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Cross, Andrew; Bayyapunedi, Mydhili; Cutrell, Edward; Agarwal, Anant; Thies, William

doi:10.1145/2470654.2470766

Cited by 29 publications

(7 citation statements)

References 6 publications

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“…In recent years, there has been an increasing amount of literature on online education (Davies, 2012) (Markoff, 2012) (Cross et al, 2013) (Friedman, 2013) (Welsh and Dragusin, 2013). In 2012 Davies listed Khan Academy, Coursera, Udacity and edX as major players in online learning (Davies, 2012).…”

Section: Site Choice and Entréementioning

confidence: 99%

Understanding the Setting of a MOOC

Saadatdoost

Jafarkarimi

Sim

et al. 2016

International Journal of Information and Communication Technology Education

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Massive Open Online Courses (MOOC) are becoming increasingly difficult to ignore in online education. Recent developments in MOOC have heightened the need for understanding the MOOC. The issue of an in-depth understanding of the MOOC setting has been a key subject within the field of qualitative research. However, far too little attention has been paid to the MOOC setting. This paper seeks to put the Netnography methodology into context by presenting a description of the Coursera community to better understand this community. It contributes by providing details about Coursera community through our engagement in this community.

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Section: Site Choice and Entréementioning

confidence: 99%

Understanding the Setting of a MOOC

Saadatdoost

Jafarkarimi

Sim

et al. 2016

International Journal of Information and Communication Technology Education

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“…According to students, the hand-drawn video was the most engaging style. Cross et al (2013) obtained similar findings where the majority expressed that a hand-drawn video is engaging and personal while a PowerPoint presentation is clear and legible, which adds value during lecture and review, respectively. Another comparative evaluation that involves a narrated slide presentation was the study of Chen and Wu (2015), which was compared with picture-in-picture and live lecture capture.…”

Section: Common Presentation Styles Of Recorded Video Lessonsmentioning

confidence: 55%

Cognitive and affective effects of teachers’ annotations and talking heads on asynchronous video lectures in a web development course

Garcia¹,

Yousef²

2022

RPTEL

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When it comes to asynchronous online learning, the literature recommends multimedia content like videos of lectures and demonstrations. However, the lack of emotional connection and the absence of teacher support in these video materials can be detrimental to student success. We proposed incorporating talking heads and annotations to alleviate these weaknesses. In this study, we investigated the cognitive and affective effects of integrating these solutions in asynchronous video lectures. Guided by the theoretical lens of Cognitive Theory of Multimedia Learning and Cognitive-Affective Theory of Learning with Media, we produced a total of 72 videos (average = four videos per subtopic) with a mean duration of 258 seconds (range = 193 to 318 seconds). To comparatively assess our video treatments (i.e., regular videos, videos with face, videos with annotation, or videos with face and annotation), we conducted an educational-based cluster randomized controlled trial within a 14-week academic period with four cohorts of students enrolled in an introductory web design and development course. We recorded a total of 42,425 total page views (212.13 page views per student) for all web browsing activities within the online learning platform. Moreover, 39.92% (16,935 views) of these page views were attributed to the video pages accumulating a total of 47,665 minutes of watch time. Our findings suggest that combining talking heads and annotations in asynchronous video lectures yielded the highest learning performance, longest watch time, and highest satisfaction, engagement, and attitude scores. These discoveries have significant implications for designing video lectures for online education to support students’ activities and engagement. Therefore, we concluded that academic institutions, curriculum developers, instructional designers, and educators should consider these findings before relocating face-to-face courses to online learning systems to maximize the benefits of video-based learning.

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“… Mayer [ 10 ] Mayer & Moreno [ 22 ] Guo et al [ 9 ] ++ Khan style creator to use the Khan style (hand-written step-by-step explanation with voice commentary) the students are more engaged due to the equal levels of the student and teacher CAVE: controversial! Guo et al [ 9 ] Cross et al [ 49 ] 0/+ Good visuals student to see well-made visuals I can learn more effectively with them Try to create clean and timeless visuals. Norman [ 26 ] Iorio-Morin et al [ 28 ] Choe et al [ 30 ] (++) Reduce extraneous processing student the videos to be ‘clean,’ without distracting material I concentrate on the learning objectives no background music, etc.…”

Section: Resultsmentioning

confidence: 99%

How to design effective educational videos for teaching evidence-based medicine to undergraduate learners – systematic review with complementing qualitative research to develop a practicable guide

Niekrenz,

Spreckelsen

2024

Medical Education Online

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Background eLearning can be an effective tool to achieve learning objectives. It facilitates asynchronous distance learning, increasing flexibility for learners and instructors. In this context, the high educational value of videos provides an invaluable primary component for longitudinal digital curricula, especially for maintaining knowledge on otherwise rarely taught subjects. Although literature concerning eLearning evaluation exists, research comprehensively describing how to design effective educational videos is lacking. In particular, studies on the requirements and design goals of educational videos need to be complemented by qualitative research using grounded theory methodology. Methods Due to the paucity of randomized controlled trials in this area, there is an urgent need to generate recommendations based on a broader fundament than a literature search alone. Thus, the authors have employed grounded theory as a guiding framework, augmented by Mayring’s qualitative content analysis and commonly used standards. An adaptive approach was conducted based on a literature search and qualitative semi-structured interviews. Drawing on these results, the authors elaborated a guide for creating effective educational videos. Results The authors identified 40 effective or presumedly effective factors fostering the success of video-based eLearning in teaching evidence-based medicine, providing a ready-to-use checklist. The information collected via the interviews supported and enriched much of the advice found in the literature. Discussion To the authors’ knowledge, this type of comprehensive guide for video-based eLearning needs has not previously been published. The interviews considerably contributed to the results. Due to the grounded theory-based approach, in particular, consensus was achieved without the presence of a formal expert panel. Although the guide was created with a focus on teaching evidence-based medicine, due to the general study selection process and research approach, the recommendations are applicable to a wide range of subjects in medical education where the teaching aim is to impart conceptual knowledge.

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TypeRighting

Cited by 29 publications

References 6 publications

Understanding the Setting of a MOOC

Understanding the Setting of a MOOC

Cognitive and affective effects of teachers’ annotations and talking heads on asynchronous video lectures in a web development course

How to design effective educational videos for teaching evidence-based medicine to undergraduate learners – systematic review with complementing qualitative research to develop a practicable guide

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