Introduction
This paper will consider tools used in online education, such as videoconference tools like Zoom or Skype. Videoconferencing is a modern telecommunications service that allows real–time communication and collaboration with subjects in remote locations. Videoconferencing systems significantly expand the capabilities of existing telecommunication educational infrastructures.
Use
Skype and Zoom are popular video conferencing tools. Skype is a service familiar to many users for video calls and messaging, installed on most people’s Windows computers, and has existed since 2003 (Correia et al., 2020). Zoom gained popularity during the 2020 pandemic, and the service itself was launched in 2013 (Lin, 2020). The maximum number of participants in the Zoom conference is 100, and 50 for Skype. They are a remote classroom feature with audio and video connectivity.
Videoconference tools make it possible to work with presentations during calls, as well as to use a whiteboard mode, in which students can jointly write on the screen. Using them, participants can schedule meetings and get joint access to the same screen (Lobe & Morgan, 2021). The main use of videoconference tools is creating a common audio and video space for group educational events and information exchange.
Videoconference tools can be used for visual and auditory modalities. During a call, one can use only sound without pictures, connecting without video or including an mp3 recording, which is an auditory modality (Lobe & Morgan, 2021). At the same time, one can connect a video sequence or a camera of several participants in the educational process, which allows the use of visual modalities.
Support
Video conference tools support 4 of the ADDIE components. During video calls from the interactive whiteboard, one can both analyze the learning goals and design their plan (Lobe & Morgan, 2021). At the same time, video conferences are not sources of information, so they do not support the ADDIE component of development.
Video conference tools are suitable for both implementation and evaluation. At the implementation stage, educational content is uploaded to the electronic video conference platform, and the learning process begins, along with monitoring how students progress through it (Oprandi, 2021). During the evaluation stage, the student completes a survey, which the teacher can administer via video conference tools.
Video conference tools support different learners through built-in features. For non-native speakers, an additional real-time video translator program can be used. For people with mental disorders who need more time to master the material, it is possible to record the screen for its replay (Lobe & Morgan, 2021). For learners with hearing or vision problems, one can use either visual or auditory modalities exclusively.
Video conference tools do support all types of training. Depending on the material shown on the screen, the topic of the online meeting may be different. The number of participants also varies, allowing for the simultaneous broadcast of material to both an entire class and a small group of students (Lin, 2020). For example, one can hold a discussion of the personal growth program for 100 conference participants on Zoom, or one can hold a literature exam among a group of 20 students.
Conclusion
Therefore, video conferencing is an effective educational tool that supports MEDIA components and diversity and is also multi-purpose across various educational contexts.
References
Correia, A. P., Liu, C., & Xu, F. (2020). Evaluating videoconferencing systems for the quality of the educational experience. Distance Education, 41(4), 429-452.
Lin, J. (2020). Quickly implement eLearning from what you have: ADDIE model in practice. eLearning Industry.
Lobe, B., & Morgan, D. L. (2021). Assessing the effectiveness of video-based interviewing: A systematic comparison of videoconferencing based dyadic interviews and focus groups. International Journal of Social Research Methodology, 24(3), 301-312.
Oprandi, P. (2021). Flexible tools for teaching online and face-to-face. The University of Sussex.