Open Video Repositories for College Instruction:  A Guide to the Social Sciences

Miller, Michael V.; CohenMiller, Anna

doi:10.24059/olj.v23i2.1492

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…Feedback for questions 1, 9, 10, 16 and 18, however, were in the 'recommended' category, while for questions 8, 12, 7, 5, and 13, the feedback were within the 'not sure' group. As depicted in Figure 7, 50% of the students believed that watching instructional videos in the Structural Steel Design course was an effective tool and would improve the course learning outcomes [53]. Using relevant videos as instructional tool enhanced the students' learning skill [54][55][56].…”

Section: Number Questionmentioning

confidence: 99%

Using Videos in Blended E-Learning for a Structural Steel Design Course

2021

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Conventional methods of teaching structural engineering topics focus on face-to-face delivery of course materials. This study shows that using video-based e-learning in delivering an undergraduate Structural Steel Design course satisfactorily achieved most of the course learning outcomes. Video-based e-learning with animations and simulations gives students a profound understanding of the course intricate design materials. To gauge the effectiveness of video-based e-learning of the course, an online evaluation was conducted by sixty-eight undergraduate students at the United Arab Emirates University using Blackboard. The evaluation consisted of an online survey that was accessible by students who took the structural steel design course in the academic year 2019 using instructional videos provided to them as Quick Response (QR)-codes. The structural steel design course has six learning outcomes (CLOs), and the performance of students in the six CLOs was compared with that of students who took the same course in the academic year 2018 using the traditional face-to-face lecturing method. The survey data was statistically analyzed, and the results revealed that students’ performance improved, and most of the CLOs were attained. Video-based e-learning with animations resulted in better learning outcomes compared to face-to-face lecturing. Accessing the course instruction videos anytime and anywhere is one of the remarkable benefits to the students studying through the e-learning approach.

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Section: Number Questionmentioning

confidence: 99%

Using Videos in Blended E-Learning for a Structural Steel Design Course

2021

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“…The visual and interactive capabilities of educational technology have progressed significantly with the development of video architecture, mobile technologies, and software tools. Digital resources, such as e-books, Web content, educational videos, animation, simulations, interactive multimedia, podcasts, and open educational resources have become more user-friendly, and easier to find, access, and create (Miller, & CohenMiller, 2019;Ross, Volz, Lancaster, & Divan, 2018). These offer opportunities to instructors and students to become curators of resources for a specific learning goal or topic (Correia & Jaramillo, 2016;Espiritu & Budhrani, 2019;Sharp & Hamil, 2018).…”

Section: Elements Of Course Designmentioning

confidence: 99%

Award-winning faculty online teaching practices: Elements of award-winning courses

Kumar

Martin

Budhrani

et al. 2019

OLJ

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The purpose of this study was to explore award-winning instructors' insights on elements of their course design that were award-winning and the differences between expert and novice online instructors. Interviews were conducted with eight award-winning online faculty members from across the United States who had received online teaching awards from one of three professional associations. The five main areas that emerged from the data analysis were (a) authentic and relevant course materials that connect to practice, (b) the use of multimedia resources, (c) student creation of digital content individually and collaboratively, (d) students' reflection on learning, and (e) the instructor's explanation of the purpose of activities, technologies, and assessments in the online course. Additionally, award-winning faculty emphasized the importance of using data and evaluation practices and reflecting on course offerings in the development of an excellent online course. Award-wining faculty described expert online instructors as being experienced and comfortable in the online environment, using a wide range of strategies, being willing to learn, using data and analytics, and engaging in continuous improvement. The findings add to the literature on best practices and what constitutes excellence in online courses.Over more than a decade, online education in the United States has experienced steady growth in the number of courses and programs offered at higher education institutions. Seaman, Allen, and Seaman (2018) report that approximately 31.6% of all students took an online course in fall 2016, an increase of 5.6% from fall 2015. As institutions increase their online offerings, they seek to continuously improve the design, implementation, and assessment of online courses

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“…However, proprietary textbooks might just as readily be replaced by either a traditionally designed, linear open textbook or a set of open educational resources (OER) delivered digitally to learners via a learning management system. Content may also be delivered via other open resources, including open video repositories (Miller & CohenMiller, 2019).…”

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confidence: 99%

From Proprietary Textbook to Custom OER Solution: Using Learner Feedback to Guide Design and Development

Dennen

Bagdy²

2019

OLJ

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This study presents the initial needs analysis and formative evaluation of the beta version of an open educational resource (OER) textbook solution. The OER textbook, created by the authors, replaces a proprietary, paper-based textbook and is delivered to students digitally, within a learning management system. Needs analysis findings show that students are concerned about cost and convenience, and are likely to seek course content online before reading material in a traditional course textbook. Many do not purchase assigned textbooks at all. Students also want mobile access to course readings, and for those readings to be brief and targeted, covering just the necessary content for completing coursework. Students provided positive feedback on the OER textbook, indicating that it helped them meet course learning objectives. The online integration of reading and other content materials within the LMS encouraged use. Students reported higher rates of access and appreciation that the course textbook was free. These findings suggest that instructors should consider the cost, format, length, and relevance of assigned readings in courses, whether they are ready to adopt, adapt or create open digital textbooks or continue to use proprietary, paperbased ones. Keywords: instructional design, needs analysis, online textbook, open educational resources Dennen, V.P., & Bagdy, L.M. (2019). From proprietary textbook to custom OER solution: Using learner feedback to guide design and development.

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Open Video Repositories for College Instruction: A Guide to the Social Sciences

Cited by 4 publications

References 12 publications

Using Videos in Blended E-Learning for a Structural Steel Design Course

Using Videos in Blended E-Learning for a Structural Steel Design Course

Award-winning faculty online teaching practices: Elements of award-winning courses

From Proprietary Textbook to Custom OER Solution: Using Learner Feedback to Guide Design and Development

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