Online synchronous learning through video conferencing: Perceptions and challenges of pre-service teachers

This research aimed to examine the extent to which pre-service teachers utilize video conferencing applications for learning purposes. It further sought to find the most used applications for video conferencing and the challenges that pre-service teachers are confronted with in the use of video conferencing for lectures. A multi-stage sampling method was employed to choose 340 participants for this research. A questionnaire and interview guide facilitated the collection of both quantitative and qualitative data for the study. The quantitative data was analyzed using frequency, percentages, mean, standard deviation, independent sample t-test, and one-way ANOVA, while the qualitative data was analyzed using content analysis with narrative discussion. The study found that most pre-service teachers mostly used the Zoom app for live video conferencing. However, the lack of internet data bundles remained the major challenge for students when they engaged in online video conferencing. Furthermore, the study revealed no significant difference in the readiness for online synchronous video conferencing lectures with respect to gender, age, and program of study. The study recommended the creation of academic online communities for every semester course and the institution of a minimum number of hours of online video conferencing for every semester course to promote blended learning in colleges of education. In light of the findings, practitioners do not require additional eLearning expertise and separate tools to implement online synchronous video conferencing lectures based on these demographic variables.