If We Build It, Will They Come? Adoption of Online Video-Based Distance Learning

Geri, Nitza

doi:10.28945/1521

Cited by 6 publications

(5 citation statements)

References 22 publications

(21 reference statements)

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“…With the development of the information technologies and the elimination of the barriers to video production, using multimedia in education has increased. Especially through video lectures, students are offered a rich learning experience, because video lectures have the potential to increase student retention and achievement in distance and blended learning environments (Geri, 2011). Besides, they might help the students who are not able to attend the courses regularly (Wieling & Hofman, 2010).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

Çiğdem

Öztürk

2016

IRRODL

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There is a substantial increase in the use of learning management systems (LMSs) to support teaching and learning activities in higher education institutions. Despite their benefits, students use them to a limited extend due to a number of factors influencing behaviors. This study executed a three-tier use model to examine the predictors of students' behavioral intention to use LMSs at a two-year postsecondary military school in Turkey, and the participants consisted of 155 students. The data were collected through an online questionnaire and analyzed through Pearson correlation coefficients and linear regression analyses. Results showed that multimedia instruction had a direct influence on perceived usefulness and perceived ease of use, while interactivity had a direct influence only on perceived satisfaction. Perceived satisfaction was also affected by perceived usefulness and perceived ease of use.Perceived ease of use exerted a direct influence on perceived usefulness, as well. Moreover, perceived usefulness had a great influence on behavioral intention to use LMSs. As a final point, self-efficacy did not take a position in the model due to its insignificant relationships with the other constructs. It is suggested that an increase in the multimedia features and interactivity of the system could lead to higher perceived usefulness and ease of use among learners, and both factors add to learners' perceived satisfaction which in turn increases their engagement.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

Çiğdem

Öztürk

2016

IRRODL

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“…Online video lectures have been successfully used for supporting face-to-face learning (Boton & Gregory, 2015;Brecht, 2012;Kinash, Knight, & McLean, 2015;Whatley & Ahmad, 2007;Wieling & Hofman, 2010), as well as in-class learning, e.g., when there is a need to show students visual elements (Ostashewski, Reid, & Ostashewski, 2016). However, online video lectures are not a silver bullet solution for solving the challenges of online learning (Geri, 2011;Guri-Rosenblit, 2009;Lee, 2017).…”

Section: Introductionmentioning

confidence: 99%

A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

Geri

Winer

Zaks

2017

IJELL

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Aim/PurposeAs online video lectures rapidly gain popularity in formal and informal learning environments, one of their main challenges is student retention. This study investigates the influence of adding interactivity to online video lectures on students' attention span. BackgroundInteractivity is perceived as increasing the attention span of learners and improving the quality of learning. However, interactivity may be regarded as an interruption, which distracts students. Furthermore, adding interactive elements to online video lectures requires additional investment of various resources. Therefore, it is important to investigate the impact of adding interactivity to online video lectures on the attention span of learners. Methodology This study employed a learning analytics approach, obtained data from Google Analytics, and analyzed data of two Massive Open Online Courses (MOOCs) that were developed by the Open University of Israel in order to make English for academic purposes (EAP) courses freely accessible. ContributionThe paper provides important insights, based on quantitative empirical research, on the following: integrating interactive elements in online videos; the impact of video length; and differences between two groups of advanced and basic learners. Furthermore, it demonstrates how learning analytics may be used for improving instructional design. Evaluating the Impact of Interactivity in Online Video Lectures 216 FindingsThe findings suggest that interactivity may increase the attention span of learners, as measured by the average online video lecture viewing completion percentage, before and after the addition of interactivity. The impact is significantly stronger for the more advanced course. However, when the lecture is longer than about 15 minutes, the completion percentages decrease, even after adding interactive elements. Recommendations for PractitionersAdding interactivity to online video lectures and controlling their length is expected to increase the attention span of learners. Recommendation for ResearchersLearning analytics is a powerful quantitative methodology for identifying ways to improve learning processes. Impact on Society Providing practical insights on mechanisms for increasing the attention span of learners is expected to improve social inclusion. Future ResearchDiscovering further best practices to improve the effectiveness of online video lectures for diverse learners.

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“…Guri-Rosenblit in his higher education policy suggested that as people need socializing, students prefer face to face classes over online classes even if rich e-learning environment was provided 12 . Additionally, the students get easily distracted while attending classes from home by family members and or phone calls, which implies the importance of traditional classes over online classes 13 .…”

Section: Discussionmentioning

confidence: 99%

Comparison between online and traditional teaching-learning among non-clinical medical students

2021

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Background: Medical institutes remained on complete shut down during the coronavirus disease of 2019 (COVID-19) pandemic while Information Technology (IT) bridged the teaching learning between the students and teachers. The study objectives were to determine the opportunities and obstacles of teaching learning process and overall effectiveness of online classes over traditional classes. Methods: A cross-sectional study was conducted from July 2020 to December 2020 between students and teachers of Khulna city Medical College, Khulna, Bangladesh. An online questionnaire was developed using google form containing four sections about different aspects of IT and teaching learning process. Results: Around 87% (160 vs 48) students and teachers responded to the questionnaire. The most preferred online teaching learning platform for students and teachers was zoom (84.4% vs 83.4%) and the favored devices were smart phone (96.2% vs 87.5%) followed by laptop computer (90.6% vs 83.3%). The majority felt connected to each other (82.5% vs 62.5%) and could work faster and effectively (75% vs 66.7%). Conversely, students (65.6%) felt online learning was more enjoyable than teachers (29.2%), where significant difference was found; (p= 0.006). Poor network (98.1% vs 79.1%) and affordability of mobile data (81.2% vs 66.7%) were the two main barriers among them. On-line teaching-learning neither increased student- teacher interaction (51.9% vs 66.7%), nor had better scope of asking question (52.5% vs 70.8%) and there was less scope of explaining details (52.5% vs 66.7%). Oral assessment was the most preferable (89.4% vs 83.3%), but the practical assessment (78.1% vs 83.3%) was the least preferable method for assessing students’ knowledge and skill online. Overall effectiveness of online classes over traditional classes was scored around 50% (±10%) by students and teachers (58.1% vs 62.5%). Conclusion: Despite having barriers like poor network, data affordability and limited computer and net usability, online classes played a pivotal role to continue the academic activities in a medical college during Corona pandemic. BIRDEM Med J 2022; 12(1): 45-50

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If We Build It, Will They Come? Adoption of Online Video-Based Distance Learning

Cited by 6 publications

References 22 publications

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

Comparison between online and traditional teaching-learning among non-clinical medical students

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