ABSTRACT
Online courses have had exponential growth during COVID-19 pandemic, and video lectures are also important for lifelong learning. However, lecturers experience a number of challenges in creating video lectures, related to both speech recording (microphone and noise;diction, articulation and intonation) and video recording (camera and light;consistency in appearance). It is particularly difficult to modify and update recorded content. The paper presents a solution for these problems based on the application of artificial intelligence in creating virtual speakers based on TTS synthesis and Wav2Lip GAN trained on a custom data set. A pilot project which included the evaluation and testing of the developed system by dozens of teachers will be presented in detail. The use of TTS overcomes the problems in achieving speaker consistency by providing high quality speech in different languages, while the attention and motivation of students is improved by using animated virtual speakers.
ABSTRACT
Moodle is an open-source virtual learning platform used by universities, institutions, and colleges to take quizzes, assignments, video lectures, etc., online. Many institutions worldwide and in India have used Moodle extensively during the covid-19 pandemic. Moodle is facing the issue of slow response time as the number of concurrent users increases. So, to cater to the need of students and teachers at the institutes, the performance testing of Moodle is done using JMeter, a freely available tool to find out the limitations of the number of simultaneous users of Moodle server. Different scenarios are considered, such as concurrent login, concurrent page accesses such as dashboard and registered course page, concurrent file uploads and downloads, concurrent users taking a quiz, etc. The simulation of simultaneous users is done using the JMeter scripts. The scripts are run by steadily increasing the number of threads up to a certain Error percentage of the requests. © 2022 IEEE.
ABSTRACT
Background: COVID-19 has made a series changes in all system of life especially in education. As a result, education has changed dramatically with the distinctive rise of e-learning. The present study was aim to examine the preference and perception of MBBS student on newly introduced online live video classes. Method(s):An online questionnaire survey consisting of closed and open-ended questions on nine different categories such as accessing online video content, previous experience with online learning, interaction with video lectures addressing the content, duration, visualize, timings and screen size, perceived learning experience, the online content learning assessment methods and the experience with the online learning management system.Two hundred and thirteen undergraduate medical students were participating in this study. And it was conducted by the large medical institution in Andhra Pradesh. Result(s): The e-learning methods were encouraged and its gaining popularity among the medical students and faculty. Our analysis shown 97.7% students were highly satisfied and 2.3% were not satisfied with online classes on comparison to the traditional methods of learning. Conclusion(s):The teaching method and teachers support are the pivotal elements which enable online learning experience with a mutual relationship. Furthermore, the usefulness and acceptability of e-learning among medical students as a part of their curriculum is still not fathomed in medical education.Copyright © 2022 Indian Medical Association. All rights reserved.
ABSTRACT
Objectives: This study aimed to investigate medical students' motivation in relation to asynchronous anatomy video lectures, carried out during COVID-19 remote teaching. Methods: Repeated cross-sectional modified Instructional Materials Motivation Survey questionnaire, validated in Brazil, was applied to 255 students attending the first semester of the undergraduate medical course at the José do Rosário Vellano University, in June 2020 and November 2020. The data were analyzed considering the 95% confidence level as significant (p < 0.05). Results: The overall score of motivation attributed by the students was moderate to high (3.7/5, 74%). The same occurred in relation to all dimensions of the instrument: Interest (3.6/5, 72%), Confidence (3.7/5, 74%), Attention (3.5/5, 70%), and Expectation (3.7/5, 74%). Cluster analysis showed that 78% (n = 168) of the students had moderate (72% of the maximum score) or high (86% of the maximum score) degrees of motivation. The influence of social isolation on the students' emotional state did not affect the overall motivation scores (p = 0.217) or the dimensions of motivation: Interest (p = 0342), Confidence (p = 0.061), Attention (p = 0.625), and Expectation (p = 0.094). Conclusions: The students showed high motivation for the asynchronous video lectures of human anatomy. Although the majority of students are highly affected regarding their emotional state, due to the social isolation imposed by the COVID-19 pandemic, this fact did not interfere with the motivation for video lectures, probably due to the high intrinsic motivation that students in the first year have in relation to anatomy. These findings alert to the importance of asynchronous video lectures as an adequate strategy for the teaching and learning of human anatomy. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-022-01714-7.
ABSTRACT
The world we know has changed over a brief period, with the ascent and spread of Covid-19. This affected the education sector resulting in offline classes to online classes. Technologies made it easy with numerous websites, materials, video lectures, courses, and techniques for the students. In this situation, the main problem arises with students not participating in the class having many reasons such as illness, being introverted, and feeling that they may be wrong. If we are not interested in something to talk about or are shy, we must face it so that we will make the best out of it. People remember the things they listen to carefully, so we can probably study less if we listen. In this research paper, we proposed a Blockchain based application, so students who are going to attend online classes would be able to participate more in the class. They will be able to gain incentives that are based on crypto currency and by using those cryptocurrencies they can spend it on fees or any other resources in the university which would be beneficial for students. They will be able to gain incentives that are based on cryptocurrency and by using those crypto currencies they can spend it on fees or any other resources in the university. We are using the most popular technology which is Block chain technology to make sure that students who are attending online classes will be able to pay more attention. Also, we are using the most famous functionality of Blockchain which is incentivization. To give rewards to the students we will be using incentivization so they can pay more attention to the classes. This design is beneficial for teachers also to look at the status of each student and get in contact with them. © 2022 IEEE.
ABSTRACT
During the COVID crisis we had to perform distance learning. We used Microsoft Teams for remote teaching. Our students found as a very useful feature to make video recordings of the lectures, but we had some difficulties to rely on Teams for storing videos and regulating the access to them. We created a specialized platform for management of the video recordings. The present paper presents the Hydra Educational Platform (HEP) - specially developed for teaching purposes in our university. © 2022 IEEE.
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The Covid-19 pandemic changed the teaching modality from blended to fully online for Basic IsiZulu, a second language (L2) module at the University of KwaZulu-Natal, South Africa. In an attempt to compensate for the removal of face-To-face contact, seven video lectures were posted on the Moodle platform. While research into online video lectures reports that students perceive value in the tool, quantitative studies on engagement with online video lectures remain contentious. This study uses the Moodle learning analytics data to quantify student engagement with video lectures and obtain insight into usage. Additionally, survey feedback informs on student satisfaction and aspects of instructional design. The results reveal that for Basic IsiZulu, an average of 35% of the cohort engaged with the online video lectures. In terms of satisfaction, students record high levels of satisfaction and positive perceptions of the instructional design of video lectures. These findings reflect instructional design strategies and concomitant methods to enhance engagement with online video lectures. © 2022 IEEE.
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Blended learning using flipped classroom has emerged as a remarkable model for bridging the digital divide between geographically- and socio-economically-disadvantaged students during the Covid pandemic, especially for those situated in remote locations with limited internet connectivity. This paper presents an investigation of a blended learning framework using flipped teaching through interactive video lectures for an Introduction to Electrical Engineering course held in online mode for a first-year batch of engineering students. The analysis includes observations from two sets of students who took this course over the last two academic years, referred to as control and treatment groups, respectively. The paper also reports a simple preliminary framework for utilizing the analytics available from interactive video assignments for identifying students with poor engagement and understanding so that the instructor may adopt timely measures and interventions to address the need of all students. The success of the video assignments are validated both qualitatively (through student feedback and performance) and quantitatively (using t-test). Results show that the flipped teaching model has both empirical approval and support of a majority of students, especially in the distance learning mode. Statistical analysis shows a significant difference in the performance of students with and without video-based flipped teaching in online mode. © 2022 IEEE.
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The paper proposes a framework to demonstrate the effectiveness through blended learning in Digital Circuits Course by redesigning the content delivery and mode of hands-on experimentation. The present situation of pandemic has created scope for experimenting with various modes of course redesign and delivery for effective teaching/learning of the courses. A Digital Circuit course in third semester of Engineering discipline is redesigned w.r.t. video lectures, course content, number of experiments, mode of learning, mode of teaching, simulations, hands on experimentation and evaluation rubrics. A webpage was designed for students comprising of all the information needed to conduct the laboratory efficiently. The video lectures were prepared by the course instructors on the concepts and design aspects of all the experiments. The designed experiments were simulated and shown to the students for its appropriateness. The designed circuits were hard wired on the breadboard and the results were demonstrated through the recorded videos of the same. Lab was conducted in marathon from morning to evening with more focus on detailed resources shared and learnt by students before conduction in lab without compromising learning in hardware related labs. All these details helped the students to gather extra knowledge for effective implementation of designed circuits. The effectiveness of learning was measured through designed rubrics and graded accordingly. The students were exposed to another way of efficient learning i.e., blended mode. © 2021 IEEE.
ABSTRACT
This evidence-based practice paper describes a method for evaluating video platforms for development of active videos for Generation-Z (Gen-Z). These students represent the majority of students in higher education courses today. They are digital natives who are efficient multi-taskers across multiple devices. Gen-Z's consistent exposure to multiple incoming channels presents new challenges and opportunities for course delivery. Gen-Z students crave various learning opportunities and often turn to outside video resources for education and entertainment. Flipped classrooms and asynchronous learning utilize recorded videos, which are often well-received by Gen-Z. However, previous studies have shown that passive learning videos with stagnant quizzes may not affect learning outcomes or change students' perception of learning [1]. Consequently, we conduct a systematic investigation of video platforms that enable active learning interventions with clickable content and exercises to provide real-time feedback to students during virtual video lectures. We investigate several platforms to measure their aptitude for offering active learning opportunities. We develop a preference matrix with four main criteria: cost, interactivity, learning management system (LMS) integration, and data analytics. We explore 53 highly ranked and popular video platforms and participate in interactive demos for the top 11 contenders. This paper highlights the pros/cons and capabilities of platforms instructors should consider when developing active learning video lectures as well as how instructors can incorporate these tools into their online video lecture development. This is not a marketing tool for a specific platform but instead a review for how to identify the appropriate tool for a specific instructor's needs. Online material development is more critical than ever as instructors at all levels of education are now creating online material due to the COVID-19 global pandemic. © American Society for Engineering Education, 2021