In higher education, the COVID-19 pandemic has driven the adoption of hybrid teaching modalities, combining in-person and virtual sessions. This shift has raised various concerns among teachers and students, particularly regarding the design of didactic sequences and the use of technological platforms.
The article "Interactive Videoconferences in Higher Education: A Proposal to Enhance Learning and Participation" by Marc Fuertes-Alpiste and his colleagues from the University of Barcelona explores perceptions of the use of interactive videoconferences as an effective pedagogical tool in this new context.
The research was conducted with five teachers and 82 students from the Faculty of Education at the University of Barcelona, utilizing tools such as Bb Collaborate to manage videoconferences and Nearpod to present interactive content.
Through a qualitative analysis of self-reports from teachers and online questionnaires completed by students, the results indicated that this methodology not only suits the students' learning styles but also increases their active participation.
Teachers found that although the preparation of these sessions does not significantly differ from traditional classes, the level of digital competence among teachers is crucial for successful implementation. The positive feedback from both students and teachers suggests that this approach can be a viable solution to improve the quality of teaching in hybrid environments.
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How to cite: Fuertes-Alpiste, M., Molas-Castells, N., Martínez-Olmo, F., Rubio-Hurtado, M. J., & Galván Fernández, C. (2023). Interactive Videoconferences in Higher Education: A Proposal to Enhance Learning and Participation. RIED. Revista Iberoamericana de Educación a Distancia, 26(1), 265–285. https://doi.org/10.5944/ried.26.1.34012
