Multimedia annotations and social tagging as an active methodology for videoconferencing
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Abstract
The conditions generated by Covid-19 in the 2020-21 academic year forced distance education to ensure the continuation of teaching in all universities around the world. Thanks to technology, education did not stop, but forced teachers to look for more active methodologies in videoconferencing. The present study analyzes the multimedia annotation methodology -MAM- applied in a face-to-face seminar that was forced to be totally virtualized through videoconferencing. The study consists of a descriptive and qualitative research design of the analysis by categories of 310 annotations and social tagging on the contents/lectures in video format, together with a questionnaire on the satisfaction of the applied methodology. The results of this proof of concept was a more active methodology for video conferences obtaining a high satisfaction and participation by students with a correlation between variables of 0.686 according to KMO proof.