Videoconferencing Classes: A solution to the social distance caused by COVID-19 or a big problem?

Abstract

Since March 2020, universities around the world have experienced a massive, unprecedented migration from traditional classroom-based education to online education. In a short period of time, millions of faculty members have started teaching in front of a computer screen, and their students need to stay at home, taking courses over the Internet. In addition to Brazil, with the spread of COVID-19 worldwide, on March 13, 2020, 61 countries in Africa, Asia, Europe, the Middle East, North America and South America announced or implemented the closure of schools and universities and most universities have applied localized closures. The new Coronavirus outbreak (COVID-19) is causing profound changes in traditional education in several countries around the world and creating alternatives, which were previously used, but on a smaller scale, such as videoconferencing. Videoconferencing as a learning tool has been widely used among educators and students at this time of Pandemic, in order to induce effective communication between students and teachers or students and their colleagues, especially when face-to-face resources are not possible indefinitely. Different types of videoconferencing platforms or systems have emerged for use in today's higher education institutions. Previous research has focused on examining the potential of three different forms of video conferencing systems: Desktop Video Conferencing (VCM), Interactive Video Conferencing (VCI) and Web Video Conferencing (VCW). In this study, a literature review was carried out to increase current knowledge about the use of these videoconferencing systems. A classification of the videoconference paradigms was provided from the perspectives of constructivism and cognitivism. The summary of results for these videoconferencing systems revealed specific learning opportunities, results and challenges for students and instructors, especially after the end of the current Pandemic. The results suggest that current policies and teaching strategies were not ready to provide an accessible and comprehensive learning experience in VCM and VCI prior to the outbreak of COVID-19. In relation to previous studies on the use of videoconferencing in higher education, this study offers a broader consideration of the relevant challenges that arise when using certain videoconferencing systems in learning and teaching situations and that can be used in the present moment education.