Outcomes
Direct Outputs
In brief, the direct outputs of the project are:
- A state of the art report,
- A collection of scenarios of video conferencing systems’ use in HE,
- A collection of didactic considerations and online tools used for engaging students,
- Teaching scenarios that need further experimentation and innovation,
- Context-appropriated ideation of portable video-conference toolkits and online tools for engaging teaching-learning activities,
- A reproducible workshop model for facilitating educators, and
- A competence matrix for educators and students, which are tested by developed personal development questionnaires as an innovation adoption and reflection tool.
Outcomes
| One outcome of generating these outputs is mapping the diversity of factors on which the scenarios of a video-conferencing system’s use depend on, and the mapping of various online tools used for enabling the engagement of educators and students that substitute physical classroom resources or interaction opportunities. For educators in HE, different types of classrooms (i.e., design studio, gallery, laboratory, etc.) and subject culture or signature pedagogy (for example, chalk and talk/software-mediated analysis in mathematics) require fundamental rethinking while teaching using video conferencing systems. Recognizing and agenda-setting the need for differentiated training and facilitation due to the diversity of the contexts of use is expected to be established by providing roles, for example, IT support and e-learning consultant. The online training modules and training framework will become training resources for the faculty training programs, which will only be limited to the participating institutions. These outcomes will develop the competence of technological and technological-pedagogical knowledge. Furthermore, the two competence matrices will facilitate the personal development of educators and students regarding the changing role in the online teaching-learning context. The long-term desired outcome is to change the target groups’ perception and behavior towards “classroom context and engagement first” approaches, acknowledging the diversity of use contexts and signature pedagogy (or subject culture). The practice of classroom context (such as a large gallery, studio, lab, etc.) and learning activity for engaging students in the active learning process will be central in the ideation and technological-pedagogical design. The best case is that no educator, student, or e-learning professional would doubt choosing classroom context and student engagement at firsthand in a pedagogical design for HE online teaching, where the students will bring these skills into their future online teaching-learning practice. The multiplier events and the educator training events will include all the target groups. The different roles coming from various contexts will enable understanding the experiential or temporal dimensions that may influence the perception and experience of teachers and students. The different roles will understand the differences in expectations and thereby understand the differences in expectation gaps, which will enable improved systemic and systematic innovation adoption. The developments that we pursue in the transnational clusters of digital learning technologies for higher education impact all educational programs of HE but priority will be given to STEM and teacher education programs. The prioritization will be reflected in the use cases, which will include the diversity of classroom contexts and engagement activities. |
Results of the EdViCon Project
Results of Work Package 1: EdViCon State-of-the-art
| Results code | Description |
| R1_NTNU | Conference Paper Cited as: Talmo, Tord, and Jon Eirik Hennissen. “State-of-the-Art Video Conferencing Technologies and Practices. a Review of the Literature in a Norwegian Context.” ICERI2024 Proceedings, 2024, 8881–89. https://doi.org/10.21125/iceri.2024.2234. Download full-text |
| R1_ANNU | Journal Article Salha, S., Affouneh, S., Tlili, A., & Khalid, M. S. (2023). Video Conferencing Technologies in Higher Education Settings: A Systematic Literature Review Based on the PACT Framework. Journal of Educational Research, 3(2), 74-85. Download full-text |
| R1_AMU | Open Access Document Cited as: Maria Antonietta A Impedovo, Benjamin Ett, Md Saifuddin. State-Of-The-Art French Literature Review on Empirical Study of Video Conferencing Technologies. 2025. Hal-04970651 Download full-text |
| R1_UiTM | Manuscript for Conference Paper Cited as: Margaret Chan Kit Yok, Ling Siew Eng, Adeline Engkamat, Ling Siew Ching, “Review of Empirical Studies on Video Conferencing Tools and Best Practices.” Download full-text |
| R1_DTU | Manuscript for Journal Paper Cited as: Md Saifuddin Khalid, Mahmuda Parveen, & Tobias Tretow-Fish, “Systematic Literature Review of Empirical Studies on Video Conferencing Technologies” Download full-text |
Results of Work Package 2: EdViCon Pain Points and Best Practices
| Results code | Description |
| R2_DTU_1 | Conference Paper Khalid, M. S., Tretow-Fish, T. A. B., & Parveen, M. (2023). Scenarios, Methods, and Didactics in Teaching Using Video-Conferencing Systems and Interactive Tools: Empirical Investigation on Problems and Good Practices. In Proceedings of the 25th International Conference on Human-Computer, HCII 2023 (pp. 454-474). Springer. https://doi.org/10.1007/978-3-031-34411-4_31 Download full-text |
| R2_DTU_2 | Open Access Licensed Document Educational Video Conferencing: Good Practices and Parameters for Portable Toolkit Selection Download full-text |
| R2_ANNU | |
| R2_AMU | |
| R2_UiTM | Conference Paper Siew Eng Ling, Margaret Chan Kit Yok, Mohammad Isa Mohamadin, Adeline Engkamat, Siew Ching Ling (2023): Exploring Issues in Teaching Using Video Conferencing Platforms: A design thinking approach. https://cidl.uitm.edu.my/Stellar/index_hp.html Download full-text |
| R2_UiTM | Journal Paper Ling SE, Chan, MKY, Md Saifuddin Khalid, Ling SC and Engkamat, A. (2024). Exploring Issues in Teaching Using Video Conferencing Platforms: A design thinking approach. Environment-Behaviour Proceedings Journal. Vol. 9 No. SI21 (2024): Jul. STELLAR2023Langkawi, 25-26 Oct 2023 |
| R2_UiTM | Open Access Licensed Document Ling SE, Chan, MKY, Md Saifuddin Khalid, Ling SC and Engkamat, A. (2024). Identifying Issues of Video Conferencing Tools for Teaching and Learning Using the PACT Framework. Electronic Journal of e-Learning: 91-102. https://doi.org/10.34190/ejel.22.5.3543 Download full-text |
| R2_UiTM, MFU and ULAB | ACCEPTED PAPER FOR ECEL, 24th European Conference on e-Learning, 22-23rd October 2025, Technical University of Denmark (DTU), Denmark Siew Eng Ling, Margaret Kit Yok Chan, Nikorn Rongbutsri, Nafees Mansoor (2025). Teaching and Learning via Video Conferencing Platforms: Issues Across Three Asian Countries Download full-text |
| R2_DTU |
Results of Work Package 3: EdViCon Portable Toolkits and Student Engagement Platforms
| Results code | Description |
| R3_1 & R3_2 | Type: Report EdViCon Toolkit Preferences for Purchase—Questionnaire and Results: Insights from Partner Institutions Description: This document includes a questionnaire and results from MS Forms presents an overview of toolkit preferences, procurement decisions, and implementation contexts gathered from EdViCon project partner institutions. It documents how various higher education institutions across Europe and Asia evaluated, selected, and collected preferences for purchasing components for their portable video conferencing toolkits to support hybrid and online teaching. The report reflects user feedback, contextual constraints, and pedagogical goals that influenced toolkit configuration. It serves as a practical resource for institutions aiming to adopt or adapt similar technology-supported teaching solutions in diverse educational environments. Cite As: Khalid, M. S., Parveen, M., Støckert, R., Talmo, T., Impedovo, M., Rongbutsri, N., Salha, S. H. M., Chan Kit Yok, M., Ling, S. E., Ling, S. C., Engkamat, A., & Mansoor, N. (2025). Educational video conferencing toolkits: Bridging the distance in education – Innovative tools for hybrid and online teaching in different countries. EdViCon Project, Erasmus+ Programme. https://www.researchgate.net/publication/392079766_Educational_Video_Conferencing_Toolkits_Bridging_the_Distance_in_Education Download full-text |
| R3_3 | Type: Inforgrphics/Posters EdViCon Recommendations: Infographics and Posters of Portable Video Conferencing Toolkits for Hybrid and Online Teaching Description: This visual guide presents EdViCon’s curated recommendations for portable video conferencing toolkits, designed to support hybrid and online teaching across seven higher education institutions in Europe and Asia. Featuring detailed infographics and posters, the document outlines context-specific solutions with suggested hardware, software, and connectivity components—tailored for diverse classroom environments, including off-grid scenarios. Each toolkit addresses practical needs for engagement, flexibility, and mobility in digital pedagogy. The resources are developed for dissemination through workshops, events, and online platforms to support global adoption and scalability. Cite as: Khalid, M. S., Chan Kit Yok, M., & Wongwatkit, C. (Eds.). (2025). EdViCon toolkits: Infographics of recommended portable video conferencing tools for hybrid and online teaching (Deliverable R3.3). Erasmus+ EdViCon Project. https://www.researchgate.net/publication/392079834_EdViCon_Toolkits_Infographics_of_Recommended_Portable_Video_Conferencing_Tools_for_Hybrid_and_Online_Teaching Download full-text |
| R3_3_Q | EdViCon Toolkit Preferences for Adoption —Questionnaire and Results: Insights from Partner Institutions This document includes a questionnaire and results from MS Forms presents an overview of toolkit preferences, procurement decisions, and implementation contexts gathered from EdViCon project partner institutions. It documents how various higher education institutions across Europe and Asia evaluated, selected, and collected preferences for purchasing components for their portable video conferencing toolkits to support hybrid and online teaching. The report reflects user feedback, contextual constraints, and pedagogical goals that influenced toolkit configuration. It serves as a practical resource for institutions aiming to adopt or adapt similar technology-supported teaching solutions in diverse educational environments. Type: Guide URL: http://dx.doi.org/10.13140/RG.2.2.28537.99689 |
| R3_NTNU | Type: Conference Paper Designing Portable Video Conferencing Toolkits for Higher Education: Addressing Pedagogical and Technical Challenges at NTNU Description: This paper, developed by NTNU as part of the EdViCon project, explores how to design effective, portable video conferencing (VC) toolkits for higher education by addressing common pain points in hybrid and online learning. Through literature review, focus groups, and interviews, the study identifies challenges related to technology, pedagogy, and user experience. It presents two practical, tested toolkits: one for hybrid collaborative learning and another for low-cost, off-the-grid teaching scenarios. Emphasizing user-centered design, quality of experience, and contextual adaptability, the work provides evidence-based insights to inform scalable and flexible VC implementations in diverse educational environments. Cite as: Støckert, R., Talmo, T., & Fominykh, M. (2024). How to mitigate and overcome possible pain points when designing portable video conference systems for higher education. In ICERI2024 Proceedings (pp. 9170–9177). http://dx.doi.org/10.21125/iceri.2024.2311 |
Results of Work Package 4: EdViCon Educational Materials
| Results code | Description |
Results of Work Package 5: EdViCon Competence Matrix and Self-Assessment Instruments
| Results code | Description |
| R5_1 | Type: Open Access White Paper Cite as: Soheil H.M.Salha, Maria Antonietta A Impedovo, Md Saifuddin Khalid. Enhancing Digital Competence for Educational Engagement: Frameworks, Matrices, and Assessment Tools in Video Conferencing- Mediated Teaching. 2025. https://amu.hal.science/hal-04970869v2 Download full-text |
| R5_2 | Type: Conference Abstract Cite as: El Hamaoui, S., Impedovo, M. A., & CType: Open Access Poster Cite as: Samantha El Hamaoui, Maria Antonietta Impedovo, Valerie Campillo-Paquet. A self-assessment tool as a trigger to engage in a reflective process of competencies development to enhance the experience of distance /hybrid teaching. TEPE2024, Mar 2024, Aix(Aix-MarseilleUniversité), France. https://hal.science/hal-04566040v1 Download full-text |
| R5_3 | Type: Conference Abstract Cite as: El Hamaoui, S., Impedovo, M. A., & Campillo-Paquet, V. (2024, March). A self-assessment tool as a trigger to engage in a reflective process of competencies development to enhance the experience of distance/hybrid teaching. in Impedovo, M. (2024), TEPE book of abstract. HAL Id : hal-04518986 , version 1. https://hal.science/hal-04518986 Download full-text |
| R5_4 | Type: Conference Abstract Cite as: Valerie Campillo-Paquet, Maria Antonietta A Impedovo, Samantha El Hamaoui. Co-construction d’une matrice de compétences pour l’usage de la visioconférence en enseignement supérieur. TICEMED 14 : Digitalisation des pratiques en éducation : risques, valeurs et opportunités, IMSIC, Université de Toulon; Université Française d’Egypte; CREM, université de Lorraine, Oct 2024, Le Caire (Egypte), Égypte. URL: https://shs.hal.science/halshs-04913747v1 Download full-text |
| R5_5 | Type: Flyer Title: Enhancing Digital Competence for Educational Engagement Frameworks, Matrices, and Assessment Tools in Video Conferencing-Mediated Teaching Description: This flyer aims to establish a comprehensive guide for both teachers and students, delineating the competencies required to effectively engage in video conferencing for educational purposes. The framework is designed to be sufficiently detailed to aid in self-assessment and the identification of learning needs, facilitating targeted skill development. Download full-text |