Abstract
The use of the videoconference as a resource for academic tutoring is starting to spread as a useful practice. From a pedagogical point of view this technological innovation involves many uncertainties as regards its organization, its technology and its pedagogical features. In this paper we study this process in the Degree of early childhood education at the University of La Laguna in the academic course 2016, where two hundred students experienced the video tutorials in two subjects. We will prove how students enter university with previous experiences related to the use of videoconferences in different usage models. In this paper we reflect on decision making processes carried out in several categories. We conclude with the assessment that students have made about this experience, highlighting here the specific utility as regards the most effective type of feedback and the relational environment.
Highlights
The application of emerging technologies in academic life, as in the case of videoconference applied to tutoring, offers, from a pedagogical point of view, an excellent opportunity to study how such technologies affect and contribute to the development of the educational system and how they relate to teaching improvement processes and their implementation difficulties. (Aguaded, 1996; Ambròs, 2011; Martínez, 2003)
Videotutoring is a synchronous communication planned for teaching purposes which takes place by means of accessible technologies
Our early childhood education teachers work in schools equipped with cameras which let parents be in contact with their children during their working hours
Summary
1.1 The use of videoconference as an emerging technology at universityThe application of emerging technologies in academic life, as in the case of videoconference applied to tutoring, offers, from a pedagogical point of view, an excellent opportunity to study how such technologies affect and contribute to the development of the educational system and how they relate to teaching improvement processes and their implementation difficulties. (Aguaded, 1996; Ambròs, 2011; Martínez, 2003)Videoconference is an emerging technology. 1.1 The use of videoconference as an emerging technology at university. The application of emerging technologies in academic life, as in the case of videoconference applied to tutoring, offers, from a pedagogical point of view, an excellent opportunity to study how such technologies affect and contribute to the development of the educational system and how they relate to teaching improvement processes and their implementation difficulties. The technological explosion in the first decade of the millennium has resulted in conditions which did not previously exist. We live in a situation where students at the university demand the use of the resources available to facilitate academic requirements, new forms of collaborative work and new study programmes in terms of competences, autonomous work and continuous assessment. What does the videoconference add? will we see its expansion in university tutoring and counselling?, in which context are we ass.ccsenet.org
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