Screencasts: How effective are they and how do students engage with them?

Morris, Cécile; Chikwa, Gladson

doi:10.1177/1469787413514654

Cited by 64 publications

(49 citation statements)

References 27 publications

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“…However, neither group demonstrated a correlation between minutes viewed and course grade. This mixed finding is consistent with other research about supplemental and supplemental video instruction, where some found significant positive effects on student performance as a result (e.g., Green et al, 2012;Hibbert, 2014;Lloyd & Robertson, 2012;Loch et al, 2014;Mitra & Goldstein, 2018;Morris & Chikwa, 2014) and others did not (e.g., Halupa & Caldwell, 2015;Love et al, 2014).…”

Section: Resultssupporting

confidence: 90%

“…Efforts to find a correlation between the use of video material and student exam performance have shown mixed results. Some studies (e.g., Green, Pinder-Grover, & Mirecki Millunchick, 2012;Hibbert, 2014;Lloyd & Robertson, 2012;Loch, Jordan, Lowe, & Mestel, 2014;Morris & Chikwa, 2014) indicate that videos can have a positive effect on student performance; while others (Halupa & Caldwell, 2015;Love, Hodge, Grandgenett, & Swift, 2014) were not able to establish any statistical difference in learning outcomes via test scores. Halupa and Caldwell (2015) evaluated two sections of a quantitative course where the control group received traditional methods of instruction including lectures and problem solving.…”

Section: Introductionmentioning

confidence: 99%

“…Although there is a mixed record of demonstrated improvements in student learning related to viewing online videos, students' perceptions of the learning experience are overwhelmingly positive. Research shows that students in general provide positive feedback regarding the use of video lectures (also called screencasts in research) and find them useful (Dunn, McDonald, & Loch, 2015;Green et al, 2012;Kinnari-Korpela, 2015;Morris & Chikwa, 2014). Lach and Danner (2013) found that 72% of the students found the videos helpful and 85% would like to see the recordings in math-based courses.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Supporting Student Learning through Instructional Videos in Business Statistics

Laugerman

Saunders

2019

Decision Sci J Innov Edu

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While statistics is an essential topic for business students, many students experience barriers to successful learning due to anxiety, motivation, or difficulty with quantitative understanding. This research examines the use of online videos with an effort to explore the relationship between student characteristics, video usage, and course performance measures. In addition, the study examines student perceptions of the supplemental resources in an effort to examine the efficacy related to student learning and performance. This study seeks to confirm previous research regarding the benefit of supplemental video resources and extend the knowledge base by understanding the impact for various types of students (e.g., level of course, level of previous academic performance, etc.). The study found that the use of the video resources varies based on students’ previous math performance and the difficulty of the material. Student ratings indicate that the videos were helpful in learning the content and that they provided an important resource when students needed additional tools to master the material. Analysis of the results provides implications for understanding how different students use online videos and offers recommendations for educators and researchers about how to enhance student success in difficult statistics coursework.

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Section: Resultssupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Supporting Student Learning through Instructional Videos in Business Statistics

Laugerman

Saunders

2019

Decision Sci J Innov Edu

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“…Especially during the last decade, video has become a medium that is easily accessible through internet and mobile technology while students seem to watch videos more than reading texts for various reasons, including learning. In particular, screencasts have been reported as an effective tool for student learning in general [9], [17], [23] or in specific tasks, such as programming [19].…”

Section: Review On Using Videos In Learningmentioning

confidence: 99%

Using screencasts to enhance coding skills: The case of logic programming?

Kefalas¹,

Stamatopoulou²

2018

COMSIS J

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Learning technologies are gradually becoming an integral part of teaching in both face-to-face and online learning. Among them, screencasts (i.e. desktop video recordings of presentations normally accompanied by the presenter's video and narration), constitute a pedagogical tool used to create visual material to be distributed to students. Learners can then watch the videos in their own convenience and pace. The plethora of tools available makes it easier for the teachers to produce high-quality, low-cost screencasts for a number of courses. In the current paper we investigate how students perceive the impact of screencasts on their understanding and motivation in learning Logic Programming. We take the opportunity to present some tips and techniques that can be applied in any screencast production. We discuss in detail how screencasts can be used in programming courses, irrespectively of whether the latter use Imperative, Object-Oriented, or Declarative languages, and we present a number of examples to demonstrate how screencasts can facilitate learning. Furthermore, we focus particularly on Logic Programming, which lends itself to technology enhanced learning, since it requires a non-linear, out-of-the-box way of thinking towards developing programs. Finally, we evaluate our approach by presenting the opinion of students.

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“…In Dermatology, SC can be used as a teaching tool in the form of videobased lessons, which are recorded by the instructor on their own computer, along with the narration delivered through a microphone and captured by the app. 2 The instructor is not featured on camera; only the screen actions and voice commands are recorded. The flexibility of SC allows the instructor to record lessons according to their schedule, and the students can also access these lessons at a time convenient to them.…”

mentioning

confidence: 99%