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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 i...
Contexts in source publication
Context 1
... review of the literature led to the identification of three types of videoconferencing systems (DVC, IVC, and WVC). As depicted in Figure 1, DVC (e.g., CISCO, STARLEAF PT MINI, and POLYCOM conference) is a type of videoconferencing which offers a group of people multiple channels of communication to discuss and learn about relevant issues and to solve certain learning problems. DVC supports multiple modes of interaction including: many-to-many, one-to-many, many-to-one, and one-to-one. ...
Context 2
... depicted in Figure 1, IVC (e.g., ZOOM STATION, VIDYO, and POLYCOM EDUCATION) is a type of videoconferencing that requires fixed environmental settings and advanced configuration to maintain the interaction between instructor and students. This type of service supports one-to-many interaction where instructors deliver their courses to the students in real time. ...
Citations
... In particular, technological artifacts, like ICT, have played a prominent role in contemporary organizing by enabling and limiting new forms of interaction between agents engaged in a performative scheme (Kho et al., 2019;Leonardi, 2017). ICT comprises electronic and technological artifacts, such as computers, tablets, smartphones, communication software, cloud computing and videoconferencing software, among others, and plays a prominent role in the functioning of contemporary organizations (Al-Samarraie, 2019;Al-Samarraie and Saeed, 2018). Technological artifacts influence and direct how human agents understand the action possibilities that allow a routine's performance (D'Adderio, 2014(D'Adderio, , 2017Kiwan and Lazaric, 2019). ...
This paper aims to discuss artifacts and how they influence the performative scheme of the routine and human agency. Artifacts emerge from a heterogeneous network of technical and social elements, which implies assuming that they strongly influence the performance of a routine and the organizing. This essay starts from an established theoretical framework to develop reflections and propose that the artifacts entangle part of organizational knowledge and that the artifact's role is structured by their enactment in performing a routine, which gives them meaning and a sense of purpose. The propositions contribute to theoretical and empirical advances by offering new insights for analysing the role of artifacts in routine dynamics. The main arguments presented are about (i) the existence of a potential role and a performed role for artifacts, (ii) that the artifacts' role evolves from knowledge and know-how embedded in routines and their actants and (iii) that artifacts are connected through networks of routines, and they embed a vast repertoire of knowledge and expertise. Also, it proposes a fruitful research agenda based on the main reflections. Finally, the thoughts presented open a pandora's box to reflect on the intertwining between human and artifacts, not just in organizing but also in everyday social life.
... The evaluation of the experience can be based on support services, teaching advice, consultations and interactions among peers, as well as access, design of virtual courses, and technological infrastructure [4]. The use of video conferencing in higher education is manifested through the connection of devices to the Internet and is one of the most commonly used tools to facilitate students' self-directed use of technology in real time [5].The literature review has allowed us to structure a model where there are latent variables that could be formed into psychological and pedagogical factors; the factor of interactivity or communication between teacher and student is also present, and finally, technological capacity and its infrastructure based on digital and data transmission [6]. ...
... The student interacts constantly and, therefore, maintains motivation and interest in learning [11]. This phenomenon allows for one-to-many and many-to-many interactions, in addition to one-to-one interaction [5]. The term interactivity is related to the digitization of data with the possibilities of exchanging, modifying, and transmitting messages and objects online [12]. ...
... According to the literature, turning on one's webcam in synchronous video conferencing-based online learning has both advantages and disadvantages. (Al-Samarraie, 2019;Maimaiti et al., 2023;Wicks, 2021). For example, by having students turning on one's webcam, instructors can prevent students from becoming distracted and disengaged as easily. ...
Avatar use has been proposed as a method to address students' social anxiety and hesitancy to interact with other people in synchronous online environments. Nonetheless , there is a dearth of research examining the effects of avatar-based interactions on students' emotions and motivation. A quasi-experimental research was conducted to examine the effects of avatar-based interaction on students' self-efficacy, affects related to interaction, emotions, and learning outcomes in a synchronous video conferencing-based online learning environment. Seventy-one participants were recruited from three sections of one required teacher training course for elementary school pre-service teachers. All sections followed the same course structure and had the same learning content. Forty-three students in two sections were assigned to the experimental group and used avatar-based interaction. Twenty-eight students in one section was assigned to the control group and interacted using webcams. The results showed that the avatar-based interaction effectively alleviated students' concerns and negative emotions. We found no significant difference in perceived learning achievement between the two groups, although the experimental group showed the higher course satisfaction than the control group. The current findings support the potential mitigation effect of avatar-based interaction on social anxiety during video conferencing-based online learning. Avatar use can be an effective alternative to assuage students' social concerns, thereby fostering active engagement in social interactions within various synchronous online learning environments, such as the Metaverse.
... The utilization of synchronous videoconferencing tools, such as Zoom, has seen a marked rise [17,18]. Videoconferencing is a technological solution that facilitates real-time meetings incorporating video, interactive audio, text, and data exchange among multiple users [19]. Incorporating video conferencing into education offers several benefits, including facilitating virtual meetings with live features, bidirectional communication through video and audio, content sharing, and messaging between educators and students [20]. ...
... Moreover, students' attitudes revealed appreciation for Zoom's facilitation of discussions and idea-sharing among peers and instructors. This finding aligns with the insights of previous studies [1,19]. ...
... On the other had negative attitudes towards Zoom as they appeared to prefer face-to-face teaching method and they are disturbed by zoom usage for practical activities. This confirms the previous result [19,52], that students prefer face-to-face more than the zoom videoconferencing platform. This could be explained due to it might be more difficult for them to pay attention while using Zoom and that technology can be more of a distraction sometimes. ...
This study examines the attitudes of college students enrolled with different specialties from two colleges, Applied Sciences and Arts and Educational Sciences at Palestine Technical University Kadoorie (PTUK), regarding their utilization of the Zoom platform. There is a strong need for this research to be carried out. Assessing students' attitudes will help to improve students' engagement and interaction while using Zoom. Additionally, this study will bridge the gap in this specific context. The investigation specifically focuses on certain demographic variables, namely gender, technical proficiency, Grade Point Average (GPA), and college affiliation. A quantitative research method was conducted with a total of 321 students from two different colleges were randomly selected. A questionnaire was designed to assess the attitudes based on the literature review. Findings indicate that college students exhibit favorable attitudes towards Zoom, perceiving it as user-friendly, flexible platform. Nonetheless, the study also reveals a stronger inclination towards traditional teaching because of concerns about assessment equity and privacy issues. The implications of these findings are valuable for educators. Results will help them to adapt their teaching methods to better align with students' preferences.
... Video conferencing [10] [17] and collaborative tools facilitate communication and collaboration among team members, even in remote environments. ...
Due to digital revolution, new software and tools has been developed by many companies, organizations and higher education institutions which have created a kind of ease to automate our systems. For institution different software offers wide range of feature like automation, online data management, collaboration, planning, videoconferencing, plagiarism detection, language learning and many more. It has been found that the number of software and tools are being developed every day, therefore it is important to choose and install particular software from different resources. The quality of software is dependent on the process to be followed; therefore, it is necessary to investigate their different features. The risks associated with software include data security, unreliable backup systems, compatibility issues, system glitches, poor user interface, lack of control etc. In this paper, an attempt has been made to provide information about different software and tools that has been used recently in educational institution.
... To better engage students and encourage the development of abilities, educators are increasingly turning to gamified learning environments . There is a large population of young people in Saudi Arabia that are tech savvy and open to learning, making gamification of training programs an excellent option (Al-Samarraie et al., 2019). While digital platforms and gamification open up a world of possibilities, an important question emerges: Can these abilities be used in the real world? ...
The goal of this study is to investigate the efficacy of gamified training programs and the influence of contextual variables on skill learning in the specific context of Saudi Arabia. Current research examines the impact of cultural and socioeconomic variables on the efficacy of gamification as a motivating tool. Moreover, it explores the use of real-world situations in skill-development initiatives, paying special attention to how such programs mesh with the aims of Saudi Vision 2030. The goal of this lofty strategy is to develop a knowledgeable and talented labor force and stimulate economic growth. Incorporating quantitative analysis helps to reveal a statistically significant and positive association between involvement and the enhancement of abilities, lending credence to the efficacy of gamified techniques. Extensive studies have also shown that a wide range of external influences have a major impact on the educational setting. Culture, social status, technical progress, and level of education are just a few examples of the many characteristics that fall under this category. They all contribute significantly to the educational setting. To effectively bridge the gap between academic ideas and their practical manifestations, it is crucial to include real-world experiences. Policymakers, educators, and organizations working to improve skill development within Saudi Arabia's specific context may gain much-needed insights from the aforementioned results.
... Previous studies have demonstrated the benefits of videoconferencing systems as a promising tool for online learning [13,[16][17][18]. However, limited literature has focused on the contextual factors that affect learning outcomes through videoconferencing [4]. ...
This paper examined Chinese undergraduate students' perceptions of using videoconferencing in learning English as a foreign language (EFL) during the COVID-19 pandemic. The data were collected among 348 Chinese university students who attended sixteen-week learning of Integrated English Course through Tencent Meeting, the most widely used videoconferencing application in China. We adopted voluntary response sampling method in this cross-sectional study. Students completed an online survey on “Wenjuanxing”, China's biggest online questionnaire distribution platform. A structural equation model (SEM) was constructed and analyses revealed that perceived ease of use and perceived usefulness were significant predictors of students' satisfaction and participation intention. Students' computer self-efficacy had a positive effect on their perceived ease of use, perceived usefulness, and participation intention while their frequency of using videoconferencing did not influence these variables. This study contributes to the existing literature on the acceptance of videoconferencing in the context of EFL learning and offers insights for developing up-to-date videoconferencing teaching strategies.
... In online learning, technology is crucial in delivering education and enhancing interaction (Singh & Thurman, 2019). Video conferencing is the most effective technology that assists teachers in offering collaboration and increasing student engagement (Kumar et al., 2015); it is an effective instrument for teaching and communication in online learning (Al-Samarraie, 2019). Several video conferencing platforms are available, such as Zoom, WebEx, Microsoft Teams, GoTo Meeting and Skype for business (Döring et al., 2022). ...
Video conferencing is an effective tool that promotes interaction and collaboration, increasing student engagement in online learning. This study is the second phase of design-based research to create a tool to generate a report of engaging teaching videos using deep learning as an artificial intelligence (AI) methodology. In this second phase, the authors have applied the characteristics and indicators of engaging teaching videos identified in the first phase, reported in another study, to develop an Artificial Intelligence enabled tool. Twenty-five recorded lecture videos presented to higher education students were annotated based on the indicators and characteristics of engaging teaching videos. An AI expert has assisted the authors in creating the Artificial Intelligence-enabled tool from the reports generated by this manual annotation. With the assistance of this tool, the engagement enhancing teachers’ behaviours and movements can be identified from recorded lecture videos, and a report can be generated on engaging teaching videos. For the classification task of video analysis, the deep learning model is adopted in this research. The model is trained with manually annotated videos and determines class imbalance issues and misleading metrics. The model was further improved by adopting the oversampling technique. The second version of the tool achieved promising outputs with average precision, recall, f1-score, and balanced accuracy of 68, 75, 73, and 79%, respectively, in classifying the annotated videos at the indicator level. The tool can assist the education institutes in creating moderation in the lecture delivery and whether the teachers are utilising the technology effectively. Additionally, this can help teachers recognise the presence or absence of engagement-enhancing behaviours and movements during their video conferencing sessions.
... GoToMeeting (9.3%), Google Meet (6.3%), WebEx (6.10%), RingCentral (4.3%), FaceTime (2.0%), and Skype (1.2%). However, it must be emphasized that the use of video conferencing tools in higher education implies specific learning opportunities and challenges [12]. An interesting point can be made here: even though, after the onset of the COVID-19 pandemic, Zoom was the most frequently mentioned video conferencing tool in research papers related to higher education, BigBlueButton was actually the most popular open-source virtual classroom software, with both potential advantages and challenges regarding its pedagogical use [13] and technical implementation issues [14]. ...
The COVID-19 pandemic has placed great importance on video conferencing tools in delivering instruction at higher education institutions (HEIs). Increased interest in video conferencing tools for hybrid and fully online teaching is also expected in the post-pandemic period. The main focus of this paper is on the analysis of the BigBlueButton video conferencing tool by using survey data collected from students (N = 175) at a HEI at the beginning of the COVID-19 pandemic. The assessment scales for data collection in the survey were based on the DeLone and McLean Information Systems Success Model (D&M ISSM), as well as on the concepts of usability (US), cognitive involvement (CI), and design appeal (DA). The analysis of the assessment scales indicated their good internal consistency and reliability (using the Cronbach alpha and other indicators). A correlation analysis and factor analysis were performed to assist in developing a structural model of the relations between independent variables; system quality (SYSQ), information quality (INFQ), service quality (SERQ), US, CI, and DA; and the dependent variable intention to use (IU) the BigBlueButton video conferencing system. A structural model was developed and confirmed with the use of partial least squares structural equation modeling (PLS-SEM), and the explanatory power (R2 value) of this model was .507 regarding the dependent variable IU the BigBlueButton system.
... Articles explored the use of digital tools, online platforms, and learning management systems to support blended learning experiences (Holmes & Prieto-Rodriguez, 2018;Taufiqurrochman et al., 2020;Bradley, 2021;Castro, 2019). Sub-themes may include discussions on the integration of specific technologies (video conferencing, virtual learning environments) and their impact on language learning outcomes (Almusharraf & Khahro, 2020;Al-Samarraie, 2019;Correia et al., 2020;Baber, 2020). The role of technology in blended learning emerged as a prominent focus in the literature. ...
