Using Zoom Videoconferencing For Qualitative Data Collection Essay
Using Zoom Videoconferencing For Qualitative Data Collection Essay
Description of Technology
The technology that the organization can adapt to facilitate learning in nursing education is synchronous videoconferencing. Transformations in the education landscape have resulted in a paradigm shift in content delivery in nursing education. The rapid increase in distance and remote learning necessitates the healthcare organization to incorporate video conferencing into the existing educational programs. The technology establishes networks between centralized academic centers, healthcare professionals, and healthcare specialists (Bailey et al., 2022). Videoconferencing provides learners with virtual meeting capabilities that enable them to attend training remotely. It also allows them to share content, files, and images that enhance the training process. The technology guarantees that nurses from all the organization’s facilities can attend training remotely. Continuous professional development through training increases nurses’ knowledge, confidence, and competencies and enables them to deliver safe and quality healthcare services (Chicoine et al., 2021). Ultimately, videoconferencing improves patients’ health outcomes and minimizes variations in care delivery (Cavus & Sekyere-Asiedu, 2021). Although the healthcare facility plans to install simulation technology, it will require incorporating videoconferencing into its education program to enhance the accessibility of training sessions by nurses from other regions. The two versions of technology that are compared in the current paper include Zoom meeting and GoToMeeting Using Zoom Videoconferencing For Qualitative Data Collection Essay.
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Comparison of Features, Benefits, and Capabilities
| Feature, Capability, and Benefit | Version 1 (Zoom Meeting): | Version 2 (GoToMeeting): |
| Customer support | Available customer support but not round clock support as in GoToMeeting application. | It has a round clock phone support, online knowledge base, and a live chat option. |
| Unique Features | Social media streaming, advanced sceen-sharing capabilities, Zoom app marketplace, HD video calling and audio calls. Its is also possible to track meetings, and acquire transicriptions for audio meetings. Zoom also has a virtual white boardthat allows educators to explain concepts (Serhan, 2020). | Has unique features including unlimited cloud recording, screen sharing, and advanced security features. The software allows for the initiation of meetings through applications such as email, Microsoft Office program and chat links. |
| Call Quality | Offers low latency and high frame rates during calls. However, Laili & Nashir (2021) find that areas with poor networks cause intermittent voice and reduce the level of understanding among learners | Reliable video calls; Disruptive sound effects during audio calls. |
| Interface | Provides a uniform interface on both desktop and mobile applications.
Its homescreen has large icons. There are buttons to switch on the camera and microphone, and separate tabs that offer the recording, share and chat functionality. Halpin & Lockwood, (2019) confirms that Zoom’s interface makes it easy to use even for first timers. Studies also observe no technical difficulties, convenience, user-friendliness, and simplicity when using Zoom (Archibald et al., 2019)Using Zoom Videoconferencing For Qualitative Data Collection Essay. |
Provides easy to use and straightforward interface across different mediums incuding the web, desktop and mobile platforms. |
| Security | Secured using 256-bit TLS encryption. However, it has security issues. | Has robust security features including AES-128 bit encryption, risk-based authentication and Transport Layer Security (TLS) encryption. |
| Pricing | Has a free version that allows customers to host upto 100 participants for forty minutes. The application accommodates a large number of learners, hence an educator can train nurses from different facilities at once (Wang et al., 2018). | Has no free plan and offers only limited trials. However, even under the free trial plan, the application enables people to hold meetings and conferences. Nevertheless, the free option is limited to audio sessions alone. The audio conferencing is accompanied by VoIP voice chart (Arul Vallarasi & Regi, 2020). |
| Recording capabilities | Has meeting recording capabilities. (Serhan, 2020) explains that zoom sessions can be recorded for future references. | Unlimited cloud recording. |
| Collaboration capabilities | Provide collaboration capabilities that are used during meetings. According to Maul et al. (2018), the collaborative capabilities enable learners to develop valuable relationships with their educators and improve their productivity levels. The collaborative features also enable learners to ask questions without having to speak them (Serhan, 2020). The features are in form of breakout rooms that facilitate small collaborative group work. | Provide collaboration capabilities that are used during meetings |
| Report generation | Allows participants to generate reports. | Allows participants to generate reports. |
| Software installation | Participants are not required to install the software to join a meeting. | Participants are not required to install the software to join a meeting (Arul Vallarasi & Regi (2020) |
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Part 2
Assumptions
Such comparisons enable nurse educators to determine the best video conferencing application to incorporate into the education program. The educators assess the strengths and limitations of each application and determine the one that matches their training needs. According to Arul Vallarasi & Regi (2020), there is an increasing number of virtual conferencing applications. Therefore, comparisons may cause one not to identify the best version. Additionally, the need to host learning sessions without interruptions necessitates one to perform evaluations and comparisons to select the one that fulfill’s one’s needs (Arul Vallarasi & Regi, 2020). Additionally, comparisons may take time to determine how a single version rates in relation to another. However, since applications become updated regularly, an educator has to constantly perform the comparisons to determine the appropriate one for training nurses Using Zoom Videoconferencing For Qualitative Data Collection Essay.
Analysis
Zoom meetings would work well during standard training sessions that require more interaction and discussions between nurses and nurse educators. The advanced screen sharing capabilities, Zoom App marketplace, low latency rates, and audio transcription features make the application suitable for regular training sessions. Serhan (2020) explains that zoom meetings provide convenience, ease of use and user-friendliness features to learners. The free plan also allows users to hold meetings for forty minutes. It collaborative features in form of breakout rooms that facilitate small collaborative group work. Additionally, the software has However, GoToMeeting offers high-quality video capabilities, making it suitable for practical sessions. The application can be used for demonstrations during practical sessions. Videoconferencing technology can be incorporated into the dialysis nursing program by training nurse educators and nurses on how to use the application (Vandenberg & Magnuson, 2021). Studies indicate the importance of training regarding the use of videoconferencing applications. Additionally, research reveals the positive impact of virtual simulation through synchronous conferencing systems (videoconferencing) on student learning and feedback between faculty, educators, and peers (Flo et al., 2021). However, lack of proper training causes fatigue and distress among users. Also, it causes students to have negative attitudes toward technology.
References
Archibald, M. M., Ambagtsheer, R. C., Casey, M. G., & Lawless, M. (2019). Using Zoom videoconferencing for qualitative data collection: perceptions and experiences of researchers and participants. International Journal of Qualitative Methods, 18. https://doi.org/10.1177/1609406919874596.
Arul Vallarasi, S., & Regi, S. (2020). Effective virtual platforms for online meeting. High Technol. Lett, 26(7), 1034-1041.
Bailey, D. R., Almusharraf, N., & Almusharraf, A. (2022). Video conferencing in the e-learning context: explaining learning outcome with the technology acceptance model. Education and Information Technologies, 1-20. https://doi.org/10.1007/s10639-022-10949-1
Cavus, N., & Sekyere-Asiedu, D. (2021). A comparison of online video conference platforms: Their contributions to education during COVID-19 pandemic. World Journal on Educational Technology: Current Issues, 13(4), 1162-1173 https://doi.org/10.18844/wjet.v13i4.6329
Chicoine, G., Côté, J., Pepin, J., Pluye, P., Boyer, L., Fontaine, G., … & Jutras-Aswad, D. (2021). Impact of a videoconferencing educational programme for the management of concurrent disorders on nurses’ competency development and clinical practice: protocol for a convergent mixed methods study. BMJ open, 11(3), e042875. http://dx.doi.org/10.1136/bmjopen-2020-042875
Flo, J., Byermoen, K. R., Egilsdottir, H. Ö., Eide, H., & Heyn, L. G. (2021). Nursing students’ experiences of virtual simulation when using a video conferencing system–a mixed methods study. International journal of nursing education scholarship, 18(1). https://doi.org/10.1515/ijnes-2021-0056
Halpin, P. A., & Lockwood, M. K. K. (2019). The use of Twitter and Zoom videoconferencing in healthcare professions seminar course benefits students at a commuter college. Advances in physiology education, 43(2), 246-249. https://doi.org/10.1152/advan.00017.2019
Laili, R. N., & Nashir, M. (2021). The use of Zoom meeting for distance learning in teaching English to nursing students during Covid-19 pandemic. In UICELL Conference Proceeding (pp. 235-244).
Maul, J., Berman, R., & Ames, C. (2018). Exploring the psychological benefits of using an emerging video technology to coach and retain doctoral learners. International Journal of Doctoral Studies, 13, 49-78. https://doi.org/10.28945/3954
Serhan, D. (2020). Transitioning from face-to-face to remote learning: Students’ attitudes and perceptions of using Zoom during COVID-19 pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 335-342. https://files.eric.ed.gov/fulltext/EJ1271211.pdf
Vandenberg, S., & Magnuson, M. (2021). A comparison of student and faculty attitudes on the use of Zoom, a video conferencing platform: A mixed-methods study. Nurse Education in Practice, 54, 103138. https://doi.org/10.1016/j.nepr.2021.103138
Wang, Q., Huang, C., & Quek, C. L. (2018). Students’ perspectives on the design and implementation of a blended synchronous learning environment. Australasian Journal of Educational Technology, 34(1). https://doi.org/10.14742/ajet.3404 Using Zoom Videoconferencing For Qualitative Data Collection Essay