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Title:
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REPORTING AN EXPERIMENT LIVE-STREAMING CLASSES IN A DISTANCE LEARNING COURSE |
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Author(s):
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Ketia Kellen Araújo da Silva, Leticia Rocha Machado, Ana Carolina Ribeiro Ribeiro, Jozelina Silva da Silva and Patricia Alejandra Behar |
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ISBN:
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978-989-8533-98-2 |
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Editors:
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Piet Kommers, Adriana Backx Noronha Viana, Tomayess Issa and Pedro Isaías |
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Year:
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2020 |
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Edition:
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Single |
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Keywords:
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YouTube, Live Streaming Classes, Distance Learning |
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Type:
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Full |
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First Page:
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65 |
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Last Page:
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71 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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This paper aims to identify limitations and opportunities for using live streaming for distance learning classes in a course
offered at a Brazilian public university. The number of videos on social networks in different fields and about various
topics increases each year. Real-time classes are also increasingly being used in distance learning courses. Live streaming
through YouTube enables an interactive experience because it allows for images, videos, music, and screenshots to be used
during the broadcast. This enhances the experience and interaction between the spectator and presenter and enables
real-time discussions. A distance learning course was offered in the first semester of 2019 (between May and July) to foster
discussions about pedagogical architectures for the construction of digital competences in Distance Learning (DL). During
the course, six classes were live-streamed and broadcast via YouTube. There was one class per week, lasting an average of
40 minutes each and covering distinct topics. This is a qualitative case study with 14 subjects between the ages of 35 and
64. They were primarily female and mainly their mobile devices to watch the classes. Different types of data collection
instruments were applied including an online questionnaire and YouTube video platform metrics. The students reported
that the classes were essential for interaction and helped to answer their questions due to real-time feedback, which qualifies
the teaching and learning processes. The metrics from the YouTube platform revealed that the videos were watched mainly
in Brazil and the United States, with over 1,500 views so far, 10% of which had live interactions through chat. This example
shows both the range and engagement of students with the live streamed classes as well as the possibilities for interaction.
Therefore, live-streamed classes are important for DL courses and should be integrated in planning in order to contribute
to the distance learning process. |
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