The term videoconferencing is used very broadly and covers the daily use of everything a video stream uses to connect between two or more people. It can be an excellent means for frequent communication, without the need for transfers. One of the most common uses of videoconferencing, especially recently, is the transfer of knowledge. In this way, videoconferencing, in recent years, has been used significantly in the teaching-learning process.

In the same way, recently, as a result of the quarantine process, videoconferencing has become very popular. They are not only used for teleworking,but also by schools and universities, in order to continue the processes that were being carried out before the appearance of COVID19. In the teaching-learning process, which includes the realization of degree theses, videoconferences have come to assume a leading role not only in the student-tutor relationship, but also for thesis defenses. In,we can advise you in any of the cases, so that your thesis can be approved in the most satisfactory way possible.

What is Videoconferencing?

Videoconferencing is defined as the use of a multimedia application that combines audio and video. According to Sevillano and Arroyo (2007), it is used to support real-time transmission and information sharing among a distributed group of people cooperating in a common activity. The combination of audio and video is the key component. The video can also transmit text and graphics, such as a PowerPoint presentation, for example. Common activity can be anything as long as it requires the cooperation of a group of people.

More people are easily accessed and contacted via videoconferencing. Because of this technology, information and knowledge are often disseminated at faster speeds. Thus, collaboration between people is done more freely. Students can take advantage of videoconferencing to take classes in distant locations that would not normally be available to them. They can also take classes that would not accommodate you if you have very busy schedules.

Adoption of Communication Technology through Videoconferencing

In the adoption of communication technology through videoconferencing, there is the interaction of six factors: adoption factors, system, technology, social interaction, use and audience. In this way, the number of sites involved, number of participants in each site, network connection capacity, meeting place, purpose (specific requirements), how often videoconferencing devices are used and budget should be taken into account.

Also, there is a distinction between connections made with a webcam and a connection through a dedicated video device. In streams where a webcam and associated software such as Skype are used, only a small amount of bandwidth is needed to get decent video quality. However, for multipoint videoconferencing, this can be problematic, as much higher bandwidth is needed.

Videoconferencing with a connection through a dedicated video device is common in large enterprises. Telemedicine and telepsychiatry are areas where these tools are widely used. Although its application is not limited to any industry, some may benefit more than others.

Advantages of Videoconferencing

Videoconferencing stimulates brainstorming, knowledge sharing and information gathering. Businesses can use videoconferencing to provide presentations to key members of an organization or to communicate with their customers, regardless of their location. The communication possibilities are practically endless thanks to the technology of videoconferencing.

Videoconferencing thus provides the ability to meet and work with others remotely. In this way, it includes several benefits such as, reduction in travel costs, improvement in the use of time and efficiency in decision making. It also provides an effective way to provide training without the requirement to travel constantly and creates a means to conduct interviews.

The Teaching – Learning Process

Learning is a social process that involves the active construction of new knowledge and understanding through group interaction. This means that a key skill of the process is communication. Clear communication, effective communication tools and channels are necessary requirements for effective learning. There are mainly, according to Barrero and Cabero (2013), three categories of learning, namely;

  • Traditional learning: Students attend lectures and take notes, attend tutorials, seminars or labs. Their learning is programmed for them by the Institution.
  • Distance learning: In this scenario, the course and degree are location-independent. Students can take the course from anywhere. Distant students have fewer opportunities to interact with their peers or tutors.
  • Open Learning: Students undertaking an open learning program are not dependent on time or location.

Distance learning is an area that has taken center stage, especially in higher education in recent decades. In this way, the use of videoconferencing in this teaching-learning process has become increasingly popular.

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Distance Learning

Distance learning is a relatively new educational field that focuses on providing classroom content and instruction to students who are not physically on site. Instead, teachers and students communicate asynchronously. They can do so at a time of their choice via email or other text-based communication or using technology that allows them to communicate in real time. Web-based classes are the most common method of teaching remotely today. These classes use various Internet applications such as instant messaging, e-mail. Applications are also used for uploading and downloading files, message boards, etc. This in order to distribute class materials and help students and teachers interact with each other.

In most cases in addition, students connect to a live video stream of a live classroom broadcast over the Internet. Using the various technologies available for videoconferencing, educators can provide a more interactive distance learning experience. This is achieved by providing two-way real-time video, voice, and data communications to your students. Which of course is more convenient, rather than the exclusive use of standard electronic media. In this way, videoconferencing has been used successfully in the teaching-learning process for several years now.

Videoconferencing in the Teaching-Learning Process

It is only recently that the technology has reached a level of stability, usability and affordability. This has allowed its use and boom in teaching scenarios as well as in research projects. With broadband usage scheduling, resources are now available to provide more virtual classroom interaction via videoconferencing. Using the various technologies available for videoconferencing, educators can provide a more interactive distance learning experience. You can offer two-way real-time video, voice, and data communications to your students remotely, rather than using standard electronic media.

Videoconferencing, according to Cabero (2000), has a number of advantages in the teaching-learning process. Contact engages students and allows them to gain a greater understanding of the topic due to their immersion within the process. This can bring lessons to life, make demonstrations easier to digest, and complement discussions with teachers. Videoconferencing has been implemented mainly in the higher education sector.

Educational videoconferencing gives teachers greater flexibility, as they can convey ideas and topics without the limits of distance. You can save time and money along with the same topic without having to be taught to each class independently. Evening lessons can be provided as teachers can offer lessons via videoconferencing from home.

Benefits of using Videoconferencing in the Teaching-Learning Process

New communication technologies are blurring the distinction between traditional teaching and distance education. Videoconferencing provides a means to bring both students and tutors to a central location. All of this can be done virtually. In this regard, the benefits of videoconferencing in the teaching-learning process are the following:

  • Enables collaboration with other schools and students around the world
  • Can be adapted to primary, secondary or higher education
  • Allows students and the teacher to be active participants in the learning experience
  • Face-to-face communication allows students to improve appreciation of other cultures, languages, and dialects, if applicable.
  • It allows teachers to attend meetings without the need to travel and spend more time planning lessons, etc.

An increasing number of educators have used videoconferencing. In this way, it is intended to improve learning and communication among its students. This has the power to open students’ eyes to a new world of learning.


Videoconferencing allows a connection with people in a very real way. It allows users to save resources by meeting with clients or colleagues and reduces travel expenses, while maintaining face-to-face contact. For minimal cost, it is possible to set up a fully functional videoconferencing system that works professionally and reliably from home.

In the educational realm, videoconferencing paves the way for a dual approach, giving students more responsibility for their learning and encouraging group work. Its real use lies in encouraging dialogue and increasing its reach. With the advancement and ease of availability of inexpensive and high-speed Internet connections, videoconferencing is expected to become increasingly popular, leading to increased interest and use of distance learning.

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Bibliographic References

Cabero, J. (2000): “La videoconferencia como instrumento educativo”. In Cabero, J. (ed): Nuevas tecnologías aplicadas a la educación, Madrid, Síntesis, 97-110.

Barroso Osuna, J. & Cabero Almenara, J. (2013). New digital scenarios. Information and communication technologies applied to training and curriculum development. Madrid: Pyramid

Sevillano, M.L. & Sánchez Arroyo, E. (1997). The videoconferencing system at the National University of Distance Education: contrast of opinions. Communication Congress EDUTEC 97.

You may also be interested in: The Methodology of Research in the Digital Environment

Videoconferencing and Distance Learning

Videoconferencing in the Teaching-Learning Process

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