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Short videos improve student learning in online education
Abstract
This paper describes the use of video mini-lectures to enhance an online introductory course in computer science/mathematics. Prior to adding the mini-lectures, student withdrawal and failure rate was relatively high. Initial remediation by the instructor required time-intensive interactive chats and much written communication. After adding the videos, students were more satisfied with the course and were more likely to stay in the course with a passing score. Average grades in the course increased slightly, but with a significantly higher percentage of students and with much less instructor intervention.
... Several meta-analyses have shown that technology can enhance learning , and multiple studies have shown that video, specifically, can be a highly effective educational tool (Amoako-Attah & Yalley, 2021;Brame, 2016;Hsin & Cigas, 2013;Rudy Prihantoro et al., 2019). Also, according to Davies (2012) images may help aid the understanding and learning of concepts that are difficult to explain verbally. ...
... And most teachers were using it frequently-on average, once per week (York & Richardson, 2012). Several meta-analyses have shown that technology can enhance learning (e.g., Schmid et al., 2014), and multiple studies have shown that video, specifically, can be a highly effective educational tool (Brame, 2016;Hsin & Cigas, 2013;Kay, 2012;Lloyd & Robertson, 2012;Rackaway, 2012). ...
... This shows that most of the students think that video clips are better than visual aids as instructional material in learning. Multiple studies have shown that video, specifically, can be a highly effective educational tool (Brame, 2016;Hsin & Cigas, 2013;Kay, 2012;Lloyd & Robertson, 2012;Rackaway, 2012). In support to this claim, Vural (2013)concluded that there is moderate support for the positive effects of partially video-based teaching on student performance at a grade level. ...
The study focused on the use of video clips as instructional material and its impact on learning Creative Non-Fiction among Humanities and Social Sciences students in Subic National High School. The researchers used an experimental research design that involved a control group and an experimental group with a total of 60 participants. The researchers utilized a researcher-made pre-test and post-test and a survey questionnaire. The pre-test and post-test results of the control group and experimental group both showed a significant increase. Results show that the experimental group achieved a very satisfactory remark after receiving treatment which is the use of video clips presentation in learning Creative Nonfiction. Moreover, students perceived that video clips with subtitles will serve as better instructional material because they help them in learning Creative Nonfiction, understand difficult concepts, keep them engaged, and motivate them to suit their learning style. The study concluded that there is a significant difference in learning Creative Nonfiction according to the students’ gender and age profile. The researchers strongly recommend that teachers should be encouraged to use video clip presentations as a supplementary tool for better academic achievement and teachers can also integrate the use of video clips in other subjects if it is applicable and suitable.
... Educational videos have grown in popularity (Ploetzner, 2022;Preradović et al., 2020), infiltrating into our educational institutions, reshaping the methods of teaching, learning, studying, communicating, and working (Kaltura, 2015), and are broadly accepted as an effective instructional and learning resource in online, flipped, and blended learning courses (Borup et al., 2015;Chen, 2012). Such videos have been shown to improve student engagement (e.g., Mayer 2009;Ploetzner, 2022;Zhang et al., 2006), learning satisfaction (e.g., Hsin & Cigas, 2013;Wells et al., 2012;Zhang et al., 2006), and enhance interest in the subject domain (e.g., June et al., 2014). In recent times, a lot of research examining the impact of fine grain characteristics of educational videos (e.g., video length) and social endorsement cues (e.g., number of likes and dislikes, comments) on various learning outcomes (e.g., user engagement indicators, user satisfaction) have exploded onto the scene (e.g., Li et al., 2023;Qu et al., 2022;Yang et al., 2022). ...
... Using educational videos have also been found to improve students' satisfaction of the course and their learning experiences. For instance, Hsin and Cigas (2013) found that the utilization of video mini lectures in an introductory computer science class resulted in increased student satisfaction with the course, higher completion rates, and a slight improvement in students' course grades. In another study by Wells et al. (2012), the integration of video tutorials in the university setting over the course of three years found that well-designed, assessment-centred video tutorials, when readily accessible to students, held the promise of enhancing both student satisfaction and academic performance. ...
Interactive educational videos have grown in popularity in the higher education setting over the last two decades. This exploratory study investigates the mediating and moderating effects of user engagement (UE) on the relationships between the antecedents of UE (i.e., intrinsic load, extraneous load, germane load, and task value) and learning satisfaction. A cross-sectional survey study was conducted in June 2023. We conveniently sampled 49 year-one undergraduate students, who completed a self-report questionnaire consisting of items pertaining to cognitive load, task value, user engagement, and learning satisfaction. Data was analysed using hierarchical linear regression models. Findings revealed that reward fully mediated the relationship between germane load and learning satisfaction. In addition, reward was also found to moderate the relation between (a) germane load and learning satisfaction, and (b) task value and learning satisfaction. These findings highlight the importance of creating rewarding experiences when designing interactive educational videos.
... Adopting a similar position, Mayer (2001) maintains that utilizing multimedia in classrooms not only arouses student's interest but also enhances their motivation. Similarly, in research exploring the effectiveness of videos on students' motivation and satisfaction, Hsin and Cigas (2013) found that the implementation of short videos in teaching increased the students' level of engagement. Sharing Hsin and Cigas's (2013) viewpoints, Steffes and Duverger (2012) assert that employing supplementary videos for warm-up activities during class time makes students more excited. ...
... Similarly, in research exploring the effectiveness of videos on students' motivation and satisfaction, Hsin and Cigas (2013) found that the implementation of short videos in teaching increased the students' level of engagement. Sharing Hsin and Cigas's (2013) viewpoints, Steffes and Duverger (2012) assert that employing supplementary videos for warm-up activities during class time makes students more excited. Likewise, Garner (2008) indicated that video clips are an effective teaching and learning tool for getting students involved in verbal and visual intelligence, but the researcher also stresses the useful role of videos in engaging learner's autonomy. ...
Implementing video clips on enhancing university students’ reading skill have been popular in Vietnam. This study aimed at exploring the effects of employing video clips in reading improvement of English-majored freshmen from their perspectives. What is crucial here is whether applying video clips to teaching and can boost the learners’ reading performance or not as well as how profound their upgrade in reading is. For this study, the quantitative approach as well as accumulating data were applied to investigate the students’ perceptions regarding the cons occurred when applying video clips to the development of their reading skill. To collect data for the study, fifty first-year English majors took part in the online questionnaire regarding the reading performance after reading period by video clip assistance. The findings reflect that the majority of the students had a positive attitude towards utilizing videos in acquiring the reading skill. As a result, with the implementation of videos in reading classes, students were motivated to engage in reading activities. Additionally, teachers are encouraged to make use of the online video sources to increase the students’ motivation and engagement in acquiring reading skill.
... Research exploring the impact of video technology on academic performance shows mixed results. Some studies report noticeable improvements to academic performance with the incorporation of video content (Choi & Yang, 2011;Nagy, 2018), while others report no significant improvements (Hsin & Cigas, 2013;Henderson & Schroeder, 2021;Draus et al., 2014). ...
... While studies exploring the impact of video technology on student engagement find more positive results, showing improvement in engagement and satisfaction (Hsin & Cigas, 2013;Guo et al., 2014;Bialowas & Steimel, 2019), these benefits tend to be contingent upon the purpose of the videos, design features, and their role in the curriculum. For example, research suggests that video resources are most effective when employed in combination with other teaching methods, including live lectures and tutorials, and integrated into a program of learning, rather than when used in isolation (Hadie et al. 2019;Noetel et al. 2021). ...
This article examines student engagement with video technology in a large undergraduate university subject. Drawing on a mixed methods study that included a survey and focus groups with students, we analyse students’ experiences with and perspectives on the videos to gain insights into their effectiveness in supporting student engagement and learning. By analysing engagement along three distinct, yet interconnected, dimensions – cognitive, behavioural and affective – our study highlights differences in the ways in which students engage with videos as one key form of technology enhanced learning. We find that videos can promote cognitive engagement by helping students to understand key concepts and making them more relatable, and that they can foster affective engagement, especially by creating an increased sense of teacher presence. However, while the students in our study largely perceived the videos to be engaging and beneficial to their learning, behavioural engagement was inconsistent across the cohort and often lacking. Student concerns about investing time in engaging with video resources suggest that communication from educators on their role in the curriculum is especially important. These findings contribute important insights into students’ video technology use which in turn can inform the pedagogical use of technology in teaching and learning.
... Snelson (2008) observed that web-based video in education offers a vast repository of free content, though not all videos are suitable for learning. Hsin and Cigas (2013) found that using short videos as mini-lectures in online courses reduced dropout and failure rates while improving student satisfaction. Since 2017, researchers have increasingly studied short videos. ...
This concise paper aims to propose a framework for enhancing intercultural communication competencies among Chinese as foreign language (CFL) learners using Heutagogical-based Mobile Social Media spaces. Integrating qualitative and quantitative data analysis with Activity Theory (AT) and the Design for Transformative Mobile Learning (DTML) framework, this study seeks to develop a potentially effective educational approach. By leveraging mobile social media, the envisioned framework intends to support autonomous learning and foster intercultural competencies among CFL learners.
... Additionally, the students were introduced to school nursing and Child & Adolescent Mental Health Services (CAMHS), blending interactive videos, activity books, and live sessions with clinicians from a variety of paediatric services. These diverse learning tools, particularly the use of interactive videos, were designed to spark curiosity and enthusiasm among students while enhancing knowledge retention, as reported by Hsin and Cigas [29]. Through this combination of innovative teaching methods, the Child Health SPLE aimed to provide a holistic view of paediatric health, encompassing physical, mental, and social dimensions. ...
Background/Objectives: In response to the impact of the COVID-19 pandemic, the authors implemented an innovative and alternative approach to practice learning for a Cohort of Year One Adult and Mental Health student nurses. The evaluation aimed to explore the effectiveness of virtual practice learning as a viable alternative to traditional practice placements and the impact on the student practice learning experience. Methods: All year one student nurses attending the four Simulated Practice Learning Experience (SPLE) weeks were invited to participate and complete a generated questionnaire within the virtual environment on their final day of each week. The evaluation employed a mixed methods approach to evaluate the effectiveness of the SPLE on student satisfaction and their overall practice learning experience. Results: A mean total of 205 student nurses completed the questionnaire, achieving a response rate of 98-100%. Students reported an overall satisfaction score of 88%, highlighting their preparedness and positive feedback on the organisation, delivery, and content of the SPLE. Qualitative analysis revealed key themes, including the development of transferable skills and personal growth, the value of peer learning, the benefits of a virtual environment, and appreciation of service user and healthcare professional input. Students reported significant personal growth, improved communication skills, and a deeper understanding of holistic care through interactive and collaborative learning experiences. Conclusions: This evaluation underscores the innovative potential of virtual practice learning to enhance nursing education, emphasising the importance of integrating emerging technologies and diverse pedagogical approaches. The findings suggest that SPLEs can effectively prepare nursing students for the complexities of clinical practice while addressing the evolving demands of healthcare education. Future research should focus on longitudinal studies to assess the sustained impact of virtual learning on clinical experiences and professional development.
... Today, students and teachers have many digital resources to complement their academic activities. The Internet has become a notable source of up-to-date and accessible information, with videos being the preferred format for learning (Hsin & Cigas, 2013). However, this activity is interrupted when people encounter unfamiliar terms or concepts. ...
The way people learn has undergone a significant transformation thanks to the advancement of technology. Various digital tools complement daily and academic activities, facilitating access to updated and diverse information. The Internet, in particular, has positioned itself as the primary source of information, offering a large amount of textual and audiovisual content, with short content in the form of videos being the most popular. However, the learning process inevitably involves acquiring new concepts and terms. When encountering unfamiliar vocabulary in videos, people often search for additional information to understand the content better. Therefore, this research seeks to develop a tool capable of analyzing video transcripts using Natural Language Processing techniques to identify key terms and relate them to other relevant information sources, thus facilitating learning. When evaluating the relevance of terms to the textual content of videos on various topics using an Artificial Intelligence model, a relevance greater than 75% was evidenced for all terms. This confirms the efficacy of this approach for analyzing and understanding the textual content of transcribed videos.
... 3. Virtual Reality (VR) and Augmented Reality (AR): The applications of VR and AR technologies in language education, focusing on their potential to create immersive and interactive learning experiences (Merchant et al., 2020). Many recent studies have investigated the effectiveness of VR and AR simulations for language immersion, cultural competence development, and virtual language exchanges, exploring their impact on motivation, engagement, and language proficiency (Hsin & Cigas, 2013). ...
Technological innovations have revolutionized numerous sectors, including education, by providing new tools and methodologies that enhance learning experiences and outcomes. Governments worldwide made teaching and learning educational technology compulsory during the COVID-19 pandemic in all educational fields. Despite the numerous advantages, integrating technological innovations into the educational process is challenging. There remains a significant gap between the potential of these technologies and their actual implementation in classrooms and educational fields. Issues such as inadequate infrastructure, lack of teacher training, and resistance to change hinder the effective use of technology in education. Moreover, the rapid movement of technological advancements often exceeds the ability of educational institutions to adapt, leading to underutilization of available resources and missed opportunities for enhancing the educational process. While there is a growing body of literature on the subject, much of the existing research is fragmented and lacks a comprehensive framework that connects theory with practice. This study employs qualitative analysis to obtain information about the experiences, benefits, and discusses the challenges that may arise using educational advancements and techniques in language learning. It aims to provide teachers and educators with a better understanding of the impacts of using technology in the educational process and the development of language learning. In the paper, the researcher defines technology, in addition to Information Communication Technology (ICT), and reviews previous studies on the effective use of technological tools across educational settings. Furthermore, the study sheds light on the role of using modern technological innovations that can be effectively utilized and integrated into education, not only for learners but also for their instructors who need to achieve professional development, by increasing the engagement of using technology in educational settings, motivation, as well as improving accessibility and convenience.
... In this case, there may be doubts about the content's accuracy, reliability and scientific basis. Additionally, some content may contain misleading or inaccurate information and mislead viewers (9,10). Although there are a limited number of studies evaluating regional anesthesia videos on YouTube, there are studies evaluating the reliability of the videos (11)(12)(13). ...
Objective: The internet and social media are becoming integral to our lives today. YouTube was founded in 2005 and can be helpful in health matters by providing quick and easy access to medical information. However, the reliability of medical videos on YouTube could be improved. Many videos on YouTube about interfascial plane blocks are widely used for analgesic purposes in anesthesia practice. In order to avoid causing incorrect and incomplete information and to prevent information pollution, interfascial plan block videos on YouTube should be examined. Therefore, this study evaluated the educational content and preparation quality of the interfascial plan block videos on YouTube. Material and Methods: Educational videos of eight different interfascial plane block types on YouTube were evaluated using two surveys. Each survey consists of 14 questions. Each question receives a score between 0 and 5. Each video receives a total score between 0 and 70 for each survey. Results: A statistically significant positive correlation exists between video educational quality scores and video characteristics. A statistically significant positive correlation exists between the video preparation quality score and video characteristics. As the number of video views increases, the video quality score increases. Conclusion: Although YouTube contains medical training videos, their reliability is questioned. Therefore, it is more accurate and reliable for researchers to obtain medical information from reliable sources, academic articles, or publications of official medical institutions.
... Further research has shown that video is highly effective as an educational tool (Allen et al., 2012;Hsin & Cigas, 2013;Tom & Phang, 2022). The use of videos not only enhances the visibility of the material, but also deepens students' understanding and retention of knowledge (Barella & Mustami 2024), and is able to meet students' learning needs for both simple and complex content (Afıfy, 2020;Aguanta et al., 2024). ...
... Keeping up with the advancement of multimedia technology and the internet, the usage of video as an instructional medium has become significant, especially in the education industry. Several studies have shown that video can be an effective educational and instructional tool (Rackaway, 2012;Hsin & Cigas, 2013;Stockwell et al., 2015). In addition, university students find using video as a learning tool particularly interesting and engaging (Stockwell et al., 2015). ...
This research demonstrates a Community Services Responsibility (CSR) initiative that utilises instructional videos as an interactive tool for knowledge dissemination. It aims to improve Universiti Teknologi MARA (UiTM) Perlis branch students’ and potential future UiTM students’ awareness regarding the Zakat financial assistance offered by Universiti Teknologi MARA (UiTM) Malaysia. This is also an effort to provide the necessary motivation to encourage school students to aim for tertiary education. The study involves two groups: newly enrolled students at the UiTM Perlis branch and upper secondary school students from selected schools around Perlis, Malaysia. These students will explore the specifically designed multimedia instructional video regarding Zakat accommodations. This video is carefully designed to ensure audience engagement and understanding. The research employs a Quasi-Experimental Research Design with pre-test and post-test assessments to evaluate the effectiveness of the instructional videos. Overall, the study has produced a compelling video that can provide understanding and assistance in accessing the Zakat services in UiTM while at the same time promoting social responsibility towards the country’s future educated generation.
... The video represents a technological tool with expressive possibilities that can prove valuable for students, serving as an effective means to promote active learning and stimulate their motivation. Multiple research studies have reported that video, can be a highly effective educational tool [5][6][7][8][9][10][11][12]. ...
In recent years, the development of Information and Communication Technologies (ICT) had a considerable impact on the teaching-learning process, both in terms of quantity and quality. Despite the appearance of many innovative teaching resources, video remains the preferred teaching tool for teachers and learners. Currently, this resource medium is widely used in face-to-face, hybrid and distance learning courses due to its numerous advantages in promoting active learning and motivating learners. For this reason, several platforms such as TelmidTice offer free access to educational video clips for learners of all levels and subjects in secondary school in Morocco. This study aims to evaluate the video sequences designed by the Ministry of National Education, Reschool and Sports, and made available online on the official platform of the Ministry called TelmidTice. The analysis concerned a sample of educational videos composed of 10 videos selected among those delivering life and earth science courses. For this purpose, a grid was developed. It comprised several criteria designed for the analysis of the various pedagogical, didactic, visual, and auditory aspects of the educational videos. Findings showed that the majority of the videos analyzed do not meet the different pedagogical and didactic criteria. This also applies to the visual criteria, and the auditory criteria. Based on the results, recommendations have been formulated for the design of high-quality educational videos before being published online and made accessible to learners on distance learning platforms.
... With the development of technology, technical skills have become essential for people in various aspects of life. Specifically, skills in operating e-learning platforms, online communication, and using mobile devices are necessary in the era of the COVID-19 pandemic, where many activities are carried out remotely (Hsin, Cigas, 2013;Bosch, 2009;Ribble, Bailey, 2007;Lemola et al., 2015, Wang et al., 2009. ...
In the current COVID-19 pandemic era, computer skills have become essential for students and academic staff who participate in remote learning or work on online projects, research, and analysis. Due to the need to shift many activities and projects to the virtual world, having computer skills has become critical for effective functioning in the current situation. The aim of the article was to investigate the level of computer competencies of students in the context of the COVID-19 pandemic. The hypothesis was that most respondents have basic computer skills, but they may have varying levels of proficiency in specific computer competencies, such as the use of new software. To achieve this goal, the authors presented empirical research results conducted in February 2021. The study sample included 649 respondents.The research show that the majority of the respondents declared possessing computer competencies such as the use of computers, smartphones/phones, technical internet support, and mobile devices and applications. However, there were some individuals who faced difficulties in operating new software. Therefore, it was recommended to focus on developing computer competencies in the area of new software use through training or courses that will assist those who have difficulty in this area. It is also important to continue monitoring progress and the effectiveness of such actions. This will increase the level of computer competencies in the whole group of respondents, which may contribute to improving work efficiency and increasing job market opportunities. The conducted Pearson correlation allowed us to draw the following conclusions: there are strong positive correlations between all pairs of IT skills, which suggests a mutual relationship.
... Medical students and health professionals frequently utilise YouTube to learn new information, share it with others, and edit or comment on it [12][13][14][15] . In blended learning contexts and e-learning environments, video may be a very successful instructional tool [16][17][18][19][20] . It is also frequently the main multimedia distribution method in online courses, such as massive open online courses 21 . ...
Introduction: The use of YouTube has increased now among medical students to revise the curricular content, to better understand them and also to share ideas. This study was carried out to find out the prevalence and predictors of use of YouTube by medical students. Methodology: A cross-sectional study was carried out to assess the prevalence and predictors of use of YouTube as an extracurricular way of enhancing learning experience among medical students of Saudi Arabia for a period of 06 months from February 2023 to July 2023. A pre-validated self-administrated questionnaire consisting of the following sections like sociodemographic details, the predictors for the use of YouTube videos which consisted of frequency of use, grading of its usefulness etc. was used for data collection. Templates were generated in MS Excel sheet and analysis of data was done using SPSS software version 22. Quantitative variables were presented as frequency and percentages while chi square test of significance was used to demonstrate the associated between categorical variables. The value of significance was set as p less than 0.05. Results: The prevalence of use YouTube was 94.1% among medical students in a medical school of Saudi Arabia, out of which 73.8% use it for both educational and entertainment purpose and about 71% of them find it very useful for educational purpose. About 43.7% of students use directed search strategy and most opined that it helped in better understanding. Most students use YouTube for upto one hour. Male students of age group 20 – 22 years were more involved in using YouTube videos as compared to female students or of other age groups and this association was statistically significant. Conclusion: YouTube use is highly prevalent among medical students to better understand the subject matter and to revise them. Male students use them more often as compared to female students. Bangladesh Journal of Medical Science Vol.23 (Special Issue) 2024 p.S122-S126
... Interactive videos in blended learning environments can enhance engagement and facilitate self-assessment, contributing to improved learning outcomes. 5 Hsin and Cigas 6 showed that instructional videos enhance information retention compared to traditional instructional methods. Video-based learning in computer science improves the control of the subject and enjoyment, making learning easier whilst reducing boredom. ...
Instructional videos have the advantage of delivering visual and verbal learning materials simultaneously and they can be used for teaching. The aim of this study is to evaluate the learning outcomes in Mechanical Systems Analysis based on the Finite Element Method for video‐based teaching blended with face‐to‐face education. Forty‐five students whose first languages are English, Mandarin and others participated in a survey to evaluate learning outcomes. The learning outcomes were analyzed using the one‐sample Chi‐square test or binomial test. The correlation between the usefulness of the text‐based and video‐based learning materials and the first language of the students was analyzed using the Pearson Chi‐square test. P values smaller than 0.05 were assumed to be statistically significant. Overall 34 students found video‐based learning materials very useful whereas 10 students found them useful resulting in a statistically significant difference. Twenty‐four students found text‐based learning materials very useful whereas 20 students found them useful without statistically significant difference. Student cohorts speaking English and Mandarin as their first language found video‐based learning materials significantly very useful. Video‐based learning materials can be used to improve learning outcomes in courses with computer applications and students can benefit from a blended teaching strategy regardless of their first language.
... Several meta-analyses have demonstrated that technology can improve learning [2,3], and numerous research have demonstrated that video can be an extremely effective learning tool [4,5,6]. Learning videos have distinct advantages for students' classroom preparation; they are more fascinating [7,8,9], and videos are also appropriate for presenting abstract concepts through visualization, making them easier to understand. Videos can help you understand something that is tough to understand. ...
The advancement of information and communication technology allows for online learning through a variety of media platforms all over the world, one of which is video, which is available online. Video has become an important aspect of education and can be used to convey learning content in class, through blended learning, or through online programs. The goal of this study is to develop a QBIV and evaluate its effectiveness in learning. The learning QBIV was field tested on prospective vocational teachers. The effectiveness of QBIV was evaluated utilizing a posttest-only control group design on automotive vocational teacher candidates. The experimental group included 39 students, while the control group included 42 potential automotive engineering teacher students. The t-test was used to examine the significance of differences in student learning achievement between the experimental and control classes. The analytical results demonstrate that there is a significant difference in learning outcomes between the experimental and control classes. The experimental class outperformed the control class in terms of learning outcomes. As a result, using QBIV for learning is effective.
... It can be concluded that video tutorials are practical for learning digital design. It agrees with previous research [41], [42], [43], [44], [45], of which the use of video tutorials increases the students' learning outcomes. Video tutorials also enrich students' learning experience and improve their academic performance [46]. ...
Using media throughout the learning process helps enhance interactions between teachers and students as well as students and their learning environment. Media use is intended to enhance the learning process, impacting student achievement. This study aims at 1) developing video tutorial learning media, 2) finding out the feasibility of the developed video tutorial media, and 3) knowing the effectiveness of the developed video tutorial media. This research employed Research and Development stages, including Define, Design, Development, and Dissemination. The subjects in this study were media experts, material experts, and students for the implementation test. Data collection techniques were observation, questionnaires, and performance assessment. The content validity and reliability were tested using Cronbach's alpha with the result of 0.659, declared reliable. The data analysis technique used descriptive analysis. The results of this study showed that 1) the realization of 5 video tutorials was developed with Define, Design, Development, and Dissemination stages, 2) the video tutorials obtained 92.66% for its appropriateness aspect based on the material expert, 91% for its feasibility aspects according to the media experts, and 96 % of students stated that the media is feasible for learning because it can help them to enhance their materials understanding, 3) the developed media has proven effective in case of implementation and users' response with three indicators in the high category above 65%, while the learning outcomes with 57% in the Very Good category and 43% in Good category, respectively. It means video tutorials are proven effective for digital textile and fashion learning.
... Poin ini sejalan dengan hasil penelitian sebelumnya yang menunjukkan pentingnya fasilitas teknologi dalam proses pembelajaran dengan menggunakan media digital dan video (Hsin & Cigas, 2013). Dalam penelitian tersebut, ditemukan bahwa penggunaan teknologi dalam proses pembelajaran memiliki pengaruh positif terhadap motivasi siswa dan hasil belajar (Fatahillah et al., 2020). ...
Pembelajaran ekonomi sering kali didominasi oleh ceramah karena materinya yang padat. Namun, penggunaan cuplikan film sebagai alat bantu dalam menjelaskan materi dapat menjadi langkah inovatif yang menarik perhatian siswa dan membuat proses pembelajaran menjadi lebih holistik. Cuplikan film dapat memberikan koneksi antara materi dengan contoh-contoh kehidupan nyata yang jarang dijumpai siswa sehari-hari. Meski demikian, pendekatan ini membutuhkan kreativitas dari guru untuk memastikan koneksi tersebut berjalan sesuai harapan. Pelaksanaan Pengabdian kepada Masyarakat (PkM) ini dilakukan kepada guru-guru di SMK Muhammadiyah 2 Klaten Utara dengan tujuan memperkenalkan potensi metode pembelajaran inovatif ini. Hasil dari kegiatan pengabdian ini menunjukkan respon positif dari guru, namun ada kendala yang disampaikan oleh guru, yaitu perlunya pemahaman lebih mendalam tentang film apa yang sesuai dengan konteks materi, serta keterampilan dalam mengelola kelas agar tetap kondusif.
... Some lecture video platforms let teachers incorporate interactive elements like tests or polls right into the presentation (Hsin & Cigas, 2013). Lecture video platforms often have interactive features such as quizzes, polls, or other activities that can be embedded within the video. ...
Online lecture videos in classrooms have been shown to aid learning by delivering information in a variety of formats. However, problems with learning have been discovered when lecture videos were used inappropriately and were of poor quality, potentially reducing student engagement. This study aims to investigate the students' perceptions of using lecture videos in ESL blended learning classrooms and to examine their suggestions for the lecturers to improve the use of lecture videos. The study employed mixed methods research design in which the data collection procedure and data analysis were done following two phases; quantitative and qualitative. A total of (n=146) respondents were involved in answering the questionnaire and written interview. The data gathered from the questionnaire were analysed statistically using SPSS version 28 while the data obtained from the written interview were thematically analysed using Atlas.ti. The quantitative finding showed the respondents' agreement to all items indicating their agreement that lecture videos play significant roles in ESL blended learning classrooms. The qualitative finding revealed four major enhancements suggested by the students. The suggestions were grouped and coded as social media integration, quality 72 and accessibility, content creativity, and feedback assessment. This paper proposes implications for lecturers to improve the use of lecture videos for better student engagement in ESL blended learning classrooms.
... As it is hard to keep motivation and attention for a long time (Bolliger et al., 2010), videos shorter than ten minutes were created and shared with the students. They responded through a Google form that they were more satisfied with short videos as was the case in a study by Hsin and Cigas (2013), because of easy access and less distraction. When asked whether it would be more advantageous if the videos could play through a platform which they could easily access, they answered yes. ...
During the pandemic, the pivot to emergency remote teaching highlighted the depth and extent of inequalities, particularly in relation to access to resources and literacies, faced by higher education institutions. Imported solutions that failed to take into consideration the constraints and cultures of local contexts were less than successful. The paucity of practitioners with blended and online learning design experience, training and education grounded in diverse contexts made local design for local contexts difficult to carry out. Although there is substantial research and guidance on online learning design, there is an opportunity to create a text deliberately oriented to practice. Further, online learning design, as a field of practice and research, is strongly shaped by research, experiences and practices from a hegemonic centre (usually in the Global North, where peripheries also exist). While many of the textbooks written from this perspective are theoretically useful as a starting point, the disjuncture between theory and practice for practitioners in less well-resourced contexts where local experiences are invisible, can be jarring. This book aims to create a space for learning designers whose voices are insufficiently heard, to share innovative designs within local constraints and, in so doing, reimagine learning design in a way that does not reproduce the binary power relations of centre and periphery.
... Use of instructional videos is gradually becoming indispensable in many institutions of training and other corporate organizations. Trainers are taking advantage of the enormous impact it has on the learners and as a result use these videos to their advantage (Allen & Smith, 2012;Hsin & Cigas, 2013). However, there are many faculty members in Ghana who are yet to realize the affordances that come along with the use of instructional videos in the teaching and learning process. ...
The current study looked at how instructional videos were created and used to augment the practical teaching and learning of information and communication technology (ICT) course. With a sample size of 1620 students, the researcher created customized short instructional videos on the different topics on the course outline and shared videos on the platform of the students in the Fall of 2021/2022 school year. The researcher found evidence that the use of the instructional videos was helpful in the practical lessons. Second, participants indicated that using the instructional videos was their first time in this university. Finally, the participants expressed their desire to use the instructional videos in the near future as well as recommend to their peers in other programmes. Implications for practice are discussed.
... This is mainly due to the absence of a review procedure, similarly to the particular literature publication, ambiguity of resources, and their credibility. On the contrary the deficits of YouTube videos, there is no suspicion that several medical students and residents recently still search educational knowledge on YouTube, and that well-prepared educational videos may strengthen their learning, thus serving as a increasingly efficient educational instrument [37]. In my clinic, many clinicians benefit from youtube videos. ...
YouTube is widely utilized as a resource of information supply in the health area, as it is in many subjects. Established in February 2005, YouTube is an independent video-sharing platform that provides persons to detect, observe, and as well as share videos There are no edits accustomed to analyse the qualification and accuracy of the videos. The goal of our research was to analyse the qualification and contents of the videos on USG Guided Peripheral Nerve Blocks on YouTube. On 01.06.2022, a peripheral nerve block was typed in the https://www.YouTube.com/ link search field, accompanied by USG. 100 videos found as a result of the search were reviewed. Url of the videos, uploader name and organization information, duration of the video in minutes, number of views, likes, and dislikes, time from uploading the video to the date it was viewed (in days), resolution of the video, number of interpretations on the video, type of peripheral nerve block, peripheral It was examined whether electrical stimulation was given during the nerve block. Viewing rate, Video Power Index, Interaction index, Global Quality Scale, modified discern scoring system were calculated. No numerically significance was detected between viewing rate, video power index, interaction index, global qualification scale, modified discern scoring system values according to medical doctor- Professional institutions (p>0.05). We think that the accuracy and educativeness of the videos that focus on a specific subject for a specific area of expertise in the field of health we examined in our study, regardless of medical doctor or Professional institutions, are sufficient.
... There has also been a significant surge in video-based instructional activities at universities, course centers, and schools especially during and due to the COVID-19 epidemic (Merkt et al., 2022). So, their use in higher education is growing every day, thanks to research support (Hsin & Cigas, 2013;Kay, 2012;Lloyd & Robertson, 2012;Moore & Smith, 2012;Rackaway, 2012;Schmid et al., 2014;van der Meij & Dunkel, 2020;Vieira et al., 2014) and advances in technology (Seo et al., 2021), indicating that they will continue to contribute to learning as an effective and popular learning tool. ...
Videos as instructional materials have become an important part of higher education. The ability of videos to be shared and used in social and educational settings demonstrates their increasingly significant contemporary impact. Identifying the video features that affect student engagement as a success indicator can therefore contribute to the effective use and design of educational videos. Panning is such a potential video recording and presentation feature/technique. The aim of this study is to reveal the ways panning is accomplished in videos and discuss implications for instructional design. Panning is to record a smaller section of a screen, relevant to the instructional activity, instead of recording the entire screen during video recording. It differs from regular video shots as it refers to the recording of the computer screen or any other display in that manner, whereas regular videos record everyday objects. It is a strategy used during the recording of educational videos developed for software education. It is a design consideration especially for creating educational materials to be displayed in mobile devices due to their small screens. To date, panning has not been comprehensively conceptualized as an educational technique for software education. In this study, the possible types of screen-recording in terms of panning are identified based on video review. Secondly, examples from one of the popular video-sharing sites — YouTube — are identified and presented using these panning types. Finally, a comparison is made between full-screen and panning videos. The implications of panning for instructional purposes are examined. A concise and useful guide is provided for instructional designers interested in creating more effective instructional videos.
... According to Hsin and Cigas (2013), integrating videos in an online course boosted student satisfaction and raised the likelihood that they would pass the course. Furthermore, Mirani and Ramon's (2015) research revealed that students who watched quick video lessons for arithmetic consistently had higher passing rates than those who did not. ...
This action research was carried out to aid the learners in distance learning education due to the forced closure of schools brought about by the COVID-19 pandemic. The purpose of this study was to determine the effectiveness of teacher-made video lessons about Random Variables uploaded on YouTube. True experimental research design was utilized in this action research. The participants of this study were thirty (30) Grade 11 students from 2 sections of the General Academic Strand. Fifteen (15) randomly selected students from each section were assigned to the control and experimental group, respectively. The data obtained were statistically analyzed using mean, standard deviation, Independent t-test, and Paired t-test. The results showed that students from control group (M = 9.67, SD = 1.54) and experimental group (M =9.33, SD = 1.63) had pretest results that were not significantly different (p=.570). This means that the two groups were comparable. On the other hand, the Independent t-test comparing the post-test scores of the two groups revealed that there was a statistically significant difference (p=.000) in the performance of the students from the experimental group (M =41.53, SD = 3.29) and control group (M =32.93, SD = 3.35) after the intervention. Students in the experimental group had higher posttest scores compared to the students in the control group. This leads to the conclusion that teacher-made YouTube videos on Random Variables is an effective supplementary instructional material to improve student's learning performance.
... T1 and T7 stated that they preferred video because it was easy to understand. As the pre-service teachers stated, there are studies in the literature revealing that video can be a very effective educational tool (Moore and Smith, 2012;Lloyd and Robertson, 2012;Rackaway, 2012;Hsin and Cigas, 2013). MacHardy and Pardos (2015), on the other hand, stated in their research that, videos do not contribute much to the performance of the students. ...
Improvements in science and technology have led to changes in education as well as in many other fields. These changes have made it necessary for today’s individuals to have a set of skills in different fields. One of these fields is technology-related skills. Learning environments that require the use of technology undoubtedly play a key role in raising individuals with technological skills. In this direction, the aim of this research is to study the experiences of pre-service science teachers related to the use of technology within the scope of a course. In this qualitative research, a phenomenological methodology was used to reveal the understandings of preservice science teachers on the experience of integrating technological applications into science teaching. In this context, in-depth semi-structured interviews were conducted with 10 pre-service teachers, about their experiences. As a result of the inductive content analysis, the following four themes, which reflect how the participants interpret the integration of technology in science teaching, were determined in line with the experiences of the participants: The technological tools used in the learning environment and why they are preferred, the necessity of the technological knowledge in the teaching profession, the necessity of the use of technology in the learning environment, and the characteristics of a qualified teacher. Based on the results, the practices for teacher education in the integration of technology in science teaching were discussed.
... Many high school students schools have entered the computer learning mode under the influence of the network, which in a certain sense has promoted another stage of better learning mode and brought many emergencies to promote the rapid rise of science and technology of better learning mode ecology [3]. Insufficient understanding of computer learning mode better learning mode a long time ago, many scholars have many concerns and ideas about the level of the platform and specialized the specific content taught is gradually called the content of computer teaching, and the large-scale computer teaching during the epidemic provides an opportunity for us to conduct in-depth research on this [4][5][6]. ...
The worldwide outbreak and pandemic of the New Crown Pneumonia epidemic in 2020 spawned changes in higher education, the most obvious of which was the shift from offline to online teaching models. In this paper, we view online teaching practice activities during the epidemic as a complete dissemination process and systematically study online teaching models in higher education based on convolutional neural network theory. By interpreting the interview records of 100 university teachers interviewed, we can get that 34% of teachers consider themselves as the role of sharers, 29% consider themselves as the leader of students on the learning path, and 24% consider themselves as the role of nurturer for students. Meanwhile, dozens more teachers positioned themselves in various roles that distinguished them from their usual educator roles. From the above data, we can see that the online teaching model has promoted the transformation of teachers’ roles, which is conducive to the development of online teaching and more conducive to promoting the sustainable development of online teaching.
... Vo všeobecnosti sa zistilo, že efektívne využitie videa motivuje študentov k učeniu a upúta ich pozornosť (Whatley & Ahmad, 2007;Rackaway, 2012;Hsin & Cigas, 2013;Norman, 2017). Medzi ďalšie prvky ich pozitívneho prijatia patrí ich exibilita (Berk, 2009), akceptácia študentmi (Chan, 2010), že sú prostriedkom na zabezpečenie efektívneho formatívneho, sumatívneho učenia a sebahodnotenia (Bree, 2017;Phillips et al., 2017), sú hodnotné ako pomôcky na výučbu praktických zručností, správnej techniky a opakovania naučeného (Roshier, Foster & Jones, 2011;Rowse, et al., 2014;Dunne, 2015), poskytujú podporu zmiešaným, online a dištančným kurzom (Sowan & Idhail, 2014) a sú vhodné ako nástroje obrátenej výučby (Foon & Kwan, 2018). ...
In our paper, we focused on the area of using in- structional videos in higher education. Our aim was to describe the basic characteristics of instructional videos, to analyze their mechanisms of action, to clarify the advantages and disadvan- tages of their use in the educational process, to complete brief tips for their creation with a focus on the teaching of psycho- logy. In general, it can be stated that students highly appreciate the use of multimedia, which can be a powerful complement and motivator of classical teaching forms. Videos can be an effective tool in the learning process in multiple pedagogical approaches. In this paper, we have described selected ones, namely the sandwich method, flipped learning, and the lear- ner-centered approach. When incorporating videos into edu- cation, it is important to keep in mind the additive nature of the three key components of cognitive load, student engage- ment, and elements that promote active learning. Our findings can be summarized in the following recommendations: aim for short, compact videos, keeping videos focused on learning objectives, choosing appropriate audio and visual elements to convey the relevant parts of the explanation (so that they are complementary and not redundant), use of graphic elements to highlight important ideas or concepts, use of a conversational, enthusiastic narrative style to increase engagement, integrating the videos into an active learning context by using guiding que- stions, interactive elements or related homework. The topic of the use of instructional videos in the educational process is vast and very rich in content, as there are many approaches to their creation and presentation, and the intentions and goals of edu- cators can be very diverse. In the context of the transition from theoretical education to the training of practical skills, it repre- sents, in our opinion, an optimal intermediate step. The current pandemic era has affected the conditions of life in many areas, and education is one of the sectors most affected by change. Here too, it appears that video can help compensate for many problems, but it must be used to mediate direct contact betwe- en educator and student. The teaching of psychology can be enriched by the use of instructional videos, their use must be combined with follow-up activities that anchor the topic in the existing theoretical framework of psychological constructs.
Keywords: instructional videos in higher education, teaching, psychology
... According to Mayer and Moreno's principles [58], videos can be cognitively beneficial as verbal and visual explanations allow viewers to build two mental representations [55,56] without mental overload as audio and visual channels can be processed simultaneously [59]. As support to these principles, various studies have demonstrated that videos can benefit learners in various domains [32,39,73]. While effective for consumption of knowledge, videos represent a continuous stream of frames, and it can be inherently difficult to skim through or locate information in videos, which prior work had shown to be a common need for scholars [21]. ...
Research consumption has been traditionally limited to the reading of academic papers-a static, dense, and formally written format. Alternatively, pre-recorded conference presentation videos, which are more dynamic, concise, and colloquial, have recently become more widely available but potentially under-utilized. In this work, we explore the design space and benefits for combining academic papers and talk videos to leverage their complementary nature to provide a rich and fluid research consumption experience. Based on formative and co-design studies, we present Papeos, a novel reading and authoring interface that allow authors to augment their papers by segmenting and localizing talk videos alongside relevant paper passages with automatically generated suggestions. With Papeos, readers can visually skim a paper through clip thumbnails, and fluidly switch between consuming dense text in the paper or visual summaries in the video. In a comparative lab study (n=16), Papeos reduced mental load, scaffolded navigation, and facilitated more comprehensive reading of papers.
... Hence, the null hypothesis which states that there is no significant difference between pre-test and post-test achievement scores of learners exposed to offline video approach was rejected. The result of the study supported the study conducted by Software Company of Kaltura (2015) which states that the use of educational videos improves learning experience, and significantly achieved higher percentage in enhancing student satisfaction and motivation and their grades increased (Hsin and Cigas, 2013). ...
This quasi-experimental pre-test post-test research aimed to determine the achievement scores of 60 Grade 4 learners after being exposed to modular or offline video approaches in Science. The data were gathered using the researcher-made test which was validated and reliability tested, and analyzed employing mean, standard deviation, independent t-test, paired samples t-test for quantitative data analysis, and thematic analysis for qualitative data analysis. Results revealed that the pre-test achievement scores of the group using the modular approach and offline video approach were average. The post-test results for the groups exposed to the modular approach was above average, while those exposed to the offline video approach was excellent. There were no significant differences noted between the pre-test scores of the modular and offline video approach. There was a significant difference between post-test achievement scores of learners exposed to modular and offline video approaches and between pre-test and post-test achievement scores of learners exposed to modular approach and offline video approach. Qualitative results showed that the benefits using the modular approach were flexible and self-contained. Modular approach was appropriate only for fast learners. The offline video approach helped the learners address their various intelligences and appeal to their emotions, and could watch the video anytime. Offline videos contained graphics, visual presentations, colorful pictures, and video clips that made them enjoyable to watch.
... In the context of education in the health professions, microlearning (the acquisition of knowledge or skills in the form of small units) has been demonstrated to have a positive effect on students' knowledge and confidence in performing procedures, knowledge retention, study habits, and engagement in collaborative learning (De Gagne et al., 2019). Although technology offers various media through which microlearning activities may be deployed, the use of short videos has already been recognised to enhance student learning in online education (Hsin & Cigas, 2013). ...
Unlabelled:
While social media is evolving rapidly, understanding its underlying and persistent features with the potential to support high-quality learning would provide opportunities to enhance competence acquisition and collaborative work in higher education. Moreover, the adoption of tools that students already use in their everyday lives facilitates the integration of new forms of learning. In this context, we have developed an initiative to disseminate content through TikTok in three modules of the Bachelor's Degree in Nursing course, with the aim of promoting quality learning through these microlearning environments. To this end, we have implemented these learning environments and evaluated the users' perceptions, as well as their level of acceptance of the technology according to the Technology Acceptance Model. Overall, our results show high levels of satisfaction with regard to engagement and the content generated, as well as in terms of the acceptance of the technology. Our results do not show gender-specific variations, but we did detect slight variations depending on the subject in which the microlearning tool was deployed. Although for the most part these variations do not change the participants' assessment of their experience, it will be necessary in the future to determine the underlying reasons for these variations. In addition, our results suggest that it is possible to design a content creation system to promote quality learning through microlearning that can be transferred to other subjects, at least in the Bachelor's Degree in Nursing.
Supplementary information:
The online version contains supplementary material available at 10.1007/s10639-023-11904-4.
... Prerecorded lectures, screencasts, explainers, scenarios, simulations, and how-to videos are among the most common forms of videos used in educational settings. They act as an excellent enabler for conveying learning content in online courses when students and instructors do not meet in person or interaction occurs intermittently with a time delay (Cooper & Higgins, 2015;Hsin & Cigas, 2013;Laster-Loftus & Cooper, 2019). Given that instructional video production is a complicated, time-consuming, and often costly process that requires significant pedagogical knowledge and technical skills, it would be prudent to take into account first of all whether the instructional videos are truly necessary and subsequently how to design and develop them for assisting students in achieving learning outcomes. ...
... uno de los aspectos clave, pues un video demasiado corto podría obviar información relevante para comprender un contenido y uno muy largo incluso podría ser tedioso y aburrido. En este sentido un manejo intensivo del tiempo puede dar lugar a miniconferencias (Hsin y Cigas, 2013), o formatos como las charlas TED (que oscilan entre los 18 minutos) Donovan (2013), o los Pechakucha (20 diapositivas en 20 segundos aproximadamente, 6 minutos y 40 segundos). Algunos videos síncronos o de tutorías cara a cara oscilan entre 30 a 40 minutos, mientras que videos asíncronos cortos oscilan entre 5 a 7 minutos lo cual ha sido más ampliamente valorado en algunas experiencias docentes e e rea e i e ier a i e e sentido, videos cortos de 2-6 minutos ayudan a los estudiantes a mantener la atención y a captar mejor la información pues permiten comprender y ubicar los puntos centrales, aunque hay que considerar que si se agregan interacciones a través de preguntas, éstas pueden aumentar la duración del video (Kay, y Mann 2022). ...
Este capítulo tiene por objetivo describir las fases de la gestión tecnopedagógica –diseño, producción, implementación didáctica, seguimiento y evaluación– de los videos educativos por los webcentes a fin de coadyuvar en una integración metodológica de los mismos.
Aquí se presentan elementos de la gestión del video educativo en la educación superior, modelos y metodologías para este medio en un sentido que apunta hacia la pedagogía del mirar. Con las reflexiones del texto se busca dar respuesta a la pregunta ¿Cómo puede realizarse la gestión tecnopedagógica del video en la educación superior?
... Collaborative problem-solving activities required students to individually synthesise information from simulated resources prior to consolidating their learning in larger groups.The resources used within the virtual placement, including interactive media, had a positive impact on learning, as reported through student evaluation and semi-structured interviews with students. Multiple studies have found that interactive videos enhance students' curiosity and motivation, as well as promote self-efficacy, as compared to more traditional mediums(Brookes and Moseley 2012;Kim et al. 2015; Whitton and Maclure 2017), whilstHsin and Cigas (2013) found that interactive videos increase retention of learning.Moreover, audio files provide a powerful medium for teaching compassion and empathy(Adamson and Dewar 2015;Waugh and Donaldson 2016).Brame (2016) highlights how the combined use of verbal/auditory and visual channels enhances memory and increases cognitive capacity, thereby promoting self-efficacy and learning. ...
Background
The primary aim of undergraduate, pre-registration nursing education is to prepare students to be nurses who can apply theory to practice, with clinical placements to support the practice element of the clinical programme. However, the theory-practice gap is a longstanding problem within nurse education, as nurses continue to practise with incomplete knowledge to support their actions.
Problem
In April 2020, the COVID-19 pandemic caused a reduction in clinical placement capacity that affected student learning opportunities.
Approach
Based on Miller's pyramid of learning, a virtual placement was created using evidence-based learning theories and an array of multimedia technologies with the intention of replicating real-life experiences and promoting problem-based learning. Scenarios and case studies were collated from clinical experiences and mapped against student proficiencies to produce an authentic and immersive learning environment.
Conclusion
This innovative pedagogy provides an alternative to the placement experience while enhancing the application of theory to practice.
... Penelitian ketiga yaitu penelitian yang dilakukan oleh Hsin dan Cigas (2013). Hasil penelitian menyatakan bahwa video dapat menjadi alat pembelajaran yang sangat efektif (Hsin & Cigas, 2013). ...
This study aims to broaden horizons, provide experience, and improve teacher skills in making variations of online learning media in the form of animated videos and podcasts. The implementation method has four stages, namely: 1) preparation; 2) delivery of information; 3) training and mentoring, and 4) evaluation. This research went well as indicated by the results of the questionnaire, namely 95 percent of the participants were satisfied with the preparation for the implementation of the activity; 94 percent satisfied with the implementation of the training; 90 percent satisfied with the material presented; and 92 percent were satisfied with the resource persons who provided the training. In addition to this, it is known that 80 percent of the participants have succeeded in making animated videos well.Penelitian ini bertujuan untuk memperluas wawasan, memberikan pengalaman, dan meningkatkan keterampilan guru dalam membuat variasi media pembelajaran daring berupa video animasi dan podcast. Metode pelaksanaan ada empat tahap yaitu: 1) persiapan; 2) penyampaian informasi; 3) pelatihan dan pendampingan, serta 4) evaluasi. Penelitian ini berjalan dengan baik yang ditunjukkan dengan hasil angket yaitu 95 persen peserta puas dengan persiapan pelaksanaan kegiatan; 94 persen puas dengan pelaksanaan pelatihan; 90 persen puas terhadap materi yang disajikan; dan 92 persen puas terhadap narasumber yang memberikan pelatihan. Selain hal tersebut, diketahui bahwa 80 persen peserta telah berhasil membuat video animasi dengan baik.
O ensino das Ciências da Natureza passou por profundas mudanças durante a pandemia da Covid-19. Professores e estudantes foram obrigados a se adaptarem ao ensino remoto emergencial, no qual o uso de vídeos adquiriu grande importância. No entanto, não houve tempo suficiente para a formação dos professores para a produção e seleção de vídeos. Em nossa revisão bibliográfica verificamos que o uso de vídeos não é trivial, muito menos a sua produção. Foram encontrados poucos trabalhos que apresentassem métodos capazes de habilitar os professores à produção audiovisual com qualidade conteudística e artística. Nossa proposta foi desenvolver e aplicar uma nova metodologia chamada de 6A, que reproduz as seis atividades fundamentais da produção audiovisual profissional: roteiro, produção, direção, captação de vídeo, captação de áudio e edição. A metodologia foi aplicada em um curso de formação continuada oferecido a professores de Ciências da Natureza da rede pública de ensino do Brasil. A análise dos vídeos produzidos por esses professores demonstrou que foi possível habilitá-los à produção autoral de vídeos com a qualidade almejada. Concluímos que é possível promover a alfabetização midiática de professores de Ciências da Natureza, de modo a que eles sejam capazes de produzir vídeos para as suas aulas e para a divulgação científica.
This chapter describes the design and development of a self-paced, online instructional unit that was designed to provide just-in-time support for students enrolled in legal-studies-related courses (interpreted to include justice studies, criminal justice, and business law coursework). The instructional unit provides an orientation to legal terminology, legal research, and legal writing. The instructional unit also serves as an optional, web-accessible, self-paced orientation. Universal design for learning principles guided the design of the instructional unit as well as all supporting materials and exercises. The chapter presents an overview of how universal design for learning informed and influenced the design and development of the instructional unit. Findings from an associated mixed-methods research study are also shared.
This study was an examination of the micro-learning method, which is a mobile learning approach. To examine the preferences of learners regarding the micro-learning method, a course consisting of educational videos and information on online tables was presented at Anadolu University using the Moodle Platform AKADEMA. The research methodology used was a mixed design. Due to the short attention span of young people in the 21st century, an online course was designed to determine the participants' preference for “bite-sized videos”, and the research was examined in terms of the participants' video duration preference, their perspective on current education, and the necessity of microlearning. A published course, named "Online Tables", was prepared according to an ADDIE instructional design model, and videos which were no longer than five minutes each as well as included multimedia principles were prepared for the entire course following micro-learning methods. The research universe consisted of 584 learners, and among them, 73 participants were included in this study based on purposeful selection using criterion based sampling. Data were analyzed through content analysis using the categorical analysis method. The data obtained from participants were interpreted, and it was determined that participants preferred the micro-learning method.
En el presente estudio, se presenta una alternativa a las prácticas docentes tradicionales mediante la utilización del vídeo como recurso docente en un entorno de aula invertida por parte del estudiantado. A partir de un análisis efectuado en tres asignaturas pertenecientes al ámbito de economía aplicada en la Universidad Autónoma de Madrid y la Universidad de A Coruña durante el curso 2022/2023, se introduce un proyecto novedoso de evaluación continua, donde el estudiantado debe elaborar vídeos a partir de materiales facilitados por el docente. Los resultados muestran que la utilización del vídeo aumenta la motivación del estudiantado, aumentando el interés en las asignaturas y en sus expectativas de obtener una buena calificación. No se detecta, sin embargo, la existencia de un patrón de género en los resultados, ya que no existen diferencias entre hombres y mujeres. Estos resultados sugieren una importante reflexión en cuanto al futuro de la docencia de asignaturas de economía en un entorno globalizado.
Tanzanian students have been performing very low on the topic of motion in a straight line which consists of kinematics graphs and formulas for several years. Their low performance is attributed to the dominance of teacher-centred teaching methods such as the lecture method which is contrary to what is being advocated in the current competence-based curriculum. This study investigated the impact of YouTube videos as one of the learner-centred strategies that can promote students learning of kinematics graphs in Tanzanian teachers’ training colleges. 150 pre-service Physics teachers from two colleges were distributed into two groups and taught through YouTube videos and lecture methods. Developed and validated physics teachers’ kinematics graphs conceptual questions were used to measure pre-service teachers’ achievement by administering tests before and after interventions. Simple descriptive and inferential statistics were analysed by using Statistical Package for Social Sciences version 22 and Microsoft Excel. The group of pre-service teachers who were taught kinematics graphs by using YouTube videos performed better than those taught through lectures by achieving average normalised learning gains of 22.87% compared to 1.54% for lecture class on the post-test. Also, there was a statistically significant difference (p-value < 0.001) in performance during the post-test between the lecture method and YouTube video classes while there was no significant difference during the pre-test. The study recommends that Physics educators should incorporate YouTube videos in teaching for the adequate performance of students in kinematics graphs.KeywordsKinematics graphspre-service teachersteachers’ training collegesYouTube videos
Al fine di indagare criticità e potenzialità del Digital Learning nei percorsi di formazione per docenti specializzati sulle attività di sostegno, il presente contributo focalizza l'attenzione sulla qualità e sull'efficacia delle metodologie di insegnamento-apprendimento veicolate proprio tramite l'utilizzo delle Tecnologie dell'Informazione e della Comunicazione (TIC). In particolar modo, oggetto della presente indagine sono le percezioni di un campione di 237 futuri docenti di sostegno circa l'uso di un repository online di video tutorial, di cui hanno beneficiato durante il loro percorso formativo, in qualità di mediatore e dispositivo didattico. Tramite la valutazione dei risultati di apprendimento e dei feedback formativi, la riflessione si direziona, in conclusione, sulle modalità di implementazione dei percorsi di formazione volti alla costruzione di profili professionali in grado di utilizzare le tecnologie a supporto del Digital Inclusion nei contesti formativi.
After educational videos, especially short educational videos, have become the first digital tool used by teachers in education in our time, The research aimed to present a new and easy method in the production of educational videos through the application of "Tik Tok" instead of using specialized software for production, which saves a lot of time and effort for teachers, and to identify the extent of the satisfaction of computer teachers in Gharbia Governorate with that. The study sample consisted of (25) computer teachers in Gharbia Governorate schools, who were selected from (7) different schools, and the research tools were as follows: 1-A questionnaire to measure the extent to which the parameters possess the skills of using the Tik Tok application. 2-A personal interview to find out the extent of their satisfaction with the use of the application in the production of video clips and the extent to which they prefer it over specialized software. 3-A personal interview to find out the difficulties they faced while using the application in creation educational videos. The research used the experimental method, and the results confirmed the preference of teachers to use the Tik Tok application in the production of educational videos over specialized software for production, and the researcher attributes this to the high skills they possess in using this application. The study used the experimental approach to answer its questions, where Educational Video Production by TikTok application it tested on a sample of teachers to know their satisfaction with that,and then the descriptive approach was used to determine the advantages and difficulties of using the application for them, and the application capabilities in producing educational videos. The study was applied during a week at period (22/1/2022, 27/1/2022), a day of the week was allocated to go to target school and meet with the teachers to explain how to produce educational video using the application a step-by-step, then apply the performance card, conducting a personal interview to collect data, and the results of study confirmed teachers' preferences to use Tik Tok application in producing educational videos over specialized software. The researcher attributes this to the high skills they possess in using this application, Therefore, the study is recommended to necessity of training teachers and learners to produce such quality of videos using the app. Kewords : Tik Tok application, educational videos, satisfaction. Introduction:
Video as a tool for teaching and learning in higher education is a multimedia application with considerable promise. Including video within the online support material for a module can help students to gain an understanding of the material and prepare for assessment. We have experi- mented with using short videos that summarise the lectures given, as an aid for students to use when revising. An interpretive method has been adopted to investigate the use students make of these videos, during the teaching term and when revising for assessment. In this paper a summary of ways that video can be used for supporting teaching and learning is given, the ways in which we used video are presented followed by discussion of some issues relating to producing sum- mary length videos. Preliminary research indicates that students find these summary lectures very useful for reviewing lecture material as well as for their revision.
The purpose of this article was to provide a comprehensive review of research on video podcasts from 2002 to 2011 in order to guide future studies and educational practice. Fifty-three, peer-reviewed articles were selected from an extensive search of the literature. Key topics included the history and growth of video podcasts, types of podcasts, previous literature reviews, benefits and challenges of using video podcasts, methodological concerns, and suggestions for future research. Key benefits included positive affective and cognitive attitudes toward video podcasts, control over learning, improved study habits, and increased learning performance. Key challenges included a variety of technical problems, preference of some students for lectures, and reduced class attendance. Methodological concerns involved insufficient description of video podcasts examined, limited sample selection and description, and the absence of reliability and validity estimates for data collection tools. Suggestions for future research include focusing on the quality and design of video podcasts, pedagogical strategies, viewing patterns and impact on learning effectiveness, and in individual differences in video podcast use.
Although much contemporary thinking leads to the expectation that communication technology, such as video streaming, enhances educational performance on the average, a dearth of strong evidence consistent or inconsistent with this claim precludes a thoughtful evaluation of it. A series of experiments designed to examine this proposition contributes to filling this lacuna. Third- and eighth-grade students either received or did not receive exposure to one such application, unitedstreaming™, in either their science or social studies classes (or both). Results indicated that this video-streaming application resulted in higher mean examination performance in third-grade science, third-grade social studies, and eighth-grade social studies. No differences between those exposed to this communication technology and those not exposed to it emerged in the eighth-grade science experiment.
Relying on a series of four experiments, F. J. Boster, G. S. Meyer, A. J. Roberto, C. Inge, and R. E. Strom (2006) demonstrated that students exposed to videostreaming exhibited more improvement in examination performance than control students. In extension, this study tests the effect of using videostreaming with a very different topic (mathematics), with a very different student population (large urban), and with different grades (sixth and eighth). The results replicated Boster et al. (2006) and indicate that the mean examination performance for those in the video-streaming condition exceeds the mean examination performance of the control group.
We presently introduce the Virtual Lecture Hall (VLH), an instructional computer-based platform for delivering Microsoft PowerPoint slides threaded with audio clips for later review. There were 839 male and female university students enrolled in an introductory psychology class who had access to review class lectures via the VLH. This tool was made available through the course website following the first midterm. Approximately 20% used the resource, and 18% completed a five-item survey tapping their perceptions of whether the VLH enhanced learning or increased grades; and whether they wanted the resource in other courses. The total number of student accesses was calculated, as was the total duration (in minutes) that students used the VLH. After accounting for initial midterm test score differences, results showed that students who used the VLH for 100 minutes or more scored, on average, 15% higher in their second midterm. The student perceptions of the VLH were also highly favourable. Directions for future research in resource development and implications for educators are also discussed.
iTunes University, a website with downloadable educational podcasts, can provide students the opportunity to obtain professors’ lectures when students are unable to attend class. To determine the effectiveness of audio lectures in higher education, undergraduate general psychology students participated in one of two conditions. In the lecture condition, participants listened to a 25-min lecture given in person by a professor using PowerPoint slides. Copies of the slides were given to aid note-taking. In the podcast condition, participants received a podcast of the same lecture along with the PowerPoint handouts. Participants in both conditions were instructed to keep a running log of study time and activities used in preparing for an exam. One week from the initial session students returned to take an exam on lecture content. Results indicated that students in the podcast condition who took notes while listening to the podcast scored significantly higher than the lecture condition. The impact of mobile learning on classroom performance is discussed.
We present research using web lectures to enhance the classroom learning experience in an introductory HCI course. By using web lectures to present lecture material before class, more in-class time can be spent engaging students with hands-on learning activities. A quasi-experiment was conducted over a 15-week semester with 46 students in two sections of the same course: one section using web lectures and one using traditional lectures. Many control measures were in place, including each section being taught by the same instructor and blind grading. The web lecture section's grades were significantly higher than the traditional lecture section, and web lecture students reported increasingly strong positive attitudes about the intervention. Our twofold contribution is a novel use of existing technology to improve learning, and a longitudinal study of its use within the context of HCI education.
To what extent a blended learning configuration of face-to-face lectures, online on-demand video recordings of the face-to-face lectures and the offering of online quizzes with appropriate feedback has an additional positive impact on the performance of these students compared to the traditional face-to-face course approach? In a between-subjects design in which students were randomly assigned to a group having access to the online lectures including multiple choice quizzes and appropriate feedback or to a group having access to the online lectures only, 474 students (161 men and 313 women) of a course on European Law agreed to participate in the experiment. By using regression analysis we found that the course grade of the students was predicted by their grade point average, their study discipline, their grade goal for the course, the expected difficulty-level of the course, the number of online lectures they viewed, the number of lectures the students attended in person and the interaction between the lectures they viewed online and attended in person. Students who attended few lectures had more benefit from viewing online lectures than students who attended many lectures. In contrast to our expectations, the regression analysis did not show a significant effect of automated feedback on student performance. Offering recordings of face-to-face lectures is an easy extension of a traditional course and is of practical importance, because it enables students who are often absent from the regular face-to-face lectures to be able to improve their course grade by viewing the lectures online.
Video Lecture (II): What is the ideal length of your video
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