Video technologies for professor-student interaction in online teaching

Abstract

It is important to promote interaction in university teaching, both in face-to-face and online teaching, because it contributes to the acquisition of knowledge, promotes participation and encourages student involvement. In online synchronous classes the tutor plans video calls and can interact with students following similar guidelines to those used in face-to-face teaching, but can he do so in asynchronous teaching? There are technologies that allow it like Edpuzzle and H5P and in this contribution we will focus on its study. For this we have consulted 60 professors and teachers who have experienced it and we have asked them what advantages and disadvantages they find. The testimonies collected show a high satisfaction of the people who approach these technologies and their great potential to promote interaction in teaching. The results reveal that video interaction technologies are an innovative, enjoyable, dynamic, attractive and playful self-learning tool that favours the motivation and attention of students, promotes flipped classroom and is easy to use by professors, among others. The experiences developed in this regard allow us to conclude that technologies for interaction in asynchronous teaching via video allow professors to interact with students when they are learning alone, adding value to their own or others' graphic material to be used.

The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors

“…This digitization had to be accelerated to respond to the health crisis [38] and to enable the continuation of teaching in different environments produced by different health scenarios. The digital transformation accelerated by COVID-19 has meant that university professors have had to adapt and train, in record time, in the use of new platforms and digital tools in order to continue with educational activity [3,27,29,31], causing situations of stress and exhaustion among professors [33]. This heterogeneous situation, in terms of emotional management in the face of the use of ICTs, has slowed down the progress of educational quality required by Goal 4 of sustainable development, part of the 2030 Agenda and the SDGs, but it has also created new opportunities.…”

“…The return to classrooms in hybrid teaching with students, some in the classroom and others online, has meant university professors have had to adapt, or change, the contents of the subjects taught to fit this new pedagogical circumstance, and this has forced them to learn how to use cameras and other tools to keep the classes active [26]. Moodle, Zoom, Microsoft Teams, and Google Classroom are some of the most used platforms used to manage teaching content, hold virtual classes, or encourage the interaction of distance classes [27]. There are also other tools, such as WhatsApp, WordPress, Edpuzzle, and H5P, that allow for the interaction between a professor and a student [28,29].…”

7th Virtual International Conference on Education, Innovation and ICT

“…Las aportaciones de los estudiantes ayudan a entender su punto de vista al respecto, destacando su positiva valoración. Esto avala las conclusiones de estudios previos (Álvarez-Álvarez, 2021;Corral Bobadilla, Somovilla Gomez, Lostado Lorza et al, 2017;Fidalgo et al, 2020;Flores-Angulo et al, 2021;Mischel, 2019).…”