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A Scoping Review of Frameworks in Video Conferencing-Mediated Teaching: Enhancing Digital Competence for Educational Engagement

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Publicado en:European Conference on e-Learning (Oct 2025), p. 353-364
Autor principal: Salha, Soheil H M
Otros Autores: Impedovo, Maria, Khalid, Md Saifuddin, Chan, Margaret Kit Yok, Ling, Siew Eng
Publicado:
Academic Conferences International Limited
Materias:
Teaching
Videoconferencing
Teachers
Training
Literature reviews
Learning
Education
Digital literacy
Secondary Education
Teacher Competency Testing
Critical Thinking
Competence
Curriculum Development
Influence of Technology
Learning Experience
Information Literacy
Reference Materials
Blended Learning
Skill Development
Databases
Conference Papers
Synchronous Communication
Evaluative Thinking
Educational Assessment
Secondary School Students
Elementary Secondary Education
Problem Solving
Database Management Systems
Lifelong Learning
Learner Engagement
Higher Education
Skill Analysis
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Resumen:This scoping literature review synthesises existing digital competence frameworks relevant to teachers and students with a specific focus on their applicability within higher education and the effective, efficient, and pedagogically sound use of video conferencing (VC) systems. While numerous frameworks address digital literacy at the general or pretertiary level, few adequately capture the distinct demands of synchronous online teaching and learning in higher education contexts. The review highlights critical gaps between current frameworks and the specific digital competencies required for meaningful video conferencing use, including technical, pedagogical, and collaborative dimensions. Framed within the Erasmus+ KA2 project "Portable Video Conferencing Toolkits and Online Applications for Engaging Learning Experience Design in Higher Education Classroom (EdViCon)", this study identifies core competencies, maps overlaps and distinctions across 10 frameworks, and argues for the development of a targeted competence matrix to guide training design and curriculum development for higher education. The findings offer a foundation for aligning digital skills training with the realworld needs of educators and learners engaged in video-mediated instruction.
ISSN:2048-8637
2048-8645
Fuente:Education Database