University academics’ perceptions regarding the future use of telepresence robots to enhance virtual transnational education: an exploratory investigation in a developing country

Abstract

There is a growing interest in employing telepresence robots in different educational contexts due to their great potentials to enhance and improve educational experiences for remote learners. However, there is little use of telepresence robots in virtual transnational education contexts in developing countries. There is a lack of knowledge about university academics’ perceptions regarding the future use of telepresence robots to enhance virtual transnational education contexts. This exploratory research aims to fill this gap by seeking to have evidence-based information on whether telepresence robots as a new emerging technology is perceived among university academics as a useful tool for enhancing virtual transnational education or not. This study also seeks to better understand university academics’ perceptions of obstacles that may hinder them from using telepresence robots and the support that they will need. A sample of 46 Egyptian university academics participated in this study. The results of the study revealed that the academics perceived telepresence robots to have a great potential to enhance virtual transnational education. The academics also perceived telepresence robotics to have positive effects on educational activities. Furthermore, the participants indicated a number of barriers regarding integrating telepresence robotics into the teaching and learning activities and identified the types of support they will need. The uptake of telepresence robots to enhance virtual transnational education could lead to a larger international learner population, better virtual transnational education, and more university revenue. Recommendations for future research are also presented.

Higher education personnel’s perceptions about telepresence robots

“…During the last decade, TPRs have gained more attention in universities, due to the need of teaching personnel to find new technologies and methods that enable them to better connect with distance students ( Kennedy, 2016 ; Zhang et al, 2018 ; Corsby & Bryant, 2020 ; Khadri, 2021 ). For example, the Michigan State University has been experimenting with various types of TPRs in a hybrid program where students can attend the same classes in person and remotely since 2015.…”

“…Students worked through challenging simulations together, allowing them to practise structured team communication and to develop their professional role identity in a safe learning environment ( Rudolph et al, 2017 ). University of Colorado Boulder, Oral Roberts University and Florida International University are using TPRs to engage their students better no matter where they are in real-time class community and conversation ( Kennedy, 2016 ; Reis et al, 2018 ; Davey, 2021 ; Khadri, 2021 ). In collaboration with Michigan State University, the University of Akureyri in Northern Iceland has used TPRs for several years, allowing students and teachers to meet despite the weather conditions.…”

“…TPRs may thus be applicable as a tool to stimulate classroom participation of absent students, if the use can stimulate the feeling of social presence in a group, and if feelings of robomorphism can be mitigated ( Schouten et al, 2022 ). The main difference between TPRs and traditional cameras is that TPRs can follow actions and sounds to give remote students more natural classroom experience ( Khadri, 2021 ). Videoconferencing students, however, sense being easily forgotten by those physically present, they miss the informal (pre- and after-lesson) classroom conversations and sometimes feel the need to apologize when they want to contribute to what is happening in the physical space ( Bell, 2017 ).…”

“…The global COVID-19 pandemic has increased the demand for remote working technologies in the education sector, especially due to the emergence of new viable virtual and hybrid learning models that combine in-person classroom learning with remote learning from home ( Davey, 2021 ; Keller et al, 2021 ; Khadri, 2021 ). Since reduction of personal contact is the key in fighting the COVID-19 pandemic, the importance of remote communication solutions is growing.…”

INTERCAMBIO VIRTUAL EN AMERICA LATINA: REPORTE DE EXPERIENCIA EN INILAT mov+

“…De esta forma, la globalización abre puertas para el desarrollo del entorno educativo, con nuevas formas de interacción, aprendizaje y uso de las tecnologías. Es lo que argumenta Khadri (2021) al abordar la educación transnacional a través de tecnologías emergentes, en el caso de este autor, a través de robots. Con la evolución de los medios de comunicación a través de herramientas como el software de videollamadas, el intercambio conquistó la modalidad a distancia, lo que contribuyó a que el alumno pudiera adquirir conocimientos académicos a distancia de otra universidad, con una experiencia similar a la docencia presencial internacional y con mayor accesibilidad.…”