Using summary videos in online classes for nursing students: A mixed methods study

Luo, Shuhong; Kalman, Melanie

doi:10.1016/j.nedt.2018.09.032

Cited by 17 publications

(14 citation statements)

References 10 publications

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“…A numerous of posts were based in photos and videos, Luo and Kalman (2018), verify that the availability of videos summarizing contents are helpful and facilitate the learning experience during online teaching. Besides reinforcing knowledge, these videos increase motivation and enhance a greater involvement in a cognitive, emotional and social level (Mendes & Encarnação, 2019).…”

Section: Promoting Spiritual Pathsmentioning

confidence: 97%

Promoting spiritual paths in graduate nursing students in time of COVID-19

Encarnação

Leite

Magalhães

et al. 2021

RSD

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The COVID-19 pandemic caused alterations within all aspects of human life, which enabled students to uncover fears. These negative emotions, even for training nursing students, can become contagious within and between families, family members and friends, dominating and clouding their judgment. So, how do you manage fear? This study aims to describe the experience of five graduating nursing students and their respective teacher in rebuilding and promoting positive emotions (e.g. optimism, hope, courage) through a digital tool (a Blog) throughout the imposed quarantine time. A descriptive study, experience report type, analyse the authors lived experiences during the mandatory quarantine period that emerged due to COVID-19 virus, between March and May of 2020. Symbolic interactionism is used as a philosophical base that guided data collection and analysis. Through the report of their lived experiences, we encountered that the Blog empowered teacher and students to achieve their goals and find new meanings in their lives through three spiritual paths: compassion and kindness; self-awareness and courage. All participants agreed that this kind of digital tool should be used throughout the bachelor´s in nursing, which generates a more humanized way of teaching, allowing students to see beyond University walls.

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Section: Promoting Spiritual Pathsmentioning

confidence: 97%

Promoting spiritual paths in graduate nursing students in time of COVID-19

Encarnação

Leite

Magalhães

et al. 2021

RSD

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“…On the other hand, undergraduate math students' grades did not vary based on how many very short videos they watched; however, withdrawal and fail rates did decrease when the courses included these short videos (Hsin & Cigas, 2013). Also, online nursing students did not change their engagement in online courses after watching very short summary videos, nor did the students believe the videos helped their learning (Luo & Kalman, 2018). Aragon and Wickramasinghe (2016) used longer videos, 10-15 minutes, to support students in undergraduate statistics courses.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Studies comparing control courses (no videos) to courses with videos mostly indicate a positive connection between watching videos and student performance (Aragon & Wickramasinghe, 2016;Dupuis et al, 2013;Evans & Cordova, 2015;Kuo et al, 2015) or students' perception of their performance (Pan et al, 2012;Rose, 2009); however, these results are not universal. Some studies found no connection between watching videos and student performance (Evans, 2014;Luo & Kalman, 2018). Based on prior studies that found a connection between online videos and student performance, it appears that the videos are helpful because they are another way to teach or reinforce course content.…”

Section: Research Questions and Hypothesesmentioning

confidence: 99%

“…Many studies did not collect any video-viewing patterns and simply compared courses with videos to those without videos (Dupuis et al, 2013;Evans, 2014;Evans & Cordova, 2015;Hsin & Cigas, 2013;Pan et al, 2012). Other studies collected data on video viewing based on students' self-reporting (Aragorn & Wickramasinghe, 2016;Luo & Kalman, 2018;Rose, 2009) or by counting hits on the video's website (Kuo et al, 2015). No other studies that were found look at how much time each student spent on each video.…”

Section: Data Collectionmentioning

confidence: 99%

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Videos in Online Courses

Litton

2022

JETHE

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Many instructors use videos to support their teaching in online courses to convey course content that would normally be taught in a traditional setting. Prior studies have shown some connection between utilizing online videos and student performance but do not always support their finding statistically or consider the nuance of the online videos, such as if the videos are required and how long the videos are. This article uses various quantitative analysis techniques to investigate the relationship between video length, student video viewing patterns, and grades. The findings indicate that videos should stay within a certain length to encourage student engagement with the videos and course assignments. Also, watching online videos is only positively related to grades when students are not required to watch, a result that is consistent across course-level and student-level models. Student viewing patterns also differ for courses that require watching videos versus those that do not. The article concludes by discussing the relevance of these results and how instructors can best utilize online videos in their courses.

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“…Andersson (2019) expressed that online distance learning has changed the dynamics of the learning system by providing flexibility, mobility, transition, and campus independence. Luo and Kalman (2018) argued that summary videos help students in learning, reinforcing, and disseminating knowledge; engage students socially, emotionally, and rationally; and intrinsically motivate them in online classes. Baranik et al (2017) asserted that mentoring relationship needs to be incorporated in online classes in order to combat psychological needs of the students and make online classes successful.…”

Section: Literature Reviewmentioning

confidence: 99%

Analyzing the Underlying Structure of Online Teaching During the COVID-19 Pandemic Period: An Empirical Investigation of Issues of Students

et al. 2021

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The aim of the study is to reveal the underlying structure of issues of university students taking online classes during the COVID-19 pandemic period. The overall design of the study includes a review of contemporary literature and field survey for data collection and analysis. Discourse of literature coupled with expert opinion has been employed for identification of issues. Interpretive Structural Modeling (ISM) is used for the determination of intra-issue relationships and analyzing the underlying structure. Cross impact matrix multiplication applied to classification (MICMAC analysis) is used as a technique for classifying issues on the basis of driving–dependence power. Results of the literature show that there are 21 major issues faced by the students taking online classes. ISM shows that lack of institutional guidelines, lack of regulators’ guidelines, stress of pandemic situation, and abrupt (not planned) start of online classes are the most critical issues. MICMAC analysis reveals that there is no autonomous issue, 4 (i.e., connectivity issue, shy to use technology, lack of institutional guidelines, and stress of pandemic situation) are independent, 6 other issues are dependent, and the remaining 11 are linking. This is a valuable study having practical implications for regulators, students, parents, and society to understand the current problem. It is an original attempt that contributes toward literature in the form of a structural model and a diagram of classification of issues.

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Using summary videos in online classes for nursing students: A mixed methods study

Cited by 17 publications

References 10 publications

Promoting spiritual paths in graduate nursing students in time of COVID-19

Promoting spiritual paths in graduate nursing students in time of COVID-19

Videos in Online Courses

Analyzing the Underlying Structure of Online Teaching During the COVID-19 Pandemic Period: An Empirical Investigation of Issues of Students

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