Distance learning in preparation for the licensing exam "Krok 3” on the "Emergencies” module: pros and cons

In 2020–2021, in the context of the COVID-19 pandemic, the postgraduate medical education system went to forced measures to preserve the life and health of students and teaching staff in the form of a temporary transition to distance learning. During the training on the "Emergencies” module by interns of various specialties, we conducted an anonymous testing of 342 young colleagues with subsequent certain conclusions. A remote andra gogical process is acceptable and useful only as a component of the dual form of higher medical education. The remote form of training in large classrooms has many disadvantages, so it is advisable to conduct classes in small groups. This type of training requires careful study, optimization and adaptation to modern conditions. © 2022. The Authors.

A Physics Learning System Using Gamification for High-School Students

With rapid proliferation of digitalization and compulsion by COVID-19 pandemic, learning formats have been changing from face-To-face to online. Online education enables learners to take courses from anywhere, anytime, but it can also cause some problems for learners who struggle to maintain motivation. In addition, for STEAM education, it is important to engage in hands-on activities, but the ongoing pandemic has made it difficult for students to gather in one place to perform such activities. Incorporating gamification into online education can potentially motivate students and make STEAM education more interactive. On this premise, we have developed PhyGame as a learning system to help high-school students learn Physics. The system includes common game elements such as badges and leaderboards, and interactive simulation of Physics concepts embodying game-like charm. It also includes three modes of learning that allow students to adjust the difficulty according to their own learning levels, and a function that automatically saves learning log. For evaluation, PhyGame was used by students (N=23) at a high school in central Tokyo. The students rated the system on a scale of 1 to 10, and the main results are as follows: (1) Using PhyGame made learning enjoyable (mean score: 7.74);(2) PhyGame provided a good UI/UX (mean score: 7.83);(3) The overall experience with PhyGame was satisfactory (mean: 7.00). Our evaluation results show that interactive and gamified learning systems like PhyGame have a positive impact on user engagement and motivation. © 2023 IEEE.

[Simulators and other tools in orthopedic-trauma surgery training]. / Simulatoren und andere Hilfsmittel in der orthopädisch-unfallchirurgischen Weiterbildung.

INTRODUCTION: The classic paradigm of "learning on the patient in the operating room" is more and more in conflict with the growing requirements of cost-efficient work and patient safety. With the technology available today for simulator systems, the accessibility of digital tools and the development of a metaverse as a digital meeting place result in various application scenarios and alternatives to classic orthopedic training. SIMULATORS: First VR-desktop simulations in orthopedics and traumatology were developed more than 20 years ago. VR-desktop simulators consist of a computer with a video screen and a joint model. Different instruments can be paired with this system and allow haptic feedback. With innovative software, numerous training programs can be selected, and the user receives precise feedback on their performance. Immersive VR simulators have also played an increasingly important role in recent years. OTHER DIGITAL TOOLS: The use of digital media such as audio and video podcasts as learning and information sources increased in the context of COVID-19. There is also an increasing number of orthopedic and trauma surgery topics on social media platforms. In all fields, however, there is a risk of the spread of misinformation. A quality standard must be maintained. EFFECTIVENESS AND UTILITY OF THE TRAINING: In order to evaluate simulators and their value as a training tool, it is important to comply with various validity criteria. Transfer validity plays an essential role for clinical application. Various studies demonstrate that the skills learned on simulators can also be successfully transferred to real clinical scenarios. DISCUSSION: A lack of availability, costs and high effort are limitations of classic training methods. In contrast, there are versatile use cases of VR-based simulations that are individually adapted to the trainees and cannot endanger patients. The still high acquisition costs, technical obstacles and the not yet widespread availability are limiting factors. The metaverse still offers unimaginable possibilities today to transfer VR-based applications to experimental learning methods.

Self-Directed versus Guided Learning - Searching for the Sweet Spot with Lesson Activities in Moodle

In times of a pandemic many university courses have to be taught in an online learning format to respect the requirements of social distancing. Online learning takes place between the poles of self-direction by the student and guidance by the lecturer. In this paper a first-semester course in industrial economics for engineers, which was taught in the self-directed learning format of flipped classroom, was enhanced with lesson activities in the Learning Management System (LMS) Moodle as a means of guided learning with student-content interaction. The paper describes the design and the evaluation of the lesson activities. For the evaluation a student survey to gather the opinions and self-assessments of the students was conducted, and statistical data from Moodle on the performance of the students were collected. The results of the student survey show an overall positive evaluation of the lesson activities by the students who participated in the lesson activities. Furthermore, the results of the statistical data about the students' performance show a relation between participation in the lesson activities and exam success. As a caveat, however, the results also show that the majority of the students chose not to participate in the lesson activities. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.

The Effectiveness of Using H5P for Undergraduate Students in the Asynchronous Distance Learning Environment

As the COVID-19 pandemic caused many schools to go online, asynchronous distant learning has become popular. One of the main challenges of asynchronous distance learning is keeping students engaged and motivated, as they do not have the same engagement with their peers and teachers as in traditional face-to-face learning environments. HTML 5 package (H5P) is an interactive learning tool that has the potential to fill this need due to its numerous immediate interactive features, such as interactive videos, pop quizzes, and games during media playback. This study investigates the effectiveness of using H5P and Moodle in asynchronous distance learning environments for undergraduate students. The data collection methods included pre-and post-surveys for Moodle and H5P and the questions related to the student perspectives towards H5P features. The technology acceptance model (TAM) is employed to find student satisfaction. The results of this study suggest that both the H5P and Moodle could be valuable tools for making E-learning more effective. The interactive and engaging nature of H5P can provide students with a more enjoyable and effective learning experience, helping to keep them motivated and engaged throughout their studies.

VR-Enhanced Cognitive Learning: Method, Framework, and Application

Both constructivist learning and situation-cognitive learning believe that learning outcomes are significantly affected by the context or learning environments. However, since 2019, the world has been ravaged by COVID-19. Under the threat of the virus, many offline activities, such as some practical or engineering courses, have been subjected to certain restrictions. Virtual Reality (VR) is an emerging, promising, and rapidly developing technology that enables users to obtain a near-real immersion experience by combining technologies such as computer science, communication, vision, etc. In the context of COVID-19, the advantages of VR immersive experiences are highlighted. By constructing a virtual learning environment, VR technology can greatly compensate for the shortage of traditional teaching conditions and help learners to carry out cognitive learning better. However, currently, VR-enhanced cognitive learning is still in its infancy, along with numerous problems and limitations. Therefore, this paper first conducted an in-depth study of some related concepts, such as constructivist learning and situated cognition learning. Then it proposes a general VR-enhanced cognitive learning framework and designs the general steps for constructing learning situations with VR technology. Based on the proposed model and framework, it developed a campus knowledge-learning APP using VR tools. Through a case study, it verified the validity and performance of the model and strategies. Questionnaire survey and experimental results show that the new model achieves a good learning effect and improves the efficiency of learning by at least 20% compared to the traditional learning methods.

Art-Based Innovation Teaching and Learning: How Do Students, Teachers, and Administrators Experience STEAM Education Online?

STEAM education, incorporating the arts into traditional STEM (science, technology, engineering, and maths) studies, is spreading globally. The arts component is called out to promote creative and innovative thinking among STEM learners. As with any novel educational trend, STEAM (science, technology, engineering, the arts, and mathematics) teaching and learning methods have been predominantly developing in the offline settings, especially given the creative nature, softness, and tacitness of learning goals brought in by the arts. However, this global digitalization trend which has been further enforced by the Covid-19 pandemic has pushed the entire educational field to online spaces and STEAM studies had to follow. Given the relative novelty of STEAM, as well as the new normal of online settings that it has to adapt to, our knowledge and understanding of how STEAM studies will survive the shift to the digital era remain very limited. In this study, we analyze the case of a STEAM-based study program on innovation, which was conceptualized as an offline program before the pandemic and had to transform into a fully online format following the global lockdown. Applying the Community of Inquiry (COI) pedagogical framework we analyze in depth the perspectives of all the course participants—students, teachers, and administrative staff—their experiences, their adaptation to the shift into an online space and the lessons learned. Our study shares theoretical, practical, and policymaking implications on STEAM teaching and learning. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Videoconferencias interactivas en educación superior: una propuesta de mejora para el aprendizaje y la participación

En educación superior se han implementado sesiones híbridas que pueden permanecer más allá de los tiempos de emergencia docente provocados por la pandemia de COVID-19. Esta modalidad mixta presenta varias incertidumbres entre docentes y estudiantes. Especialmente en el primer caso surgen cuestiones sobre cómo diseñar las secuencias didácticas, qué plataformas utilizar, entre muchas otras. Esta investigación tiene como objetivo estudiar las percepciones de docentes y estudiantes con relación a las videoconferencias sincrónicas interactivas, llevadas a cabo por 5 docentes de 3 asignaturas diferentes de la Facultad de Educación de la Universidad de Barcelona. Las herramientas utilizadas son Bb Collaborate para gestionar la videoconferencia y Nearpod para presentar los contenidos y actividades que favorezcan la interacción entre estudiantes y con los contenidos. Se ha realizado un análisis cualitativo de la percepción de los docentes sobre el diseño y desarrollo de las sesiones mediante autoinforme y de una muestra de 82 estudiantes a partir de las analíticas de aprendizaje y de un formulario en línea con preguntas abiertas. Los resultados indican que esta metodología es adecuada con la forma de aprender de los estudiantes, aumentando su participación. Los docentes no aprecian grandes diferencias respecto a la preparación de la secuencia didáctica de clases expositivas, aunque el nivel de competencia digital docente sea un factor clave. Estudiantes y docentes valoran positivamente la información de las analíticas de aprendizaje de la plataforma. Estos resultados positivos pueden alentar a los docentes a usar este tipo de enfoques pedagógicos y herramientas basadas en la interactividad.Alternate :In Higher Education, hybrid sessions have been implemented in higher education that may remain in place beyond the times of teaching emergency caused by the COVID-19 pandemic. This mixed modality presents several uncertainties among teachers and students. Especially in the first case, questions arise about how to design the lesson sequencing, which platforms to use, among many others. This research aims to study the perceptions of teachers and students about interactive synchronous videoconferences, carried out by 5 coordinating teachers of 3 different subjects of the Faculty of Education of the University of Barcelona. The tools used are Bb Collaborate to manage the videoconference and Nearpod to present the learning content and the interactive activities that favor the interaction among students and with the contents. A qualitative analysis of the teachers' perception of the design and development of the sessions has been carried out through self-reporting and a sample of 82 students from the learning analytics and an online form with open questions. The results indicate that this methodology is adequate with the students' way of learning, increasing their participation. The results indicate that the teachers do not appreciate significant differences with respect to the preparation of the sequencing lesson plan of expository classes, although the level of teachers' digital competence is a key factor. Students and teachers value positively the information in the learning analytics of the platform. These positive results may encourage teachers to use this type of pedagogical approaches and tools based on interactivity.

Use of live streaming systems in field‐based learning

Field‐based learning is a key element in wildlife management curriculum as it is a valuable teaching tool for natural resource topics. There are multiple constraints that restrict use of field‐based learning techniques in wildlife programs that have been complicated by the COVID‐19 pandemic. Many academic programs were forced to rapidly transition to online instruction, but despite these difficulties, there was a need to provide interactive, in the field learning opportunities for students. This necessity resulted in the development of a live streaming system to provide an interactive learning experience (Leopold Live!). In this case study, we describe the technology used in Leopold Live! to augment an online, wildlife habitat management course at Texas A&M University, and the associated challenges and adjustments needed to improve delivery in the future. We conclude that Leopold Live! serves as a potential method to meet the challenge of providing interactive, field‐based learning in a distance education setting. [ABSTRACT FROM AUTHOR] Copyright of Wildlife Society Bulletin is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Evaluation of User Experience on the Augmented Reality Glovic Cafe and Bakery Jember Application to Maximize User Experience

Technological developments increasingly support the design and implementation of more interactive learning media in the field of education, one of which is the use of augmented reality (AR) technology. The conditions and situation of the Covid-19 pandemic are also increasingly making education digital and online. The more various kinds of applications are developed, the more they must evaluate the user experience of the appearance and function of the application. Measurement of user experience in applications can use the User Experience Questionnaire (UEQ) tool, with 26 questionnaire points. The UEQ Quality results show that the Attractiveness scale is 2.04, the Pragmatic Quality scale is 1.68, and the Hedonic Quality scale is 1.17 which shows positive evaluation results, which means that it can be concluded that users tend to like the application in terms of user experience. Based on this data, users have used similar applications, and the updates are still lacking. The scales that show well are attractiveness, perspicuity, efficiency, and stimulation. From the results of the respondent's data processing, it was concluded that the convenience of using the application was good enough from the user's perception. The data also showed that the user enjoyed the application. © 2022 IEEE.

Mariotel: A web-based virtual remote computer science lab

This paper reports on the design, development and first use experience of Mariotel: a free-software project for deploying virtual remote computer science labs simply accessible from ordinary web browsers. Mariotel platform has been developed during the first generalized lockdown period due the Covid-19 pandemic situation. Simplicity has been the main principle that guided the design and development process of Mariotel. We show that this principle has largely contributed to the quick adoption of this new platform. The system has been successfully used at USPN since 2020. 42 different teachers have used the platform in order to supply ensure 9989 lab sessions, each has in average three hour duration. © 2022 IEEE.

Interactive Teaching Model Reform Based on Network Platform and Virtual Simulation Technology

Information technology changes people's way of working, learning and thinking at an amazing speed, which will inevitably lead to comprehensive reform and development in the education field. The epidemic situation of COVID-19 makes online teaching the main teaching mode of 'teaching without stopping and learning without stopping'. The application of modern education technology based on 'Chaoxing Platform+Tencent Meeting' in teaching process is explored. Based on teaching environment, interactive teaching mode construction, teaching management and evaluation, the teaching design is carried out in combination with the actual characteristics of each teaching link. The application of virtual simulation modern educational technology in the course Circuit Analysis is studied, and the convenience and the intuitiveness brought by virtual simulation technical resources and interactive platform are given full play, and the virtual simulation technology can effectively solve the obscure circuit analysis problem in theoretical teaching. The aim of teaching model reform has been achieved. © 2022 IEEE.

Covid-19 Pandemic Implications on Quran Subjects at Primary School in Malaysia: A New Solution Based on 3T Quranic Basic Module

This study aimed to observe the effectiveness of the use of textbooks and exercise books of Quran, primarily online or through Home-based Teaching and Learning (PdPR) during the Movement Control Order (PKP) for primary school students. The study introduced an alternative study material, the 3T Quranic basic module, to teachers and recorded their initial perceptions of the module. A total of 60 teachers representing 9 school branches participated in an online questionnaire online via Google Forms. The study found that most teachers thought the existing textbooks and exercise books of the Quran do not achieve the learning objectives, and are less practical to use online. Most teachers preferred the alternative study materials, the 3T Quranic basic module, as the most suitable material to achieve the school's learning objectives. Thus, the use of the new 3T Quranic basic module was suggested to improve student achievement through its various contents and interactive implementation such as video guides, digital modules, brief and concise information, and comprehensive training specifically designed for students. This 3T Quranic basic module is also constructive and beneficial alternative to assist and guide teachers as well as caregivers to have appropriate monitoring with small group control (mentoring system). © 2023, North American Business Press. All rights reserved.

Mind the Gap: The Illusion of Skill Acquisition in Computational Thinking

With the advent of online educational platforms and the advances in pedagogical technologies, self-directed learning has emerged as one of the most popular modes of learning. Distance education - -elevated by the COVID-19 pandemic - -involves methods of instruction through a variety of remote activities which often rely on educational videos for mastery. In the absence of direct student engagement, the asynchronous nature of remote activities may deteriorate the quality of education for learners. Students often have an illusion of skill acquisition after watching videos, which results in overestimation of abilities and skills. We focus on the efficacy of skill acquisition through interactive technologies and assess their impact on computational thinking in comparison with delivery through other traditional media (e.g. videos and texts). In particular, we investigate the relationship between actual learning, perception of learning, and learners' confidence in adult learners. Our results reveal intriguing observations about the role of interactivity and visualization and their implications on the pedagogical design for self-directed learning modules. © 2023 ACM.

Integrating ease of use and affordable gamification-based instruction into a remote learning environment

Increasing student engagement and improving learning outcomes are ongoing issues in higher education worldwide. These issues were particularly pertinent during the COVID-19 pandemic when remote learning was selected as the primary instructional learning setting. This study aims to assess the impact of gamification-based quiz instruction in driving college students' learning in an online class during the COVID-19 pandemic at a remote institution of higher education in Indonesia (n = 68). The study employs an explanatory sequential mixed-method approach, including quasi-experimental research, quantitative surveys, and qualitative interviews. The findings indicate that the overall result of the four tests conducted during the intervention indicates a statistically significant difference among the three groups. The gamification-based quizzes increase student enthusiasm and improve learning outcomes. The study demonstrates the transformation induced by the ease of use and low cost of digital gaming platforms from mundane activities, such as listening to lectures on Zoom, to enjoyable educational gaming activities. The weekly gamification-based formative assessments using easy-to-use media significantly increase student engagement, critical and creative thinking, and information literacy during the learning process. © 2023, Education Research Institute, Seoul National University.

Online educational interventions in pediatric intensive care medicine.

Background: Online education has experienced explosive growth, particularly in the wake of the COVID-19 pandemic. We explored the current state of the evidence base for online education targeted towards healthcare professionals working in pediatric intensive care units (PICUs), to report how we are using online education in our field. Materials and Methods: We performed a literature review by systematically generating a list of publications indexed in PubMed describing online educational interventions in the PICU, using Medical Subject Header (MeSH)-based search terms and the following inclusion criteria: studies published after 2005 that describe online educational interventions aimed at healthcare professional working in the PICU. We reviewed the full text of all included articles, and summarized the study aims, design, and results. Results: Our initial search yielded 1,071 unique articles. After screening abstracts and titles, then full texts, eight articles were included in the review. Many online learning modalities are represented, including websites, self-study modules, videos, videoconferencing, online self-assessment with feedback, virtual patient cases, screen-based simulation, and podcasts. Three studies focused on residents, two studies on nurses, two studies on a multidisciplinary team, and one study on transport nurses and paramedics. Most studies utilized participant surveys to assess satisfaction, and half included pre- and post-intervention multiple-choice question tests. Only one study included a patient-related outcome measure. Conclusions: Despite growth in online medical educational intervention research, there are relatively few published studies in pediatric critical care, and only one study evaluated the impact of online learning on patient outcomes. There remain significant opportunities for PICU educators to assess the impact of online educational interventions, especially related to clinician behaviors and patient outcomes.

Team-based learning-adopted strategy in pharmacy education: pharmacology and medicinal chemistry students' perceptions.

Background: Team-based learning (TBL) provides an advanced teaching method for healthcare education; it is characterised by being an interactive teaching session that allows groups of learners to work together in teams to discuss and apply what they have learnt to certain clinical scenarios. The following study aims to evaluate the impact of TBL strategy on the students' comprehension and acquired knowledge, to allow better application and integration of knowledge. The aim of the study was to improve pharmacy students' skills in achieving learning outcomes by adapting TBL pedagogy in the lectures. Students' feedbacks were collected via post-lecture survey. Results: The study was applied to pharmacy students covering two courses: Pharmacology III (Level 4) and Medicinal Chemistry I (Level 3) in a period of two-week lectures through the first semester of the academic year 2021/2022 in Future University in Egypt. The selected topics-related preparation materials were previously available on each course moodle page prior to the actual lecture, for the students to get prepared including growth hormone, sex hormones and their associated diseases for the pharmacology course and COVID-19 management for the Medicinal Chemistry course. The TBL lecture was started by dividing the students into teams and then readiness assurance tests were given, as individual readiness assurance test and then team readiness assurance test conceptual test were applied. The assessment of the students' decision-making skills and problem solving was evaluated through solving-related clinical cases. All the learning outcomes were achieved with maximum participation and interaction via an open discussion between the lecturer and the students during the lecture. A total of 116 students answered the survey and confirmed their satisfaction, better understanding and more participation in TBL lectures compared to other topics taught with the ordinary methods. More than half of the students recommended the TBL method for better perception and participation. Conclusion: The students felt great appreciation for the team-based lecturing. Also, recommendations and suggestions were directed towards increasing the percentage of TBL lectures in the curriculum, as it helped them to concentrate more with high participation levels.

User Experience Evaluation of Kindteractive Application to Improve User Experience of Kindergarten Interior Introduction

Technological advancements, such as the usage of augmented reality (AR) technology, are increasingly supporting the creation and implementation of more interactive learning media in the field of education. The conditions and scenario of the Covid-19 epidemic are also driving an increase in digital and online schooling. The more diverse the apps generated, the more they must analyze the user experience of the application's design and operation. The User Experience Questionnaire (UEQ) tool may be used to measure user experience in apps. With 26 questionnaire points, this test has six rating scales: Attractiveness, perspicuity, efficiency, dependability, stimulation, and novelty. The UEQ Quality findings reveal that the Attractiveness scale is 2.04, the Pragmatic Quality scale is 1.68, and the Hedonic Quality scale is 1.17, all of which indicate good assessment results, implying that users prefer the program in terms of user experience. Users have utilized comparable programs based on this data, yet updates are still absent. Attractiveness, Perspicuity, Efficiency, and Stimulation are good scales. Based on the findings of the respondents' data processing, it was determined that the application's convenience was adequate in the user's opinion. According to the statistics, the user loved the program. © 2022 IEEE.

Promoting art appreciation performances and behaviors in effective and joyful contexts: A two-tier test-based digital gaming approach

To enhance students' learning motivation and learning interest, scholars have attempted to incorporate game-based learning (GBL) into courses to improve conventional teaching which is mostly carried out using textbooks, presentations, or videos. However, one-tier tests were mainly adopted in previous GBL, meaning that it was difficult to identify whether students answered questions correctly by understanding knowledge or merely guessed the correct answer. Such tests also make it difficult to provide adequate feedback and guidance during the learning process. In order to solve this problem, a two-tier test-based digital gaming approach (TT-DGA) developed using RPG Maker was proposed in this study. It not only provided students with a more interesting way to learn art and view world-famous artworks in the game, but also introduced a two-tier test in the learning process to help students gradually construct professional art appreciation knowledge. To explore the effects of this approach, a total of 62 university students who took an elective art course were recruited in the current study. A quasi-experimental design was employed and the course was conducted physically during the Covid-19 pandemic. One class was the experimental group which adopted the TT-DGA for learning, while the other class was the control group which adopted the conventional gaming approach (C-DGA). The results showed that the TT-DGA could significantly enhance students' learning achievement of art appreciation, learning motivation, learning attitudes, and flow experience. Based on the behavioral analysis, students in the experimental group were more active than those in the control group in terms of reading art history materials, watching videos, engaging in tests, and playing the game again. Finally, the interview results uncovered that the two-tier test could help students conduct self-inspection, confirm the accuracy of their understandings of knowledge, and correct misconceptions, and that DGBL made the art course more interesting. • A two-tier test-based digital gaming approach for art education is proposed. • An educational computer game was developed based on the proposed approach. • The approach improved students' learning achievement of art appreciation. • The approach improved students' learning motivation. • The approach improved students' self-inspection and accuracy art concepts. [ FROM AUTHOR]

Videoconferencias interactivas en educación superior: una propuesta de mejora para el aprendizaje y la participación

En educación superior se han implementado sesiones híbridas que pueden permanecer más allá de los tiempos de emergencia docente provocados por la pandemia de COVID-19. Esta modalidad mixta presenta varias incertidumbres entre docentes y estudiantes. Especialmente en el primer caso surgen cuestiones sobre cómo diseñar las secuencias didácticas, qué plataformas utilizar, entre muchas otras. Esta investigación tiene como objetivo estudiar las percepciones de docentes y estudiantes con relación a las videoconferencias sincrónicas interactivas, llevadas a cabo por 5 docentes de 3 asignaturas diferentes de la Facultad de Educación de la Universidad de Barcelona. Las herramientas utilizadas son Bb Collaborate para gestionar la videoconferencia y Nearpod para presentar los contenidos y actividades que favorezcan la interacción entre estudiantes y con los contenidos. Se ha realizado un análisis cualitativo de la percepción de los docentes sobre el diseño y desarrollo de las sesiones mediante autoinforme y de una muestra de 82 estudiantes a partir de las analíticas de aprendizaje y de un formulario en línea con preguntas abiertas. Los resultados indican que esta metodología es adecuada con la forma de aprender de los estudiantes, aumentando su participación. Los docentes no aprecian grandes diferencias respecto a la preparación de la secuencia didáctica de clases expositivas, aunque el nivel de competencia digital docente sea un factor clave. Estudiantes y docentes valoran positivamente la información de las analíticas de aprendizaje de la plataforma. Estos resultados positivos pueden alentar a los docentes a usar este tipo de enfoques pedagógicos y herramientas basadas en la interactividad.Alternate :In Higher Education, hybrid sessions have been implemented in higher education that may remain in place beyond the times of teaching emergency caused by the COVID-19 pandemic. This mixed modality presents several uncertainties among teachers and students. Especially in the first case, questions arise about how to design the lesson sequencing, which platforms to use, among many others. This research aims to study the perceptions of teachers and students about interactive synchronous videoconferences, carried out by 5 coordinating teachers of 3 different subjects of the Faculty of Education of the University of Barcelona. The tools used are Bb Collaborate to manage the videoconference and Nearpod to present the learning content and the interactive activities that favor the interaction among students and with the contents. A qualitative analysis of the teachers' perception of the design and development of the sessions has been carried out through self-reporting and a sample of 82 students from the learning analytics and an online form with open questions. The results indicate that this methodology is adequate with the students' way of learning, increasing their participation. The results indicate that the teachers do not appreciate significant differences with respect to the preparation of the sequencing lesson plan of expository classes, although the level of teachers' digital competence is a key factor. Students and teachers value positively the information in the learning analytics of the platform. These positive results may encourage teachers to use this type of pedagogical approaches and tools based on interactivity.