Didactical and pedagogical challenges of using 360 video technology in learning
Novel technologies can offer many benefits for learning and teaching and employ the constructivist learning theories and pedagogical methods. Using online video streaming the students can be present at the lecture even if they are not physically present at the classroom. 360 video technology allo...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Lillehammer University College
2020-05-01
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| Series: | Seminar.net |
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| Online Access: | https://journals.hioa.no/index.php/seminar/article/view/2870 |
| Summary: | Novel technologies can offer many benefits for learning and teaching and employ the constructivist learning theories and pedagogical methods. Using online video streaming the students can be present at the lecture even if they are not physically present at the classroom. 360 video technology allows the user to monitor the learning environment extensively from wider angle than usual camera technology. When using this technology in education it may also pose didactic or pedagogical challenges to the teacher and lead to the rejection of otherwise usable technologies. In this study, we explore the opportunities and challenges associated with using 360 video technology in learning. What didactical and pedagogical challenges are associated to the use of this technology and how these challenges can be overcome? In this study the 360 video technology was tested with business students in higher education settings and students opinions about the usefulness of the technology was inquired. Addition the teacher’s experiences was used in analyzing the challenges and opportunities. From students point of view it was in particular interesting how 360 technology can convey a sense of presence to remote students. The findings seem to indicate that the sense of presence was felt more comprehensive among students who participated online. This could help students to focus more on instructions. On the other hand concentrating profoundly to instructions may lead to better learning experience and outcomes because it empowers situational learning. The most didactical and pedagogical challenges were teachers cognitive overload and inactivity of the technology.
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| ISSN: | 1504-4831 |