The world was faced with a global viral pandemic forcing individuals and nation-states to change the way society interacts since 2020. Covid 19 presented fundamental challenges in the way education was conducted in consequence of lockdowns and stay-home orders. In Japan, the move from face-to-face classes to an online classroom environment confronted the need for educators to rethink traditional classroom management styles and pedagogies based on physical proximity and an absence of information and communication technology (ICT).

This case study builds upon usage of Open Broadcast Studio (OBS) and educational software for online learning by Basilaia et al., (2020). It illustrates various techniques employed in hardware setups, and software applications such as MS teams, MS paint, Air Server Connect, OBS studio, virtual camera and audio plug-ins, and Maschine 2.0 digital audio workstation (DAW). The design methodology was mapped to Koehler and Mishra’s (2009) Technology, Pedagogy and Content Knowledge (TPACK) and Mehalls’s (2020) Purposeful Interpersonal Interaction (PII) for (ICT) and online models to achieve a student-centered learning environment at a university in Japan during the Covid 19 pandemic.

A frequency analysis into the effectiveness of the design was taken from a data set of 91 first -and second-year students enrolled in the course. It showed the student user interface (UI) required a mild learning curve using MS teams and established a link between the instructors TPACK and PII competence to feedback immediacy, instructor presence, student instructor relationship and overall satisfaction with the system design and course.

Authors:
Dunstan Henderson, Josai International University, Japan

About the Presenter(s)
Dunstan Henderson is an assistant professor at Josai International University in Chiba Japan. His research activities include the transition into Information Communication technology classrooms with particular focus on computer system competence.

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