Video Conferencing Integration: Challenges and Opportunities at Universities

Abstract

As teachers who experience challenges with delivering classes online and finding relevant ways to teach students, we suggest our practical recommendations on video conferencing tools integration at universities. This synchronous online tool is an efficient method of class delivery that provides practicing four key language skills, maintaining communication and facilitating digital competence development. The study involved 34 teachers from two universities to share the experience, expectations, and perception of the technology. Having analyzed the results of questionnaires, we worked out a strategy on the successful implementation of the technology in the teaching process. Among the main challenges, teachers indicated class management, educational materials transformation for the online mode, working with mixability groups of students, and assessment. We found out that supplementation of asynchronous online tool might add interactivity to lessons or find a way to assess students, knowledge of the technology tools helps with class management, and possibilities to personalize tasks through the chat, breakout rooms, and partial screen sharing help manage with mixability groups.

Teaching Pediatric Surgery in the Online Environment: Challenges and Opportunities

“…Among the benefits of videoconferencing are enhancing communication and collaboration skills [22], the authenticity of interaction and educational materials [23]; possibility of case-presentations which encouraged active students' participation in discussions [24]; development of peer-assessment skills [25]; self-initiated learning in asynchronous mode [26], interactivity, ease of use, engaging learning environment [27].…”

“…We should take into account that high-quality and unlimited video-conferencing systems are quite expensive. Also, among the problems are class management, assessment techniques, lack of teachers' confidence and self-efficacy, time-consuming preparation of all materials, students' loss of attention and concentration [27]. According to Rafi et al [7], the duration of synchronous video lesson should not exceed 45 minutes, this is the optimal time for effective material perception, distribution of attention and ensuring the balance between the psychological and physical health of the student.…”

Priorities for reorienting traditional institutions of higher education toward online teaching and learning: Thinking beyond the COVID-19 experience

“…ODL is not a new concept. “However, only now has it become a unique resource to satisfy the educational needs” ( Mukan and Lavrysh, 2020 , p. 109). It was not included under the frame of formal education until the spread of COVID-19 ( Harizan et al, 2016 ) because of manifold problems that need fixing ( Gabelaia, 2019 ).…”

Transformation of Educational Process in Covid-19 Pandemic: a Case of Igor Sikorsky Kyiv Polytechnic Institute

“…Since the introduction of quarantine restrictions and the transition of educational institutions to distance learning, educators around the world have been trying to answer these questions and evaluate the effectiveness of distance learning, particularly for higher education (Can Aksu, 2020;Naciri et al, 2020;Pokhrel & Chhetri, 2021;Brammer & Clark, 2020;Eric M. Anderman & Sungjun Won, 2019). In Ukraine, the problems of online learning during quarantine have also been studied quite intensively (Lavrinenko, 2020;Soter, 2020;Mizyuk, 2019;Mukan & Lavrysh, 2020;Lukianenko & Vadaska, 2020;Lytovchenko & Voronina, 2020). Malovany (2020) found that the main problems faced by the participants of educational interactions in distance learning include: lack of quality Internet communication, incomplete provision of participants of the educational process with the necessary technical equipment, lack of previous experience and knowledge of the methodology of distance learning.…”