Students' Experiences with Live Video-Streamed Teaching Classes

Vibe Alopaeus Jelsbak; Lillian Buus; Jonas Thorsen; Thomas Bendsen; Rikke Ørngreen

Students' Experiences with Live Video-Streamed Teaching Classes

Bidragets oversatte titel: Studerendes oplevelse af live videostreamet undervisning

Vibe Alopaeus Jelsbak
, Lillian Buus
, Jonas Thorsen
, Thomas Bendsen
, Rikke Ørngreen

Aalborg Universitet

Publikation: Bidrag til bog/antologi/rapport › Konferenceartikel i proceeding › peer review

Abstract

Elevers erfaringer med live-steam undervisning
Bioanalytiker uddannelsen på VIA tilbyder en kombination af live stream og traditionel undervisning. Det er den studerendes individuelle valg om de vil møde op til undervisning på campus eller benytte live-stream hjemmefra. Tidligere studier viser at interaktion og dialog mellem tilstedeværende studerende blev reduceret i live-streamet undervisningsgange ift. undervisning med fremmøde og et af grundene bag var teknologiske problemer og lærerens valg af undervisningsmetode. Et af vores mål var derfor at udvikle metoder og teknologi til at facilitere interaktionen gennem øget teknologisk transparens. I denne artikel præsenterer og diskuterer vi tilrettelæggelse og undervisningsdesigns fra en studerendes synspunkt. Vi undersøger hvordan de studerende oplever deltagelse, interaktion og teknologisk transparens i live-streamet undervisningsgange i en 5 årig periode hvor der sker løbende udvikling af de teknologiske og pædagogiske live-stream undervisningsløsninger. Data beskriver de studerendes oplevelser og dette blev indsamlet i et længerevarende studie over 4 sessioner mellem 2012 og 2017 vha. kvalitative metoder inspireret af mobile 'probes'. Probes blev designet som spørgsmål til de studerende omkring deres synspunkter på udvalgte temaer. I hver session blev der stillet spørgsmål til både tilstedeværende og online undervisning hveranden dag i en to-ugers periode. Resultaterne viser en løbende forbedring i teknologisk transparens og live-streamet undervisning blev bedre til at støtte interaktion mellem studerende. Interaktion var faciliteret af lærerens støtte så studerende kunne samarbejde på samme niveau ved fremmøde som hjemmefra fx. ved implementering af ny teknologi som understøtte online studiegrupper i samspil med live streamet undervisning. Vi argumenterer for, at sociokulturel forståelse af læring som situeret, medieret og distribueret understøttes af denne e-læring løsning samt belyser udfordringerne der kan opstå gennem analyse af de studerendes feedback.

Nøgle ord: teknologisk transparens/gennemsigtighed, e-læring, live-video streaming, fleksibilitet, interaktion/samarbejde

Bidragets oversatte titel	Studerendes oplevelse af live videostreamet undervisning
Originalsprog	Engelsk
Titel	16th European Conference on e-Learning- ECEL 2017
Redaktører	Anabela Mesquita, Paula Peres
Antal sider	8
Forlag	Academic Conferences & Publishing International (ACPI)
Publikationsdato	2017
Sider	229-237
ISBN (Trykt)	978-1-911218-59-3
ISBN (Elektronisk)	978-1-911218-60-9
Status	Udgivet - 2017
Begivenhed	ECEL 2017: 16th European Conference on elearning - Instituto Superior Contabilidade e Administração do Porto, Porto, Portugal Varighed: 26 okt. 2017 → 27 okt. 2017 http://www.academic-conferences.org/conferences/ecel/

Konference

Konference	ECEL 2017
Lokation	Instituto Superior Contabilidade e Administração do Porto
Land/Område	Portugal
By	Porto
Periode	26/10/17 → 27/10/17
Internetadresse	http://www.academic-conferences.org/conferences/ecel/

Navn	Proceedings of the European Conference on e-Learning
Nummer	16

Emneord

bioanalytiker

Citationsformater

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title = "Students' Experiences with Live Video-Streamed Teaching Classes",

abstract = "Students' Experiences with Live Video-Streamed Classes The bachelor programme in biomedical laboratory technology at VIA Faculty of Health Sciences offers a combination of live video-streamed and traditional teaching. It is the student{\textquoteright}s individual choice whether to attend classes on-site or to attend classes from home via live video-stream. Our previous studies revealed that interaction and dialog between attendants were reduced in the live-streamed sessions compared to on-site teaching, and that the main reasons were technological issues and the teacher{\textquoteright}s choice of teaching methods. One of our goals therefore became to develop methods and technology to facilitate interaction through increased technological transparency. In this paper, we present and discuss organizational and educational designs as seen from the student{\textquoteright}s point of view. We do so by investigation of how students experience participation, interaction and technological transparency in the live-streamed teaching sessions during a 5-year period of continuous development of technological and pedagogical solutions for live-streamed teaching. Data describing student{\textquoteright}s experiences were gathered in a longitudinal study of four sessions from 2012 to 2017 using a qualitative method inspired from “mobile probes”. The probes were designed as questions to the students regarding their view on selected themes. In each of the four sessions, questions were posed every second day during a two-week period that included both on-site and live video-streamed teaching. The results document a continuous progress in technological transparency, as the live video-streamed classes increasingly support the student{\textquoteright}s flexibility in ways of attending and interacting in classes. Interaction is facilitated through teacher driven support, resulting in classes where students can interact and collaborate equally with on-site students, e.g. through a newly implemented technology supporting on-line study-groups in parallel with live streamed teaching. We argue how sociocultural understanding of learning as situated, mediated and distributed can be supported by this e-learning-solution and show the challenges through the analysis of the student{\textquoteright}s feedback on the type of interaction taking place. Keywords: Technological transparency, e-learning, live video-streamed classes, student{\textquoteright}s flexibility, student{\textquoteright}s interaction. ",

keywords = "bioanalyst, e-learning, live video-streamed classes, student{\textquoteright}s flexibility, technological transparency",

author = "Jelsbak, \{Vibe Alopaeus\} and Lillian Buus and Jonas Thorsen and Thomas Bendsen and Rikke {\O}rngreen",

year = "2017",

language = "English",

isbn = "978-1-911218-59-3",

series = "Proceedings of the European Conference on e-Learning",

publisher = "Academic Conferences \& Publishing International (ACPI)",

number = "16",

pages = "229--237",

editor = "Anabela Mesquita and Paula Peres",

booktitle = "16th European Conference on e-Learning- ECEL 2017",

address = "United Kingdom",

note = "ECEL 2017 : 16th European Conference on elearning, ECEL ; Conference date: 26-10-2017 Through 27-10-2017",

url = "http://www.academic-conferences.org/conferences/ecel/",

}

Jelsbak, VA, Buus, L , Thorsen, J , Bendsen, T & Ørngreen, R 2017, Students' Experiences with Live Video-Streamed Teaching Classes. i A Mesquita & P Peres (red), 16th European Conference on e-Learning- ECEL 2017. Academic Conferences & Publishing International (ACPI), Proceedings of the European Conference on e-Learning, nr. 16, s. 229-237, ECEL 2017, Porto, Portugal, 26/10/17.

Students' Experiences with Live Video-Streamed Teaching Classes. / Jelsbak, Vibe Alopaeus; Buus, Lillian ; Thorsen, Jonas et al.
16th European Conference on e-Learning- ECEL 2017. red. / Anabela Mesquita; Paula Peres. Academic Conferences & Publishing International (ACPI), 2017. s. 229-237 (Proceedings of the European Conference on e-Learning; Nr. 16).

Publikation: Bidrag til bog/antologi/rapport › Konferenceartikel i proceeding › peer review

TY - GEN

T1 - Students' Experiences with Live Video-Streamed Teaching Classes

AU - Jelsbak, Vibe Alopaeus

AU - Buus, Lillian

AU - Thorsen, Jonas

AU - Bendsen, Thomas

AU - Ørngreen, Rikke

PY - 2017

Y1 - 2017

N2 - Students' Experiences with Live Video-Streamed Classes The bachelor programme in biomedical laboratory technology at VIA Faculty of Health Sciences offers a combination of live video-streamed and traditional teaching. It is the student’s individual choice whether to attend classes on-site or to attend classes from home via live video-stream. Our previous studies revealed that interaction and dialog between attendants were reduced in the live-streamed sessions compared to on-site teaching, and that the main reasons were technological issues and the teacher’s choice of teaching methods. One of our goals therefore became to develop methods and technology to facilitate interaction through increased technological transparency. In this paper, we present and discuss organizational and educational designs as seen from the student’s point of view. We do so by investigation of how students experience participation, interaction and technological transparency in the live-streamed teaching sessions during a 5-year period of continuous development of technological and pedagogical solutions for live-streamed teaching. Data describing student’s experiences were gathered in a longitudinal study of four sessions from 2012 to 2017 using a qualitative method inspired from “mobile probes”. The probes were designed as questions to the students regarding their view on selected themes. In each of the four sessions, questions were posed every second day during a two-week period that included both on-site and live video-streamed teaching. The results document a continuous progress in technological transparency, as the live video-streamed classes increasingly support the student’s flexibility in ways of attending and interacting in classes. Interaction is facilitated through teacher driven support, resulting in classes where students can interact and collaborate equally with on-site students, e.g. through a newly implemented technology supporting on-line study-groups in parallel with live streamed teaching. We argue how sociocultural understanding of learning as situated, mediated and distributed can be supported by this e-learning-solution and show the challenges through the analysis of the student’s feedback on the type of interaction taking place. Keywords: Technological transparency, e-learning, live video-streamed classes, student’s flexibility, student’s interaction.

AB - Students' Experiences with Live Video-Streamed Classes The bachelor programme in biomedical laboratory technology at VIA Faculty of Health Sciences offers a combination of live video-streamed and traditional teaching. It is the student’s individual choice whether to attend classes on-site or to attend classes from home via live video-stream. Our previous studies revealed that interaction and dialog between attendants were reduced in the live-streamed sessions compared to on-site teaching, and that the main reasons were technological issues and the teacher’s choice of teaching methods. One of our goals therefore became to develop methods and technology to facilitate interaction through increased technological transparency. In this paper, we present and discuss organizational and educational designs as seen from the student’s point of view. We do so by investigation of how students experience participation, interaction and technological transparency in the live-streamed teaching sessions during a 5-year period of continuous development of technological and pedagogical solutions for live-streamed teaching. Data describing student’s experiences were gathered in a longitudinal study of four sessions from 2012 to 2017 using a qualitative method inspired from “mobile probes”. The probes were designed as questions to the students regarding their view on selected themes. In each of the four sessions, questions were posed every second day during a two-week period that included both on-site and live video-streamed teaching. The results document a continuous progress in technological transparency, as the live video-streamed classes increasingly support the student’s flexibility in ways of attending and interacting in classes. Interaction is facilitated through teacher driven support, resulting in classes where students can interact and collaborate equally with on-site students, e.g. through a newly implemented technology supporting on-line study-groups in parallel with live streamed teaching. We argue how sociocultural understanding of learning as situated, mediated and distributed can be supported by this e-learning-solution and show the challenges through the analysis of the student’s feedback on the type of interaction taking place. Keywords: Technological transparency, e-learning, live video-streamed classes, student’s flexibility, student’s interaction.

KW - bioanalyst

KW - e-learning

KW - live video-streamed classes

KW - student’s flexibility

KW - technological transparency

M3 - Conference contribution to proceeding

SN - 978-1-911218-59-3

T3 - Proceedings of the European Conference on e-Learning

SP - 229

EP - 237

BT - 16th European Conference on e-Learning- ECEL 2017

A2 - Mesquita, Anabela

A2 - Peres, Paula

PB - Academic Conferences & Publishing International (ACPI)

T2 - ECEL 2017

Y2 - 26 October 2017 through 27 October 2017

ER -

Students' Experiences with Live Video-Streamed Teaching Classes

Abstract

Konference

Emneord

Fingeraftryk

Citationsformater