Present@: A virtual environment for dissertation defense

Pérez-Navarro, Antoni; Conesa, Jordi; Santanach, Francesc; Garreta, Muriel; Valls, Alicia

doi:10.1109/fie.2012.6462299

Cited by 3 publications

(1 citation statement)

References 2 publications

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“…The experiment was performed at UOC, which is an online only university. The courses chosen were: Physics I, which is part of the degree of Telecommunication at UOC ("Tl") and Fundamentals of Physics, part of the degree of Computer Sciences at UOC Videos were delivered to students by two different systems-either a tool developed by UOC and named PRESENT@ [53,54] or a WordPress webpage. In both cases videos were grouped by topic and ordered following the same order as the text materials.…”

Section: Population Under Examinationmentioning

confidence: 99%

Students’ Behavior and Perceptions Regarding Complementary Videos for Introductory Physics Courses in an Online Environment

2021

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Digital videos have an important and increasing presence in student learning. They play a key role especially in subjects with high mathematical content, such as physics. However, creating videos is a time-consuming activity for teachers, who are usually not experts in video creation. Therefore, it is important to know which kinds of videos are perceived as more useful by students and why. In this paper we analyze students’ perception of videos in an introductory physics course of engineering with over 200 first year students in a 100% online university, Universitat Oberta de Catalunya (UOC). Students had 142 videos available of several types. We followed a qualitative methodology from a ground theory perspective and performed semi-structured interviews. Results show that students found videos as the most valued resource, although they considered that videos cannot substitute text documents. Students valued human elements and found them in videos where the hands of the professor appear. Finally, students consumed videos according to the course schedule, visualized the whole video the first time, and consumed it later according to further deliveries and exams. The main contributions of this paper were analyzing the perception of students from a qualitative perspective in an introductory course of physics in engineering, obtaining the main elements that make videos useful for students and showing that videos with hands are valued by students.

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Section: Population Under Examinationmentioning

confidence: 99%

Students’ Behavior and Perceptions Regarding Complementary Videos for Introductory Physics Courses in an Online Environment

2021

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Videos with Hands: an Analysis of Usage and Interactions of Undergraduate Science Students for Acquiring Physics Knowledge

García

Conesa²,

Pérez-Navarro³

2022

J Sci Educ Technol

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Videos created with the hands of teachers filmed have been perceived as useful educational resource for students of Physics in undergraduate courses. In previous works, we analyzed the students’ perception about educational videos by asking them about their experiences. In this work, we analyze the same facts, but from a learning analytics perspective, by analyzing the interactions that students have with the videos during their learning experience. With this analysis, we obtain how students behave and may compare whether their behavior aligns with the perceptions obtained from previous research. The data analyzed in this work corresponds to the students’ interactions with educational videos during 5 semesters in two different courses of Physics within online degrees of Telecommunication and Computer Science. It has been found that the topic taught in the videos has influence in the way videos are used by the students. Regarding the type of content (theory or problem-solving), problem-solving videos are more used by students, although interactions with both videos are similar. This difference differs with previous results based on students’ perception. The contribution of the paper is to provide more ground and knowledge about the way the educational videos are consumed in Physics courses. The new knowledge can be used to improve the way videos are incorporated within courses and, therefore, to improve the student learning experiences.

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Students perception of videos in introductory physics courses of engineering in face-to-face and online environments

Pérez-Navarro

García

Conesa

2020

Multimed Tools Appl

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Digital videos have an important (and increasing) presence in learning processes, especially within online universities and schools. However, creating videos is a time-consuming activity for teachers, who are usually not expert in video creation. Therefore, it is important to know which kind of video is perceived as more satisfactory and useful by students, among the videos that docents usually create. In this paper we show a structural model with the relation between satisfaction, the way in which a video has been created, the kind of video (with or without the hands of the teacher and with or without the body/head of the teacher), perceived usefulness, contents of the video (theory or problems) and the potential impact of videos on passing rates. The experiment has been performed in an introductory Physics of Engineering course with over 200 first year students in both: at 100% online university, Universitat Oberta de Catalunya (UOC); and at a face-to-face university, Salesian University School of Sarrià (EUSS). Tests have been performed with around 100 videos of two types: videos created with a digitizing tablet and screen capture and videos created by recording the hands of the teacher. Results have been quantitatively analysed. The research shows that results are independent of the environment and that students prefer videos with hands. On the other hand, little effect has been found regarding the content of the video in the perceived usefulness or satisfaction. The performance results show that videos can improve the chances of passing the subject. Thus, the paper shows that videos with hands are a useful complement to challenging subjects, like introductory physics in Engineering, to effectively assimilate scientific knowledge. The main contributions of this paper are: to analyse the perception that students have of video in a specific context, introductory course of Physics in Engineering, in different environments; and to analyse the perception of the video regarding the way in which it has been created, and the kind of content.

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Present@: A virtual environment for dissertation defense

Cited by 3 publications

References 2 publications

Students’ Behavior and Perceptions Regarding Complementary Videos for Introductory Physics Courses in an Online Environment

Students’ Behavior and Perceptions Regarding Complementary Videos for Introductory Physics Courses in an Online Environment

Videos with Hands: an Analysis of Usage and Interactions of Undergraduate Science Students for Acquiring Physics Knowledge

Students perception of videos in introductory physics courses of engineering in face-to-face and online environments

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