Students' Experiences with Live Video-Streamed Teaching Classes

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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 social constructivistic approaches to learning 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.
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OriginalsprogEngelsk
Titel16th European Conference on e-Learning- ECEL 2017
RedaktørerAnabela Mesquita, Paula Peres
Antal sider8
ForlagAcademic Conferences and Publishing International
Publikationsdato2017
Sider229-237
ISBN (Trykt)978-1-911218-59-3
ISBN (Elektronisk)978-1-911218-60-9
PublikationsartForskning
Peer reviewJa
BegivenhedEuropean Conference on eLearning - Instituto Superior Contabilidade e Administração do Porto, Porto, Portugal
Varighed: 26 okt. 201727 okt. 2017
http://www.academic-conferences.org/conferences/ecel/

Publikationsserier

NavnProceedings of the European Conference on e-Learning
ForlagAcademic Conferences and Publishing International
Nummer16
ISSN (Elektronisk)2048-8637

Samarbejdspartnere

  • Aalborg Universitet
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