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Online synchronous learning through video conferencing: Perceptions and challenges of pre-service teachers

Daniel Paa Korsah 1 * ,
Daniel Gbormittah 2,
Issah Bala Abdulai 3,
Justice Kwame Wireko-Ampem 4
1 Komenda College of Education, Komenda, GHANA2 University of Cape Coast, GHANA3 Kibi Presbyterian College of Education, Kibi, GHANA4 Berekum College of Education, Berekum, GHANA* Corresponding Author
Educational Point, 1(2), 2024, e108
Publication date: Sep 02, 2024
Research Article
Open Access Open Access
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ABSTRACT

This research aimed to examine the extent to which pre-service teachers utilize video conferencing applications for learning purposes. It further sought to find the most used applications for video conferencing and the challenges that pre-service teachers are confronted with in the use of video conferencing for lectures. A multi-stage sampling method was employed to choose 340 participants for this research. A questionnaire and interview guide facilitated the collection of both quantitative and qualitative data for the study. The quantitative data was analyzed using frequency, percentages, mean, standard deviation, independent sample t-test, and one-way ANOVA, while the qualitative data was analyzed using content analysis with narrative discussion. The study found that most pre-service teachers mostly used the Zoom app for live video conferencing. However, the lack of internet data bundles remained the major challenge for students when they engaged in online video conferencing. Furthermore, the study revealed no significant difference in the readiness for online synchronous video conferencing lectures with respect to gender, age, and program of study. The study recommended the creation of academic online communities for every semester course and the institution of a minimum number of hours of online video conferencing for every semester course to promote blended learning in colleges of education. In light of the findings, practitioners do not require additional eLearning expertise and separate tools to implement online synchronous video conferencing lectures based on these demographic variables.

KEYWORDS

online synchronous learning video conferencing emergency remote teaching post-COVID preservice teachers

CITATION (APA)

Korsah, D. P., Gbormittah, D., Abdulai, I. B., & Wireko-Ampem, J. K. (2024). Online synchronous learning through video conferencing: Perceptions and challenges of pre-service teachers. Educational Point, 1(2), e108.
Harvard
Korsah, D. P., Gbormittah, D., Abdulai, I. B., and Wireko-Ampem, J. K. (2024). Online synchronous learning through video conferencing: Perceptions and challenges of pre-service teachers. Educational Point, 1(2), e108.
Vancouver
Korsah DP, Gbormittah D, Abdulai IB, Wireko-Ampem JK. Online synchronous learning through video conferencing: Perceptions and challenges of pre-service teachers. Educational Point. 2024;1(2):e108.
AMA
Korsah DP, Gbormittah D, Abdulai IB, Wireko-Ampem JK. Online synchronous learning through video conferencing: Perceptions and challenges of pre-service teachers. Educational Point. 2024;1(2), e108.
Chicago
Korsah, Daniel Paa, Daniel Gbormittah, Issah Bala Abdulai, and Justice Kwame Wireko-Ampem. "Online synchronous learning through video conferencing: Perceptions and challenges of pre-service teachers". Educational Point 2024 1 no. 2 (2024): e108.
MLA
Korsah, Daniel Paa et al. "Online synchronous learning through video conferencing: Perceptions and challenges of pre-service teachers". Educational Point, vol. 1, no. 2, 2024, e108.

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