Student Post-Pandemic Perceptions of Supplemental Instructional Videos

With the structural shift in education due to the pandemic, worldwide educators adapted by a variety of methods, including a change to the course delivery method. Many universities closed and/or moved to wholly online delivery. With the online video formats, either synchronous or asynchronous, faculty were able to create a library of videos which could be later used as a tool. This new collection of videos could be used for asynchronous delivery or online courses, or as supplemental instructional videos. A survey was conducted to determine student perceptions of supplemental instructional videos. Supplemental instructional videos were available pre-pandemic by individual instructors and publishers. Instructors may have offered videos through a Learning Management System (LMS) or a streaming platform. These types of videos vary from general topic overviews to course specific content. Certain types of courses and content have long been identified as appropriate for online delivery, like software-based courses. However, instructors have been slow to adopt online delivery for hands-on laboratory exercises or architectural studios. Because of this post-pandemic paradigm shift, there is an opportunity to identify the associated shift in student perceptions. A survey instrument was developed to assess student perceptions about supplemental instructional videos. All of the students surveyed are enrolled in courses which provide supplemental instructional videos through their LMS. The survey was not limited to perceptions about current courses. Students across engineering, engineering technology, and architecture disciplines were asked about their perceptions of supplemental instructional videos made available through LMS. The LMS collects analytical data about usage, and depending on the LMS, precisely how much and which portions of a video were viewed by students. The survey included demographic questions in addition to questions about experience with online learning and supplemental instructional videos. Students surveyed included all levels of undergraduate students and graduate students from two universities in different states. Students are generally split in their preference for online or face-to-face delivery methods. About two-thirds of the respondents had been exposed to supplemental instructional videos. Similar to completely online courses, respondents identified reasons that supplemental instructional videos were a good resource, which included the lack of time constraints and the ability to watch and re-watch the videos. © American Society for Engineering Education, 2022.

University learners’ utilisation of online videos in a general chemistry course: Association for Learning Technology Journal

The effectiveness of course videos needs to be analysed, and in doing so, it is important to consider the utilisation behaviours and opinions of learners. In this regard, this study was primarily conducted to analyse Kyrgyz learners’ utilisation of videos in a general chemistry course provided at the university level. This study was conducted during the 2019–2020 spring term at a state university in the Kyrgyz Republic and was structured using a mixed-method approach. The total number of participants was 105 Kyrgyz learners studying at the undergraduate level. Quantitative data were collected through an online survey, which consisted of demographic questions and items related to the utilisation of chemistry videos. Qualitative data were obtained through in-depth interviews with 13 learners. It was demonstrated through the data that learners used chemistry videos for 1–2 h per week. Also, the learners’ utilisation did not change with regard to their success from watching the videos. Learners’ utilisation of the chemistry videos was based on five factors: intrinsic motivation, self-concept of ability, self-perception of conscientiousness, video use and expectations of an online video library. This study also provided results regarding Kyrgyz learners’ problems and suggestions related to their utilisation of the videos.

Technologies for improving laboratory learning in healthcare professions: the case of instructional video

Audiovisual cognitive artifacts in all their forms are increasingly used in flipped, blended, MOOCs and conventional teaching and learning processes. During the health emergency due to the SARS-CoV2 pandemic, they were in many cases, in schools and universities, the only response to the need to follow up on training processes, which were compulsorily remote, becoming the educational media par excellence. This work concerns the use of educational technologies, specifically two audiovisual didactic texts, carried out in compliance with international multimedia design standards, to support conventional face-to-face didactic activities, in the field of professional health training (Laboratory for the simulation of radio-pharmacy activities, at the University of Ferrara, Italy). It is functional research to verify, on the one hand, the reinforcement of declarative knowledge (through a questionnaire administered in person immediately after the videos had been viewed) and, on the other hand, the perception of the effectiveness of the educational resources used (through a questionnaire administered online one week after the video had been viewed) for the reinforcement of procedural knowledge. All the instruments were administered to the entire group of students attending the degree course for medical radiographers (21 subjects), divided into two groups: the first group consisting of 11 subjects who still had to carry out the practical internship period;the second group consisting of 10 subjects who had already completed the internship. The final objective is twofold: (1) to contribute to the research area of video-based learning aimed at experimentally verifying the design principles underlying multimedia learning;(2) to verify the application of this methodology within laboratory teaching of medical degree courses and the health professions in order to meet educational needs in terms of improving the learning processes of complex manual procedures. © Italian e-Learning Association.

Design and Development of Video Instruction Utilizing a Flipped Classroom Model: Implementing Examples of Synonyms and

During the spread of COVID-19 pandemic, online learning video lessons are essential for many schools and institutes since the videos can enhance the teaching based on the flipped classroom model during the pandemic. Therefore, designing and developing instructional videos to correlate with the concept of the model should be taken into consideration for instructors. The researchers believe that well-organized and effective interactive video lessons could positively affect students' learning experience as well as learning outcomes. To the best of our knowledge, however, well-rounded techniques and designs in developing teaching videos for online courses have not been much investigated. Then, the present conceptual paper aims to scrutinize a framework or guideline of how to develop an effective instructional video for teaching Chinese synonyms, implementing example of synonyms and. The presented model of video lessons for language teaching in this paper was conducted based on the ADDIE approach of instructional design methodology, the five formal teaching approaches and the three-dimensional grammar framework, and it is hoped that this new understanding should be useful and helpful to improve language teaching study and practice.

Creating a YouTube-Style Channel to Provide Information Literacy Instruction Videos for Undergraduate Nursing.

Due to the global COVID-19 pandemic, higher education and library instruction made the quick and necessary pivot to remote delivery. This report discusses one librarian's efforts to address student learning needs, negotiate disciplinary faculty needs, and provide just-in-time instruction for a Nursing department that lacked a full-time subject specialist librarian for several years. A multi-pronged approach was adopted to ensure students had access to course-specific instructional materials presented on a YouTube-inspired channel, research appointments, and the ability to contact the embedded subject librarian. Next steps, improvements, assessments, and future sustainability are considered.