Subjective Outcome Evaluation of Instructional Videos in Leadership Education.

The aims of this study were to examine the psychometric properties of two subjective outcome evaluation tools measuring students' perceptions of 24 instructional videos and to understand the profiles of students' perceptions of the videos. Online teaching and learning played an important role when school lockdown measures were imposed during the COVID-19 pandemic. To facilitate online teaching in a college-level leadership education subject, we developed and piloted 24 instructional videos, including 15 animated videos and 9 case-based videos, in the 2021/22 academic year. To understand students' perceptions of the videos, we developed two subjective outcome evaluation scales (one for the animated videos and another for the case-based videos) to assess the subjective perceptions of 1308 students. Results showed that the developed tools possessed good psychometric properties, including factorial, convergent and discriminant validity. The findings of this study also revealed the students had positive attitudes towards the developed videos, including positive perceptions of the videos' design and the benefits gained from watching them. The present study suggests teachers can meaningfully use the 24 instructional videos in the context of leadership education in higher education.

HOW ARTIFICIAL INTELLIGENCE HAS CHANGED E-LEARNING EDUCATION IN THE META ERA

The world is changing at an incredible rate, and different processes are using technology more and more every day. One of the most widely used applications of artificial intelligence today is to simplify employee tasks and office automation. In the future, robots can, like an author, produce articles or create conferences and instructional videos. The more intelligent AI becomes, the more advanced the new education system will be. In such days, the educational method for each person may be different depending on his/her situation. The speed of teaching and learning, interaction with the teacher, and reaching answers in the intelligent education system increases. Artificial intelligence provides a variety of facilities for students with different physical problems. An increasing need for the use of the latest technology advances in learning students and students will accelerate their growth and progress and gives them the ability to confront the challenges of the ever-competitive world. After the epidemic of the COVID-19 virus, both teachers and knowledge have been educated to a new understanding of technology use, which means that strategies for coping with real-world restrictions (such as what time limitations caused by this pandemic and quarantine have been witnessed) are more and more practical. © Proceedings of the International Conference on E-Learning 2022, EL 2022 - Part of the Multi Conference on Computer Science and Information Systems 2022, MCCSIS 2022. All rights reserved.

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.

Importance of Feedback in Introductory Thermodynamics: A Trial Case in Flipped Classroom Instruction

Formative assessment and descriptive feedback have emerged as key elements of education. Yet most traditional college engineering courses (based on a lecture-homework format) offer few opportunities to provide individual students with descriptive feedback. This paper describes our department's recent experiences using flipped classroom instruction to improve feedback and attainment in our introductory thermodynamics course in Chemical Engineering at the University of Washington. In our implementation of a flipped class, traditional lectures are replaced with 20~40 minute instructional videos that incorporate course content, laboratory demonstrations, and how-to tutorials. Students view and take notes on these materials outside of class, and take an online “Prep Quiz” that provides feedback on their basic understanding before coming to class. Once in class, students spend most of their time working in table groups on complex multi-part problems that challenge their understanding and provide practice in key skills. As they work, the instructor and TAs check-in with each group, interrogate their thinking and problem solving strategies, and provide on-the-spot descriptive feedback as the students struggle with the material. At the end of each week a zero-stakes “Exit Quiz” provides further feedback, allowing each student to measure how deeply they understand the material. Summative assessment is conducted traditionally with exams, using a standards-based rubric. Six years of final exam data show that the grade distribution under a flipped format is more asymmetric than under a traditional lecture-homework format, with median students performing better relative to the mean. A seventh year of data collected during 100% remote teaching (due to the Covid-19 pandemic) is more difficult to interpret, but exhibits some of the same favorable features in the grade distribution. This paper also describes some of our practical observations and challenges in successfully implementing a flipped class. © American Society for Engineering Education, 2022

Emotional Response in the Interaction of Instructional Video as Teaching Support for Teachers in Initial Training

Students of initial training develop in an atmosphere full of emotions that go unnoticed by university teachers, coupled with the little expertise to face preprofessional pedagogical practice especially in this distance learning modality due to COVID-19, using various technological resources. This article aims to analyze the associations between the perception of the instructional videos and the positive and negative emotions experienced by students in the subject Mathematical Thinking II. The study is descriptive correlational, carried out on 42 students of the Primary Education career. Applying two instruments to measure the quality of the instructional video and the emotions generated after viewing it and the teacher's participation. A significant relationship has been found between instructional video and positive emotions. The result allows establishing greater preferences for emotion, enthusiasm, happiness, and enjoyment that allows students through teaching practice to face personal and professional emotions in their learning experiences by evaluating the instructional video. The main finding shows moments of intensity towards positive rather than negative emotions promoting healthy pedagogical activities in the classroom strengthened by non-face-to-face teaching. © 2021 ACM.