The Students Experiences With Live Video-Streamed Teaching Classes

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

The Students Experiences With Live Video-Streamed Teaching Classes

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

Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › peer-review

2 Citations (Scopus)

198 Downloads (Pure)

Abstract

The Bachelor's Degree Programme of Biomedical Laboratory Science 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 the live-streamed sessions compared to on-site teaching reduced interaction and dialogue between attendants, 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 implement 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 video-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 (Ørngreen & Jørgensen, n.d.). The research 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. The analysis shows that the students have different needs (as a learning space for individual concentration or a space for highly focused collaboration) and that the technology can meet these different needs. It also shows that there are challenges, similar to many other classrooms. In this live-stream classroom interaction is facilitated through teacher driven support, resulting in classes where students can interact and collaborate equally with on-site students. We therefore argue for a sociocultural understanding of learning as situated, mediated and distributed, which this e-learning-solution support.

Original language	English
Title of host publication	Proceedings of the 16th European Conference on e-Learning - ECEL 2017
Editors	Anabela Mesquita, Paula Peres
Number of pages	11
Volume	1
Place of Publication	Reading, UK
Publisher	Academic Conferences and Publishing International
Publication date	2017
Edition	1
Pages	229-237
ISBN (Print)	978-1-911218-59-3
ISBN (Electronic)	978-1-911218-60-9
Publication status	Published - 2017
Event	European conference on e-learning 2017 - the Polytechnic Institute of Porto., Porto, Portugal Duration: 26 Oct 2017 → 27 Oct 2017

Conference

Conference	European conference on e-learning 2017
Location	the Polytechnic Institute of Porto.
Country/Territory	Portugal
City	Porto
Period	26/10/2017 → 27/10/2017

Series	Proceedings of the European Conference on e-Learning
Volume	2017
ISSN	2048-8637

Keywords

technological transparency
live video-streamed classes
student’s interaction
student’s flexibility
e-learning

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ECEL17 - The Students Experiences With Live Video-Streamed Teaching ClassesFinal published version, 355 KB

AUB Link

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Forskningstilknytning Bioanalytikeruddannelsen
Ørngreen, R. (Project Manager) & Levinsen, K. T. (Project Participant)
01/08/2012 → 31/03/2013
Project: Research

Cite this

Jelsbak, Vibe Alopaeus ; Ørngreen, Rikke ; Buus, Lillian et al. / The Students Experiences With Live Video-Streamed Teaching Classes. Proceedings of the 16th European Conference on e-Learning - ECEL 2017. editor / Anabela Mesquita ; Paula Peres. Vol. 1 1. ed. Reading, UK : Academic Conferences and Publishing International, 2017. pp. 229-237 ( Proceedings of the European Conference on e-Learning , Vol. 2017).

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title = "The Students Experiences With Live Video-Streamed Teaching Classes",

abstract = "The Bachelor's Degree Programme of Biomedical Laboratory Science 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 the live-streamed sessions compared to on-site teaching reduced interaction and dialogue between attendants, 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 implement 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 video-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 ({\O}rngreen & J{\o}rgensen, n.d.). The research 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. The analysis shows that the students have different needs (as a learning space for individual concentration or a space for highly focused collaboration) and that the technology can meet these different needs. It also shows that there are challenges, similar to many other classrooms. In this live-stream classroom interaction is facilitated through teacher driven support, resulting in classes where students can interact and collaborate equally with on-site students. We therefore argue for a sociocultural understanding of learning as situated, mediated and distributed, which this e-learning-solution support.",

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

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

year = "2017",

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

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

publisher = "Academic Conferences and Publishing International",

pages = "229--237",

editor = "Anabela Mesquita and Paula Peres",

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

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Jelsbak, VA, Ørngreen, R, Buus, L, Thorsen, J & Bendsen, T 2017, The Students Experiences With Live Video-Streamed Teaching Classes. in A Mesquita & P Peres (eds), Proceedings of the 16th European Conference on e-Learning - ECEL 2017. 1 edn, vol. 1, Academic Conferences and Publishing International, Reading, UK, Proceedings of the European Conference on e-Learning , vol. 2017, pp. 229-237, European conference on e-learning 2017, Porto, Portugal, 26/10/2017.

The Students Experiences With Live Video-Streamed Teaching Classes. / Jelsbak, Vibe Alopaeus; Ørngreen, Rikke; Buus, Lillian et al.
Proceedings of the 16th European Conference on e-Learning - ECEL 2017. ed. / Anabela Mesquita; Paula Peres. Vol. 1 1. ed. Reading, UK: Academic Conferences and Publishing International, 2017. p. 229-237 ( Proceedings of the European Conference on e-Learning , Vol. 2017).

Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › peer-review

TY - GEN

T1 - The Students Experiences With Live Video-Streamed Teaching Classes

AU - Jelsbak, Vibe Alopaeus

AU - Ørngreen, Rikke

AU - Buus, Lillian

AU - Thorsen, Jonas

AU - Bendsen, Thomas

PY - 2017

Y1 - 2017

N2 - The Bachelor's Degree Programme of Biomedical Laboratory Science 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 the live-streamed sessions compared to on-site teaching reduced interaction and dialogue between attendants, 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 implement 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 video-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 (Ørngreen & Jørgensen, n.d.). The research 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. The analysis shows that the students have different needs (as a learning space for individual concentration or a space for highly focused collaboration) and that the technology can meet these different needs. It also shows that there are challenges, similar to many other classrooms. In this live-stream classroom interaction is facilitated through teacher driven support, resulting in classes where students can interact and collaborate equally with on-site students. We therefore argue for a sociocultural understanding of learning as situated, mediated and distributed, which this e-learning-solution support.

AB - The Bachelor's Degree Programme of Biomedical Laboratory Science 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 the live-streamed sessions compared to on-site teaching reduced interaction and dialogue between attendants, 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 implement 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 video-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 (Ørngreen & Jørgensen, n.d.). The research 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. The analysis shows that the students have different needs (as a learning space for individual concentration or a space for highly focused collaboration) and that the technology can meet these different needs. It also shows that there are challenges, similar to many other classrooms. In this live-stream classroom interaction is facilitated through teacher driven support, resulting in classes where students can interact and collaborate equally with on-site students. We therefore argue for a sociocultural understanding of learning as situated, mediated and distributed, which this e-learning-solution support.

KW - technological transparency

KW - live video-streamed classes

KW - student’s interaction

KW - student’s flexibility

KW - e-learning

M3 - Article in proceeding

SN - 978-1-911218-59-3

VL - 1

T3 - Proceedings of the European Conference on e-Learning

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BT - Proceedings of the 16th European Conference on e-Learning - ECEL 2017

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Jelsbak VA, Ørngreen R, Buus L, Thorsen J, Bendsen T. The Students Experiences With Live Video-Streamed Teaching Classes. In Mesquita A, Peres P, editors, Proceedings of the 16th European Conference on e-Learning - ECEL 2017. 1 ed. Vol. 1. Reading, UK: Academic Conferences and Publishing International. 2017. p. 229-237. ( Proceedings of the European Conference on e-Learning , Vol. 2017).

The Students Experiences With Live Video-Streamed Teaching Classes

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Keywords

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Forskningstilknytning Bioanalytikeruddannelsen

Cite this