Guideline to Develop an Instructional Design Model  Using Video Conference in Open Learning

Nonthamand, Narin

doi:10.3991/ijet.v15i03.10842

Cited by 28 publications

(28 citation statements)

References 23 publications

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“…The use of platforms enabling video conferencing applications such as Zoom, Webex, Google Meet requires higher costs; however, they allow students and teachers to exchange information and communicate, as part of learning activities through online discussion forums and in small or large group meetings (Alt, 2018;Nonthamand, 2020;Pace et al, 2020). Online networks, like Zoom (zoomnow.net) and Blackboard (blackboard.com), offer online forums for multimedia workshops, conferences, and presentations on cellphones, laptops, and computers.…”

Section: Discussionmentioning

confidence: 99%

Distance learning during the COVID-19 pandemic: School closure in Indonesia

Azhari

Fajri

2021

International Journal of Mathematical Education in Science and

160

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This study investigates the distance learning process of teachers during school closure due to COVID-19's impact. This research focuses on the introduction of distance learning, the obstacles faced by teachers and approaches to addressing different hurdles in the implementation of distance learning. This study collected data from mathematics and science teachers spread in junior and senior high schools in Aceh Province, Indonesia. Data were collected through a questionnaire from 353 teachers and interview from 6 teachers to get in-depth information related to the focus of this study. The results of the study revealed that teachers could not directly utilize various Information and Communication Technology (ICT) devices and online learning platforms that are widely available in supporting distance implementation, either due to the ability of teachers, parents' economic factors, limited internet access, and the absence of guidance. However, over time, the teacher can independently adapt to environmental conditions and the characteristics of students in carrying out distance learning.

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Section: Discussionmentioning

confidence: 99%

Distance learning during the COVID-19 pandemic: School closure in Indonesia

Azhari

Fajri

2021

International Journal of Mathematical Education in Science and

160

View full text Add to dashboard Cite

show abstract

“…Thanks to the mobilization and commitment of teaching and administrative personnel, the vectors and tools used by educational teams have multiplied. These tools have included: websites; digital workspaces (DWS); email discussion lists; document sharing and homework management applications; group registrations for interactive applications; Padlet-type collaborative walls and other multimedia creation tools; videos; radio podcasts and online tutorials; and pedagogical challenges given via social networks (e.g., Facebook, Twitter) [11][12][13][14].…”

Section: Introductionmentioning

confidence: 99%

Remote Knowledge Acquisition and Assessment During the COVID-19 Pandemic

2020

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On 16 March 2020, as a result of the unprecedented global health crisis linked to the emergence of a new form of coronavirus (COVID-19), the 74 universities of France closed their doors, forcing nearly 1.6 million students, as well as their teachers, to find solutions and initiatives that could ensure continuity in teaching. In the reliance on videoconferencing tools, chat, the sharing of documents/tutorials/videos/podcasts, and the use of social networks, many ideas have emerged, but no consensus has developed nor has a common way of doing things been adopted by a majority of teachers. Some software tools, such as Zoom, have also been questioned over data security issues or excessive intrusion into the student learning process. Nevertheless, in these uncertain times, much had to be done so that students can acquire the requisite knowledge, develop skills, and build on what they have learned. How can we ensure that the learning process is as smooth as possible for everyone involved? How can we evaluate knowledge and skills learned at a distance, and their relevance? Four groups of electronic and electrical engineering students in France were monitored during the containment period in order to provide answers to these questions. Lectures, tutorials, practical work, and projects were carried out using the Microsoft Teams and Zoom video conferencing and chat tools to complement activities made available through the digital work environment. In order to ensure equity among all students, especially in view of the digital divide, open access tools/software/applications have been promoted. In the various surveys completed, the engineering students asserted their complete satisfaction with the learning process, the use of distance tools, and the level of mastery of these tools by their teachers. The results of the various knowledge tests show that, for the same course, distance learning does not reduce the performance of the engineering students. Indeed, they obtained local grades similar to those expected in face-to-face teaching. The results presented in this article are not intended to highlight the virtues of distance education, but rather to open up a debate and reflect more widely on the sustainability of this transformation of education in universities.

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“…Videoconferencing is used as a medium and technology in learning management based on group procedures where students can exchange their views [22]. Teaching faculties can also work from home effectively and get several opportunities related to their work, for their personal growth and also for the institutes [23].…”

Section: Introductionmentioning

confidence: 99%

Remote Academic Platforms in Times of a Pandemic

García

Velásquez

Romero

et al. 2021

Int. J. Emerg. Technol. Learn.

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The pandemic has accelerated the use and development of video conferenc-ing platforms due to COVID-19, and it is necessary to find an application that best suits our requirements. This article evaluates nine features of nine video conferencing applications to find the best choice. A detailed analysis has been conducted in this article using surveys to collect data from two samples at national and international level. The methodology followed is the CDIO methodology, a tool to address complex problems in four stages: conception, design, implementation, and operation. The primary aim of this paper is to examine which is the best livestreaming option according to the selected criteria, using, as references, well-known applications such as Jitsi, Zoom, Microsoft Teams, Google Meet, Big Blue Button, among others. An application of multicriteria analysis is also shown to support the evalua-tion of these platforms compared to the established criteria.

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Guideline to Develop an Instructional Design Model Using Video Conference in Open Learning

Cited by 28 publications

References 23 publications

Distance learning during the COVID-19 pandemic: School closure in Indonesia

Distance learning during the COVID-19 pandemic: School closure in Indonesia

Remote Knowledge Acquisition and Assessment During the COVID-19 Pandemic

Remote Academic Platforms in Times of a Pandemic

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