The study sought to determine factors that affect faculty decisions regarding their involvement in teaching online distance education courses. A survey was administered to online distance education faculty across the United States to determine those factors that encourage or discourage them from continuing to teach online courses. The factors were examined and reported from the standpoint of each of four faculty groups: (1) tenured, (2) tenure-track, (3) full-time nontenured/fixed term, and (4) part-time/adjunct. From the survey responses (N = 135), a list of retention strategies that university administrators may use for retention of online distance education faculty are offered.
The researchers engaged in cooperative inquiry in order to explore screencasts as online instructional tools. In total, each researcher analyzed 37 screencasts, which provided over two hours of instruction. The content area of these screencasts concentrated on teaching specific computing procedures (e.g., how to install web server software or how to add a table in a word processor). The researchers analyzed their own self-produced screencasts as well as those that were professionally produced. Analyses of the screencasts led the researchers to discover common structural components (i.e., bumpers, screen movement, and narration) and common instructional strategies (i.e., provide overview, describe procedure, present concept, focus attention, and elaborate content). By synthesizing the common structure and common instructional strategies, the researchers offer a framework for considering the role of screencasts as online instructional tools. To introduce a practical application of the framework, the researchers created a screencasting checklist, which may be used by online instructors and instructional designers to develop and assess their own screencasts. This initial work invites additional research and development in order to refine the screencasting framework and checklist.Keywords: Screencasting; screencasts; instructional media production; online learning; instructional strategies; online tutorials Examining the Anatomy of a Screencast: Uncovering Common Elements and Instructional StrategiesSugar, Brown, and Luterbach 2Instructional Design and Technology faculty who teach online courses face continual challenges in effectively disseminating information to students about instructional media production (e.g., creating a motion tween in Flash) and other relevant skills (e.g., how to install an Apache web server). In face-to-face courses, PowerPoint presentations (including question-and-answer periods), demonstrations in computer lab sessions, and similar instructional activities are used to present this information. However, these face-to-face instructional strategies do not effectively translate to asynchronous online learning environments. To address the instructional gap created by the loss of face-to-face interactions, we are examining the use of screencasting as a means of improving our online course instruction. As we faced the challenge of providing online, asynchronous instruction in our Instructional Design and Technology programs, we asked ourselves the following question: Can screencasting improve instruction in our online courses? What is a Screencast?Coined by Udell (2005), screencasting is a way to present "digitally recorded playback of computer screen output which often contains audio narration" and to visually demonstrate procedural information to students (e.g., inserting an image into an InDesign file). Also, the term screencast has been called "streaming desktop video captures," "online tutorials," and "screen captures" (Betty, 2008). In a screencast, the instructor records all of th...
An examination of the current state of the art of podcasting, with a focus on video podcasting. Included are a review of the history and technical aspects of podcasting and an overview of current educational applications of podcasting. A detailed description of an experiment conducted in creating and distributing video podcast episodes is provided. Issues related to the development and distribution of podcasts are discussed.
On the basis of a study by the Institute of Medicine, the current health care system is facing several challenges that may be addressed by changes in health professions education. The study focused on integration of five core competencies into health professions education, one of which was informatics. This critical analysis investigates current use of technology and online instructional strategies in nursing education. It also explores the potential impact of integration of informatics into nursing education to increase the cognitive skills of nurses to promote evidence-based nursing. Advantages and disadvantages of using online education in the instruction of nursing students and recommendations for best online practices in nursing education are discussed.
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