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Remote learning via video conferencing technologies: Implications for research and practice.

ABSTRACT: Following the unprecedented outbreak of the Coronavirus pandemic (COVID-19), educators and students have shifted from conventional face-to-face lectures to fully virtual sessions that were delivered via video conferencing software. This research investigates the facilitating conditions and the students' perceptions toward using these interactive resources to continue their learning journey. The data was gathered through a structured questionnaire among 777 students in tertiary education. The survey instrument comprised valid measures that are frequently utilized in academia, to evaluate the individuals' acceptance of interactive educational technologies. A partial least squares (PLS) approach revealed that there were very significant factors that were predicting the students' dispositions to utilize synchronous learning programs. The findings underlined the importance of providing appropriate facilitating conditions to improve perceptions and attitudes toward interactive conferencing software. These results reflect the latest developments, as COVID-19 has inevitably accelerated the digital transformation in the realms of education. This contribution implies that students adapted well to a new normal. It confirmed that they are willing to participate and engage in virtual meetings through video conferencing programs.

SUBMITTER: Camilleri MA

PROVIDER: S-EPMC8743284 | biostudies-literature | 2022 Feb

REPOSITORIES: biostudies-literature

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Remote learning via video conferencing technologies: Implications for research and practice.

Camilleri Mark Anthony MA Camilleri Adriana Caterina AC

Technology in society 20220110

Following the unprecedented outbreak of the Coronavirus pandemic (COVID-19), educators and students have shifted from conventional face-to-face lectures to fully virtual sessions that were delivered via video conferencing software. This research investigates the facilitating conditions and the students' perceptions toward using these interactive resources to continue their learning journey. The data was gathered through a structured questionnaire among 777 students in tertiary education. The sur ...[more]

PMID: 35034998

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Project description:AimDuring the COVID-19 pandemic, the absence of in-person teaching was partially compensated for through videoconferencing. However, lecturers complain that students do not participate actively in video-based online seminars. One reason cited for this is Zoom fatigue. Conferences in virtual reality (VR), accessible with and without head-mounted display, represent one potential remedy to this issue. The research to date does not shed any light on the (1.) teaching experience, (2.) student demand, (3.) learning experience (including participation and social presence), and (4.) learning performance (declarative and spatial) associated with VR conferences. The present work will compare these aspects for videoconferencing, independent study, and - in the case of teaching experience - with in-person teaching.MethodsA compulsory seminar in General Physiology was offered during the 2020/21 winter semester and the 2021 summer semester as part of the Human Medicine program at the Faculty of Medicine at Ulm University. The seminars were offered in three different formats with identical content: (a) VR conference, (b) video conference, and (c) independent study, with students selecting the format of their choice. In the VR conferences, the lecturer taught using a head-mounted display while students participated via PC, laptop, or tablet. The learning experience and learning performance were assessed using questionnaires and a knowledge test. A semi-structured interview was conducted to assess the VR teaching experience.ResultsThe lecturer's teaching experience in the VR conferences was similar to in-person teaching. Students predominantly chose independent study and videoconferencing. The latter resulted in worse outcomes with regard to learning experience (including participation and social presence) and spatial learning performance than the VR conferences. Declarative learning performance differed only slightly between teaching formats.ConclusionsVR conferencing offers lecturers new didactic opportunities and a teaching experience similar to that of in-person teaching. Students prefer time-efficient videoconferencing and independent study, but rate participation and social presence, among other things, higher in VR conferencing. If faculty and students are open to the technology, VR conferencing can promote interactive exchange in online seminars. This subjective assessment is not associated with better declarative learning performance.

Project description:BackgroundSubstance use disorder (SUD) is a leading contributor to the global burden of disease. In Indonesia, the availability of formal treatment for SUD falls short of the targeted coverage. A standardised therapeutic option for SUD with potential for widespread implementation is required, yet evidence-based data in the country are scarce. In this study, we developed a cognitive behavioural therapy (CBT)-based group telemedicine model and will investigate effectiveness and implementability in a multicentre randomised controlled trial.MethodsA total of 220 participants will be recruited from the social networks of eight sites in Indonesia: three hospitals, two primary healthcare centres and three rehabilitation centres. The intervention arm will participate in a relapse prevention programme called the Indonesia Drug Addiction Relapse Prevention Programme (Indo-DARPP), a newly developed 12-week module based on CBT and motivational interviewing constructed in the Indonesian context. The programme will be delivered by a healthcare provider and a peer counsellor in a group therapy setting via video-conferencing, as a supplement to participants' usual treatments. The control arm will continue treatment as usual. The primary outcome will be the percentage increase in days of abstinence from the primarily used substance in the past 28 days. Secondary outcomes will include addiction severity, quality of life, motivation to change, psychiatric symptoms, cognitive function, coping, and internalised stigma. Assessments will be performed at baseline (week 0), post-treatment (week 13), and 3 and 12 months post-treatment completion (weeks 24 and 60). Retention, participant satisfaction, and cost-effectiveness will be assessed as the implementation outcomes.Ethics and disseminationThe study protocol was reviewed and approved by the Ethics Committees of Universitas Indonesia and Kyoto University. The results will be disseminated via academic journals and international conferences. Depending on trial outcomes, the treatment programme will be advocated for adoption as a formal healthcare-based approach for SUD.Trial registration numberUMIN000042186.

Dataset Information

Remote learning via video conferencing technologies: Implications for research and practice.

Publications

Remote learning via video conferencing technologies: Implications for research and practice.

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