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The chapter presents findings from five qualitative reports from educators within the compulsory education sector who have partnered with a United Nations-recognized, nongovernmental organization (NGO), Global Education Motivators (GEM), in order to either introduce or expand curricular support for their students or to engage in professional dialogue with fellow educators facilitated through international videoconferencing programs. Through a long-standing collaboration between these educators, GEM has jointly developed programming which educates students on the United Nations and global issues including sustainability, human rights, child labor, poverty, and peace and conflict studies. Using an email-based survey questionnaire, the reported cases aim to explore the educators’ motivations to introduce and expand their students’ global engagement through the media of videoconferencing. The chapter highlights the potential outcomes of international videoconferencing for educators as a classroom tool or a professional development resource, as well as detailing a case study of an NGO–college partnership in which the NGO provides expertise, student internships, and noncredit professional development opportunities to its campus community and beyond.

This paper aims to explore the significance of videoconferencing in blended learning, using the technology acceptance model to investigate students’ perceptions and its impact on course engagement, student satisfaction and future technology use intention. In addition, it examines the role of teacher support in fostering interactive virtual learning experiences.

This study focuses on a cohort of international students regarding blended courses amid the COVID-19 pandemic when the conventional face-to-face components were substituted with virtual classrooms through videoconferencing. It aims to investigate how to facilitate connectivity between Southeast Asian students and their professors located in a Southern state in the USA.

This study reveals that the perceived usefulness of videoconferencing predicts future intention to use, emphasizing the vital role of teacher support in engaging students in virtual classrooms and contributing to student satisfaction.

The small sample of international students in blended courses with an American university during the COVID-19 pandemic may limit the generalization of the findings.

Videoconferencing can be a valuable tool to enhance connectedness in digital learning post pandemic.

Videoconferencing in blended learning can bridge geographical barriers and provide access to diverse learners who might otherwise have limited educational opportunities.

This study supports the integration of videoconferencing as a mechanism for providing high-quality digital learning experiences.

This article outlines the different types of videoconferencing systems currently available, explains what they do and gives examples of how such systems are being used in education and libraries. In conclusion, it provides guidance and advice for those thinking of investing in the technology.

The purpose of this article is to augment evaluation of the effectiveness of broadband videoconferencing among distributed research teams.

Textual output from informal interaction in videoconferencing and chat room sessions was recorded and analyzed using qualitative and content analysis methods to test for knowledge processes thought to be embedded in informal collaborative interaction. An exit survey used nominal and ordinal data categories to measure participant perceptions of using videoconferencing technologies to enhance knowledge‐based collaboration. Indicators of informal interaction and knowledge processes were drawn from the knowledge management (KM) and videoconferencing literatures.

Analysis confirms communication and informal interaction dynamics supportive of knowledge creation and transfer. A summary assessment of the research addresses barriers identified in the study and suggests approaches for future KM research in video‐mediated research domain.

Project time and resource constraints imposed research limits in terms of inter‐coder reliability and attention to several human factors and behavioral considerations highlighted in the study. The latter, however, are suggestive of further research opportunities, specifically in terms of user expectations and cultures of use of videoconferencing in the organizational setting.

The research provides a template for communications‐based evaluation of advanced applications using broadband technology and collaborative workwares.

The paper is a first‐of‐its‐kind evaluation of true broadband videoconferencing that advanced a knowledge management perspective based on human communication dynamics over a normative information technology framework.

Desktop videoconferencing, bringing together computing, multimedia and telecommunications, is one of many new technologies competing for our attention. Videoconferencing is being used in corporations as a substitute for business travel and in academic institutions as the basis for distance learning. The Center for Business Information and the Goizueta Business School at Emory University beta tested desktop videoconferencing as a means to deliver a distance reference service, including consultation, documentation, and training and sharing of CDROM databases. This paper provides a brief overview of the technology, describes the Emory beta tests, and discusses evaluative factors necessary for the success of desk videoconferencing in a library or information centre.

While videoconferencing has allowed for meetings to continue in a virtual space without the need for face-to-face interaction, there have been increasing reports of individuals affected by a phenomenon colloquially known as videoconference fatigue (VF). This paper presents a systematic review of existing literature to understand the empirical manifestations of the phenomenon, the causes behind it and potential theoretical explanations behind its effects.

A comprehensive search on four academic databases was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and produced 34,574 results, with 14 articles meeting the eligibility criteria.

Analyses showed that VF can be classified into four dimensions: physical, emotional, cognitive and social. Antecedents of VF can be organized into psychological, social, technical, chronemic and productivity factors. Potential theoretical explanations applied in existing studies were described and elaborated upon. The authors also highlight the importance of addressing social concerns as a key priority in alleviating VF.

To our knowledge, this is the first comprehensive systematic review of existing research on VF. The contribution of this paper is twofold: First, the authors described VF in a systematic and rigorous manner and provide theoretical insights, as much of the current discourse around VF tends to be based on anecdotal evidence and reports. Second, the authors explore potential theoretical explanations surrounding the phenomena, to address the lack of understanding behind the processes by which VF affects individuals.

Provides an outline of videoconferencing and what this system has to offer training providers, students and employers. Outlines the modern aspects which have become commonplace in videoconferencing; e.g. public digital telephone network. Highlights the facts that: a basic system can be bought for £12,000; no specialist knowledge is needed; and videoconferencing capabilities have been introduced into desktop computers. Suggests students learn better when taught over the video system; therefore its use could be incorporated in the classroom. A penultimate point claims videoconferencing makes financial sense owing to less travel time and no accommodation expenses.

The subject of videoconferencing is raised periodically within many organizations – especially those with a geographically‐spread organization (head office and a number of divisions or branches). Many of these organizations investigate videoconferencing at regular intervals. Each time the subject is raised (after a director has seen a demonstration at a conference or read about it in Technology Guardian or the Financial Times!), the approach is normally to examine currently available technology and provide costings for a videoconferencing project. Generally, these costings have been high enough to discourage further interest – but those responsible for such analyses have always known that there would come a time when the costs of the technology would come down to a level at which videoconferencing would become affordable. Are we there yet?

The purpose of this study is to examine the role of videoconferencing technologies for mediating and transforming emotional experiences in virtual context.

Drawing on empirical data of video conferencing experiences, this study identifies different constitutive relations with technology through which actors cope with actual or potential anxieties in virtual meetings. It draws on the phenomenological-existential tradition (Sartre and Merleau-Ponty) and on an interpretive phenomenological analysis (IPA) to conceptualize and illustrate the role of affective affordances in virtual settings.

The study identifies four different body–technology–other relations that provide different action possibilities, both disclosing and concealing, for navigating emotional experiences in virtual encounters of mutual gazing. These findings offer insights into the anatomy of virtual emotions and provide explanations on the nature of Zoom fatigue (interactive exhaustion) and heightened feelings of self-consciousness resulting from video conferencing interactions.

This paper builds on and extends current scholarship on technological affordances, as well as emotions, to suggest that technologies also afford different tactics for navigating emotional experiences. Thus, this paper proposes the notion of affective affordance that can expand current information system (IS) and organization studies (OS) scholarship in important ways. The focus is on videoconference technologies and meetings that have received little research attention and even less so from a perspective on emotions. Importantly, the paper offers nuanced insights that can advance current research discourse on the relationships between technology, human body and emotions.

This study aims to evaluate the use of videoconferencing when conducting multi-disciplinary team (MDT) and handover meetings within an NHS Adult Learning Disabilities Intensive Support Team (IST). The IST have been conducting MDT and handover meetings “virtually” since the start of the COVID-19 pandemic in March 2020, in line with government guidance. It is pertinent to evaluate the effectiveness of using videoconferencing, as the move to flexible, remote working is detailed within the NHS Long Term Plan.

Participants were members of the IST. A mixed methods approach using an online questionnaire collected participant’s views relating to the use of videoconferencing when conducting MDT and handover meetings, in comparison to previous face-to-face meetings. The questionnaire considered five key areas: accessibility, environment and communication, organisation, continuation of care and data protection and confidentiality. Results were collated and analysed.

Improvements were reported relating to accessibility, as the virtual format allowed for easier attendance, provided greater flexibility in attending and inviting key stakeholders. A reduced sense of team connectedness was reported, related to the virtual environment. The majority of participants reported that they wish to continue to have the option to attend meetings virtually in future.

There are no previous papers evaluating the use of videoconferencing within ISTs during the COVID-19 pandemic. This study suggests that the use of videoconferencing to conduct MDT and handover meetings is effective within the IST and highlights points for consideration moving forward.