cisco WebEx, Adobe Connect 9.2, IBM SmartCloud Meetings, Microsoft NetMeeting (Mujačić et al, 2014) and Cisco TelePresence/WebEx, Google Meet/Hangouts (Janitor et al, 2012). In Indonesia, Skype has been famous as a virtual meeting and presentation, and some video conference services become extensively well-known among the teachers during the pandemic, for example, Zoom, Cisco WebEx Meeting, Google Meet/Hangout, and Microsoft Teams.…”

Section: Video Conference Learning Management System and Applicatiomentioning

confidence: 99%

EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application?

Amin

Sundari

2020

SiELE

150

117

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The use of technology in language learning has extensively expanded in line with the advancement of technology itself. However, the investigation into the implementation of video conferences, learning management systems, and mobile applications, particularly during the emergency remote teaching/the Covid-19 pandemic, is still lacking. This paper presents survey data from three groups of Indonesian EFL students using three different digital learning platforms: Cisco WebEx Meeting video conferencing, Google Classroom learning management system (LMS), and WhatsApp mobile messenger application. The purpose of the study was to determine the students’ preferences including their perception and point of views on using the platforms and application during the remote teaching situation. There were 140 EFL students from two universities/institutes in Jakarta and Aceh to take part as the participants. The instrument was a questionnaire based on criteria of CALL evaluation, and descriptive analysis using percentages and thematic analysis was applied. The findings show that the Cisco WebEx Meeting, Google Classroom, and WhatsApp gained highly positive agreement on all criteria. Specifically, the Cisco WebEx meeting got the highest scores on authenticity and meaning focus. Meanwhile, for GC and WhatsApp, the criteria on language learning potential, meaning focus and authenticity achieved the highest scores. Moreover, WhatsApp is the most preferred among others in meaning focus, learner fit, positive impact, and practicality. However, the three digital platforms received the lowest score on a positive impact at each group-participant. It seemingly indicates that they thought the full online digital learning system they experienced during ERT is less preferable than face-to-face learning.

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Section: Video Conference Learning Management System and Applicatiomentioning

confidence: 99%

EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application?

Amin

Sundari

2020

SiELE

150

117

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“…Previous studies in the area of human communications show that more than 60% of all communications are derived from nonverbal behaviors using gestures, emotions, body language, etc. [2] Therefore, live instruction via VMT offers opportunities for students to develop a high level of interaction and allows them to become more engaged during lectures, thereby enhancing the quality of learning.…”

Section: Introductionmentioning

confidence: 99%

“…Some of the most important advancements have been the dramatic increase in bandwidth speed, which has facilitated innovative Internet applications, and the significant improvement in video and audio streaming technology, which has made videoconferencing possible. Innovative Internet applications coupled with improved videoconferencing capabilities have led to the proliferation of virtual meeting technology (VMT) [1,2].…”

Section: Introductionmentioning

confidence: 99%

Embedding virtual meeting technology in classrooms

Wang

Lee

2013

Proceedings of the 14th Annual ACM SIGITE Conference on Information Technology Education

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Innovative Internet applications coupled with improved videoconferencing capabilities have led to the proliferation of virtual meeting technology (VMT) in recent years. This paper aims to bring to light VMT as an effective classroom instructional tool, especially for IT education, and the possible ways to embed this technology in classroom settings in the form of two case studies of IT courses. The paper makes a unique contribution to the research by providing empirical evidence and indicative support for the successful application of VMT in different classroom settings and exemplifying the use of VMT as an effective instructional technology and an enabler of active learning.

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