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

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Dades bibliogràfiques
Publicat a:	European Conference on e-Learning (Oct 2025), p. 353-364
Autor principal:	Salha, Soheil H M
Altres autors:	Impedovo, Maria, Khalid, Md Saifuddin, Chan, Margaret Kit Yok, Ling, Siew Eng
Publicat:	Academic Conferences International Limited
Matèries:	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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Descripció
Resum:	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
Font:	Education Database