No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Virtual lecturing: Delivering lectures using screencasting and podcasting technology
Abstract
Delivery of lectures using web technology is now an accessible and relatively straightforward option for University os Stirling (University) teaching staff. In this study, conducted with a 2nd year Environmental Science module, a series of 8 lectures were delivered via screencasts and podcasts. Feedback from the students via a questionnaire was extremely positive, with flexibility and the ability to repeat lectures cited as the main advantages. However, caution must be exercised in that this is not a mechanism for replacing face-to-face teaching, but is used to provide additional material or to free-up time for more discussion sessions or practical-based teaching.
... Literature associates videos and the flipped classroom with satisfaction. Empirical studies of students that used webcasts, for example, reported that learners increased their satisfaction with the course Traphagan, Kucsera, and Kishi 2010), and had enjoyable experiences (Copley 2007;Dupagne, Millette, and Grinfeder 2009;Winterbottom 2007). ...
... Other studies reported satisfying experiences together with qualitative evaluative statements about the instructional format. These were, for example: being motivated by the ability to sustain attention (Kay 2012), having no distraction (Winterbottom 2007), benefitting from taking notes at own time and pace (Copley 2007;Dupagne, Millette, and Grinfeder 2009;Zhang et al. 2006), enjoying the ability that the resource provided to learn independently and self-directedly (Green et al. 2003;Piccoli, Ahmad, and Ives 2001), having the flexibility to pause and rewind as many times one likes (Winterbottom 2007;Zhang et al. 2006), having the ability to cover material multiple times, and being forced to learn a topic to be prepared for class . ...
... Other studies reported satisfying experiences together with qualitative evaluative statements about the instructional format. These were, for example: being motivated by the ability to sustain attention (Kay 2012), having no distraction (Winterbottom 2007), benefitting from taking notes at own time and pace (Copley 2007;Dupagne, Millette, and Grinfeder 2009;Zhang et al. 2006), enjoying the ability that the resource provided to learn independently and self-directedly (Green et al. 2003;Piccoli, Ahmad, and Ives 2001), having the flexibility to pause and rewind as many times one likes (Winterbottom 2007;Zhang et al. 2006), having the ability to cover material multiple times, and being forced to learn a topic to be prepared for class . ...
Multimedia in blended learning provides the ability to enhance students’ performance and satisfaction. Microlectures are one type of multimedia that comprise of short modular videos that introduce basic theoretical concepts. Literature provides limited insight into how this specific format supports engineering classrooms. This study, therefore, explored what the benefit of flipped microlecture classes is for students in a course with mainly traditional face-to-face lectures. To this end, we allocated ten students to a flipped microlecture and twelve to a traditional lecture setting; conducted pre and post-tests; and, organised a focus group. Results show a positive effect of the flipped microlecture class on the test performance. Students’ qualitative evaluations also indicate their satisfaction with increased control over learning, reduced discomfort of traditional lecture settings, enhanced classroom interaction, and better knowledge retention. These findings resonate with blended learning and multimedia literature and support future decision making about microlectures in engineering education.
... The potential of digital technologies help teaching innovation and autonomous learning (Steffens, 2001) as it is evident that students are very used to this type of technologies which enable good quality visualization in different media and devices: computers, tablets, smartphones, iPods, etc., and are even exchangeable via bluetooth. In this way students are ensured access to quality, low cost material and as often as they wish (Foertsch, Moses, Strikwerda & Litzkow, 2002;Shantikumar, 2010;Winterbottom, 2007) from anywhere and via multiple platforms, which is a very interesting possibility in the context of autonomous learning (Bolliger, Supanokorn & Boggs, 2010;Shantikumar, 2010;Simó et al., 2009). This flexibility enables methodologies to be combined in a critical manner in order to develop a sea-change transformation in students (Aiello & Willem, 2004). ...
... highlight the structure and main concepts. The results obtained provide high educational value and can be presented in different final resolution formats to enable access for all students (Winterbottom, 2007). The files are shared as podcasts. ...
... It is also not possible to conclude from the study that the use of educational videos helps to improve students' marks in exams, in agreement with work by Chester et al. (2011) andFoertsch et al. (2002). Control over the place of learning provided by videos has been discussed in the literature in numerous works (Chester et al, 2011;Hill & Nelson, 2011;Winterbottom, 2007). The results obtained (Table 4) reveal the flexibility provided by multimedia material as it can be used mainly at home (46.6%), educational centers (32.2%), work (14.4) and elsewhere such as on journeys by public transport (6.8%). ...
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.
... Since 2006, research on use of lecture-based video podcasts in higher education has increased considerably [31,33]. The evidence suggests that video podcasts are enjoyable to watch [36,37], satisfying [38,39], motivating [40,41], intellectually stimulating [42], useful, helpful, and effective with respect to augmenting the learning process [34,43,44,45]. Students especially like controlling when and where they learn [37,41,46], what they need to learn [33,47], and the pace of learning [47,48,49]. ...
... The evidence suggests that video podcasts are enjoyable to watch [36,37], satisfying [38,39], motivating [40,41], intellectually stimulating [42], useful, helpful, and effective with respect to augmenting the learning process [34,43,44,45]. Students especially like controlling when and where they learn [37,41,46], what they need to learn [33,47], and the pace of learning [47,48,49]. In addition, study habits appear to have improved with respect to fostering independence [50], increasing self-reflection [51], more efficient test preparation [52], and reviewing material regularly [53,55]. ...
... Specific learning advantages were noted such as reducing anxiety while learning, just-in-time access, and being able to control the time and pace of learning. These learning benefits are consistent with previous research on the use of video podcasts in higher education [37,41,46,47,48,49]. ...
Video podcasts allow students to control when, where, and what they learn, as well as the pace of learning. Considerable research has been conducted in higher education on video podcasts use, but not in middle schools (grades six to eight). This study investigated the use of worked example video podcasts in mathematics classrooms with students 11 to 13 years old. One hundred thirty-six pupils individually watched video podcasts designed to teach basic mathematics concepts. Students were positive about the quality of worked example video podcasts and appreciated the step-by-step, easy to follow explanations, diagrams, and being able to control the pace of learning. Learning performance increased significantly after using worked example video podcasts. There were no gender or grade level differences in attitudes toward worked example video podcasts or learning performance.
... Several studies have shown that students perceive video-based learning to be enjoyable (Winterbottom, 2007), motivating (Hill et al., 2011), and beneficial for their learning (Salina et al., 2012), and that using video technology to learn yields positive learning outcomes . These benefits of video-based learning are often attributed to its flexibility. ...
... In their accounts, our participants attributed these benefits to the possibility to pause, rewind, and revisit the information provided in the video-based learning session. These findings are consistent with earlier studies, which suggested that video-based learning is perceived to be fun, enjoyable, and motivating by students (Hill et al., 2011;Winterbottom, 2007) and chime with previously-reported accounts for the benefits of video-based learning (e.g., Salina et al., 2012;Schreiber et al., 2010). In this study, we showed that these benefits of video-based learning generalise to statistics, a challenging subject (e.g., Tishkovskaya et al., 2012), in which university students present well-documented difficulties − from poor abilities to understand mathematical concepts and relate statistical knowledge to real-life settings to feelings of hatred and anxiety (Allen et al., 2012;Verhoeven, 2006). ...
The use and acceptance of online learning have increased following the COVID-19 pandemic. This mixed-methods study examined learners' preferences and performance in online learning interactions in relation to two factors: 'bite-sized' learning and 'presenter status' in instructional videos. University students (N = 18) without a mathematical background utilised bite-sized online learning episodes focusing on statistics. Each episode included a 10-minute instructional video followed by an assessment. The videos implemented three alternative 'presenter-status' conditions: lecturer, student-imitating-lecturer or student-peer-tutor. Individual students completed three episodes, one from each presenter-status condition (counterbalanced). Participants presented high performance in the post-episode assessments, irrespective of presenter status. Students also reported remarkably positive views towards bite-sized learning in user-satisfaction questionnaires. Finally, qualitative analysis of open-ended responses and interviews uncovered three main themes: positive learning experiences, divergent attitudes towards video-based learning, and differential preferences for presenter status. These findings have clear implications for teaching and learning in higher education.
... Screencast has been widely used in the field of education, from the lowest level to tertiary education [5], [6]. Effective computer-based work procedures are explained using screencasts, especially certain software application features [7], [8]. ...
... Regarding the use of screencasts to explain computer-based work procedures, there have been many previous studies. These findings clearly show that screencasts have a positive impact on their users, both teachers and students [5], [6], [8], [15]- [21]. There is little empirical evidence that shows that screencasts are effective for learning programming and command interfaces, and there are even contradictions. ...
... They argued that the new approach to feedback offered "enhanced opportunities to deliver both generic and individualised feedback to students, and an improved student learning experience" (p.9; see also France & Wheeler, 2007). Further, Winterbottom (2007) explored the utility of delivering virtual lectures in geography using podcasting technologies. In their research, students noted that flexibility and the ability to replay or revisit lectures was the main advantage of podcasting (Winterbottom, 2007). ...
... Further, Winterbottom (2007) explored the utility of delivering virtual lectures in geography using podcasting technologies. In their research, students noted that flexibility and the ability to replay or revisit lectures was the main advantage of podcasting (Winterbottom, 2007). Winterbottom cautioned against using podcasting to replace faceto-face teaching, arguing instead that it freed up time to allow for detailed discussions or other in-class learning options. ...
Action-oriented pedagogies are becoming an increasingly popular instructional approach within higher education, encouraging students to learn by doing and to actively participate in the construction of knowledge, forming part of learning-centred and research-centred approaches to teaching and learning thought to assist deep learning. Such pedagogies are also critical for attending to broader societal challenges through education for sustainable development (ESD). Despite pedagogical shifts, assessment methods remain largely centred on more traditional written methods such as exams or essays, even though there is a growing recognition of the diversity of learners within higher education institutions, coupled with recent drives for adoption of universal design principles for learning (UDL). Within this context, this paper reports on the use of audio podcasts for assessment in a final year urban geography module. Reflective statements completed by the students were analysed to examine the utility of learner-generated research-based podcasts for learning and assessment in urban geography, focussing on the depth of learning, creativity, and the development of graduate attributes. Podcasts have received little attention as a tool for teaching, learning and assessment within Geography, yet innovations in assessment can enhance the profile and popularity of Geography in higher education and beyond.
... Screencasts can also appear in the literature with the concepts of screencast and screen capture. Screencast means recording a computer screen simultaneously with sound, mouse movements, and clicks (Kawaf, 2019;Winterbottom, 2007;Snyder, Paska and Besozzi, 2014). Individuals with computer skills can use screencast software without any difficulty. ...
... Many researchers have focused on the use of screencasts in lessons for educational purposes. Some of them have highlighted screencasts can be used in computer-assisted lessons (Brame, 2016;Ghilay and Ghilay, 2015;Morris and Chikwa, 2014;Smith and Smith, 2012;Winterbottom, 2007). Since GIS applications are computer-aided, screencasts can be used in GIS lessons. ...
This study aims to analyze the views of geography teacher students on the GIS course conducted with screencasts during the distance education process. Furthermore, the study reveals, along with the reasons, how the process of capturing and sharing screencasts with students can assist instructors. At the end of the term, 27 students studying in the second year of the geography teaching undergraduate program were asked about their opinions of the lesson. The data were collected through a structured evaluation form consisting of open-ended questions to evaluate the course. In the analysis of the comments obtained, MAXQDA software, which is frequently used in qualitative data analysis, was applied. The expressions in the answers were analyzed using the content analysis technique. Overall, the results prove that the beneficial aspects of the GIS course, which consists of applications and is conducted with screencast, outweigh the theory. Thanks to the screencast model, students can use their time efficiently and watch the videos repeatedly whenever and wherever they want. Nevertheless, the results reveal that extra methods are required to motivate students to transfer theoretical information and that screencasts have some disadvantages.
... Terdapat beberapa penelitian sebelumnya terkait pengunaan screencast pada pembelajaran. Penelitian sebelumnya telah mengidentifikasi guru atau dosen dapat menciptakan screencasts sebagai alat atau media pembelajaran yang baik dalam perguruan tinggi (Ashdown et al., 2011;Green et al., 2012;Lang & Ceccucci, 2014;Lee et al., 2008;Peterson, 2007;Sugar et al., 2010;Winterbottom, 2007). Dalam penelitian (Powell, 2015) menunjukkan bahwa dengan meminta siswa membuat screencast mereka sendiri sambil mengikuti instruksi langsung dari guru dapat membuat siswa menjadi mandiri disetiap mengerjakan tugas sehingga mampu meningkatkan hasil belajar siswa. ...
... Sesuai dengan penggunaan screencast untuk mengajarkan berbagai topik, termasuk pemrograman berorientasi objek (Lee et al., 2008) dan juga screencast merupakan metode yang efektif dalam menjelaskan prosedur kerja berbasis komputer khususnya fitur-fitur yang dimiliki oleh perangkat lunak tertentu (Brown, 2009). Dari penelitian (Ashdown et al., 2011;Ghilay & Ghilay, 2015;Lee et al., 2008;Muhammad, 2019;Peterson, 2007;Pinder-Grover et al., 2011;Powell, 2015;Sugar et al., 2010;Winterbottom, 2007) yang menyatakan bahwa screencast mampu meningkatkan hasil belajar pada perguruan tinggi, sehingga perlu adanya tindak lanjut mengenai keefektifan penggunaan screencast terhadap hasil belajar dalam tingkat pendidikan yang lebih rendah dibanding perguruan tinggi. Oleh karena itu, dalam pembelajaran materi Perintah Dasar Operasi Sistem Operasi (DOS) pada siswa jurusan TKJ kelas X A di SMK Negeri 8 Malang akan menggunakan screencast dos command sebagai media pembelajaran guna meningkatkan hasil belajar siswa kelas X A TKJ. ...
Peningkatan hasil belajar dapat dilakukan dengan menggunakan media pembelajaran dalam setiap proses pembelajaran. Penggunaan media pembelajaran dapat membuat kualitas pembelajaran menjadi efektif. Penelitian ini bertujuan untuk melihat pengaruh screencast dos command terhadap kemampuan kognitif pemahaman siswa yang berupa hasil belajar pada siswa kelas X jurusan TKJ di SMK Negeri 8 Malang. Penelitian ini merupakan penelitian kuantitatif menggunakan quasi experimental design. Penelitian ini menggunakan Uji ANOVA. Data dianalisis menggunakan SPSS 20. Hasil penelitian menunjukkan bahwa nilai sig (2-tailed) sebesar 0,000
... Screencasting can be described as simultaneous digital sound and video recordings of computer screens (for example mouse movement and clicks) (Peterson, 2007;Winterbottom, 2007). According to Peterson (2007) screencasts can be recorded and edited easily. ...
... The current study aimed to analyze the student and instructor opinions on screencasts about the Photoshop software and sharing them on the social media as part of Computer II course at college level. Based on the qualitative data analysis, similar to previous studies (Tekinarslan, 2014; Galligan and Hobohm, 2013; Alvarez, 2012; Heilesen, 2010; Winterbottom, 2007) majority of the students had positive opinions about the method. Vast majority of the students reported the screencasting method both as producer and learner was simple and linear in structure and, as a result it was user friendly. ...
The current study aimed to analyze student and teacher opinions that participated to a screencasting centered undergraduate course. To achieve this, screencasts about Photoshop software were created using Camstudio Open Source (camstudio.org) application and also the students were asked to create their own screencasts. In addition, the produced screencasts were shared by the instructor via YouTube (www.youtube.com) social media site. 46 students and the instructor were interviewed about the screencasting activities of the course. Majority of the students reported that, screencasting could be used by anybody computer literate, sharing these screencasts on social media make learning compelling, using them via social media makes it accessible in an unlimited way, and makes pinpointing easy about anything they wanted to learn. Furthermore, many students claimed that prolonged use of computers was boring and there were inadequate instructor-student and student-to-student interaction. Both instructor and students argued that this method could be used in any topic recording of screen is possible.
... Students consider such activities as enjoyable (Martin et al., 2013;Nikitina, 2009) and authentic (Kearney & Schuck, 2006). One of the main advantages of instructional videos (like podcasts) is that students have control over when and where they can study the material and the pace of that learning (Evans, 2008;Hill & Nelson, 2011;Jarvis & Dickie, 2010;Winterbottom, 2007). Also, viewing video lectures and worked example podcasts can help students review for exams (Kay, 2014;Kay & Edwards, 2012;Lazzari, 2009;Roshier, Foster & Jones, 2011;Whatley & Ahmad, 2007;Winterbottom, 2007). ...
... One of the main advantages of instructional videos (like podcasts) is that students have control over when and where they can study the material and the pace of that learning (Evans, 2008;Hill & Nelson, 2011;Jarvis & Dickie, 2010;Winterbottom, 2007). Also, viewing video lectures and worked example podcasts can help students review for exams (Kay, 2014;Kay & Edwards, 2012;Lazzari, 2009;Roshier, Foster & Jones, 2011;Whatley & Ahmad, 2007;Winterbottom, 2007). Lazzari (2009) reports that students did spend time reflecting on their work in general and not only on the topic of their student-produced podcast recording. ...
Videos have been used in classrooms for decades, but student-produced video has recently become a viable, economical option to enhance learning. Students were asked to create videos to be used for their exam review in two different undergraduate mathematics courses: Differential Equation and Complex Analysis. Students were then surveyed about their opinions on the project and its helpfulness for exam review. Students enjoyed the project, found it engaging and most of them viewed the videos again outside of class. Students agreed that creating videos helped them learn the material better. However students still preferred instructor-led review over student videos for exam review.
... Screencast is derived from the terminology used by Jon Udell in 2005, which refers to digital video presentation (Fancett-Stooks, 2012). It was widely used for all levels of students from the lowermost up to tertiary (Fraser & Maclaren, 2012;Winterbottom, 2007 Winterbottom, 2007). By using screencast, information can be delivered and processed effectively compared to conventional printed media (Lloyd & Robertson, 2012). ...
... Screencast is derived from the terminology used by Jon Udell in 2005, which refers to digital video presentation (Fancett-Stooks, 2012). It was widely used for all levels of students from the lowermost up to tertiary (Fraser & Maclaren, 2012;Winterbottom, 2007 Winterbottom, 2007). By using screencast, information can be delivered and processed effectively compared to conventional printed media (Lloyd & Robertson, 2012). ...
The literature review indicates that the benefit of screencast as an instructional media has not clearly proved effective for all categories of students. This is due to the individual differences in processing the information. Inadequate screencast design will cause strain to students' cognitive process which might impede learning. This shortcoming can be reduced by imposing principles of reducing the external processing in screencast design. However, the exact design effectiveness of screencast also depends on the cognitive style and learning style of the students. The cognitive style will ultimately affect how information is processed in the students' memory structure. Students will also easily process the given information, if it is performed in accordance with their dominant learning style. Taken together, this article discusses the conceptual framework design of screencasts for instructional purpose.
... Podcasting is a particular form of ICT and its use in HE refers to the production of digital audio or video files that are made available to students via an intra-or internet. In terms of teaching and learning, podcasting has been used by academics predominantly to reiterate or supplement lecture material, to record laboratory, computing or fieldwork techniques, to enhance the fieldwork experience and to provide assessment feedback (France & Wheeler, 2007;Winterbottom, 2007;Newman & Jones, 2008;Ekinsmyth, 2010;. More recently, there has been a move to actively capture the student voice via studentgenerated podcasts (Lee et al., 2008;Lazzari, 2009;Wakefield & France, 2010). ...
... In other words, students were allowed to control this element of their learning according to individual preferences and learning styles (Hartley & Bendixen, 2001;Schultze & Orlikowski, 2004). The results highlighted the creation of flexible spaces and times of learning Winterbottom, 2007;Fernandez et al., 2009), defined by the students as users of technology. The podcasts communicated information to students beyond the temporal and spatial limitations of conventional face-to-face education. ...
... As a result of dyslexia or other learning issues, an increasing number of students are producing their recordings of lectures. It can either be used as a voice-based note-taking tool or a learning tool (Winterbottom, 2007). ...
Students' perception of their teacher's PCK would help enhance tutors to understand their strength and flaws.
... While traditional language learning methods often focus on short-term goals within a single semester, VBI has the potential to address this limitation by providing abundant, content-rich exposure to the target language over a potentially longer period. Studies suggest that VBI enhances motivation and fosters a social context for learning by offering engaging content (Ding, 2018;Kay, 2012Kay, , 2014Liontas, 1992;Winterbottom, 2007). The engaging nature of VBI, particularly through the use of authentic video content, can intrinsically motivate learners and encourage deeper engagement with the material, fostering a more positive learning environment and potentially leading to improved language acquisition outcomes (Sze & Nasri, 2022). ...
This study explored the efficacy of video podcasts (VODcasts) in fostering whole-language learning among college EFL students. Employing a quasi-experimental design with pre-tests, post-tests, and a control group, the research compared the effects of a one-year remedial instruction program. The experimental group received instruction incorporating authentic video materials and dramatized literary works alongside their regular curriculum. Conversely, the control group received the same instruction with traditional audio materials. The results revealed statistically significant advancements in all language skills (listening comprehension, reading comprehension, speaking fluency, and written composition) for the VODcast group compared to the control. These findings suggest the potential of video-based instruction (vodcasting) utilizing authentic video content as a valuable tool for EFL classrooms, promoting holistic language development in college-level learners.
... The use of video podcasts in tertiary institutions has received positive reception, which positively impacts learning [33]. Apart from that, in research related to the use of video podcasts, researchers suggest that podcasts have the following criteria which are pleasant to watch [34] [35] intellectually analyzing students [36]; useful, helpful, and effective in improving the learning process [37]. ...
... Переваги та недоліки використання скрінкастів вивчають також і зарубіжні вчені. Особливості використання скрінкастів та їх ефективності під час лекцій досліджували науковці Ізраїлю [7], США [8], Шотландії [9] та ін. Узагальнивши їх досвід можна зробити висновок, що технології скрінкастингу в навчальному процесі мають свої переваги та недоліки. ...
... However, teachers" difficulties in using technology in education were already mentioned in the literature, such as lack of advanced computer skills and experience [13], and opinion about technologies [14]. On the other hand, a few studies also reported negative aspects for the students, such as the preference for the traditional face-to-face classrooms [15], [16] and the existence of technical problems [17], [18]. The obstacles found by students and educators were even more difficult to overcome with the pandemic, since the use of technology went from an option to the main way of learning. ...
Coronavirus pandemic has impacted the whole education system. Suddenly, presential classrooms are replaced by online learning, leaving students and teachers to deal with various problems without any specific preparation. This research study examines the perceptions of 78 students from a Portuguese Higher Education (HE) institution towards online learning during the Coronavirus disease 19 (COVID-19) pandemic. Two months after the implementation of the online learning, they responded to a survey whose responses were analyzed by using descriptive statistics and independent Chi-squared tests. The findings of this study reveal the difficulties that the students encountered, like the lack of familiar/spatial conditions at home, the failures of Internet connection, and the fear of clarifying doubts in this context. The preference for face-to-face classes was also expressed. However, the selected platform used for the online classes, the appropriate development of the explanations and the digital contents made available by the teachers were appreciated by the students. The present research also investigates the factors that affected the study motivation of the students and the future plans regarding their studies.
... Therefore, in order to minimize such impact, it needs very strong motivation as well as skills with time management The emphasis of online-oriented classes is on the ease and flexibility of learning. transcribed into the business sector, this makes it the possible aim of providing 'merely' learning whenever necessary, and that can mean wider access in the educational system for non-traditional students) (Childs et al., 2005;Winterbottom, 2007;Meyer, 2003;Wang & Woo, 2003). ...
The purpose of this paper is to point out the Merits and Demerits of Ghazians at Ghazi University Dera Ghazi Khan. Over the past two years, online oriented classes have become an inseparable part of educations. Providing online learning opportunities at the university level is the compulsion of the day. The quality education of online-oriented classes at the University Level is one of the inordinate challenges faced by the students of Ghazi University. Online oriented classes change all mechanisms of teaching and learning at a Higher Level in the educational system. Regular assessing of the online programs is important to enhance the quality of education at University Level. The simple random sampling technique was used to collect data. A total of 362 students from different departments of Ghazi University were involved. As a research device for data collection, the five-point rating scale sample was used. The collected data was analyzed by means of the SPSS.
... A transitionary use of video was instructor-taped lectures, which could be checked out from a library for review by students or for those who did not attend a class session. Video use has always been a consumer medium, but with the advent of mobile devices, such as smart phones and tables, video has become a major medium for social exchange, so that now students record the lectures themselves (Reece, 2013;Winterbottom, 2007). ...
This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.
... While previous research suggests that video manuals have had a positive impact on employees' attitudes and learning performance, the format of presentation has been predominantly passive. [11] ...
This work is focused on the development of effective Product Assembly Instructional Videos. Product assembly instructional video is an important element for training, and boost the skills of employees by laying virtual information of any complex assembly. The instructional video is aimed to train employees on “How the product is assembled” with detailed steps to be followed during assembly and with instructional voice-over n a rendered video. It is found from the literature that traditional training often consumes more time and resource for any organization and frequent changes in manpower makes it more difficult for them to spend adequate time to train. So, the instructional videos are helpful to overcome such problems. The method used in this research paper is to develop a framework for product assembly instructional videos. The research s extended via a case study where n these videos are used for training and discuss with the practitioners regarding how they review this model. This paper concludes with a framework for product assembly instructional videos and describing various factors to consider in the creation of industrial training videos. The work also used various software which includes CAD tools, voice recording, impending, and video editing tools to create a training video manual.
... Studies conducted in colleges and universities reveal several benefits of video podcasting to students by reducing the cognitive load (Kay & Edwards, 2012) and controlling the speed and the pace of information presented (Wall et al., 2010). Researches on higher education suggest that video podcast is enjoyable to watch (Winterbottom, 2007); satisfying (Traphagan et al., 2010); motivating (Hill & Nelson, 2011); intellectually stimulating (Fernandez et al., 2009); and useful, helpful, and effective for improving learning (Holbrook & Dupont, 2010). Moreover, the use of video podcasts has resulted in significant gains in skills (Alpay& Gulati, 2010), test scores (Crippen & Earl, 2004), and grades (Wieling& Hoffman, 2010). ...
This study explored the effectiveness of using the Khan academy video podcast as a supplemental tool in the chemistry class of Engineering programs. This study utilized a quasi-experimental equivalent design with a post-test only. Thirty 1st year non-STEM students, equally distributed to control and experimental groups, were selected using a matched paired sampling method to participate in a two-week-long intervention. As results revealed, its utilization as a supplemental tool had a viable impact on the students performance in chemistry. Its utilization significantly increased their test scores as compared to the students who did not use it. Likewise, a post-exposure self-report survey was administered to shed light on the learning experience of using the supplemental tool. They indicated the cognitive advantage and personalized experience of using the Khan Academy. This study can contribute to the literature of Khan Academy in the chemistry field. Nonetheless, several limitations need to be addressed to augment future research. Considering the inclusion of more topics, longer time of experimentation, size of the sample, and explicit study of their behavior, for instance, can help establish the veracity of the future results.
... Screencast has been used extensively in the education field, from the lowest level to tertiary (vocational) education [7], [8]. Screencast provides opportunities in the field of education, especially learning related to computers. ...
... Studies also shown that students are more excited learning at their pace than been controlled and that the learner control is universally accepted by many because it yields far better results compared with traditional method (Corbalan, 2005). According to Winterbottom (2007), given the opportunity many students will opt for online tools such as podcasts and other online materials because the learner has the chance of repeating the process as many times as he wishes. On the other hand, it is not possible to repeat group discussion or traditional lecture scenario. ...
The main aim of this study was to find out whether students online experience has any influence on their academic success in higher education in Ghana. The study had three sets of objectives; to determine the online learning material types which are mostly preferred and frequently used by the 2018/2019 Masters in Education Students of IDL, KNUST, to examine the challenges the 2018/2019 Masters in Education Students of IDL, KNUST encountered in accessing the online learning materials and to establish the relationship between the 2018/2019 Teacher Education Students of IDL, KNUST online learning experiences and their academic success. The sample population was 53 students from the 2018/2019 Masters in Education of IDL, KNUST. Primary data was gathered from the field of study (KNUST, IDL) through a set of questionnaires. Data were analyzed using SPSS software to run a regression to test impact. The findings revealed that students’ online learning experiences do have significant support for their academic success in higher education. The study recommends that the Educational Department of KNUST should restructure the other online learning type such as live video, online audio discussion, application software and podcast to make friendly. The study also recommends that the department should make the info-graphic best in quality to support the students in their academic success.
... Створення скринкаст-лекцій. Дослідження освітніх можливостей технології скринкастингу, проведені в Стірлінгському університеті в Шотландії [3], Школі дизайнерської освіти у Хайфі [4] та Дублінському інституті технологій [5], полягали у вдалій інтеграції в навчальну програму окремих курсів скринкаст-лекцій. Загальними для усіх досліджень перевагами технології дослідники вважають: гнучкість формату, індивідуалізацію навчання, наочність і зрозумілість подання; можливість подання матеріалу з допомогою найзрозумілішої для сучасного студента мови -мови гаджетів. ...
Ustychenko O., Hudoshnyk O. Screencasting as an instrument of computer-mediated communication
This article discusses the value, capabilities of screencasting technology, and focuses on the value and benefits of its usage in each of the following areas: communication, cinema, education.
In the process of study two main methods were used: comparative method allowed to find common and distinct features of screencasting usage in one direction; descriptive method provided presentation of the features of practical application of technology in each of the examples.
The research showed that screencasting is a more advanced form of communication than the text because of its greater content and speed of information transfer. In the process of research in each of the areas of technology usage, the advantages and disadvantages of screencasting were discovered.
The scientific novelty of the publication is a large-scale analysis of the use of screencasting in different fields. The practical significance of the article can be explained by the detailed analysis of the application of screencasting as a separate type of computer-mediated communication in such areas as cinema, communication and education.
Keywords: screencasting; screencast; screen video; web history; desktop movie; screenlife.
... Students have noted that this medium is motivating [11,12], useful, helpful, and effective with respect to improving learning [13][14][15]. Students particularly appreciate controlling what they need to learn [10,12], when and where they learn [12,16,17], and the pace of learning [10,[18][19][20]. While previous studies suggested that videos can positively impact student attitudes and learning performance, there is limited research on how to design effective videos to present worked-examples [2,10,21]. ...
Many colleges and universities are challenged to support students who are at-risk of failing mandatory mathematics courses [1]. The use of video-podcasts is a promising strategy for providing support, particularly within a flipped-classroom environment [2]. However, limited research has been conducted on how to design effective video podcasts to support learning [3]. The purpose of the current study was to design and evaluate the impact of video podcasts in supporting first-year university mathematics students, particularly those at risk of failing. The design of the video podcasts was guided by research-based principles outlined by Kay [3]. Twenty-eight videos were created for a first-year mathematics course in the Faculty of Business and Information Technology. Approximately half of the 62 students enrolled in the course had failed the course at least once; while the other half were new students in the program. The combination of videos and a flipped classroom approach resulted in 57 out of 62 students (92%) passing the course with a mean grade of 76%. An end-of-course survey indicated that over 80% of students rated the videos as helpful or very helpful, with a mean score of 4.3 on a 5-point Likert scale. The student comments to the open-ended questions were consistent with the video helpfulness ratings. Students who indicated that they were worried about whether they would be successful at the beginning of the course rated video podcasts significantly more helpful (M=4.5, SD=0.7) than students who were more confident about their success in the course (M=3.8, SD=1.0). A more detailed analysis, perhaps in the form of interviews or think-aloud protocols, is recommended for future research to determine the specific qualities of video podcasts that help or hinder student learning.
... Screencast telah digunakan secara luas dalam bidang pendidikan, mulai dari tingkat yang terbawah sampai pendidikan tersier (kejuruan) (Fraser & Maclaren, 2012;Winterbottom, 2007) Untuk memfasilitasi pembelajaran, screencast diciptakan untuk membangun lingkungan belajar agar belajar terjadi. Lingkungan belajar yang diciptakan membutuhkan sumber belajar yang berisi pengetahuan dan informasi yang dibutuhkan oleh pebelajar. ...
Abstrak: Screencast, screencasting adalah sebuah istilah yang berkaitan dengan video hasil tangkapan pada layar monitor komputer. Tujuan artikel ini adalah memberikan penjelasan dan membahas tentang sejarah yang melatarbelakangi kedua istilah tersebut dan peranannya dalam memfasilitasi pembelajaran. Pembahasan juga melibatkan penelitian-penelitian yang telah dilakukan sebelumnya untuk memberikan bukti peranan screencast dalam memfasilitasi pembelajaran. Abstract: Screencast, screencasting is a term related to video captured on a computer monitor screen. The purpose of this article is to provide an explanation and discuss the history behind these two terms and their role in facilitating learning. The discussion also involved previous studies to provide evidence of the role of screencasts in facilitating learning
... Screencasting has become a popular method of presenting content for instruction (Brown, Luterbach, & Sugar, 2009;Lloyd & Robertson, 2012;Winterbottom, 2007). It is a way to present digitally recorded play back of computer screen output that may contain audio narration and to visually demonstrate procedural information to students such as creating a graph in a spreadsheet program (Sugar, Brown, and Luterbach, 2010). ...
... Initial feedback from students has been very positive (similar to Bush, 2008;Peterson, 2007;Winterbottom, 2007). Consistently for the past five years, in end-of-module evaluations for computer lab-based subjects, most students indicate that the available screencasts have been very useful and, that for future iterations of the module, more should be produced. ...
YouTube to iTunes, company to college websites, there is a seemingly exponential explosion in creating screencasts. A screencast is a digital recording of computer screen activity, often with an audio commentary. Short and engaging, screencasts have the potential to enable learning in new and exciting ways. They are becoming easier to create and, as a teacher in higher education, I have gradually increased my use of screencasts, learning with experience and from the generally positive feedback from students.Drawing on existing research and personal experience, this chapter will introduce screencasts and discuss their potential. The importance of integrating screencasts thoughtfully and carefully into the teaching and learning process will be examined, including pedagogical and instructional design issues. Next a four-step process for creating a screencast will be presented: prepare, capture, produce and publish. Prior to conclusions and final reflections, future research directions will be examined.
... Translated into the commercial sector, this allows the delivery of 'just-in-time' training as and when necessary, and in the education sector it can mean wider access for non-traditional students (i.e. adult returners) (Childs et al., 2005; Winterbottom, 2007; Meyer, 2003; Wang & Woo, 2007). Online education systems have the capacity to track user progress and also to assess their competencies through interactive content and related quizzes and assessments in a much more instantaneous manner than the large lecture hall environment. ...
... Also see: Winterbottom (2007) We also refer interested readers back to Case Study 3, from tutors at the Field Studies Council as that touched on the use of video. ...
In this chapter we consider the potential of virtual field trips/guides, reusable learning objects and augmented reality to support fieldwork learning. A variety of case studies are presented to show the necessary development time, support and skills required as well as evaluations of their use by students.
... Also see: Winterbottom (2007) We also refer interested readers back to Case Study 3, from tutors at the Field Studies Council as that touched on the use of video. ...
In this chapter we consider various applications of video to enhance fieldwork learning including the development of Podcasts
and
Vidcasts. We also include some advice on using iPads and other mobile devices for video recording for educational purposes. A number of case studies are presented to exemplify the use and application of video.
... Translated into the commercial sector, this allows the delivery of 'just-in-time' training as and when necessary, and in the education sector it can mean wider access for non-traditional students (i.e. adult returners) (Childs et al., 2005;Winterbottom, 2007;Meyer, 2003;Wang & Woo, 2007). ...
Online education has developed over the past two decades, initially in response to a desire to provide distance learning opportunities at degree level for remote communities. The University of the Highlands and Islands [UHI] in Scotland has been at the forefront of this. It has been possible to gain degrees using wholly online learning and teaching processes since 1995. In recent years, institutions across the globe have developed learning materials for online learning in order to both supplement the teaching and learning in face-to-face classes and to enable students to undertake entire programmes using online communications. The most recent developments have been in the advent of MOOCS and SPOCS.
This paper seeks to (1) give an overview of the past 20 years of developments in online education, (2) provide a detailed review of recent research relating to standards, satisfaction and effectiveness of online education, (3) consider the costs and benefits across a range of definitions of online education and (4) examine the primary challenges, conflicts and opportunities for online distance learning and teaching in relation to the issues faced by students, educators and institutions.
... Also see: Winterbottom (2007) We also refer interested readers back to Case Study 3, from tutors at the Field Studies Council as that touched on the use of video. ...
b-Mat@plicada is a b-learning Mathematics course for Higher Education students, mainly composed of educational videos available in the institutional Moodle platform. These contents were created by following a set of guidelines, where three components are considered: the quality of students’ learning, the teacher’s time and computer skills, as well as the equipment made available by the institution. With the aim of evaluating the procedure used to make these videos, an experiment was carried out in classroom context, using a video on matrix multiplication which is included in the course syllabus. After its visualization, the 49 students who participated in the experiment completed a questionnaire assessing viewing behaviour, perception, attitudes, satisfaction, and learning performance. The findings demonstrate the importance of using video podcasts in Higher Education as complementary tools and the adequacy of the selected b-Mat@plicada video. Also, the results indicate that, from the students’ perspective, the speech, sound, and image are the most important features in a video podcast.
The increasing use of learning videos in Higher Education (HE) have revolutionizing the traditional teaching environment. b-Mat@plicada is a b-Learning Mathematics course mainly composed of educational videos that the HE students of a Portuguese Institution can used for their study as a complement of the face-to-face lectures. In a previous research, an experiment was performed in the classroom context, where 49 HE students watched the b-Mat@plicada video on Matrix Multiplication as replacement of the traditional face-to-face explanation. Then, they were asked to solve individually an exercise, and respond to a survey assessing attitudes, perception, and satisfaction. In the present study, 63 HE students participated to a similar experiment with the b-Mat@plicada video on the Laplace Expansion Theorem, where a specific didactical approach is used. Beyond the comparison between the results of the two experiments, the findings of this study revealed that most students achieved the leaning objectives and appreciated the quality of the video in terms of image, sound, clarity and useless. The necessity of video contents in teaching was also expressed, mainly to clarify doubts and remember contents. However, all students considered that videos cannot replace traditional face-to-face classrooms, mainly due to the importance of the Teacher-Student dialogue.
YouTube to iTunes, company to college websites, there is a seemingly exponential explosion in creating screencasts. A screencast is a digital recording of computer screen activity, often with an audio commentary. Short and engaging, screencasts have the potential to enable learning in new and exciting ways. They are becoming easier to create and, as a teacher in higher education, I have gradually increased my use of screencasts, learning with experience and from the generally positive feedback from students.Drawing on existing research and personal experience, this chapter will introduce screencasts and discuss their potential. The importance of integrating screencasts thoughtfully and carefully into the teaching and learning process will be examined, including pedagogical and instructional design issues. Next a four-step process for creating a screencast will be presented: prepare, capture, produce and publish. Prior to conclusions and final reflections, future research directions will be examined.
YouTube to iTunes, company to college websites, there is a seemingly exponential explosion in creating screencasts. A screencast is a digital recording of computer screen activity, often with an audio commentary. Short and engaging, screencasts have the potential to enable learning in new and exciting ways. They are becoming easier to create and, as a teacher in higher education, I have gradually increased my use of screencasts, learning with experience and from the generally positive feedback from students.Drawing on existing research and personal experience, this chapter will introduce screencasts and discuss their potential. The importance of integrating screencasts thoughtfully and carefully into the teaching and learning process will be examined, including pedagogical and instructional design issues. Next a four-step process for creating a screencast will be presented: prepare, capture, produce and publish. Prior to conclusions and final reflections, future research directions will be examined.
This paper looks as the advantages and disadvantages of computer based vocational training. A comparative analysis between traditional instructor led training was carried out fundamental questions addressed include the suitability of computer based training for vocational and technical education. Whole swathes of vocational skills underpin the development of a country. If these skills are lacking the resultant effect are bad workmen, unskilled workmen and defective and faulty products and services emoting from people with defective vocational education. with the rise of computers and information technology in education teaching and learning , I is not a possibility to apply computer based education ranging from learning , online learning mlearning to the education of citizens in the vocational and technical sciences. 2.0 Background The system of vocational training in Nigeria is based mostly on the apprenticeship system which was a system bequeath to Nigeria at the end of the colonial era. This system operates with a few properly training artisans, technicians and craftsman. These craftsmen go on to take other apprentices who are interested in learning a trade and train them by working with them directing them and teaching them, and they learning on the job. After a certain period of time they are certified as being master craftsmen who can work independently without supervision and who after a while can take on their own apprentices. this systems works in some instances particularly in fields and subsectors that didn't see much change over the last 60 years, in some other sectors it failed completely, this failure was a result of a to proper training and updating regime, no proper investment in technical and vocational training by government with the right incentives for people to go into vocational training which Institution based and not apprenticeship based. With the advent of computers and information technology I learning it is possible to use e-learning and m learning for TVET. 3.0 Definitions According to Wikipedia (2012) Vocational education is education that prepares people to work in a trade, a craft, as a technician, or in professional vocations such as engineering, accountancy, nursing, medicine, architecture, or law. Craft vocations are usually based on
This chapter explores an approach for using mobile devices—smartphones, tablets, and laptops—to document learning using qualitative formative assessment. This process emerged from case study research on how mobile devices, specifically iPad, and certain approaches, specifically screencasting, can be used to support ongoing assessment of learning. The cases and the literature included are derived from a dissertation on this topic. The chapter will describe and examine relevant literature, processes involved and possibilities created through this approach.
The subject of anatomy, commonly taught with applied clinical focus on medical programmes, is frequently brought to life alongside art, imagery and visualization. Yet, despite being continually hailed as the cornerstone of medicine, the cyclic revalidation of its curricula has often found its educators in the unenviable position of maintaining knowledge standards in the face of reduced contact time. However, the gravity of such challenges has created an opportunity for creative and innovative solutions to these problems. The ease by which educational technology can now be used by non-experts is constantly increasing and the use of technology enhanced learning has now become universal within Higher Education. Many anatomical science educators have turned to building bespoke interactive and engaging online supplementary material which can be blended with face to face delivery as a way to circumvent the time pressure issues. Today’s students appear to have a growing preference for visualising moving images and audio explanations as opposed to older traditional static resources, underpinned by vast pages of unattractive dense text and pictures. One such technique being used to provide flexible and student-centred learning is screencast videos. These digital recordings of screen captured drawings, with accompanying narration are overwhelmingly popular with students and on the ascendance. However, as new tools emerge, it becomes increasingly important to determine their impact on both the student experience and knowledge gain. It is also valuable for educators to share their classroom experiences or instructional techniques to optimise their use for learning. This chapter explores the rise of this application in anatomy education and discusses the evidence available investigating student engagement and learning outcomes in the context of well-established learning theories.
Online videos are the most frequently adopted media in education (Moran, Seaman, & Tinti-Kane, 2011), and the use of video has increased substantially in recent years (Kaufmann & Mohan, 2009). These videos can be an effective way in which to convey complex information to students such as explaining how to solve specific problems (Kay & Kletkin, 2012). Indeed many students report that video is more engaging than text (Hedge, Uscem, & Martinez, 2011), suggesting that it can promote student engagement and intellectual stimulation. Video can also be adopted by educators wishing to communicate with students on an emotional level (Marshall, 2002). As stated by Ingmar Bergman, ‘Film as dream, film as music. No art passes our conscience in the way film does, and goes directly to our feelings, deep down into the dark rooms of our souls’. For example, footage of the Nuremberg Rally or of survivors of the Holocaust discussing their personal experience conveys a more engaging and memorable account of these events than a simple fact-based description. Consequently, those instructors integrating videos within their teaching practice report a range of benefits, including enhanced student understanding and motivation.
This chapter explores an approach for using mobile devices-smartphones, tablets, and laptops-todocument learning using qualitative formative assessment. This process emerged from case study researchon how mobile devices, specifically iPad, and certain approaches, specifically screencasting, canbe used to support ongoing assessment of learning. The cases and the literature included are derivedfrom a dissertation on this topic. The chapter will describe and examine relevant literature, processesinvolved and possibilities created through this approach.
This qualitative pilot study investigated how 19 students enrolled in an entry-level college writing course responded to the use of video technology to supplement and flip class curriculum. Students were provided 10 video podcasts to augment course content and flip four class lessons. Collected through six student surveys and video download data, the results, including students' podcast viewership behaviors and attitudes toward the videos, are presented. The data revealed the college writing students involved in this study were generally satisfied with the flipped classroom and preferred it over the traditional lecture format. Download patterns indicated, however, less than half of the students watched the podcasts. Despite low viewership, the results suggest that the incorporation of video technology brings writing teachers opportunities to optimize class time by delving deeper into course content and by expanding the number of course assignments.
Editor's Note: The regional university of the island nations of the South Pacific provides unique challenges for teaching and learning that can gain substantial value from media, especially interactive multimedia and computer simulations. Abstract The University of the South Pacific (USP) a regional university, established in 1968, serves twelve independent island nations of the South, Central and North Pacific. The University is moving towards providing more of its programmes and courses through flexible delivery using online and blended modes. As a result there has been a gradual increase in the integration of multimedia components such as audio, video, graphics, animations, and simulations as part of courseware or course packages. This increase in demand is anticipated to have further growth. This paper focuses on the current status on the different types of multimedia currently integrated in USP coursewares, and discusses the areas of multimedia that is anticipated to grow over the next few years at USP.
Screencast telah digunakan dengan meluas sebagai bahan instruksi yang boleh dipraktikkan terhadap pelajar tahap sekolah rendah sehinggalah ke peringkat pengajian tinggi. Ianya berfungsi sebagai alat bahan bantu mengajar bagi menyampaikan ilmu dan kemahiran kepada pelajar secara lebih menyeluruh. Walaupun screencast baik untuk pembelajaran kendiri, tetapi penggunaannya masih belum dapat dibuktikan berkesan untuk semua kategori pelajar di dalam sesuatu kelas yang sama. Ini adalah kerana, persepsi individu dalam proses pemilihan maklumat yang diperlukan untuk pembelajaran berkesan adalah berbeza di antara satu sama lain. Proses pemilihan maklumat sebenarnya banyak bergantung kepada gaya pembelajaran pelajar, dan ianya berkait rapat dengan kecenderungan yang telah dibentuk sejak awal zaman kanak-kanak lagi. Selain gaya pembelajaran, gaya kognitif pelajar juga secara tidak langsung mempengaruhi bagaimana sesuatu maklumat diterjemahkan kepada pengetahuan yang mudah untuk difahami. Sehubungan itu, kertas kerja ini merupakan satu cadangan dalam melihat kesan prinsip persembahan elemen multimedia yang berbeza dalam screencast terhadap kemahiran praktikal pelajar yang mempunyai gaya pembelajaran dan gaya kognitif yang berbeza.
Penggunaan screecast dapat memberikan kefahaman yang jelas berkaitan sesuatu topik pelajar. Walau bagaimanapun, penggunaan screencast sebagai bahan instruksi masih belum dapat dibuktikan dengan jelas keberkesanannya untuk semua kategori pelajar di dalam sesuatu kelas yang sama. Hal ini adalah disebabkan oleh faktor ciri-ciri rekabentuk sesebuah screencast dalam memastikan maklumat dapat diproses oleh pelajar. Rekabentuk screencast yang tidak tepat akan menyebabkan bebanan kepada proses kognitif pelajar dalam struktur memori. Justeru itu, bebanan ini dapat dikurangkan berdasarkan prinsip mengurangkan pemprosesan luaran. Walau bagaimanapun, rekabentuk screencast yang tepat juga bergantung kepada gaya pembelajaran pelajar itu sendiri. Pelajar akan mudah memproses sesuatu maklumat yang diberikan sekiranya ianya dipersembahkan mengikut gaya pembelajaran mereka yang dominan. Justeru itu, kertas kerja konseptual ini membincangkan rekabentuk screencast yang bersesuaian bagi meningkatkan kemahiran praktikal pelajar yang berbeza gaya pembelajaran.
Academic libraries increasingly need to add value to their universities and their strategic goals. Providing
discovery tools and access to information is a key function that libraries are steering, but further to that is
the importance of helping users find and make sense of information in an information overloaded society.
Users are often unaware of what libraries offer in terms of information sources and tools, where to access
it and how to use it. Therefore, information literacy teaching and all its facets is one of the core functions
of a library ensuring that users can use the discovery tools and navigate the access to information. The
Cape Peninsula University of Technology (CPUT) Council approved an information literacy policy in 2009.
The CPUT policy states that all programmes must integrate information literacy within the curriculum.
One of the ways the library has assisted faculties with this was to register a short course called Certificate
of Information Literacy (CIL) which was offered in this format for the first time in 2013. The short course
consists of five modules, which are: developing a searching strategy to access relevant information;
information sources and tools to access peer-reviewed sources; evaluating of information; legal use of
information and bibliographic referencing. Students are given many practical hands-on exercises during
class time and have to pass a summative online assessment via a Learning Management System (LMS),
in this case Blackboard, to receive the certificate. This paper will discuss the process that was followed,
strategic partnerships that were formed, the administrative framework that had to be put in place, the
curriculum, assessment instrument and implementation. It will highlight some challenges as well as
comparing Information Literacy teaching statistics of 2013-2014 with previous years before the
introduction of the short course. Areas for further research and strategies will also be discussed.
This qualitative pilot study investigated how 19 students enrolled in an entry-level college writing course responded to the use of video technology to supplement and flip class curriculum. Students were provided 10 video podcasts to augment course content and flip four class lessons. Collected through six student surveys and video download data, the results, including students' podcast viewership behaviors and attitudes toward the videos, are presented. The data revealed the college writing students involved in this study were generally satisfied with the flipped classroom and preferred it over the traditional lecture format. Download patterns indicated, however, less than half of the students watched the podcasts. Despite low viewership, the results suggest that the incorporation of video technology brings writing teachers opportunities to optimize class time by delving deeper into course content and by expanding the number of course assignments.
ResearchGate has not been able to resolve any references for this publication.