A Scoping Review of Videoconferencing Systems in Higher Education

Abstract

Videoconferencing as a learning tool has been widely used among educators and learners in order to induce effective communication between learners and teachers or learners and their peers, especially when face-to-face means are not possible. Different types of videoconferencing platforms or systems have emerged for use in today’s higher education institutions. Previous research has focused on examining the potential of three different forms of videoconferencing systems: desktop videoconferencing (DVC), interactive videoconferencing (IVC), and Web videoconferencing (WVC). In this study, a review of the literature was conducted to increase the current knowledge regarding the use of these videoconferencing systems. A classification of the videoconferencing paradigms from the constructivism and cognitivism perspectives was provided. The summary of the results for these videoconferencing systems revealed specific learning opportunities, outcomes, and challenges for both learners and instructors. The results suggest that current policy and teaching strategies are not ready to provide an accessible and comprehensive learning experience in DVC and IVC. Relative to previously conducted studies regarding the use of videoconferencing in higher education, this study offers a broader consideration of relevant challenges that emerge when using certain videoconferencing systems in both learning and teaching situations.

Student Satisfaction with Videoconferencing Teaching Quality During the COVID-19 Pandemic

“…It enables real-time, two-way video and audio communication as well as content sharing and messaging between instructors and students [11,12]. Additionally, it allows immediate feedback and supports collaborative learning among students [11,12].…”

“…It enables real-time, two-way video and audio communication as well as content sharing and messaging between instructors and students [11,12]. Additionally, it allows immediate feedback and supports collaborative learning among students [11,12]. WVC allows learners and instructors to participate in webbased discussions that are not bound to certain hardware or software, utilizing services such as Zoom, Skype for Business, and GoToMeeting [12].…”

“…Additionally, it allows immediate feedback and supports collaborative learning among students [11,12]. WVC allows learners and instructors to participate in webbased discussions that are not bound to certain hardware or software, utilizing services such as Zoom, Skype for Business, and GoToMeeting [12]. As technology advances, WVC has become one of the most common tools used for synchronous online teaching [13,14].…”

Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic

“…WVC is a synchronous model for interactive voice, video, and data transfer between two or more groups. It enables real-time, two-way video and audio communication as well as content sharing and messaging between instructors and students [ 11 , 12 ]. Additionally, it allows immediate feedback and supports collaborative learning among students [ 11 , 12 ].…”

“…It enables real-time, two-way video and audio communication as well as content sharing and messaging between instructors and students [ 11 , 12 ]. Additionally, it allows immediate feedback and supports collaborative learning among students [ 11 , 12 ]. WVC allows learners and instructors to participate in web-based discussions that are not bound to certain hardware or software, utilizing services such as Zoom, Skype for Business, and GoToMeeting [ 12 ].…”