In their article “Communication at university classrooms in the context of COVID-19 by means of videoconferencing with Google Meet,” researchers Rosabel Roig-Vila, Mayra Urrea-Solano, and Gladys Merma-Molina present a timely and in-depth analysis of one of the greatest challenges faced by traditional, in-person universities during the pandemic: the forced transition to virtual education.
Through a mixed-methods approach, the study examines how communication within the university setting has been reconfigured, focusing on the use of Google Meet as a central tool and analyzing the perceptions of students enrolled in the Primary Education degree program at the University of Alicante.
The results reveal a complex landscape: although both faculty and students favored synchronous audiovisual communication — the format most closely resembling in-person interaction — student satisfaction levels were notably low.
Despite recognizing Google Meet as a useful and, in some ways, enjoyable platform, students encountered technical difficulties, usability issues, and an excessive academic workload, all of which negatively impacted their learning experience. A lack of digital readiness — both institutionally and individually — and insufficient pedagogical planning emerged as critical issues within the study.
This research not only underscores the urgent need to improve technological infrastructure and faculty training but also brings forward concrete student-driven proposals, such as recording classes, reducing academic overload, and fostering interaction during virtual sessions.
At a time when distance education is no longer a temporary alternative but a structural reality, this article stands out as essential reading for those seeking to rethink pedagogical communication amid crisis and digital transition.
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How to Cite: Roig-Vila, R., Urrea-Solano, M., & Merma-Molina, G. (2021). Communication at university classrooms in the context of COVID-19 by means of videoconferencing with Google Meet. RIED. Revista Iberoamericana De Educación a Distancia, 24(1), 197–220. https://doi.org/10.5944/ried.24.1.27519
