Abstract:

Online sessions and hybrid sessions (face-to-face and virtual) have been implemented in Higher Education for an indefinite time. The adaptation of mixed-mode training at the University of Barcelona presents several uncertainties among teachers but also among students who have chosen face-to-face studies as the preferred option. The engagement of students with their online lessons is sometimes a mystery, especially when they have the cameras off. It implies for teachers a challenge of revitalizing lessons managing the interaction with students and keeping the attention for the learning achievement.

Is presented an interactive synchronous videoconference format designed by three professors who manage three different subjects with 170 students in total by the Faculty of Education in the University of Barcelona. These sessions are planned with short explanations and activities of a conductism and socio-constructivist nature. The tools used are BB Collaborate for managing the videoconference with chat options and Nearpod to present the content and activities.

It analyzed the students' perception -by questionnaires and open questions- about engagement, learning achievement, student-centred learning, and the usability of this kind of lesson using specific learning tools to support the learning process. The results suggest that students have been engaged with lessons and have been interested in this kind of lesson and the tools used.

Keywords:

Interactive, online education, higher education, digital learning tools.