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Abstract

Using online video presentations is increasingly gaining ground in higher education. Our present paper discusses the initial results of a longer research project and investigates the effect that the availability of online videos introduced to complement live presentations has on learning performance. The quasi-experimental research covered each college year and each course of the college including the business faculty. Results have shown that the availability of online videos resulted in significant improvement in semester grades and it contributed to reducing dropout rates.

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... The process of transferring information, whatever the content, has been changing due to the convergence of three sectors: information technology, media and telecommunications. The users have also changed and their desire for autonomy is growing as they choose what type of information they are interested in and where to access it (Nagy & Bernschütz, 2015). Currently information, unlike other economic resources, is not scarce and in fact especially via the Internet it is abundant and to some extent excessive. ...
... Videos began to enter teaching in the 20th century during the 1980s. Rapid advances in communication and information technology have made them a resource with unlimited possibilities (Nagy & Bernschütz, 2015;Pink, 2007) accessible to non-professional users (Shrun, Duque & Brown, 2005). ...
... The survey results support the conclusion that the videos produced are welcome, there is an increase in student satisfaction rates and that they are considered useful for training, in line with other studies (Dupuis et al, 2013;. Evans, 2008;Kay, 2012;Nagy & Bernschütz, 2015;Williams et al, 2012). In addition, the characteristics of flexibility, ease of access and cost are valued, so there should be diversification and expansion to the supply of content. ...
Article
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Purpose: The introduction of educational videos into university education is an indisputable reality. Numerous scientific publications have outlined the advantages to students: flexibility, motivation, encouraging self-learning, lower costs, etc. The aim of this paper is to explore the steps required to make educational videos and highlight the need for educational institutions to provide teachers with the means to enable them to improve the quality of their multimedia material productions. Policies in this direction would help to improve the training of future professionals and enhance the opportunities offered by podcasts.Design/methodology/approach: A literature review and a survey have been conducted. Starting in the first semester of the academic year 2012-2013, a questionnaire has been applied systematically to students and the corresponding population parameters estimated with a 95% confidence level.Findings: Students consider educational videos as supplementary material which complement traditional methodologies and favour self-learning as well as offering flexibility at no additional cost. Teachers can produce their own high-quality multimedia material, which in turn requires a consistent evolutionary process in elaborating within the changing possibilities that information technologies offer.Originality/value: This work deals with the treatment of technical issues and based on our studies suggests the process to be followed by teachers when making educational videos. References to this subject in the literature were found to be somewhat limited.
... in information communication technologies (ICTs) have turned into a very good resource with enormous possibilities (Nagy & Bernschütz, 2016). Research scholars have become increasingly sensitive to the way media is being used to curated ideologies pertaining to various aspects of pedagogy nowadays. ...
... These technologies have influenced the way people acquire knowledge and the resources that they can tap in. It was found that the availability of educational videos resulted in considerable improvement in the academic performance of college students (Nagy & Bernschütz, 2016). Even in hybrid teaching environments, it was observed that videos increased productivity and engagement levels of students (Tang & Austin, 2009). ...
Article
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This study aims to analyze the impact of using educational videos on the academic performance of university students. It examines the impact of exposure to educational videos, attitude toward these videos and motivation for using them on the academic performance. Further, this study also analyzes the moderating effect of area (urban or rural) on the relationship of these three independent variables with the academic performance. A survey was conducted among students of various academic faculties of Virtual University of Pakistan. A total of 400 university students were sampled: 200 from urban areas and 200 from rural areas of the country. The results of this study demonstrate that all of the three independent variables have significant and positive impact on the academic performance of students. However, there is no statistically significant mediating effect of area (urban or rural) on the relationship between each of independent variables and the academic performance.
... In the 1980s, videos started to enter the teaching world. Development of information and communication technology (ICT) has made a good resource with huge possibilities (Nagy & Bernschütz, 2015). Moreover, with the rapid advancement of computer and software technology, the opportunity to produce, change and share videos have increased in university level (Kay and Kletskin, 2012). ...
... The rapid advancement of information technology, telecommunications and media are changing the process of transferring information. These technologies have a big influence on the way people select what types of knowledge they are interested in and where to find it (Nagy & Bernschütz, 2015). ...
Article
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The study sought to analyse the effects of educational videos on university students' academic activities and performance. This research is useful for educators and video makers who utilize and/ or make free or commercial videos for educational purposes. The research was based on the quantitative method and data had been collected through a sample survey. The semi-structured questionnaire was utilized and 342 responses were retrieved. The study revealed that watching educational videos affected the academic activities and performance of the respondents positively. The majority of the respondents used mobile phones and laptops to watch videos. The study further confirmed that most of the respondents preferred short length videos and animated educational videos.
... The advancement of information and communication technology was transformed into the required resources for development and unlimited opportunities in the ICT sector (Nagy & Bernschütz 2016), Furthermore, with the rapid progress of software developments, the potential to create, modify, and distribute video content at the university level has risen. People may obtain information on subjects ranging from mathematics to politics from videos, especially on YouTube. ...
Article
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This research aims to investigate what the influential factors are in creating videos to give a clear idea about educational video creators. Four influencing factors were identified for this research: clarity of YouTube videos, content, attractiveness, and understanding levels. The conceptual framework was developed, and a structured questionnaire was prepared. Ninety-two undergraduate university students in Sri Lanka were selected as a sample. A correlation was calculated between influencing factors and the academic achievement of the students. Hypothesis testing is done by calculating R2 and the model summary. The influencing factor level and its impact were discussed. Since the research was done from students' perspectives, these findings help teachers in the higher education sector when they create their videos for educational purposes. The findings reveal that current YouTube videos are not well supported in achieving the academic goals of students. However, YouTube provides a great opportunity for students to learn about the subject from experts in the field. YouTube provides the ability to watch the video with several functions, such as rewinding, pausing, and replaying. This will help students obtain a better understanding of difficult subject areas. Therefore, YouTube educational video creators need to consider how to enhance the academic quality of video production and provide support for students to achieve their academic goals.
... Webinar yang disediakan oleh Guru Binar berhasil mengurangi kehilangan belajar dan meningkatkan kinerja belajar guru. Webcast webinar dengan video online menunjukkan peningkatan yang signifikan dan penurunan tingkat putus sekolah (Nagy & Bernschütz, 2016). Sebagai MOOC baru untuk pengembangan profesional guru di Indonesia, Guru Binar responsif dan mampu memberikan isu-isu terkait transformasi pendidikan di Indonesia melalui webinar dan game dalam diskusi daring. ...
Article
Berlalunya pandemi Covid-19 telah meninggalkan banyak ketertinggalan dalam pembelajaran baik bagi peserta didik maupun pendidik. Selama masa pandemi, berbagai pelatihan muncul dan merebak dalam bentuk dalam jaringan (daring) dan salah satunya adalah Kursus Masif Daring Terbuka. Sekalipun tidak menjadi jaminan utuh, Kursus Masif Daring Terbuka bisa menjadi salah satu solusi alternatif untuk mengatasi ketercapaian pembelajaran. Penelitian ini bertujuan untuk menggali bagaimana manajemen belajar swapacu dengan salah satu Kursus Masif Daring Terbuka yakni Guru Binar. Metode kualitatif dan wawancara terstruktur dilakukan kepada delapan rseponden penelitian dan tiga responden kelompok diskusi terfokus. Penelitian ini menemukan bahwa Guru Binar memiliki manajemen penyelesaian pelatihan dan berhasil mengurangi meningkatkan ketercapaian belajar guru melalui acara diskusi dan webinar. Kelas-kelas yang dirancang sedemikian rupa secara daring secara tidak langsung meningkatkan pemanfaatan waktu melalui interaksi permainan. Sebagai kesimpulan, Guru Binar berhasil meningkatkan waktu ketercapaian pembelajaran dan disarankan untuk digunakan bagi guru dan calon guru untuk meningkatkan pengembangan profesi berkelanjutan
... Webinars provide by Guru Binar are managed to lessening the learning loss and increasing teachers' learning performance. The webinar-webcast with online-videos showed a significant improvement and reduced drop-out rate (Nagy & Bernschütz, 2015). As a new MOOC for teachers' professional development in Indonesia, Guru Binar is responsive and able to provide issues related to the transformation of education in Indonesia through webinars and games during online discussions. ...
Article
Most of educational activities has been interrupted by the existence of Covid-19 pandemic. An alternative in online learning such as Massive Open Online Courses (MOOC) came up as the temporary solution. Despite their existence, MOOCs did not warrant the successful online learning. Both teachers and students experienced learning loss during the pandemic situation and this phenomenon was undeniable. The aim of this paper is to investigate how Guru Binar as one of the MOOCs succeeded in reducing teachers’ learning loss. This paper implemented qualitative method and a structured-interview was carried out to the selected participants of Guru Binar users in Indonesia from primary and secondary schools. Three focus group discussions were held and eight Guru Binar participated in this research. It was found that Guru Binar was successful in reducing teachers’ time loss via interactive talkshow and webinar and the online classes helped users spend qualified time with innovative games. To sum up, a platform like Guru Binar was successful in diminishing learning loss and was recommended for the in-service teachers and prospective teachers for continuous professional development.
... Regarding the challenges of distance learning, there is a tendency for the dropout rate of students to be higher than that of face-to-face classes (Phipps and Merisotis, 1999) and for students to be isolated from human relationships, making them more likely to become lonely (Galusha, 1997). On the other hand, there is a report that show that the use of online video has contributed to higher grades and lower dropout rates (Nagy and Bernschütz, 2016).Therefore, there is a need for a system that effectively enables students to attend online lectures and increase their satisfaction with learning. ...
Conference Paper
On-demand lectures are characterized by the fact that students themselves can freely arrange the lecture format, such as whether or not to take breaks during the lecture. This study aims to construct an effective lecture/training method suitable for on-demand lectures. Considering the time and location constraints of on-demand lectures, this study examines ways to provide adequate relaxation and a change of pace. Therefore, we propose listening to sutra chanting as an effective method during breaks in on-demand lectures. The effects of sutra chanting are considered to be a calm mind, moderate stimulation and a change of mood. An experiment was conducted to confirm the effect of sutra chanting during breaks in on-demand lectures. The participants were 20 university students. As a result, when attending on-demand lectures, we sought changes in subjective evaluation of listening to the sutra chanting during breaks.
... Peserta terhubung pada perangkat lunak yang mendukung narasumber untuk berbagi dan mengirim dokumen, menggunakan papan gambar, membuat jajak pendapat, dan memungkinkan peserta untuk berkontribusi baik secara lisan maupun tertulis menggunakan papan obrolan. (Nagy & Bernschütz, 2016) Salah satu aplikasi yang digunakan dalam penyelenggaraan webinar adalah Zoom. Zoom merupakan layanan konferensi video kolaboratif berbasis cloud yang menawarkan fitur termasuk rapat daring, layanan perpesanan grup, dan perekaman sesi konferensi untuk di simpan pada sistem cloud maupun komputer lokal. ...
Article
Wabah corona atau pandemi Covid-19 membuka peluang untuk integrasi dan interaksi digital, tidak terkecuali dalam dunia penerbitan. Penelitian ini mengkaji pengaruh adanya webinar bedah buku terhadap jumlah pengakses buku elektronik LIPI Press. Penelitian menggunakan role press manager pada sistem OMP untuk dapat mengakses statistik akses buku elektronik, yakni sebelum, waktu promosi, dan saat kegiatan webinar berlangsung. Berdasarkan data statistik menunjukkan adanya kenaikan jumlah pengakses buku elektronik sejalan dengan kegiatan webinar.
... Sosialisasi tentang titik kritis halal melalui webinar juga telah dilakukan pada pengabdian sebelumnya, dimana terjadi peningkatan pesat dari mulai sebelum dan setelah pemaparan materi (Afifah et al., 2022). Pada tingkat Universitas, metode pembelajaran berbasis internet juga terbukti telah memberikan efek yang menguntungkan dari sisi hasil nilai (Nagy & Bernschütz, 2016). ...
Article
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ABSTRAK Saat ini produk halal telah mampu menjadi primadona yang digunakan beberapa negara untuk meningkatkan devisa, tidak terkecuali di Indonesia. Kosmetika sebagai produk dalam memelihara kecantikan semakin berkembang seiring dengan perkembangan bioteknologi. LPPOM MUI mengungkapkan ada dua titik kritis yang perlu diperhatikan dalam kehalalan produk kosmetik yaitu bahan yang digunakan dan tembus air. Kegiatan pengabdian masyarakat dalam bentuk webinar dan workshop mengenai titik kritis halal pada sediaan kosmetika herbal dilakukan untuk membantu mahasiswa memperoleh informasi dan keterampilan terkait kosmetik halal secara mendalam. Dalam kegiatan webinar, diketahui terjadi peningkatan pengetahuan antara sebelum dan setelah dilakukannya paparan materi (p-value < 0.005). Peserta dengan nilai terbaik selanjutnya mengikuti workshop pembuatan gel anti-acne dengan bahan herbal. Melalui kegiatan pengabdian ini, dapat disimpulkan bahwa penerapan titik kritis halal pada kosmetik herbal dan formulasi kosmetik herbal halal dapat diimplementasikan untuk pengembangan produk halal di kemudian hari. ABSTRACT Halal products have become the prominance that are used in several countries to increase foreign exchange, including Indonesia. Cosmetic continues to grow along with the development of biotechnology. LPPOM MUI revealed that there are two critical points that need to be considered in the halalness of cosmetic products, such as the materials used and water permeability. Webinar and workshop on halal critical points in herbal cosmetic preparations as community service activity were conducted to help students gain in-depth information and skills related to halal cosmetics. It is known that there is an increase in knowledge between before and after the webinar activity (p-value < 0.005). Participants with the best scores then took part in a workshop on making anti-acne gel with herbal ingredients. Through this service activity, it can be concluded that the application of halal critical points in herbal cosmetics and halal herbal cosmetic formulations can be implemented for the development of halal products in the future.
... Technology Enhanced Learning (TEL), as the application of tools such as discussion boards and conferencing systems, bound together in a Virtual Learning Environment (VLE) offer distinct benefits to students and to their institutions. Benefits include on-demand learning characterised by recorded lectures (Syynimaa, 2019) and self-assessments (Wanner & Palmer, 2018), their reach across time zones with asynchronous tools such as discussion boards (Alzahrani, 2017;Blackmon, 2012), a reduction in geographic barriers with synchronous web conferencing and the availability of their recordings (Nagy & Bernschütz, 2016) and live chat systems (Blackmon, 2012). More innovative tools such as Audience Response Systems like TurningPoint (Good, 2013) and Social Annotation tools like Diigo (Sun and Gao, 2017) offer feedback and feedforward data that is unattainable without the supporting technology; for example, instant feedback from an almost unlimited audience (not necessarily co-located) to tutors questions during a session. ...
Article
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International students contribute to the academic and cultural life of universities yet often face discrimination and isolation. Studies highlight that support from the host students can make the difference between an easy or difficult transition. This article is part of a larger project about host student perceptions of international students. Initial analysis indicated that social interactions among international and host students do not become intertwined informally and work best through planned interventions. During the pandemic institutions transitioned from face-to-face to online learning using zoom. We noticed a marked increase in interaction among students online and returned to our research participants to enquire what differences online learning had made to their intercultural experiences. This study focuses on the impact of Virtual Classrooms (VCs) on intercultural relationships, and shows that Zoom offers a platform for increased interaction than face-to-face classrooms.
... For this reason, education is an important tool in preventing FoMO. Conducting education using video media and/or webinars will be more effective in disseminating information and knowledge (Nagy and Bernschütz, 2016). This is supported by the fact from (Unesco, 2003) that the Indonesian people have very little interest in reading. ...
Article
The COVID-19 pandemic situation causes many people to be confined at home and triggers people to tend to spend more time accessing social media. Social media basically shows activities carried out by other people and this can trigger the phenomenon of Fear of Missing Out (FoMO). The purpose of this study is to know the level of knowledge of the Indonesian society about the FoMO and how to overcome it in the era of the COVID-19 pandemic. This study is a type of descriptive survey study; it describes the level of society knowledge about FoMO through webinars during the COVID-19 pandemic. The sample is 779 people who have met the inclusion and exclusion criteria. The data was obtained through a google form which was distributed to webinar participants, then processed and described in the form of a distribution table of respondents along with the average post-test results on a scale of 7 and 100 for the age group. The collected data were 779 respondents from different age groups (12-55 years). All existing age groups can answer more than half of the questions correctly. The average of questions answered correctly was almost the same in all age groups, with the 41–45-year-old group being in the top position. The average post-test result from all age ranges was 69.57. The average level of society knowledge about the FoMO phenomenon and how to solve it through webinar in the COVID-19 pandemic which was known from the post-test scores did not show much different results between each age range. This shows that all age ranges have the same susceptibility to experiencing FoMO.
... For this reason, education is an important tool in preventing FoMO. Conducting education using video media and/or webinars will be more effective in disseminating information and knowledge (Nagy and Bernschütz, 2016). This is supported by the fact from (Unesco, 2003) that the Indonesian people have very little interest in reading. ...
Article
Full-text available
This article investigates the policies of Wali Nangroe as having regional characteristics. Based on a qualitative analysis, through indepth interviews, participant observation, and data triangulation, all society elements in Aceh await the Wali Nanggroe Institution in providing an analysis study related to poverty in Aceh Province. In September 2020, the Aceh BPS report shocked Aceh Province that the number of poor people increased to 19,000. In percentage terms, the poverty rate reached 15.43% or the highest on Sumatra's island. This study results in the institutional structure of Wali Nanggroe is a complete institution for overcoming poverty problems because functional assemblies and structural institutions are at the forefront of Wali Nanggroe in analyzing and compiling institutional plans. However, the Wali Nanggroe institution was trapped in a conflict between parties and certain groups' interests.
... This ensures better focus on the theme and lessens the possibility of the webinar meandering pointlessly. [21] Creating a presenter One can create at least one depiction of the presenter for any live webinars one plans to oversee. Most webinar software will have a page for adding presenters where one could fill out their basic data. ...
Article
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The topics for postgraduate teaching-learning tools are Journal club in-house with one speaker and a moderator, Seminars- with multiple speakers and a co-ordinator, and Webinars- online seminars with one or multiple speakers choosing multiple mediums of communication. They largely affect the working mechanism of a clinician as they help us upgrade with the recent development in our fields. Making them interesting for us as well as our colleagues is necessary. This article presents a few facts as well as tips and tricks to compile the literature in a manner, which includes all the necessary points for better learning.
... Online learning methods have some influences on students. Nagy, Judit T and Bernsch (Nagy & Bernschütz, 2016) show that lecture webcasts can significantly improve semester grades and reduce the dropout rate. The learning method of lecture recording is also widely used. ...
... A week before the session on "Mental Health Awareness" a questionnaire was shared among the webinar participants. As indicated by [8] although webinar-based approaches can be "biased" it also helps communities understand areas which needs to be addressed which helps plan future programs. We used a snowball sampling approach to distribute questionnaires online among Rotaract/ Rotary club members who had shown interest to register for the event. ...
Article
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Social media popularity has grown among youth in the last two decades, according to the most recent global statistics nearly 4.48 billion users are currently active on social media platforms which is nearly 60% of the entire human population. Platforms such as Facebook and WhatsApp have shown major gains where Facebook is the most popular of all with nearly 2.85 billion users. Majority of the teen and young adults use social media to network and make connections across the global arena. This allows them to talk to people with across borders without any limitations. In Sri Lanka, a reported 7.9 million users are active on social media platforms. Although this number is lower than the global average, the internet speed and availability in the country is relatively higher than other countries. With the emergence of the pandemic, majority of the youth have been pushed towards online interaction where the use of social media has increased drastically. However, this could impact the future generation.
... Uzaktan eğitim modelinde, öğrencilerin ders içeriklerine daha özgün ve öz yeterliliklerini kullanarak ulaşmaları ve böylece yaratıcılık ve üreticiliklerinin artacağı beklenmektedir (Seiver ve Troja, 2014;Kirkwood ve Price, 2014). Ancak bu tür uygulamaların bir takım sorunlar doğurabileceği kaçınılmazdır; özellikle teknolojinin yeterli kullanılabilmesi ve yüz yüze eğitimdeki gibi dinamik bir tutumla bilgiye ulaşma çabası konularında sınırlılıklar söz konusu olabilir (Hart, 2015;Nagy, 2016). Bu çalışmada da günümüz uzaktan eğitim modelinde yapılan çevrimiçi sınavlarda öğrencilerin internet kullanımı ile ilgili yönelimleri tartışılmaktadır. ...
... A week before the session on "Mental Health Awareness" a questionnaire was shared among the webinar participants. As indicated by Nagy although webinar-based approaches can be "biased" it also helps communities understand areas which needs to be addressed which helps plan future programs [ [8]]. We used a snowball sampling approach to distribute questionnaires online among Rotaract/Rotary club members who had shown interest to register for the event. ...
Article
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Since the establishment of internet social media usage is widespread among young adults globally. These platforms provide the youth with an opportunity to discuss trending issues without a language barrier. By the time youth reach adolescence majority of them are already immersed into the world of technology and social media. Although social media has become an integral of part of young teens/adults lives it has its own challenges as well. In this article, we look into the challenges and implications of using social media in the 21 st century where the study focused on the Western Province of Sri Lanka which is the commercial capital of the country. This study was based on the responses obtained by 81 participants through a webinar where young adults (18-30 years) were the target audience for this study. Using descriptive analysis this study was able to show that majority of the participants on average use 3-4 social media applications on a daily basis with Facebook and WhatsApp being the most popular and LinkedIn being the least popular. One of the main observations we identified in this study was that youth identified that social media has been affecting their physical activities and affects the overall academic performances. On this basis, this study was able to conclude that youth are aware of the risks and challenges imposed by social media platforms, however further studies with a wider geographical representation and sample size is required to prove this.
... Webinars provide by Guru Binar are managed to lessening the learning loss and increasing teachers' learning performance. The webinar-webcast with online-videos showed a significant improvement and reduced drop-out rate (Nagy & Bernschütz, 2015). As a new MOOC for teachers' professional development in Indonesia, Guru Binar responsive and able to provide issues related to the transformation of education in Indonesia through webinars and games during online discussions. ...
Article
Full-text available
The emergence of Covid-19 worldwide has disrupted education activities. Massive Open Online Courses (MOOC) turned up as the alternative of online learning. However, MOOC did not always guarantee the success of online learning. Learning loss during online learning was experienced both by students and teachers during this pandemic situation was unavoidable. The objective of this research to find put how Guru Binar as an MOOC managed to reducing teachers' learning loss. A qualitative method was implemented using a structured-interview among selected Guru Binar users from different educational institutions in Indonesia such as primary and secondary schools. There were totally three focus group discussions and eight Guru Binar users were involved in these FGD. The results pointed out that this self-phased learning platform was able to diminish teachers' loss time through interactive talkshow or webinars and the online classes aided its users in spending proper time with innovative games.
... Where finances are limited, online activities should be considered above in-person, as webinars were found to be cheaper than workshops in this study. Overall though, research suggests that the best results might be achieved by the implementation of traditional and e-learning systems together [26]. Follow-up visits (face-to-face) from experts following online training events have also proven to be effective [19], so this should be further tested in the context of REDD+ MRV. ...
Article
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Four workshops and a webinar series were organized, with the aim of building capacity in countries to use Earth Observation Remote Sensing data to monitor forest cover changes and measure emissions reductions for REDD+ results-based payments. Webinars and workshops covered a variety of relevant tools and methods. The initiative was collaboratively organised by a number of Global Forest Observations Initiative (GFOI) partner institutions with funding from the World Bank’s Forest Carbon Partnership Facility (FCPF). The collaborative approach with multiple partners proved to be efficient and was able to reach a large audience, particularly in the case of the webinars. However, the impact in terms of use of tools and training of others after the events was higher for the workshops. In addition, engagement with experts was higher from workshop participants. In terms of efficiency, webinars are significantly cheaper to organize. A hybrid approach might be considered for future initiatives; and, this study of the effectiveness of both in-person and online capacity building can guide the development of future initiatives, something that is particularly pertinent in a COVID-19 era.
... Webinars, a portmanteau of web and seminars, offer a way to augment in-person programming (Stein et al. 2010) and have been found to be as effective, in some cases, as in-person events (Anderson 2018). Webinars are usually conducted through a platform that allows viewers across the world to watch a speaker present and interact with them by asking questions (Wang 2008, Stein et al. 2010, Bogdanou et al. 2013, Mihai 2014, Johnson and Schumacher 2016, Nagy and Bernschütz 2016, Wardynski et al. 2018. Webinars can be recorded for viewing at a later time (Young et al. 2012, Brady et al. 2016, Gaolach et al. 2018, Lobley et al. 2019) and many video platforms allow for comments to be posted below the video, providing a space for continued interaction after the initial live presentation. ...
Article
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Information about invasive species needs to be spread rapidly across a wide geographic area following an invasion. However, in-person events can be time-consuming and costly for the participants, organizers, and presenters. Online programming like webinars can bridge this gap, but there is limited published data on how best to run these programs. We report on a 10-yr webinar program, Emerald Ash Borer University, and offer suggestions for improving their effectiveness as a communication tool. Webinar participants viewed the webinars positively and undertook recommended management actions. In addition, most of our survey respondents extended the reach of this program by widely sharing the information from the webinars. Posting the webinars on popular streaming platforms greatly extended their reach long after the live viewing event. Despite their longevity, viewers of recorded videos watched them differently than those viewing live events. We suggest modifying the format of future webinar presentations to accommodate these differences to improve information transfer.
... Zhang et al. (2006) claimed that better learning performance can be achieved using interactive videos. Nagy et al. (2015) showed the positive impact of webinar on learning performance. Verma et al. (2010) talked about the shift in the learning habits and technologies and the impact that webinar can make as a learning technology taking a case study from campus connect team of Infosys technology Ltd. ...
Article
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In contemporary times online learning process has become indispensable for higher education in India. The common practice of chalk and talk method is no longer the only recommended method of pedagogy. As a result, blackboards are gradually being replaced by digital smart boards and LCD screens which allow both traditional and technological modes of teaching. Government of India also realises the immense potential that such technologies have. In this direction, ‘Digital India’ is a one step forward initiative of the Government of India to endorse e-resources and reinforce digital infrastructure all over the country. The digitization offers some of the best opportunities to provide the students with better resource and reduces disparity between institutions in terms of resource sharing. Webinar is one of the tools that help us move towards such inclusivity in education by improving accessibility as well as outreach. So, there is a high prospect of webinar in India. In this paper students’ opinion on some aspects of inclusion of webinar in higher education is studied and these opinions are statistically analysed. Perception of the students under study is assembled through questionnaire. Results illustrate that though students are well versed with the use of technology, there is a lack of awareness regarding webinars. Logistic regression exhibits how the factors like age, gender, location, stream of education, access of laptop, access of mobile, access of YouTube, experience of webinar, educational infrastructure affect in the opinion of the students to incorporate webinar in higher education in recent future. We have also identified the order of the students’ preference factors through a ranking process of their interest to include webinar for higher studies. The intermediate test shows that this preference probability is not uniform among the respondents. The Mann Whitney U statistic is used to differentiate the average perception of the students towards the preference of factors in the favour of webinar in higher education between the webinar experienced and the non-experienced groups.
... These systems share common features, such as allowing learners to watch live, web-based videos hosted by the instructor or interacting with instructor and peers through text chat, audio, and video. A number of studies have examined the use of synchronous technologies in online education (i.e., supplementing face-to-face classrooms, delivering fully online courses, or providing online tutoring), and the results have been mostly positive: synchronous communication technologies help create strong learning communities, improve immediacy and intimacy as perceived by distant learners, and contribute to higher learning achievement (Alnabelsi, Al-Hussaini, & Owens, 2015;Chappell, Arnold, Nunnery, & Grant, 2015;Cornelius, 2014;Hrastinski, Stenbom, Benjaminsson, & Jansson, 2019;Kear, Chetwynd, Williams, & Donelan, 2012;Martin & Parker, 2014;Nagy & Bernschütz, 2016). The learning environments covered in these studies, however, are all comprised of small classes. ...
Article
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The growth of live video streaming (LVS) technology provides new possibilities for online tutoring in that it accommodates a massive number of learners simultaneously. Questions still exist, however, about the extent to which new technology can support interactions between an instructor and a vast number of learners, as well as which factors would influence learners’ interactions with the instructor and peer learners. This study explored these questions by conducting a survey involving 189 senior high school students participating in online LVS tutoring. The results indicated that learner–instructor interaction dominated social interaction in the online tutoring environment with the current system design. This design may also contribute to the development of the perceived presence of peer learners with few direct information exchanges among peers. Social Connectedness and perceived enjoyment positively influenced learner–instructor interaction, whereas social fears and the social presence of the instructor negatively influenced learner–learner interaction.
... O termo Webcast refere-se ao envio de vídeo de um único local para vários recetores. São tipicamente utilizados para aulas em formato vídeo, onde uma ou mais pessoas partilham o seu conhecimento com vários participantes (Giannakos & Vlamos, 2013;Nagy, 2016). Os Webcasts utilizam serviços de streaming para transmitir áudio e vídeo com recurso à Internet podendo, ainda, ser gravados para consulta posterior. ...
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With this article we intend to lengthen the understanding of Distance Education in Higher Education using Internet. Thus, based on Literature Review, it was made an extended research of support tools, interaction and communication processes, planning methodologies, content types, and assessment tools in Distance Education using Internet. From the analysis and triangulation of data, we concluded that Distance Education using Internet can assume different typologies, use various interaction and communication processes and use different support and evaluation technological tools, meeting the defined objectives and student learning needs.
... O termo Webcast refere-se ao envio de vídeo de um único local para vários recetores. São tipicamente utilizados para aulas em formato vídeo, onde uma ou mais pessoas partilham o seu conhecimento com vários participantes (Giannakos & Vlamos, 2013;Nagy, 2016). Os Webcasts utilizam serviços de streaming para transmitir áudio e vídeo com recurso à Internet podendo, ainda, ser gravados para consulta posterior. ...
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With this article we intend to lengthen the understanding of Distance Education in Higher Education using Internet. Thus, based on Literature Review, it was made an extended research of support tools, interaction and communication processes, planning methodologies, content types, and assessment tools in Distance Education using Internet. From the analysis and triangulation of data, we concluded that Distance Education using Internet can assume different typologies, use various interaction and communication processes and use different support and evaluation technological tools, meeting the defined objectives and student learning needs.
Chapter
Using technology to improve the quality of teaching and learning especially with the outbreak of coronavirus in 2020 has been the fundamental milestone of our lives. Certain technological tools have been indispensable, especially in teaching English as a foreign language (EFL). The aim of this quantitative study was to investigate the perceptions of EFL instructors in using webinars for professional development purposes. The study was conducted with 78 EFL instructors at a foundation university in Turkey. The survey items were adapted from Venkatesh et al. and Gasket, and the internal reliability was checked both in the pilot and main study. The adopted theoretical framework was the unified theory of acceptance and use of technology (UTAUT). The results indicated differences between the EFL instructors who used webinars and the ones with no exposure to webinars, and instructors' attitudes toward webinars predicted performance expectancy. Based on the results, implications and recommendations were provided in this chapter.
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This experiment involved our software engineering course that is required for students majoring in Computer Science; however our experiences are applicable to most computer science courses. The Fall 2005 course was taught based on slide presentations during class and work on the course project outside of class. We inverted this arrangement during the Spring 2006 course: lectures were delivered as video podcasts outside class while class time was spent working on the course project and problem solving using Tablet PCs. The same textbook and slide presentations were used; exams were almost identical and the projects were similar. We discuss the conversion of an entire semester's worth of lectures into 65 video podcasts. About 30% of each podcast includes live video of students interacting with the instructor. We also discuss use of Tablet PCs during the class sessions. The students in both semesters had equivalent performance on exams, but the project grades in the Spring semester were substantially higher resulting in higher overall grades. We conclude with a description of our current efforts using podcasts and tablet PCs in a data structures course. This work was supported partially by NSF grant DUE 0341506 [10].
Article
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.
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