Toward a New Educational Paradigm: Live Video Streaming in Higher Education
Abstract
Recently, live video streaming appeared as an innovation in social networks and gained popularity for its likeliness to real life communication. This paper aims at investigating the perceptions of teachers and students of English as a Foreign Language (EFL) towards the implementation of live video streaming in higher education within the EFL context. To reach this aim, an exploratory method was opted with a mixed methods design by use of a questionnaire to forty (40) students and an interview with ten (10) teachers at Skikda University, Algeria. Data were analyzed quantitatively and qualitatively using the thematic analysis. The findings showed an overall high engagement of mainly all students and most of teachers in using web technologies and live streaming for educational purposes. In addition, both students and teachers revealed positive views towards the use of this technology in EFL teaching and learning. Thus, these positive attitudes will pave the way for an effective application in the EFL context and innovating the methods of teaching and learning keeping the pace with the requirements of the digital age.
Metrics
References
Armstrong, T. (2000). Multiple Intelligences in The Classroom (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Bates, A.W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning for a digital age. Retrieved from http://opentextbc.ca/teachinginadigitalage/
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.
Day, J. (2008). Investigating learning with web lectures: Georgia Institute of Technology Doctoral Thesis.
De Vera, J. M., & McDonnel, J. (1985). Video: A media revolution? Communication Research Trends, 6(2), 8.
Evans, C. N., Gibbons, J., Shah, K. and Griffin, D. K. (2004). Virtual learning in the biological sciences: Pitfalls of simply "putting notes on the web". Computers and Education, 43(1), 49-61.
Fransen, J. (2006b). Ontwerpstrategie voor blended learning. OnderwijsInnovatie (Open Universiteit Nederland), 8(3), 17-27.
Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium.
Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium.
Lou, Y., Bernard, R., & Abrami, P. (2006). Undergraduate distance education: A theory-based metaanalysis of the literature. Educational Technology Research and Development, 54(2), 141–176.
Lusk, B. (2010). Digital natives and social media behaviors: An overview. Prevention Researcher, 17(5), 3-6.
Stover, S., & Veres, M. (2013). TPACK in higher education: Using the TPACK framework for professional development. Global Education Journal, (1), 93– 111.
White, J. (2009). The Use of Facebook to improve motivation and academic writing. Proceedings of the Third International Wireless Ready Symposium, 28-32.
Copyright (c) 2021 Social Sciences Journal
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
