Video Teleconferencing as a Tool for Science Education: Perceptions and Experiences of Tertiary Students in a Rural School in a Post-Pandemic Era

Agustina Pattung

Abstract


A qualitative study that tries to investigate perceptions and experiences of tertiary students regarding the application of video teleconferencing as an educational tool in science learning among students of a rural school post-pandemic. Interviews, focus group discussions, and observation revealed rich insights into how video teleconferencing technology could indeed be integrated in science courses. Various themes from research findings are brought out; among them is the influence video teleconferencing exerts on the level of students' engagement and their comprehension of the science curriculum. Others include approaches to pedagogy and challenges which face the students. To this end, students described having a more active engagement in science education via video teleconferencing, for it was interactive, thus allowing maneuverability around. However, they encountered challenges such as technical issues, accessibility barriers, and distractions. Nonetheless, video teleconferencing was found to be a crucial component of the educational process, which increases accessibility, broadens chances, and fosters the development of lifetime learning abilities. These results emphasize the necessity of resolving issues in order to maximize the efficiency of video teleconferencing in science instruction.


Keywords


Learning; Post-Pandemic; Rural School; Science Education; Video Teleconferencing

Full Text:

PDF

References


Alalwan, N., Cheng, L., Al-Samarraie, H., Yousef, R., Alzahrani, A.I. and Sarsam, S.M., 2020. Challenges and prospects of virtual reality and augmented reality utilization among primary school teachers: A developing country perspective. Studies in Educational Evaluation, 66, p.100876.

Amiti, F., 2020. Synchronous and asynchronous E-learning. European Journal of Open Education and E-Learning Studies, vol.5, no.2.

Basar, Z.M., Mansor, A.N., Jamaludin, K.A. and Alias, B.S., 2021. The effectiveness and challenges of online learning for secondary school students–A case study. Asian Journal of University Education, vol. 17, no. 3, pp.119-129.

Bixler, A., Eslinger, M., Kleinschmit, A.J., Gaudier-Diaz, M.M., Sankar, U., Marsteller, P., Goller, C.C. and Robertson, S., 2021. Three steps to adapt case studies for synchronous and asynchronous online learning. Journal of microbiology & biology education, vol. 22, no.1, pp.10-1128.

Blau, I., Shamir-Inbal, T. and Avdiel, O., 2020. How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?. The internet and higher education, vol. 45, p.100722.

Cabubas, D.N. and Mustacisa-Lacaba, M., 2023. Utilization of Pictorial Analogy and Colored Sticks in Teaching Chemical Equation. Jurnal Penelitian dan Pembelajaran IPA, vol. 9, no.1, pp.15-28.

Camilleri, M.A. and Camilleri, A.C., 2022. The acceptance of learning management systems and video conferencing technologies: Lessons learned from COVID-19. Technology, Knowledge and Learning, vol.27, no.4, pp.1311-1333.

Caton, J. B., Chung, S., Adeniji, N., Hom, J., Brar, K., Gallant, A., ... & Hosamani, P. 2021. Student engagement in the online classroom: comparing preclinical medical student question‐asking behaviors in a videoconference versus in‐person learning environment. FASEB BioAdvances, vol. 3, no. 2, pp. 110.

Chatterjee, S., 2021. A Phenomenological Study on the Experience of Higher Education Faculty in the Transition from Traditional Teaching to Online Teaching in Science Courses (Doctoral dissertation, New Mexico State University).

Correia, A.P., Liu, C. and Xu, F., 2020. Evaluating videoconferencing systems for the quality of the educational experience. Distance Education, vol.41, no.4, pp.429-452.

Dube, B., 2020. Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach. REMIE: Multidisciplinary Journal of Educational Research, vol. 10, no.2, pp.135-157.

Empiengco, M. and Mustacisa-Lacaba, M., 2022. Field-Based Laboratory Instruction in Teaching Forces, Motion and Energy. Journal of Academic Research, vol. 7, no.1, pp.17-29.

Fabriz, S., Mendzheritskaya, J. and Stehle, S., 2021. Impact of synchronous and asynchronous settings of online teaching and learning in higher education on students’ learning experience during COVID-19. Frontiers in psychology, vol. 12, p.733554.

Fatani, T.H., 2020. Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic. BMC medical education, vol. 20, pp.1-8.

Harefa, D., Sarumaha, M., Telaumbanua, K., Telaumbanua, T., Laia, B. and Hulu, F., 2023. Relationship student learning interest to the learning outcomes of natural sciences. International Journal of Educational Research & Social Sciences, vol. 4, no.2, pp.240-246.

Hasanah, U., Astra, I. and Sumantri, M.S., 2023. Exploring the Need for Using Science Learning Multimedia to Improve Critical Thinking Elementary School Students: Teacher Perception. International Journal of Instruction, vol.16, no.1.

Hennessy, S., D'Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M. and Zubairi, A., 2022. Technology use for teacher professional development in low-and middle-income countries: A systematic review. Computers and Education Open, vol.3, p.100080.

Inganah, S., Darmayanti, R. and Rizki, N., 2023. Problems, solutions, and expectations: 6C integration of 21 st century education into learning mathematics. JEMS: Jurnal Edukasi Matematika Dan Sains, vol. 11, no.1, pp.220-238.

Jung, J., Choi, S. and Fanguy, M., 2024. Exploring Teachers’ Digital Literacy Experiences. International Review of Research in Open and Distributed Learning, vol. 25, no.2, pp.41-59.

Kamble, A., Gauba, R., Desai, S. and Golhar, D., 2021. Learners’ perception of the transition to instructor-led online learning environments: Facilitators and barriers during the COVID-19 pandemic. International Review of Research in Open and Distributed Learning, vol.22, no.1, pp.199-215.

Kimble-Hill, A.C., Rivera-Figueroa, A., Chan, B.C., Lawal, W.A., Gonzalez, S., Adams, M.R., Heard, G.L., Gazley, J.L. and Fiore-Walker, B., 2020. Insights gained into marginalized students access challenges during the COVID-19 academic response. Journal of Chemical Education, vol.97, no.9, pp.3391-3395.

Kleftodimos, A. and Triantafillidou, A., 2023. The use of the video platform FlipGrid for practicing science Oral communication. TechTrends, vol. 67, no.2, pp.294-314.

Kormos, E. and Wisdom, K., 2021. Rural schools and the digital divide: Technology in the learning experience. Theory & Practice in Rural Education, vol.11, no.1, pp.25-39.

Maher, D., 2020. Video conferencing to support online teaching and learning. Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field.

Martin, F., Kumar, S., Ritzhaupt, A.D. and Polly, D., 2023. Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities. The Internet and Higher Education, vol. 56, p.100879.

Mehring, T., 2021. Doctorate of Education Students’ Perceptions of Zoom Video Conferencing Technology as an Instructional Tool (Doctoral dissertation, Baker University).

Mpungose, C.B., 2023. Lecturers’ reflections on use of Zoom video conferencing technology for e-learning at a South African university in the context of coronavirus. African Identities, vol. 21, no.2, pp.266-282.

Mustacisa, M., 2016. Family Structure and Parental Involvement Vis-à-vis Science Performance of Grade 7 Students of Samar National School. Manila Journal of Science, vol. 9, pp.43-48.

Orhan, G. and Beyhan, Ö., 2020. Teachers’ perceptions and teaching experiences on distance education through synchronous video conferencing during Covid-19 pandemic. Social Sciences and Education Research Review, vol.7, no.1, pp.8-44.

Parker, E.J., 2022. Documenting Attributes of Equity and Social Justice Education (Doctoral dissertation, Grand Canyon University).

Pregowska, A., Masztalerz, K., Garlińska, M. and Osial, M., 2021. A worldwide journey through distance education—from the post office to virtual, augmented and mixed realities, and education during the COVID-19 pandemic. Education Sciences, vol.11, no.3, p.118.

Ratan, R., Ucha, C., Lei, Y., Lim, C., Triwibowo, W., Yelon, S., Sheahan, A., Lamb, B., Deni, B. and Chen, V.H.H., 2022. How do social presence and active learning in synchronous and asynchronous online classes relate to students’ perceived course gains?. Computers & Education, vol. 191, p.104621.

Riedl, R., 2022. On the stress potential of videoconferencing: definition and root causes of Zoom fatigue. Electronic Markets, vol. 32, no.1, pp.153-177.

Roque-Hernández, R.V., Díaz-Roldán, J.L., López-Mendoza, A. and Salazar-Hernández, R., 2023. Instructor presence, interactive tools, student engagement, and satisfaction in online education during the COVID-19 Mexican lockdown. Interactive Learning Environments, vol. 31, no.5, pp.2841-2854.

Sharp, E., Brooks-Hurst, E., Velez-Gomez, P., Fang, D., Nickles, D. and Oblad, T., 2023. The Paradox of Closeness and Distance in a Family Science Interactive Video Conferencing Seminar: Lessons for Teaching in a Time of COVID-19 and Beyond. Family Science Review, vol. 27, no.1.

Sofi-Karim, M., Bali, A.O. and Rached, K., 2023. Online education via media platforms and applications as an innovative teaching method. Education and Information Technologies, vol. 28, no.1, pp.507-523.

Sung, S.H., Li, C., Huang, X. and Xie, C., 2021. Enhancing distance learning of science—Impacts of remote labs 2.0 on students' behavioural and cognitive engagement. Journal of Computer Assisted Learning, vol. 37, no. 6, pp.1606-1621.

Sweetman, D.S., 2021. Making virtual learning engaging and interactive. Faseb BioAdvances, vol. 3, no. 1, p.11.

Tai, K.W., 2024. Transcending the boundaries of mode in online language teaching: A translanguaging perspective on ESL teachers’ synchronous small group online tutorials. System, vol. 121, p.103185.

Xie, C., Li, C., Sung, S. and Jiang, R., 2022. Engaging students in distance learning of science with remote labs 2.0. IEEE Transactions on Learning Technologies, vol. 15, no.1, pp.15-31.

Yu, Z., 2022. Sustaining student roles, digital literacy, learning achievements, and motivation in online learning environments during the COVID-19 pandemic. Sustainability, vol. 14, no.8, p.4388.




DOI: http://dx.doi.org/10.30870/jppi.v10i2.25536

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Jurnal Penelitian dan Pembelajaran IPA

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons License

Jurnal Penelitian dan Pembelajaran IPA is licensed under a Creative Commons Attribution 4.0 International License

Copyright © 2024 Jurnal Penelitian dan Pembelajaran IPA. All rights reserved.