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A systematic review of the last decade yielded 13 temporal guideline themes from 42 eligible articles, and recommends further work on creativity, evaluation, and safety through pedagogy and human-centred approaches.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Traversing Time and Space  \nC'est l'happy hour quelque part: directives de vidéoconférence pour traverser le tempset l'espace  \nAgnieszka (Aga) Palalas, Athabasca University, Canada Rebecca E. Heiser, Athabasca University, Canada Ashley Gollert, Athabasca University, Canada  \nAbstract  \nTime seems to be moving at lightning speed with busyness unsustainably being “celebrated”and not allowing for sufficiently deep interaction with learning content, others, and the experience of which we are part, including our interactions in videoconferencing sessions. One benefit of videoconferencing is that it can address time and distance boundaries. With this advantage also comes a challenge-the pressures of time and time not being used purposefully often negatively impact the online learning experience and the digital wellness of its participants. Considering that, the reported study inquired: what are the videoconferencing guidelines in relation to temporal space to support digital wellness in online learning in higher education? Drawing on a systematic review of the relevant literature of the last decade, temporal guidelines have been distilled to promote the design of videoconferencing-based learning that is conducive to successful learning while maintaining digital well-being. The article organizes the literature review findings according to the categories identified through the secondary data analysis of its three preceding studies. Based upon 42 articles that met the inclusion and exclusion criteria in the first phase of the research design, we negotiated and determined thirteen temporal guideline themes described as time management, essentialism, purposefulness, agility, social presence, attention, inclusion, cooperation, respect, technology preparedness, creativity, evaluation, and safety. Further research is recommended to explore the various aspects of design in more depth and tackle the less frequently addressed themes of creativity, evaluation, and safety, focusing on pedagogy and human-centred approaches.  \nKeywords: Videoconferencing; Digital wellness ; Time; Guidelines; Instructional design  \nCJLT/RCAT Vol. 48 (4)  \nRésumé  \nLe temps semble s'écouler à la vitesse de l'éclair, avec la saturation des tâches étant \"célébrée\"de manière insoutenable et ne permettant pas une interaction suffisamment profonde avec le contenu del'apprentissage, les autres et l'expérience dont nous faisons partie, y compris nos interactions dans les sessions de vidéoconférence. L'un des avantages de la vidéoconférence est qu'elle permet de  \ns'affranchir des limites de temps et de distance. Cet avantage s'accompagne également d'un défi : les contraintes de temps et le temps qui n'est pas utilisé de manière réfléchie ont souvent un impact négatif sur l'expérience d'apprentissage en ligne et le bien-être numérique de ses participants. Compte tenu dece qui précède, cette étude a examiné : quelles sont les lignes directrices en matière de vidéoconférence par rapport à l'espace temporel pour soutenir le bien-être numérique dans l'apprentissage en ligne dans l'enseignement supérieur ? En s'appuyant sur un examen systématique de la littérature pertinente de la dernière décennie, des lignes directrices temporelles ont été distillées pour promouvoir la conception del'apprentissage par vidéoconférence qui est propice à un apprentissage réussi tout en maintenant le bien-être numérique. L'article organise les résultats de la révision de la littérature en fonction des catégories identifiées par l'analyse des données secondaires de ses trois études précédentes. Sur la basede 42 articles qui ont satisfait aux critères d'inclusion et d'exclusion dans la première phase de la conception de la recherche, nous avons négocié et déterminé treize thèmes de lignes directrices temporelles décrits comme la gestion du temps, l'essentialisme, le caractère intentionnel, l'agilité, lapr","cbCaiaT8KBWn2pK9","https://ap.wps.com/l/cbCaiaT8KBWn2pK9","pdf",137396,21,"English","# Abstract\n## Guideline themes and findings\n## Recommended future research\n# Introduction\n## Time urgency vs reflection in videoconferencing","[{\"question\":\"What problem does the study focus on regarding videoconferencing in higher education?\",\"answer\":\"It examines how time pressure and the culture of speed affect deep interaction with learning content and digital well-being during videoconferencing sessions.\"},{\"question\":\"How were the videoconferencing guidelines derived in the study?\",\"answer\":\"Through a systematic review of relevant literature from the last decade, using secondary data analysis across three preceding studies to distill temporal guideline themes.\"},{\"question\":\"What temporal guideline themes were identified?\",\"answer\":\"The study reports 13 themes, including time management, essentialism, purposefulness, agility, social presence, attention, inclusion, cooperation, respect, technology preparedness, creativity, evaluation, and safety.\"}]","It’s Happy Hour Somewhere - Videoconferencing Guidelines for Traversing Time and Space | PDF",1792086744,53]