Interactive Videoconferencing in Educational Settings: A Case in Primary Education

Interactive Videoconferencing in Educational Settings: A Case in Primary Education

José-Manuel Sáez-López (Spanish National University of Distance Education, School of Education, Madrid, Spain), Tiberio Feliz-Murias (Spanish National University of Distance Education, School of Education, Madrid, Spain), and Ana-Isabel Holgueras-González (Spanish National University of Distance Education, School of Education, Madrid, Spain)
DOI: 10.4018/IJWLTT.2018010106
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This research analyzes the use of Interactive Videoconferencing in classroom, analyzing practice and attitudes of 37 teachers and professors from several countries in the first dimension. The second dimension analyzes innovative approaches and Collaborative Learning through Interactive Videoconferencing using “Skype” in a particular classroom in Spain. The main instruments in this process are a questionnaire and systematic observation. Teachers in sample note positive attitudes related to Interactive Videoconferencing implementation in educational settings with educational benefits related to digital competence, languages, collaborative learning and intercultural contents. Moreover, it is noteworthy that Project Based Learning using Interactive Videoconferencing enables collaboration, making decisions use of knowledge and sharing responsibilities.
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2. Theoretical Framework

Much has been written about the educational potential of Interactive Videoconferencing. Several studies present positive evidence regarding the use of Interactive Videoconferencing in educational contexts are enhanced (Ertl, Fischer, & Mandl, 2008; Gerstein, 2000; Knipe & Lee, 2002; Sáez-López & Ruiz-Gallardo, 2013). From an intercultural perspective, there are benefits from interactions between students from different nationalities through virtual learning environments, interactive videoconferencing and other communication tools, as Edmodo (Sáez-López, Leo, & Miyata, 2013) or “Skype”, enables enrichment and interaction in the process to create and share content.

Educational processes are framed in basic principles from the perspective of constructivism and sociocultural theory (Vygotsky, 1978) the interaction between the social and cultural context the educational activity and situated learning (Brown, Collins, & Duguid, 1989; Wenger & Snyder, 2000). Significant Prior learning and learning is important from the perspective of other classic authors taken into account in this pedagogical design and collaborative learning through critical thinking, discovery learning (Ausubel 1978) and Project Based Learning (Jonassen, 1977).

Activities developed by IVC can have a clear multicultural approach (Ligorio & Veermans 2005; Robinson 2009; Thurston 2004) and extend the learning community to geographically distant individuals, familiarising students with new cultural experiences in an innovative way (Anastasiades, Filippousis, Karvunis, Siakas, Tomazinakis, Giza, &Mastoraki, 2010), while making them more able to appreciate the perspectives of others, making them understand and relate deeper aspects and not just isolated and disconnected knowledge (Thurston 2004).

Interactive Videoconference gives a chance to create activities in which students learn languages. Skype provides a unique opportunity, connecting with people from all around the world to learn languages with native speakers. Advantages in this sense have been described in previous research (Eaton 2010).

Moreover, Skype Call, a learning call model proposed by Tolisano (2011), establishes three phases:

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