Video Conferencing and its Application in Education

Gladović, Pavle; Deretić, Nemanja; Drašković, Danislav

doi:10.7251/jtttp2001045g

Cited by 22 publications

(15 citation statements)

References 6 publications

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“…These connections need a high connection speed in addition to a set of equipment such as a reasonable quality microphone and headphones, in addition to a web camera. Thus, the participants in the video communication can see each other and hear each other as if they were gathered in one place [26]. This type of communication has many applications, not only in the field of business, but also in the field of education, where it is possible to hold scientific seminars and lectures and conduct research discussions via the Internet and in the presence of people who may be difficult to be present in one place, which supports e-learning.…”

Section: Video-conferencementioning

confidence: 99%

Cloud computing security for e-learning during COVID-19 pandemic

Najm

Alsamaraee²,

Jalal³

2022

IJEECS

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The demand for e-learning services increased during the developments of the COVID-19 virus and its rapid spread, and the recommendations of the World Health Organization (WHO) that social distancing should be required. The rapid transition to the e-learning environment quickly led to the neglect of some security aspects, which led to an increase in cyber attacks targeting computer accounts, which is one of the most important pillars of e-learning. In these papers, the attacks that target the cloud computer used in the most important e-learning have been studied and classified according to the victim using an inductive methodology based on global statistics related to cyber attacks and recent research. And suggest appropriate solutions to avoid its occurrence in the near future and raise the level of protection for those computer clouds.

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Section: Video-conferencementioning

confidence: 99%

Cloud computing security for e-learning during COVID-19 pandemic

Najm

Alsamaraee²,

Jalal³

2022

IJEECS

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“…According to the Recommendation of Bilbao et al (2014) "digital competence involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication" (p. 1) such activities embark not only on daily-life matters of the modern area but professional and academic subjects as well. Such as the use of laptops, computers, or even cell phones in the most common areas that students and teachers use every single day, good to know Gladović et al(2020) state that integrating new technologies affects all aspects of higher education, including admissions to finance to teachers and learners. The modern era is pushing people to not only use current technologies but to adapt to most of the technological advances that are currently within the reach of people.…”

Section: Technology Competencementioning

confidence: 99%

“…Special attention must be considered, given conditions such as lighting, camera resolution, and image quality and the position of the camera can have positive or negative effects on the session (Gladović et al 2020). These effects -when negative-can be such as selfconfidence obstacles, as well as anxiety or miscommunication Loranc-Paszylk, (2015).…”

Section: Audio and Video As A Distance Teaching Toolmentioning

confidence: 99%

El uso de la videocámara en enseñanza remota y la percepción de los estudiantes sobre la privacidad

Bazán¹,

Luna²,

Galván³

2022

EDU

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This study inquired about the use of cameras in the remote teaching video conference and the students’ perceptions of privacy. Participants were students studying for a bachelor’s degree in the English Language at the Universidad Veracruzana who were exposed to remote teaching with the use of videoconferencing platforms. The research had a mixed-method approach. A semi-structured interview was conducted to collect qualitative data and the survey collected ordinal data using the non-parametric method. Tendency graphics showed the ranks for each topic and students’ perceptions, and participants' quotations derived from the interview. Results showed privacy was not the students’ concern, but the ISP, which affected the appropriate image transference. Findings described that improving social interaction is essential when cameras are turned on, but students preferred saving wideband for audioconference. No perception of abuse or invasion of privacy using cameras was shown, but most preferred cameras to be turned off.

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“…This can take place between two or more people or groups from different remote locations so long as they have access to cameras, microphone, and speakers, either located on or connected to their computers or other digital devices. Multipoint video conferencing allows three or more participants to sit in a virtual conference room and communicate as if they were sitting directly next to each other [6]. Video conferencing has been used in many corporate meetings especially by multinationals.…”

Section: Videoconferencing In Educationmentioning

confidence: 99%

Using Videoconferencing to Augment Blended Learning for Synchronous and Asynchronous Teaching in Educational Emergencies

Njuguna¹

2022

IJCATR

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The unprecedented onset of COVID-19 and the emergency closure of institutions of Higher learning heralded a new way of completing the curriculum and taking the students through the academic calendar. Previous definitions of emergency education had tried to allude to war, civil strife, floods, drought and even some instances of HIV AIDS or children living on the streets. The COVID -19 gave a new definition to emergencies, as it led to forced containment and requirement for social distancing on a global level. Prior to the pandemic, Learning Management Systems (LMS) had been around in what would be termed as E-Learning, computer-based education and other computer related terms, Most of the LMS would support both synchronous and asynchronous education. However, face to face learning was still the preferred mode of teaching, and the online component was considered complementary and supplementary. COVID-19 led to Emergency Remote Teaching, and this brought about a change in approach and rethinking of the technologies available for remote teaching. Many Universities had to find a way of providing a supplementary way of providing live and synchronous classes. Previous applications such a ZOOM, Google Meet and Microsoft Teams found their use in the educational setup, with many Universities subscribing to these tools as well as those that are embedded in LMS, such as the BigBlueButton as used to together with MOODLE as a plugin. The aim of this study was to establish how Videoconferencing tools are used to provide synchronous and asynchronous education. The objectives were to establish how Videoconferencing tools are used to aid in teaching and learning, how these tools are used to mirror a face to face class, as well as the challenges faced in integrating these tools in the classroom. This study used a quantitative and qualitative approach where a web-based questionnaire with both open and closed questions were posted to an E-learning special interest groups consisting of faculty in both private and public institutions in Kenya and some students taught by these faculty, and followed by in-depth interviews via Videoconferencing The study established that many institutions turned to stand alone and open source videoconferencing tools to teach both synchronously and asynchronously in a blended mode. The biggest challenge was in the IT element due to non- availability of stable internet connectivity and the fact that neither the students nor the faculty had clear training on the tools available within the videoconferencing applications, and there was no formal method of integrating the same to teaching. The study recommends a policy framework on the integration of such tools in the teaching.

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Video Conferencing and its Application in Education

Cited by 22 publications

References 6 publications

Cloud computing security for e-learning during COVID-19 pandemic

Cloud computing security for e-learning during COVID-19 pandemic

El uso de la videocámara en enseñanza remota y la percepción de los estudiantes sobre la privacidad

Using Videoconferencing to Augment Blended Learning for Synchronous and Asynchronous Teaching in Educational Emergencies

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