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Video conferencing (VC) has become invaluable in education, catapulted during the COVID19 pandemic which was declared by the World Health Organisation in March 2020. It became a service connecting a far-flung remote teaching and learning across the globe. In the process, different tools and methods serve diverse ability to keep virtual classrooms engaging and efficient. The forceful shift to incorporation of online teaching and learning resulted in a new era in education which continued even after the end of the pandemic two years later. The implication of recommendation on adoption of VC systems and good practices is to collect best practice scenarios of educational VC carried out against a backdrop of a body of literature. The aim of study is to conduct an empirical exploratory literature review of VC technologies and methods to engage students online in various classroom environments by the recent drastic changes. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used to include the articles to be reviewed. This paper is based on an analysis of 18 research articles with empirical studies specifically from two electronic databases, namely the Institute of Electrical and Electronics Engineers (IEEE) and Science Direct which are open and accessible in the field of educational technology searched using the search strings relating to VC in Education. The analysis categorised the findings into three areas: 1) VC Software Platforms (2) Platforms integrated with VC Software Platforms and 3) VC Hardware. This review provides the information to enable ideating a portable VC toolkits and online applications for engaging learning experience design in higher education classrooms.
Abstract: Video conferencing (VC) has become invaluable in education, catapulted during the COVID19 pandemic which was declared by the World Health Organisation in March 2020. It became a service connecting a far-flung remote teaching and learning across the globe. In the process, different tools and methods serve diverse ability to keep virtual classrooms engaging and efficient. The forceful shift to incorporation of online teaching and learning resulted in a new era in education which continued even after the end of the pandemic two years later. The implication of recommendation on adoption of VC systems and good practices is to collect best practice scenarios of educational VC carried out against a backdrop of a body of literature. The aim of study is to conduct an empirical exploratory literature review of VC technologies and methods to engage students online in various classroom environments by the recent drastic changes. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used to include the articles to be reviewed. This paper is based on an analysis of 18 research articles with empirical studies specifically from two electronic databases, namely the Institute of Electrical and Electronics Engineers (IEEE) and Science Direct which are open and accessible in the field of educational technology searched using the search strings relating to VC in Education. The analysis categorised the findings into three areas: 1) VC Software Platforms (2) Platforms integrated with VC Software Platforms and 3) VC Hardware. This review provides the information to enable ideating a portable VC toolkits and online applications for engaging learning experience design in higher education classrooms.
Keywords: Video Conferencing, VC Platforms, Online Teaching and Learning, Virtual Classroom, Portable Hardware Tools
1. Introduction
The COVID19 pandemic declared by the World Health Organisation in March 2020 caused a massive disruption to the education sector. The only connection between educators and learners was through Video conferencing (VC) which had become an invaluable service connecting the far-flung remote teaching and learning across the globe. There was no time to assess which software platforms, hardware tools and methods would serve ability to keep virtual classrooms engaging and efficient. In the unprecedent period of the pandemic, Camilleri and Camilleri (2021) highlighted educators were pressurised to utilize digital technologies including learning management systems (LMSs) as well as VC programs to reach the students isolated at home to prevent contagion (Bolumole 2021, Gandolfi, Ferdig and Kratcoski 2021). Thus, the forceful shift to incorporation of online teaching and learning leading to the development of diverse ability from a global laboratory of VC system resulted in a new era in education after the end of the pandemic two years later. Cole, Ray and Zanetis (2004) defined VC as synchronous audio and video communication through computer or telephone networks between two or more geographically dispersed sites. Lawson et al (2010) in their literature review, stated that VC closely followed the trajectory of its status as a 'cutting edge' technology in different educational environments. This steered the way as Camilleri and Camilleri (2022) had put it for the mushrooming of a lot of VC tools, platforms and apps like Zoom, Google Meet, Microsoft Teams and Slack. Paying attention in a class, staying engaged, and actively participating in a lecture have been widely stated as critical components for learners' academic success.
The implication of recommendation on adoption of VC system is to collect best educational VC platforms and hardware carried out against a backdrop of a body of literature. The aim of study is to conduct an empirical exploratory literature review of VC technologies/methods engaging students online in various classroom environments by the drastic changes during the pre-Covid through Post Covid-era. The scope of the review covers the evaluation of VC platforms and hardware for the ideation of a VC Toolkits within the 2024 timeframe of the ERASMUS+ Portable VC Toolkits and Online Applications for Engaging Learning Experience Design in Higher Education Classroom (EdViCon).
2. Methodology
The search for relevant literature was specifically from review articles published in journals from two electronic databases, namely the Institute of Electrical and Electronics Engineers (IEEE) using IEEE Xplore and ScienceDirect Search which are open and accessible in the field of educational technology. The following search strings were used: Videoconferencing platforms and tools, online teaching and learning, Virtual conference: hybrid, online conference, Zoom, Teams, Google, Meet/Hangout, Webex, Adobe Connect and Skype; Online application: Software, platform and system; Portable VC tools: Mobile and remote; Engagement: Interaction, communication and discussion; Learning Experience Design: Learning environment and flipped classroom. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram (Moher et al, 2009) was used with the four phases: identification, screening, eligibility, and included (Fig. 1.). The search period was set starting from 2020 to 2024 covering at least 5 years based on the recommendation of Crompton and Burke (2020) to explore how video conferencing system evolved from empirical papers only. Manually extracted data based on content analysis such as article type, journal name, year of publication, topic, title, research methodology and research results on the VC technologies/methods, specifically on the software and hardware tools engaging students online in various classroom environments were conducted. Only original and peerreviewed literature written in English was selected.
The initial sample was 587 scientific articles based on previously determined keywords. Subsequently, the articles were selected based on title, abstract, and keywords with 161 relevant empirical studies being found. Following that, 36 were identified as appropriate to the selection criteria after thoroughly reviewing their entire content based on criteria 2 and 3. Finally, 19 papers were analysed where the distribution included 2020 (n = 2), 2021 (n = 4), 2022 (n = 5) and 2023 (n = 7) while there was no related literature in 2024.
3. Results and Discussion
The literature on VC reflects much of the academic material available focusing on university experiences in distance learning, in which a range of VC platforms and hardware were used to facilitate learning at a distance. The articles were categorised into three areas: 1) Videoconferencing Software Platforms (2) Platforms integrated with Videoconference Software Platforms and 3) Videoconferencing Hardware.
3.1 Videoconferencing Software Platforms
All articles reviewed were made in reference to the technology specifically VC software platforms that allows teachers-students in different locations to hold real-time face-to-face teaching and learning. Table 1 shows the VC software platforms and the analysis identified from literature reviewed.
Figure 2 indicated that Zoom was the most frequent investigated or mentioned VC software platform followed by Microsoft Teams, Google Meet, Google Classroom and Discord Tool. The rest that included Webex, Skype, and Click Meeting only occurred once.
3.2 Platforms Integrated With Videoconference Software Platforms
Table 2 is a review of learning platform which are communication tools that can be used in conjunction with or integrated into VC platforms to enhance engagement of students during the sessions and improve learning outcomes for effectiveness. These are interactive polls and questions and answers sessions, real-time brainstorming, gamification all with real-time feedback.
3.3 Videoconferencing Hardware
The VC hardware refers to the tangible components and equipment necessary to enable high-quality VC experiences. The VC hardware tools are essential components to facilitate clear audio, visual and video communication in both virtual, face-to-face and hybrid education classrooms. As this review is focus on portable hardware, most affordable, convenient, and adaptable technology, with audio and video capabilities to facilitate VC software are identified from research articles as listed in Table 3.
4. Discussion
It was the COVID19 restriction that plunged the educational institutions from conducting physical classroom to online classroom using VC modalities leaving no options. The software VC systems alone are not sufficient to communicate the teachers' writing on a board, presentation slides, the gesture and posture, and engage students in groups or individually with differentiated or engaging activities. Hurajova et al. (2022) described the period as the transition to the online environment being sudden and unexpected that the instructors were unprepared for this crisis, not having adequate time and facilities to plan distance education consistently. Prior to this situation, the education research was delving on the evolution of traditional face-to-face education towards digital education with the advancement of the technologies in developing 21st century students coming from the alpha, Y and Z generations (Chan, 2022). The popular VC platforms for education prior COVID19 were listed as Zoom, Google Meet, Microsoft Teams and Webex Meetings. Rio-Chillccee et al. (2021) and Stecula and Wolniak (2022) attributed to knowledge of usage. According to Klusmann et al. (2022) knowledge of VC software for online education is essential to access to suitable software that should serve the needs of teachers as well as students. Thus, it explains that the most frequent use or mentioned in the same order indicated in Figure 2. In addition, they stated the usage relates to the need for visibility of students, as some online programs teachers were now using for their teaching could only display a maximum of four student videos as in Microsoft Teams. Fütterer et al. (2023) reported the familiarity towards the VC software platform that led to the emergency use during the crisis. Vashisht & Gautam (2020) and Saidi et al. (2021) indicated that these tools have been integrated into the LSMs provided by the education institutions. This is attributed to the software being provided by the education institutions based on the familiarity in using the platforms.
The activities involving lectures, student presentations, group-formation and group work, live quizzes, peergroup assessment, and collaborative design and facilitation are some of the activities that require integration of video-conferencing functionalities and various web-based software. Martin et al. (2020) emphasised that engaging the learner in the online course is vitally important as they are separated from the instructor and peers in the online setting. Accordingly, engagement is examined through the lens of interaction, participation, community, collaboration, communication, involvement and presence. Research from the reviewed articles shows that the students engage and participate less in the online sessions, feel or get excluded by turning off video and microphone for avoiding technical issues or due to the absence of social norms, and require higher levels of motivation to be active in the courses. Stecula and Wolniak (2022) indicated that proper resources also positively influence the absorption of e-learning content. Gil-Cordero et al. (2023) stated that effectiveness in learning is measured with respect to two variables, from a perspective not only of academic satisfaction and by the learning achieved, but also from a user perspective through user satisfaction. Several engaging and real-time collaboration platforms with gamification features data-driven and interactivity-focused to engage students and receiving immediate feedback from students that include Kahoot, Quizzizz, Mentimeter, Polls, mentioned in the review articles (Table 2) have unique features are used based on the knowledge and familiarity (Stecula and Wolniak, 2022). Aldalur and Perez (2023) indicated that such VC platforms with gamification is a strategic attempt that can turn learning into an immersive activity. Blackboard can be used to facilitate discovery learning.
There should be a strategy to utilize mobile devices to maximize all students' connection to in-person learners, peer mentors, and instructors in online remote situation in real-time. Shamoon-Pour et al. (2022) shared that approach must include giving students responsibilities that allowed them to be engaged and feel like meaningful participants in their investigation on the First Year research Immersion (FRI) research labs. Additional online applications and accessories, the VC hardware are used along with video conferencing systems for sending the information interfaces a student gets in a face-to-face classroom. Gladović et al. (2019) reviewed that the basic equipment for VC include camera and its functionality of zoom option and resizing, audio equipment relating to sound which was immensely important as a delay in sound transmission of only 0.5 second would lead to a discrepancy between speech and body movement which would impede teacher-student interaction and lastly lighting and background. The digital capabilities in the online teaching context involve even the use of camera setup, light settings, body language, eye contact, and other digital and non-digital tools, depending on the field of study. For the educators, managing multiple devices and acting in front of the camera to provide a good experience for the viewers is different from face-to-face interaction. A big challenge is the resolution of the delivered VC platforms should be optimal to cater to the needs of all the students who might encounter Internet speeds and or data plan restrictions as mentioned by majority of the articles. Some teachers still have difficulties at a psychological level due to this new teaching modality. The teachers mentioned that they needed to be in constant training to learn the new digital tools. Reliable equipment needs to be available, which provides good sound quality and is supported by a fast connection. Grodotzki et al. (2021) highlighted the use of 3D camera. The review by Atal et al. (2023) demonstrated how 360° videos are a preferred method of overcoming the limitations of standard video as they can provide a more realistic and authentic experience. The evolution and advancement into Artificial Intelligence technology will play a pivotal role in making VC more sophisticated as educational institutions are adopting the model of hybrid learning (Verma et al. 2023).
5. Limitation of the Review
The review has encountered limitations related to the scope of the purpose confining to VC software platforms and portable hardware from empirical research articles. Most of the research articles reviewed between 2000 and 2024 did not relate to a broader comparison of various individual platforms and their suitability for educational context but rather congregated approach with hypotheses on skill, competences, experiences, effectiveness, mental health, and satisfaction of using these platforms. Furthermore, most articles concentrated on usefulness in improving the learning process (PU-process) and perceived usefulness in enhancing learning outcomes (PU-outcome). Majority of the research articles are from the aftermath of COVID19 pandemics plunging the education institutions to go online classes with comparatively studies between pandemic and postpandemics era. The main tools for teaching and learning are being emphasised that the technology used must be clearly introduced to Educators and students to ease the online learning process and consequently enhance students' ability to perform successfully. Instructors must be well informed about the features, usefulness, and technical issues of VC platforms and hardware to extend their knowledge and confidence in using the system as highlighted by Bailey et al. (2021).
6. Conclusion
In the new post-COVID era of virtual classrooms, the educators are now required to teach partially or entirely online, and universities are trying to equip them with additional accessories, software and other resources in the absence of classroom resources. Furthermore, engaging students in the absence of visual clues, room for interaction, lack of understanding about online norms, and lack of technology knowledge etc. reduced the online engagement, which reduces the quality of contact hours. The 18 articles have been analysed categorised into three areas: 1) Videoconferencing Software Platforms (2) Platforms integrated with Videoconference Software Platforms and 3) Videoconferencing Hardware. This review has provided sufficient information to enable ideating a portable video conferencing toolkits and online applications for engaging learning experience design in higher education classroom. It has indicated that basic knowledge of usage and familiarity are the foundation of adopting VC platforms. As for the hardware, audio-visual aids includes headphones, tracking cameras and extended screen are essential tools for visibility and audio quality to engage students with the educators. However, further research should be conducted to address the gap in understanding how the VC tools can effectively support smooth VC to improve the online classroom atmosphere and the dynamics of interaction between educators and students.
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