Lecture Video: Characteristics and Utilizations as an Online Learning Resource

Mosley, Pamela L.

doi:10.1021/bk-2017-1261.ch008

Cited by 8 publications

(4 citation statements)

References 38 publications

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“…The second most highly ranked (#1 by 27% and #2 by 14%) was attending live online lectures. This expressed preference for video-based learning formats is in keeping with studies that suggest a variety of benefits to students of lecture videos, including the ability to review them after the scheduled lecture time and to control the pace and ability to repeat specific sequences; all these ideas emerged in our own interview data (see below). Consulting outside reference material was rated as a principal contribution to learning by a smaller number of participants (16% and 19% ranked as #1 and #2 respectively), but was a very common supplementary source of information: one-third of respondents listed such resources as their third ranked most important contributor to their learning, and two-thirds (67%) included it among their top three choices.…”

Section: Survey Responsessupporting

confidence: 73%

Student Experiences of Emergency Remote Teaching: Impacts of Instructor Practice on Student Learning, Engagement, and Well-Being

2020

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In-person teaching activities at the University of British Columbia’s Okanagan campus were curtailed in the midst of a semester as a result of the global shutdowns imposed by the COVID-19 pandemic. All instruction shifted online, and this rapid transition to emergency remote teaching had negative impacts on student learning, engagement, and mental well-being. This phenomenological study describes the results of surveys and interviews used to assess the emergency remote teaching experiences of students enrolled in second-year chemistry courses. Major student challenges included issues with motivation and engagement, personal scheduling, faculty communication, and increased stress and anxiety. This research recommends clear communication and flexible teaching and assessment methods to accommodate the assorted complications faced by our students.

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Section: Survey Responsessupporting

confidence: 73%

Student Experiences of Emergency Remote Teaching: Impacts of Instructor Practice on Student Learning, Engagement, and Well-Being

2020

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“…Using images, songs, and scenes from some movies in the background was an engaging technique. Enriching the videos with various media use has been found to be engaging and enjoyable [40,42,43]. Most of the students watched the videos more than once due to their enjoyment.…”

Section: Rq1: What Did the Teacher Do When Wanted To Use Youtube To I...mentioning

confidence: 99%

Teacher as a YouTuber: Investigating Teacher-Generated Asynchronous Videos, Students’ Engagement, and the Teacher-Student Relationship

Durgungoz

2022

Int. J. Emerg. Technol. Learn.

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This qualitative case study explores the use of teacher-generated videos uploaded on YouTube and their influences on teacher-middle school students’ relationships in social science classes in Istanbul, Turkey. The teacher has prepared twelve videos for eighty students in four different classrooms for three months. The videos’ content and language were analysed using inductive thematic analysis. Interviews were held with the teacher and ten randomly chosen students. The data generated through the interviews were analysed using inductive thematic analysis by two Turkish-English speaking researchers. The video content analysis revealed that media richness, manipulation of self, and informality had played a central role in student engagement and their attitude towards the teacher and the lessons. The language used in the videos had a conversational tone, including humour and prompts, which attracted the students’ attention and created a sense of community. The nature of teacher-generated videos achieved parental engagement and a sense of pride and positively impacted the classroom climate.

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“…It also caters to students' different learning styles and needs (21). Students benefited from these methods in a variety of learning ways, including the option to study materials after the allotted lecture time, alter the speed, and repeat certain sequences (22). According to data provided in Forbes by the Research Institute of America, learning retention rates are increased by 25% to 60% when using e-learning.…”

Section: Advantages Of Online Learningmentioning

confidence: 99%

Teaching and Learning of Biosciences in a Digital World: Challenges and Effective Teaching Strategies During and After Covid-19 Pandemic

Cheema¹,

Othman²,

Sarchio³

et al. 2022

MJMHS

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The global pandemic of COVID-19 has had a huge influence on bioscience education in which digital technology and transformation has gained momentum and this pattern appears to be set to persist for the foreseeable future. Adopting new technology and changing biosciences education models, processes, and procedures has posed challenges to all stakeholders within the ecosystem. Aside from the move to online or distance learning, bioscience courses in higher education also necessitate the development of critical practical skills, which is yet to be fully addressed in digital platform context. This article examines the challenges and issues that biosciences education faces, as well as the tactics, methodologies, and alternatives that have been employed in the present pandemic context to reform biosciences education to enhance its resiliency and sustainability. This article also defines effective teaching criteria in biosciences education and considers whether higher education institutions can use virtual learning to offer the newest bioscience skills and knowledge to be future-proof and job-ready.

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Lecture Video: Characteristics and Utilizations as an Online Learning Resource

Cited by 8 publications

References 38 publications

Student Experiences of Emergency Remote Teaching: Impacts of Instructor Practice on Student Learning, Engagement, and Well-Being

Student Experiences of Emergency Remote Teaching: Impacts of Instructor Practice on Student Learning, Engagement, and Well-Being

Teacher as a YouTuber: Investigating Teacher-Generated Asynchronous Videos, Students’ Engagement, and the Teacher-Student Relationship

Teaching and Learning of Biosciences in a Digital World: Challenges and Effective Teaching Strategies During and After Covid-19 Pandemic

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