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This paper discusses the performance analysis of learner behavior through online learning using Learning Management System (LMS). The analysis is performed based on the survey of lecturers and students activities. The parameters of survey consist of the problems discussion which arise in the online learning, the level of student absorption of lecture material, the level of student attendance, and the feedback on lecturer performance carried out by students. Problems that arise in the online learning include lecturers are not being able to control as much as 37%, network disturbances are as much as 22%, students having difficulty understanding lecture material are as much as 19% which are indicated by students with D score of 10%, C score of 60%, and B score of 30%. Meanwhile 17% of students use LMS and the remaining 5% have no problems with the online learning. On the other hand, students have difficulty obtaining connection for online learning of 45%, do not have a quota of 28%, and lazy of 17%. Lecturer performance feedback carried out by students based on competency parameters of pedagogic, personality, professionalism, and social shows very good score. © 2023 IEEE.
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The COVID-19 pandemic has engulfed the whole planet, including the education sector in Malaysia. As a result, the quality of lecturers' work is critical in maintaining the number of students in a university, particularly during a pandemic. Lecturers are put through their paces as they move from traditional to e-learning, learning new ways to teach classes, navigating technology, using new skills, and utilising their own knowledge. This study analysed responses of 892 local students from various officially registered public higher learning institutions throughout Malaysia. Convenient sampling method was used to gather responses through online google forms from the above respondents. The outcomes of this study provided some insight on how Malaysian higher education institutions might redeem themselves by offering better service to the society, particularly during the COVID-19 pandemic.
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Affected by the Corona Virus Disease 2019 (COVID-19), online lecture videos have witnessed an explosive growth. In the face of massive videos, this paper proposes a method for extracting key frames of lecture videos based on spatio-temporal subtitles, which can efficiently and quickly obtain effective information. Firstly, the spatio-temporal slices of subtitle area of the video sequence are extracted and spliced along the time axis to construct the video spatio-temporal subtitle. Then, the video spatio-temporal subtitle is processed in binarization, and the projection method is used to construct the SSPA curve of the video spatio-temporal subtitle. Finally, a selection method for steady-state key frame is designed, that is, the key frame extraction is realized by combining curve edge detection and subtitle existence threshold, which ensures the robustness of the proposed method. The test results of 8 videos show that the average value of the comprehensive index F1-score of the key frame extracted by the algorithm can reach 0.97, the average precision is 0.97, and the average recall rate is 0.98. It can effectively extract the key frames in lecture videos, and compared with other algorithms, the average running time is reduced to 0.072 of the original, which is helpful to extract video information quickly and accurately.
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E-Learning has shown to be an important resource, particularly in recent times due to the limitations in the Sars-CoV-2 pandemic. Several ways to deliver lessons through the Internet were used but both instructors and students complained about visual outputs. An evaluation of the most proficient techniques to create video-based lessons is highly relevant and critical. Seventy-eight students participated to 30 h of university online courses delivered through MS Teams, in which OBS (Open Broadcaster Software) Studio was used to create the lessons. The software allowed merging: a) MS Powerpoint slides, b) the instructor through a webcam, c) pictures of background sceneries. After the end of the courses, students filled in a questionnaire evaluating pictures taken from different e-learning sceneries. The OBS-based situation obtained the best evaluation in all measures (fruition, attention keeping and promotion of learning) and the highest rank when participants were asked to compare all the sceneries. These results confirm that students prefer reality-based sceneries, in which the most informative aspects (face, body and voice of the instructor, and the slides used for the lesson) are all present. Beside other obvious factors related to the quality of teaching, e-learning should also definitely consider visual features. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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With the need for distance learning materials thrust upon us alarmingly and suddenly by the Covid-19 pandemic, it is not unreasonable that many have fallen back on passive presentation of lectures and black/whiteboard notes using some mode of video conferencing. But is it possible to maintain some element of active learning for our introductory physics students? This paper will describe attempts to use the wealth of multimedia materials currently available (videos, simulations, photos, computer-based laboratory graphs, etc.) to adapt Interactive Lecture Demonstrations (ILDs) into a form that can be used by students at home. While recognizing that small-group discussions—and sharing in any way—may be difficult for many, these Home-Adapted ILDs retain student predictions as an essential element in engaging students in the learning process. This paper will review the design features of ILDs, describe some of the multimedia resources that are freely available, and present some examples of Home-Adapted ILDs. As we enter an uncertain future, this approach could have important applicability for pre-service and in-service teacher preparation programs, as well as for undergraduate physics students. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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Social distancing due to COVID-19 pandemic sharply transferred face-to-face teaching to online modality in all universities in the country. Observing this scenario as particularly favorable to encourage absenteeism to classes, this study objective is to unveil the reasons that students have to miss online synchronic lectures. Students' answers from two different faculties of the University of Concepcion were analyzed with logistic regression model and Mann-Whitney U-test. We found that among students who reported missing synchronic online lectures most frequently, the reasons were internet connection problems;the possibility to access the lecture video asynchronously;lack of motivation in their studies or laziness. A significant correlation was also found between missing classes and teachers' reading their presentations in class or not being inspiring. © 2023, Estudios Pedagógicos. All Rights Reserved. El distanciamiento social obligado por la pandemia de COVID-19 transfirió abruptamente la enseñanza presencial a modalidad online en todas las universidades del país. Observando que este escenario genera incentivos adicionales para el absentismo estudiantil, se desarrolla este trabajo con el objetivo de aproximar las razones que llevan a los estudiantes a faltar a clases virtuales sincrónicas. Se utiliza un modelo de regresión logística ordinal, correlaciones y el test U de Mann-Whitney para analizar una muestra de dos carreras de la Universidad de Concepción. Se concluye que aquellos estudiantes que faltan con mayor frecuencia a clases virtuales lo hacen porque: tienen problemas de conexión, las clases quedan grabadas y pueden verlas en otro momento, no están motivados con sus estudios o les da flojera conectarse. Así también, se encontró asociación significativa, en faltar porque el docente es aburrido y que lea sus presentaciones o no los motive. © 2023, Estudios Pedagógicos. All Rights Reserved.
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Hundreds of academic institutions around the world dedicated considerable funding to lecture recording to accompany face-to-face teaching prior to the massive transition to distance education due to Covid-19. Furthermore, there is reason to believe that they will continue to do so after teaching will return to the physical classroom. Thus, a methodological examination of the success of lecture recordings as augmentation to face-to-face teaching should be of managerial interest. In this study, five success categories of lecture recording in a college were evaluated based on the information system success model promulgated by DeLone & McLean (1992). Results obtained through a campus-wide questionnaire and system log files showed relatively low usage of the system by students, who gave a somewhat low evaluation of system quality, information quality, and general satisfaction, but a higher assessment for the contribution of the system to their learning. Analysis also found significant correlations between success categories suggested by DeLone & McLean, with some exceptions. These results raise questions regarding the high-cost investments in lecture recording. These questions and the implication of the findings for research and higher education decision makers are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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With the outbreak of COVID-19, the lecture environment at universities has increasingly turned into online environments. In addition to those delivered entirely by online tools, there are hybrid, online and in-person, lecture environments. Hybrid casting environments are growing not only in the classroom, but also in various conferences. In an online-only meeting environment, web conferencing tools such as Zoom and Webex can be used to approximately achieve the objective. In a hybrid environment, however, a face-to-face environment is also necessary, and it is essential to build an environment that is aware of both online and face-to-face interaction. It would be fine if the venue already has the equipment to serve the purpose, but in some cases, there are no facilities and the equipment must be carried in and arranged. At this point, the most difficult point is in the audio system configuration. This requires a certain level of technical knowledge and monetary costs. For a reasonable price, it is possible to outsource to a specialized service provider to create a perfect casting environment. However, in many situations, it is difficult to take significant costs and many people are trying to manage the situations by trial and error. We have experienced various hybrid casting situations. Recently, we try to consider how to reduce costs from various aspects, such as "avoiding high costs in terms of manpower, equipment, and expenses,""not requiring operators to have lots of knowledge,"and "minimizing the amount of equipment to be carried in, as it is integrated with the existing equipment at the venue. In this presentation, we provide actual examples of hybrid casting environments in which the author experienced, mainly by bringing in, setting up, and operating equipment by one person, and outlines the key points of these operations, as well as considering what kind of casting environment can reduce various costs and achieve hybrid casting more easily. We would like to share with the SIGUCCS community what kind of total peripheral environment is needed to make hybrid delivery more familiar, not just the delivery technology itself, such as Zoom or Webex, and to think together about how it should be. © 2023 Owner/Author.
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Due to COVID-19, various lecture styles are being explored. On-demand lectures are attracting increasing attention due to advantages such as being able to watch without restrictions due to location and time. In contrast, on-demand lectures have disadvantages, such as no interaction with the lecturer, so the quality of on-demand lectures should be improved. Our previous study showed that when participants nod without showing their faces in a real-time remote lecture, their heart rate state changes to arousal and nodding can increase arousal. In this paper, we hypothesize that nodding during on-demand lectures increases participants' arousal levels, and we investigate the relationship between natural and forced nodding and the level of arousal based on heart rate information. Students taking on-demand lectures rarely nod naturally, so we used entrainment to encourage nodding by showing a video of another participant nodding, and by forcing the participants to nod when the other participant nodded in the video. The results showed that only participants who nodded spontaneously changed the value of pNN50, an index of the arousal level, which reflected a state of high arousal after one minute. Thus, participants' nodding in on-demand lectures can increase their arousal levels; however, the nodding must be spontaneous, not forced.
Subject(s)
COVID-19 , Students, Medical , Humans , AttentionABSTRACT
INTRODUCTION: eLearning has become an essential part of medical education. However, there is a lack of published research on student engagement with online pre-recorded mini-lectures and its relation to assessment. The aim of this pilot study is to explore the relationship between newly introduced neurology pre-recorded mini-lectures and undergraduate medical students engagement and assessment. This may encourage the wider use of mini-lectures in undergraduate medical curricula. METHODS: The engagement of medical students with 48 online pre-recorded neurology mini-lectures was assessed through a Learning Management System. To measure engagement, data was stratified according to the number of watched/downloaded mini-lectures. A point system was used (out of 5): - 1 point = watching/downloading 0-10 mini-lectures, 2 points = watching/downloading 11-20 mini-lectures, 3 points = watching/downloading 21-30 mini-lectures, 4 points = watching/downloading 31-40 mini-lectures and, 5 points = watching/downloading 41-48 mini-lectures. The students' engagement was correlated with their neurology assessments [Objective Structured Clinical Examination (OSCE), and knowledge-based assessment 10 Multiple Choice Questions (MCQs) and one 10-mark Short Answer Question, (SAQ)], internal medicine grade and annual grade point average (GPA) using the Pearson correlation coefficient. RESULTS: The mean engagement of 34, Year 5, medical students is 3.9/5. There is a significant positive correlation between engagement and internal medicine grade (r = 0.35, p = 0.044). There is a moderate correlation between engagement and neurology OSCE (r = 0.23), annual Year 5 GPA (r = 0.23), neurology knowledge-based score (r = 0.22) and composite neurology knowledge/OSCE (r = 0.27). The knowledge-based assessment included SAQ and MCQs: there was a moderate correlation with SAQ (r = 0.30), but a weak negative correlation with the MCQs (r =-0.11). Sub-groups analysis comparing the top- and low- or non- engaging students made these weaker correlations stronger. CONCLUSION: This pilot study indicates a high rate of engagement with an online pre-recorded mini-lectures resource and evidence of moderate correlation between engagement and assessment. Online pre-recorded mini-lectures should be used more in delivering the curriculum contents of the clinical clerkships. Further studies are needed to evaluate the relation and the impact of the mini-lectures on assessment.
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Education, Medical, Undergraduate , Neurology , Students, Medical , Humans , Pilot Projects , Curriculum , Learning , Neurology/education , Educational MeasurementABSTRACT
Online teachers are an under-researched population, but their perspectives are crucial to the successful implementation of online education. A fully online section of an established face-to-face (F2F) two-semester undergraduate anatomy course with a prosection laboratory commenced in 2012 at The University of Western Ontario, Canada. Professors' lectures for F2F students were broadcast in live and archived format to online students using Blackboard Collaborate (BBC) video conferencing software. Teaching assistants (TAs) delivered online laboratories using BBC and three-dimensional (3D) anatomical computer models. This study explored the common experiences and issues faced by the course teachers from 2012 to 2014. Transcripts from open-ended, individual interviews with professors (n = 4) and TAs (n = 5) were coded and analyzed thematically. The teachers' concern for their inability to see the students during sessions to assess class engagement and their teaching effectiveness, and to develop social relationships, was the main finding. However, video conferencing software and email were sufficient communication methods for the students' questions and the teachers' answers. The TAs noted usability challenges and anatomical inaccuracies in the 3D models compared to cadavers. Due to limitations of BBC's screen sharing function, live manipulation for the 3D computer models was not possible; however, the TAs found pedagogical value in using screen captures of the models for drawing activities with the students. Overall, preparation time for teaching online was longer than for F2F. The study's findings provide science educators with issues to consider when preparing for online teaching and recommendations to optimize the teaching experience.
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Anatomy , Education, Distance , Anatomy/education , Humans , Models, Anatomic , Ontario , StudentsABSTRACT
In the case of COVID-19 epidemic, online education supported by computing technology is playing an increasingly important role, while online education resources, especially micro-lectures, are seriously insufficient, which greatly hinders the development of online education. In this paper, a micro-lecture resource construction scheme for online courses with teacher-student collaboration was proposed based on the learning pyramid theory. The practice proved that this scheme can make full use of students' technical foundation in the Internet era to build micro-lectures, which can not only improve the quality of online courses, but also build curriculum resources quickly and with high quality, thus providing a strong resource guarantee for the follow-up online teaching. © 2022 Association for Computing Machinery.
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Since the emergence of COVID-19, virtual learning has been the norm at institutions of higher education. Video lecture have emerged as a useful tool for academics in delivering distance education courses. Furthermore, video lecture are expected to keep the educational system running smoothly despite the pandemic. Therefore, the purpose of this study is to assess university students' acceptance of video lecture by extending the Technology Acceptance Model (TAM) with internet self-efficacy and learner-content interaction as the extended variable. Data from 390 students were gathered and analysed by Partial Least Squares-Structural Equation Modelling (PLS-SEM). The result shows that both internet self-efficacy and learner-content interaction plays an important role to determine the acceptance of video lecture and all path relationships in TAM were significant. Compared to internet self-efficacy, learner-content interaction have a bigger impact on the perceived usefulness of video lecture. This demonstrates that interaction between the learner and the content is important in deciding the acceptance of video lecture, and that educators should make video lecture brief and engaging so that students would enjoy using them. © 2022 IEEE.
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The purpose of this paper is to provide a comprehensive review of empirical lecture capture (LC) research in business education from the last ten years. Lecture capture was selected as it is a common delivery tool in both online and blended learning courses. By summarizing extant empirical LC research in business education, we lay the foundation for future (post-COVID-19) research in online and blended learning. We believe it is important for future research to meaningfully integrate past empirical results in order to fully assess, understand, and predict the learning modalities that will best serve business education stakeholders in a post-COVID world. To that end, we provide a compilation of empirical lecture capture results by theme that is useful for both research and teaching purposes. We also provide a condensed summary of empirical findings and recommendations that can be easily disseminated to faculty in order to facilitate instructor preparedness for teaching in this modality and as well as inform pedagogical decision-making.
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Due to precautions associated with the COVID-19 pandemic, many courses were forced to shift online, thus quickly increasing the prevalence of online courses and video-recorded lectures. Recent data on student learning indicate that student engagement suffers when courses are delivered virtually;anecdotally, this finding is an agreement with instructors' experiences. Perhaps the decrease in student engagement could be due to their involvement in other activities while they "attend" lectures online (e.g., doing dishes, folding laundry). In three experiments, I evaluated the impact of various factors that could be influencing learning online-specifically, I manipulated lecturer fluency, information modality, and feedback and measured their effect on students' metacognitive judgments and actual learning performance. All experiments were conducted online. In Experiment 1, lecturer fluency (fluent or disfluent) and information modality (audio or video) were manipulated in a repeated measures design (Time 1 and Time 2). Students in the fluent lecturer conditions not only reported higher judgments of learning (JOLs) but also performed better on a measure of actual learning compared to those in the disfluent lecturer conditions. Additionally, students performed better when they listened to the lectures rather than viewed them (i.e., an audio superiority effect was observed). Further, student-participants' reported lower JOLs and exhibited higher learning performance at Time 2 (versus Time 1). Therefore, Experiment 2 aimed to further explore the impact of instructional modality (replicating elements of Experiment 1) in addition to feedback. Participants were provided false positive feedback, false negative feedback or were not provided any feedback after being presented a video or audio lecture. As in Experiment 1, JOLs decreased while actual learning performance increased at Time 2. Additionally, there was a significant effect of false feedback on participants' JOLs. Participants that received false negative feedback demonstrated lower JOLs at Time 2 than those that did not receive any feedback. However, unlike Experiment 1, there were no significant effects of modality on JOLs or learning performance. I next sought to investigate how feedback would impact study choice. Thus, Experiment 3 was a replication of Experiment 2, but participants were asked whether they wanted to restudy the lecture material prior to taking a test at both Time 1 and Time 2 (with feedback only preceding their Time 2 choice). While there were no significant main effects of the manipulated variables (i.e., modality or feedback), participants that chose to restudy the materials showed increased learning performance compared to those that chose not to restudy. The findings from these three experiments have important implications for online learning. For instance, feedback might be ineffective in improving students' learning unless it is individually tailored and concrete. The results also indicate that courses should be designed such that the same test format is administered consistently. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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We use a dataset on student attendance of live zoom tutorials, lectures, recordings and student characteristics, drawn from 3 tertiary, second-year economics courses during the COVID-19 lockdown in 2020 in New Zealand, to analyse lecture attendance patterns. Our analysis shows a relatively homogeneous student population who attended less than half of their (unrecorded) zoom tutorials and less than a third of live zoom lectures, with disproportionate more females present in the 2 largest courses. Up to 34% of students, with males approximately 3 time more likely, attended none of their lectures and tutorials in the two largest courses. Irrespective of gender, students utilized recordings nearly 3 times as much as zoom lectures, and largely as a substitute. Our estimations consistently show ability to be a strong predictor of utilizing lectures and recordings;as well as of the proportion of unattended lectures viewed.
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An action research was conducted to determine the efficacy of using lecture capture as learning resource in teaching law subject to Bachelor of Science in Business Administration (BSBA) third year students under the new normal during the First Semester of A.Y. 2020-2021. A total of 53 BSBA 3A students enrolled in Law on Obligations and Contracts served as respondents. Data on the efficacy of lecture capture on students' performance were gathered through the pre-tests and post-tests administered to them while students' acceptability of lecture capture was measured using a modified survey questionnaire sent via Google form. Results showed that using lecture capture as a learning resource is effective in teaching law subject under the new normal as evidenced by the highly significant difference (p=0.000) between the scores of pre-tests and post-tests of the students using Paired Sample T-Test. Lecture capture was also highly acceptable (μ=4.44) to the respondents in terms of technical quality, instructional quality, instructional design and organization, and usefulness. Lecture capture can be a useful instructional material in understanding hard subjects like law which can be further improved though the incorporation of constructive feedbacks from the students. Finding a quiet place to avoid background noise when recording, inclusion of other post activities per topic, maintaining the high volume of the lecturer's voice, and uploading it to the Instructor's YouTube Channel were the recommendations of the respondents on how to further improve the lecture capture material. © 2022 Seorim. All rights reserved.
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—The first outbreak of COVID-19 was reported in December 2019 and the disease took the shape of a pandemic in the next few months. Universities around the world imported lessons to their student mostly in online mode in 2020 and 2021. Thirty-five undergraduate computer science students were interviewed about their experience of attending online lectures during the COVID-19 pandemic. A quantitative analysis of their responses revealed that 43% of them felt that they can learn equally well from online and offline lectures, 49% felt that online lectures provide them flexibility which in turn helps them to perform better in academics and 54% felt that professors have improved their online teaching skills since the beginning of the pandemic. Further, a qualitative analysis revealed that students appreciate online lectures for allowing them to access ebooks and digital resources while attending lectures, and making it easier to study topics that require a lot of visualization and ask queries to professors. Consequently, 77% students said that a combination of online and offline lectures may be used in the future with students being allowed to choose how they learn. Alternatively, only online lectures may be scheduled on some days of the week so that students need not travel to the campus on those days. © 2022, Rajarambapu Institute Of Technology. All rights reserved.
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In university teaching of fluid mechanics, student-led tutorials are often offered in addition to lectures, exercises, and laboratory experiments. In these, students learn collaboratively in small groups by working together on problems and tutors provide assistance. Due to the Corona pandemic, it was necessary to switch to an online format. Students rated the tutorials very highly and slightly better online than on-site. Conducting real and virtual experiments was rated relatively slightly better in the on-site format. A faculty-wide survey comparing different online tutorial formats shows a clear dependence on available hardware. With optimal equipment, collaborative online formats are rated as well as on-site. Perception and implementation thus also clearly depend on the hardware equipment, but more clearly on the educational setting. Students like student tutors best in online formats with the ability to ask live questions. The tutors coped very well with the requirements. Thus, after some initial additional effort due to the technical challenge, an effective replacement for the presence tutorials could be created, which were evaluated as a good starting point. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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COVID-19 pandemic policies requiring disease testing provide a rich context to build insights on true positives versus false positives. Our main contribution to the pedagogy of data analytics and statistics is to propose a method for teaching updating of probabilities using Bayes' rule reasoning to build understanding that true positives and false positives depend on the prior probability. Our instructional approach has three parts. First, we show how to construct and interpret raw frequency data tables, instead of using probabilities. Second, we use dynamic visual displays to develop insights and help overcome calculation avoidance or errors. Third, we look at graphs of positive predictive values and negative predictive values for different priors. The learning activities we use include lectures, in-class discussions and exercises, breakout group problem solving sessions, and homework. Our research offers teaching methods to help students understand that the veracity of test results depends on the prior probability as well as helps students develop fundamental skills in understanding probabilistic uncertainty alongside higher-level analytical and evaluative skills. Beyond learning to update the probability of having the disease given a positive test result, our material covers naive estimates of the positive predictive value, the common mistake of ignoring the disease's base rate, debating the relative harm from a false positive versus a false negative, and creating a new disease test. (PsycInfo Database Record (c) 2023 APA, all rights reserved)