Abstracts
Abstract
Time seems to be moving at lightning speed with busyness unsustainably being “celebrated” and not allowing for sufficiently deep interaction with learning content, others, and the experience of which we are part, including our interactions in videoconferencing sessions. One benefit of videoconferencing is that it can address time and distance boundaries. With this advantage also comes a challenge - the pressures of time and time not being used purposefully often negatively impact the online learning experience and the digital wellness of its participants. Considering that, the reported study inquired: what are the videoconferencing guidelines in relation to temporal space to support digital wellness in online learning in higher education? Drawing on a systematic review of the relevant literature of the last decade, temporal guidelines have been distilled to promote the design of videoconferencing-based learning that is conducive to successful learning while maintaining digital well-being. The article organizes the literature review findings according to the categories identified through the secondary data analysis of its three preceding studies. Based upon 42 articles that met the inclusion and exclusion criteria in the first phase of the research design, we negotiated and determined thirteen temporal guideline themes described as time management, essentialism, purposefulness, agility, social presence, attention, inclusion, cooperation, respect, technology preparedness, creativity, evaluation, and safety. Further research is recommended to explore the various aspects of design in more depth and tackle the less frequently addressed themes of creativity, evaluation, and safety, focusing on pedagogy and human-centred approaches.
Keywords:
- videoconferencing,
- digital wellness,
- time,
- guidelines,
- instructional design
Résumé
Le temps semble s'écouler à la vitesse de l'éclair, avec la saturation des tâches étant "célébrée" de manière insoutenable et ne permettant pas une interaction suffisamment profonde avec le contenu de l'apprentissage, les autres et l'expérience dont nous faisons partie, y compris nos interactions dans les sessions de vidéoconférence. L'un des avantages de la vidéoconférence est qu'elle permet de s'affranchir des limites de temps et de distance. Cet avantage s'accompagne également d'un défi : les contraintes de temps et le temps qui n'est pas utilisé de manière réfléchie ont souvent un impact négatif sur l'expérience d'apprentissage en ligne et le bien-être numérique de ses participants. Compte tenu de ce qui précède, cette étude a examiné : quelles sont les lignes directrices en matière de vidéoconférence par rapport à l'espace temporel pour soutenir le bien-être numérique dans l'apprentissage en ligne dans l'enseignement supérieur ? En s'appuyant sur un examen systématique de la littérature pertinente de la dernière décennie, des lignes directrices temporelles ont été distillées pour promouvoir la conception de l'apprentissage par vidéoconférence qui est propice à un apprentissage réussi tout en maintenant le bien-être numérique. L'article organise les résultats de la révision de la littérature en fonction des catégories identifiées par l'analyse des données secondaires de ses trois études précédentes. Sur la base de 42 articles qui ont satisfait aux critères d'inclusion et d'exclusion dans la première phase de la conception de la recherche, nous avons négocié et déterminé treize thèmes de lignes directrices temporelles décrits comme la gestion du temps, l'essentialisme, le caractère intentionnel, l'agilité, la présence sociale, l'attention, l'inclusion, la coopération, le respect, la préparation technologique, la créativité, l'évaluation et la sécurité. Il est recommandé de mener d'autres recherches afin d'explorer plus en profondeur les différents aspects de la conception et de s'attaquer aux thèmes moins fréquemment abordés que sont la créativité, l'évaluation et la sécurité, en se concentrant sur la pédagogie et les approches centrées sur l'humain.
Mots-clés :
- Vidéoconférence,
- bien-être numérique,
- temps,
- directives,
- conception pédagogique
Appendices
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