Digital Well-Being Begins with Inclusion: A Systematic Review of Videoconferencing Guidelines for Equitable Learning
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| Title: | Digital Well-Being Begins with Inclusion: A Systematic Review of Videoconferencing Guidelines for Equitable Learning |
|---|---|
| Language: | English |
| Authors: | Rebecca E. Heiser (ORCID |
| Source: | Australasian Journal of Educational Technology. 2025 41(1):18-26. |
| Availability: | Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Videoconferencing, Inclusion, Well Being, Technology Uses in Education, Privacy, Safety, Active Learning, Readiness, Interpersonal Relationship, Cultural Awareness, Access to Education, Interpersonal Communication |
| DOI: | 10.14742/ajet.9552 |
| ISSN: | 1449-3098 1449-5554 |
| Abstract: | As higher education institutions increasingly adopt videoconferencing technologies to broaden access to learning, the need for evidence-based, inclusive practices to support digital well-being becomes paramount. Integrating these technologies into the curriculum necessitates careful design considerations to prevent unintended consequences and uphold learners' privacy, safety, equity and humanity. Our systematic review, based on eight dimensions of digital wellness, has identified key inclusive design decisions for videoconference-enabled formal learning experiences. Drawing from data analysed from 36 empirical studies, we organised six inclusive design considerations for digital wellness in videoconferencing learning environments. These considerations -- accessibility, active learning strategies, multimodal communication, readiness, social presence and sociocultural sensitivity -- offer course designers a practical framework to create evidence-based practices that foster digital wellness and inclusion in videoconferencing learning spaces. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1469808 |
| Database: | ERIC |
| Abstract: | As higher education institutions increasingly adopt videoconferencing technologies to broaden access to learning, the need for evidence-based, inclusive practices to support digital well-being becomes paramount. Integrating these technologies into the curriculum necessitates careful design considerations to prevent unintended consequences and uphold learners' privacy, safety, equity and humanity. Our systematic review, based on eight dimensions of digital wellness, has identified key inclusive design decisions for videoconference-enabled formal learning experiences. Drawing from data analysed from 36 empirical studies, we organised six inclusive design considerations for digital wellness in videoconferencing learning environments. These considerations -- accessibility, active learning strategies, multimodal communication, readiness, social presence and sociocultural sensitivity -- offer course designers a practical framework to create evidence-based practices that foster digital wellness and inclusion in videoconferencing learning spaces. |
|---|---|
| ISSN: | 1449-3098 1449-5554 |
| DOI: | 10.14742/ajet.9552 |
