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The advancement of information and communication technology allows for online learning through a variety of media platforms all over the world, one of which is video, which is available online. Video has become an important aspect of education and can be used to convey learning content in class, through blended learning, or through online programs. The goal of this study is to develop a QBIV and evaluate its effectiveness in learning. The learning QBIV was field tested on prospective vocational teachers. The effectiveness of QBIV was evaluated utilizing a posttest-only control group design on automotive vocational teacher candidates. The experimental group included 39 students, while the control group included 42 potential automotive engineering teacher students. The t-test was used to examine the significance of differences in student learning achievement between the experimental and control classes. The analytical results demonstrate that there is a significant difference in learning outcomes between the experimental and control classes. The experimental class outperformed the control class in terms of learning outcomes. As a result, using QBIV for learning is effective. [ABSTRACT FROM AUTHOR]

This qualitative inquiry centered on the critical exploration of media education approaches that guided the praxis of student assessment reform, particularly textbook task design. Correspondingly, this instructional media research is predicated on the fundamental premise that textbooks and the student tasks contained therein are informed and shaped by the academic authors' positionalities, paradigms, and pedagogies. By focusing on the purposiveness of designing textbook tasks as a social practice, this research was able to identify and unpack the conjunctions as well as disjunctions of what the academic authors as media producers intend the students to learn, answer, perform, tackle, and act upon in relation to the media education approach(es) that the former adopt and implement. Drawing on Kellner and Share's (2007) classifications (i.e., "protectionist, media arts education, media literacy movement, critical media literacy"), the study sought to identify and make critical sense of the nuances of these four media education approaches when applied in conceptualizing and developing textbook tasks in Media and Information Literacy instructional materials within the context of the Philippine education and development realities. [ABSTRACT FROM AUTHOR]

Despite their growing importance, differential, process-oriented research on Massive Open Online Courses (MOOCs) for professional learning is scarce. This paper explores learner behavior in Enterprise MOOCs using lag sequential analysis. Data from 13 MOOCs on business and technology-related topics with a total of N = 72,668 active learners were examined. Starting from consistent high-level behavioral patterns, a deeper analysis reveals variations in interaction sequences according to the underlying course design approach. Lecture-oriented, system interaction-oriented, and discussion-oriented courses share a set of common patterns but also differ in various interaction sequences. Results point towards an isolated role of video playbacks across all course clusters, consumerist patterns in lecture-oriented courses, and a positive influence of metacognitively oriented interactions on learning outcomes. Accordingly, initial design recommendations include integrating interactive instructional elements in videos, promoting learner engagement in lecture-oriented courses, and fostering metacognition. Connecting interaction and achievement data may uncover promising behavior patterns that can be further supported by course design. Based on the initial findings, implications for future research and development are discussed. [ABSTRACT FROM AUTHOR]

Multimedia instructional materials are indispensable in the holistic process of instructional design, particularly for asynchronous online courses. The purpose of the current study was to investigate the impacts of background classical music played in an instructional video on learners' retention. The video started with a pretraining message followed by a narrated instructional content. The results of the study suggest that although classical background music in the pretraining message significantly improved learners' retention, it did not have a remarkable influence when embedded in the narrated content. Practical implications and suggestions for further research are provided. [ABSTRACT FROM AUTHOR]

The ambition of the article is to create an awareness among upper secondary school pupils on what academic integrity and source criticism mean. Instead of devoting time to a general presentation of academic studies, the claim is that a collective reflection based upon the common practices of pupils (sources) could be efficient to describe the outlines of academic integrity. An action research was made in 2019 and 2020 among Swedish upper secondary school pupils with the help of an instructional video on sources, academic integrity and plagiarism. It revealed a consensus on the notion of source criticism. Furthermore, the findings show that a majority of pupils used platforms such as Wikipedia to get a quick access to facts without daring quoting them in a work for school. This gap represents an opportunity to introduce academic integrity in a very concrete manner with an insistence on the necessity of citing all the sources that contributed to the elaboration of a work. [ABSTRACT FROM AUTHOR]

Collaborative creativity is an essential skill for unleashing university students’ skills in team building during complex problem-solving. The aim of this descriptive quantitative research was to examine undergraduate students’ perspectives regarding their collaborative creativity experience as game creators for a gamification group assignment within a university-wide elective course on learning disabilities. The Assessment Scale of Creative Collaboration (ASCC) questionnaire was completed by 14 students. The results provide insightful perspectives by undergraduate students regarding their experience in collaborative creativity during game creation. The findings from the closed-ended questions of the ASCC demonstrate that most of the students valued the diversity of knowledge and skills of their team members, shared different ideas, adapted their ideas and practices according to the project difficulties, trusted their team members, co-constructed the game together, overcame conflicts in positive ways, developed multiple versions of their game, and coordinated well for their team project. Data from the open-ended questions of the ASCC, which provided detailed but nuanced perspectives of the students, were analysed thematically. Three main themes were identified: the positive aspects of gamification, the constraints related to the gamification project, and teamwork and collaborative problem-solving approaches. This study provides evidence on the feasibility of game creation that is embedded within gamification group projects for fostering collaborative creativity among undergraduate students. Gamification has the potential in supporting the acquisition of 21st century learning and innovation skills in higher education. Implications of the application of gamification in higher education are discussed. Practitioner Notes 1. This study provides preliminary evidence on the feasibility of making game creation accessible to students. This study also supports educators wishing to embed gamification and game creation by students in the course assessment. 2. The undergraduate students reported positive responses about their game creation experience during the gamification project. However, teamwork could be an issue to be addressed more proactively. In this study, one of the students reported that bad teamwork had affected her gamification project although she felt the gamification was a good pedagogical approach. Thus, facilitators should provide the necessary guidelines on effective collaboration, communication, and teamwork approaches to students early in the semester. 3. Most of the students reported that time limitation was a factor in game creation. None of them had expected that an elective course would be so demanding on their time. A possible reason for the lack of time is the unfamiliarity of students with game creation. Given the promising value of gamification and game creation, we suggest that at the macro level, the university elective course committee could identify how innovative pedagogical approaches could be aligned. Specifically, gamification and game creation could be used more widely across university-wide elective courses to reduce the learning curve involved. At the micro level, instructional videos on gamification and game creation may ease the process of learning about the concept and implementation of gamification and game creation. [ABSTRACT FROM AUTHOR]

Copyright of Selcuk University Social Sciences Institute Journal is the property of Selcuk University Social Sciences Institute Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Procedural text generation from visual observation of instructional videos, such as assembling, biochemical experiments, and cooking, is an essential task for scene understanding and real-world applications. The major difference from general captioning tasks is two-fold: it has a flow of material combination in instructional steps, and the materials change their state through action-involved manipulations. However, existing works do not adequately address both two issues. To this end, this paper proposes a procedural text generation framework, namely XCL4PTG , with V ideo F rame-wise e X planation driven C ontrastive L earning (VFXCL) module and A ction F used M aterial R epresentation L earning (AFMRL) module, generating a procedural text from the step's frame sequence of an instructional video. The VFXCL utilizes an explanation method to determine the frame's importance in a step's frame sequence and derive the positive and negative sequences for self-supervised contrastive learning, aiming at enhancing step representation learning for capturing the inter-step differences; The AFMRL leverages identified actions and materials to update material states after manipulations, which contributes to step representation learning via intra-step action fused material state tracking. By integrating the two modules, they collaboratively extract the information essential for the decoder to accurately generate procedural text. The experimental results show the effectiveness of the proposed framework, which outperforms state-of-the-art video procedural text generation models. • We design a VFXCL module to capture the inter-step differences in instructional video. • We introduce an AFMRL module to track the inter-step state transition of materials. • Our comprehensive experiments demonstrate the state-of-the-art performance. [ABSTRACT FROM AUTHOR]

Introductory sociolinguistics courses at university can be challenging, especially for students at the very beginning of their tertiary studies. Difficulties may arise due to students not having any prior exposure to the discipline's content or methodologies, which is likely to be a result of these aspects not generally being taught in high schools. Undertaking introductory sociolinguistics courses may prove even more problematic for students in alternative pathway programs, as they often come from disadvantaged backgrounds and/or have had unsuccessful prior learning experiences. As a result, such students tend to struggle with adequately developing fundamental skills in sociolinguistic, which include objectively analyzing their own use of language and that of others. To assist students in acquiring these and other relevant generic competencies, we developed a teaching tool based on anchored instruction, which comprises a series of filmed scenarios. Preliminary results and feedback from students indicate that the tailor-made instructional videos assisted them in drawing links between their real-life use of language and theoretical sociolinguistic concepts. [ABSTRACT FROM AUTHOR]

Instructional videos are increasingly part of the teaching practices of educators across all sectors. The most common theoretical lens used to design and evaluate instructional videos has been to apply principles emerging from the cognitive theory of multimedia learning. However, these principles have been largely developed from research using instructional media other than videos. In addition, there is no comprehensive list of principles that have been shown to improve learning from instructional videos. Therefore, this paper seeks to identify principles of video design that are empirically supported in the literature. A systematic literature review was conducted, with a final analysis of 113 papers describing 28 principles. While some of the existing cognitive theory of multimedia learning principles, notably coherence, segmenting and learner control, have been found to improve learning from instructional videos in a variety of contexts, others, such as redundancy and modality, are not supported. These findings serve as clear guidance to instructional designers creating educational video content. In addition to describing the breadth of research in the field, this paper also found that the development of the research field suffers from a lack of coherence and is in urgent need of clear nomenclature and improved reporting of media and research design. [ABSTRACT FROM AUTHOR]

This study examined self-reports and instructional videos provided by 25 preservice teachers to demonstrate differentiated instruction in meeting the needs of culturally and linguistically diverse students (CLDS) in the United States. Self-reported journals were thematically analyzed and compared with corresponding instructional videos. The results revealed a mismatch between perceptions and practices of differentiation. Clearly, additional efforts must be taken to prepare preservice teachers to differentiate their instruction for CLDS in the areas of content, process, product, and environment. Teacher preparation programs must invest time and resources to adequately prepare preservice teachers for the challenge of differentiating instruction for CLDS. [ABSTRACT FROM AUTHOR]

This study aims to explore the opinions of pre-service teachers toward various positions of visual elements in instructional videos, using a survey method. The samples were 240 undergraduate pre-service teachers at the University of Phayao. The data was collected using a questionnaire, to survey pre-service teachers' opinions on visual elements placed at different positions in instructional videos. The findings from the descriptive statistical analysis were as follows: (1) Regarding the opinions of the pre-service teachers toward different templates of instructional videos, it was found that they preferred instructional videos that contained presentation graphics and a lecturer, in a video with a transparent background. (2) Concerning the opinions of the pre-service teachers toward specific positions of visual elements in instructional videos, it appeared that they preferred instructional videos containing presentation slides and a lecturer in a video with a transparent background in the bottom right corner. (3) In terms of the appropriate length of instructional videos, the pre-service teachers felt that the appropriate length of an instructional video for each topic was between three and five minutes. [ABSTRACT FROM AUTHOR]

The purpose of this quantitative study was to examine the preferences and practices of students enrolled in online graduate programs regarding instructional video or visual tools used by instructors. Graduate students enrolled in online courses were surveyed to determine their perceptions of the best and worst instructional video or visual tools used in courses. The study utilized a Likert scale to determine the levels of satisfaction with various video or visual tools. Data revealed a significant difference in the instructional video or visual tools preferred by students enrolled in graduate programs. The results of the survey found that students prefer to do course work independently, without utilizing instructional videos or visual tools uNed by instructors. A Chi-Square analyxis revealed that students who utilize all instructional videos or visual tools had a high level of satisfaction with online courses. In comparison, those who did not utilize all instructional videos or visual tools had a low level of satisfaction with online courses. [ABSTRACT FROM AUTHOR]

Many university lecturers have integrated feature films and television series (FF/TV) into their lessons to improve student engagement. Although film in teaching might seem like a well-established practice, it is reliant on a range of fast-changing technologies to effectively integrate FF/TV into instruction, learning activities and assessments. This study utilises the Technological Pedagogical and Content Knowledge (TPACK) model to analyse survey and interview data regarding (1) lecturers' familiarity with a range of concepts and skills related to film production, delivery and integration technologies; (2) their methods of learning about technologies that help optimise their FF/TV use; and (3) their institution's provision and support in implementing various technologies integral to teaching with FF/TV. A modified framework is proposed to add to the pedagogical benefits of effective teaching with FF/TV at universities. Practitioner Notes 1. This study categorises technologies required for using feature films and television series (FF/TV) into three types: film production technologies, film delivery technologies and film integration technologies 2. This study integrates the TPACK framework to analyse lecturers' current levels of access, knowledge and skills about the three technology types in relation to their pedagogical use of FF/TV 3. This study proposes an extension to TPACK to illustrate how lecturers' technological knowledge/skills regarding these three technology types interact with their content and pedagogical knowledge/practice 4. This study summarises useful resources proposed by participants 5. This study provides recommendations towards raising awareness, encouraging institutional provision and support in assisting the improvement of technological knowledge of lecturers who teach with FF/TV. [ABSTRACT FROM AUTHOR]

This research study was conducted with the following objectives: to develop; evaluate and; investigate the vocational instructors' satisfaction with the online instructional management developed using the synchronous online learning with 2,233 vocational instructors from the Office of the Vocational Education Commission, Ministry of Education, from five regions of Thailand, namely the Central, the Northern, the Northeastern, the Southern, and the Eastern Regions and Bangkok. The research findings revealed that the vocational instructors' digital competence consisted of the following abilities: 1) analysis of course content; 2) application of video conference systems; 3) management of online classes; 4) management of online learning resources; 5) management of online learning activities; 6) development of tests; 7) development of instructional media; 8) development of instructional videos; 9) arrangement of active-learning activities; and 10) online evaluation and assessment of instruction. The vocational instructors' digital competence in online instructional management after the synchronous online learning was found to be significantly higher than before the learning, at the p-value rate of .01. Overall, 93.19% of the vocational instructors were reported to pass the evaluation of online instructional management. The vocational instructors were found to be satisfied with their own digital competence in online instructional management at the highest level. [ABSTRACT FROM AUTHOR]

This paper aims at examining how a Hindi film, Sherni discusses matters of environmental concern - particularly deep ecology. Arne Naess' eight postulates of deep ecology can be applied to this film to show how it advocates deep ecology as a solution to most ecological or environmental issues. While the urban population sees a clear divide between the natural world and the world of human beings, the rural folk, particularly those who live near forests see no divide between the two. This coexistence is the root to all environmental sustainability. But when this complementary relationship is threatened by external factors like politicians, corporates, hunters, and shady forest officials, then the natural world is at risk and environmental sustainability and ethics prevail merely in theory. The central character Vidya clearly illustrates the need to live and let live and to maintain the ecological balance for the betterment of posterity. [ABSTRACT FROM AUTHOR]

The purpose of this research was to review how the Boyer Model of teaching impacts video instruction and course satisfaction in the online learning format. Instructional videos were implemented in the first two courses of an online graduate public health program. Four courses received the intervention, and three courses served as the control. Results from the student's end of course surveys showed no statistically significant difference between the intervention and control groups. However, the students did mention positive comments about the videos in the feedback section of their end of course surveys. Future research should investigate confounding variables such as GPA, work commitments, and family life and how they may impact student learning through enhancing the online course with video instruction. [ABSTRACT FROM AUTHOR]

In this 21st century, teachers need to make teaching and learning activities conducive and fun to improve students' learning interests. According to preliminary studies, the Fibonacci sequence is one of the materials that are difficult for Junior High school students to master. Therefore, this study aims to design instructional material videos on the Fibonacci sequence using Hawgent and Camtasia studio. The research and development (RnD) method was used to research at the Guangxi Normal University, China, using the 4D model comprising Define, Design, Development, and Disseminate. From February to April 2020, the authors developed instructional materials using engaging animations that are easy for students to understand. This study showed that the instructional materials were valid with a score of 83.33, 79.17, and 87.50 from the instructional material expert, media expert, and lecturer, respectively. These scores indicated that the instructional materials in video form are valid and can be sent to schools to help students understand the Fibonacci sequence. However, the implementation stage and the effect on students' mathematical abilities are still needed. [ABSTRACT FROM AUTHOR]

The learning effectiveness of video lectures has been extensively studied by the scientific community, but research on their cost-effectiveness and sustainable production is still very scarce. To shed light on these aspects, this study has measured the useful life span and cost-effectiveness of a large catalog of video lectures produced for undergraduate courses at a Spanish university. A Kaplan-Meier survival analysis has been performed to identify factors linked to video longevity. The analysis accounted for variables such as the video production style (screencast, slideshow, chalk and talk, talking head, and onlocation film) and others such as the instructional purpose and field of knowledge. The teachers involved in video production and integration have been surveyed to discover causes of video obsolescence. In addition, using life span and production cost data, the cost-effectiveness of each production style over time was estimated. The results suggest that production style affects video longevity, and in particular, dynamic visuals are more related to longer life spans compared with static contents. Screencast stands out as the most cost-effective production style, having the best ratio of life span to production effort. Some practical suggestions are provided for producing video lectures with higher longevity expectations. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Biology is the property of Instituto Internacional de Ecologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Learning & Technology is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The goal of most researchers is to establish competence in one's profession; however, the degree to which this is measured in a research course is undetermined. The assessment of research competency usually involves the distinct measures of statistical ability, writing ability, and other skills that are quantifiable. Soft skills in research, on the other hand, are less distinguishable. It was the intent of this study to review eight years of data collection in undergraduate and graduate research classes to determine if a set of specific assignments was successful in developing the soft skills of research competence. Through a qualitative assessment, evaluation of visual materials, and assessment of a research instructional video, it was found that, to some extent, isolated and specific whole-part-whole, in-class and in-field assignments for the individual student or students within small groups, might allow students to develop the hard and soft skills necessary to become competent as researchers or their chosen profession. [ABSTRACT FROM AUTHOR]

Grounded in critical race media literacy (CRML), we contend that a comparison of The Hate U Give novel and adapted film can allow for more nuanced conversations in the classroom regarding the functions of racism in America, including intersectionality and colorism. When comparing these texts, educators should ground their analysis in CRML. CRML is one way that educators can facilitate the engagement of critical analysis around the representation of racialized people in media. We argue that when The Hate U Give was rendered into a film, a number of the changes weakened the novel's counterstory messages around racism and white supremacy. [ABSTRACT FROM AUTHOR]

Past research on critical race media literacy (CRML) in multicultural education has primarily focused on identifying ways of fostering critical awareness of racism in the U.S. educational context. This study aims to present a situated account of a CRML pedagogy in the Korean high school classroom where students critique the racial and gender discrimination perpetuated in films. Using qualitative research data, such as teacher interviews and student presentation videos, the current study depicts ways in which Korean female high school students raise critical awareness of racism and sexism with the help of an English-speaking native teacher. [ABSTRACT FROM AUTHOR]

The rapid growth of instructional videos repositories and their widespread use as a tool to support education have raised the need of studies to assess the quality of those educational resources and their impact on the quality of learning process that depends on them. Khan Academy (KA) repository is one of the prominent educational videos' repositories. It is famous and widely used by different types of learners, students and teachers. To better understand its characteristics and the impact of such repositories on education, we gathered a huge amount of KA data using its API and different web scraping techniques, then we analyzed them. This paper reports the first quantitative and descriptive analysis of Khan Academy repository (KA repository) of open video lessons. First, we described the structure of repository. Then, we demonstrated some analyses highlighting content-based growth and evolution. Those descriptive analyses spotted the main important findings in KA repository. Finally, we focused on users' interactions with video lessons. Those interactions consisted of questions and answers posted on videos. We developed interaction profiles for those videos based on the number of users' interactions. We conducted regression analysis and statistical tests to mine the relation between those profiles and some quality related proposed metrics. The results of analysis showed that all interaction profiles are highly affected by video length and reuse rate in different subjects. We believe that our study demonstrated in this paper provides valuable information in understanding the logic and the learning mechanism inside learning repositories, which can have major impacts on the education field in general, and particularly on the informal learning process and the instructional design process. This study can be considered as one of the first quantitative studies to shed the light on Khan Academy as an open educational resources (OER) repository. The results presented in this paper are crucial in understanding KA videos repository, its characteristics and its impact on education. [ABSTRACT FROM AUTHOR]

This study builds upon previous research that explores the pedagogical use of film and video by explicitly asking instructors about their attitudes towards and motivations for employing such texts in their teaching, as well as the challenges they face in the process. Data were gathered through an anonymous, online survey of instructors across disciplines at seven Ontario universities. Commonalities were found amongst participants in the purposes cited for using film and video as well as in the challenges that accompany use of this pedagogical tool. For example, instructors in four of our six Faculty groupings commonly noted drawing on film and video to engage student attention, and the two most frequently selected challenges in five of our six Faculty groupings were 'technical difficulties screening films' and 'problems finding appropriate materials'. We consider the implications of these findings for teaching and learning and suggest areas for future research. [ABSTRACT FROM AUTHOR]

This research is a quantitative phenomenology study with objectives to (1) Synthesize literature related to teaching using video conference (2) Study opinions from experts' experience on the design of teaching using video conference and (3) Use as a guideline for the design of instructional video conference. The sample group in this research is 25 experts holding an academic position with at least 15 years of experience in teaching technology and education communication. The author uses the purposive sampling method. The data collection tool is an in-depth interview. The data is analyzed by the content analysis approach. The research shows that the instructional design model using video conference consists of connected elements where each item is linked together and becomes an integral part of each other, namely (1) Teaching strategy (2) Preparation of instructor (3) Media and technology (4) Case study (5) Group process and (6) Idea sharing activity. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of E-Learning & Distance Education is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Film is a form of engaging narrative being employed with greater frequency in undergraduate and graduate education. To optimize their pedagogical impact, it is important to carefully select films that address core course objectives. Additionally, viewing should be structured with written guidelines to direct the audience to consider the relevant dimensions associated with the instructional goals of the film. A course, "Medical Ethics and Film" is described to illustrate cinemeducation. In order to assess the impact of this recently developed course, students kept ongoing diaries in which they regularly wrote about their reactions to each film. Analysis of the diaries revealed that students routinely addressed the moral dilemmas portrayed and often applied specific ethical theories. While ethical theory is typically presented as a series of cognitive frameworks, students often expressed strong emotional reactions and frequently linked the dilemmas portrayed to their own life. [ABSTRACT FROM AUTHOR]

Master classes, arguably the pinnacle of the master–apprentice tradition, have been common within higher education of Western classical music. Although claimed to be effective, teaching and learning of musical interpretation in this setting are not well-researched. One seven day long piano master class in the form of a self-contained university course was critically analysed from a hermeneutic perspective and philosophically discussed using three components from the ancient dialogue Philopseudes concerning the learning of magic as well as my experiences of apprenticeship. The empirical material consisted of observations of and field notes from 18 master class lessons; six video-stimulated interviews with two students, master class teacher, and the students’ regular teacher; qualitative semi-structured follow-up interviews with two students and the students’ regular teacher; and scanned versions of the students’ scores. The analysis indicated that the students’ learning of musical interpretation is hindered owing to the master’s beliefs and actions; the lessons centre on the master’s privileged access to secret knowledge mediated in writing; and, the metaphors of gods, ghosts, and Weiheküsse, can be used to understand the master’s storytelling and teaching. I suggest re-negotiating the master class and the required competencies of teachers for such classes within higher music education. [ABSTRACT FROM AUTHOR]

The increasing popularity of standardized online course design mandates that administrators and course designers understand faculty and student perceptions of the value of specific course components in the online learning management system (LMS). The results of a survey sent to online faculty and students revealed that both groups value the inclusion of videos in course design; however, the perceived value varied as a function of faculty status (full time or adjunct) and student level (undergraduate, master's or doctoral). While students value instructional videos, they believe that rubrics and sample assignments have the greatest potential impact on their learning. The discussion explores the practical implications of meeting both groups' needs in large online programs utilizing standardized course design. [ABSTRACT FROM AUTHOR]

Social presence in higher education online learning can be complex and challenging. To examine whether video instruction had an influence on course success, a between-subjects design was chosen to compare two groups of students enrolled in introductory psychology courses at a Christian College in the Southwest United States. The convenience sample (N = 281) was divided into two groups, including those that received video instruction (N = 144) and those that did not (N = 137). The results demonstrated that while there were higher numerical final course grades for the classes that received video instruction, there was not a statistically significant difference in overall course success between the two groups (U = 8947, p = .159). Implications and limitations are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Revista FAMECOS - Mídia, Cultura e Tecnologia is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Online assessment has always been a challenge to online teaching. Educators have been exploring a variety of methods to perform online assessment. However, it appears that there is not enough work in the field focusing on online synchronous assessment. This paper presents two cases that demonstrate the design and implementation of using web videoconference for synchronous assessment in an educational research methods online course and an instructional video production online course. The purpose of the two cases was to explore whether or with what methods student online learning could be improved through synchronous assessment. Case outcomes were analyzed with nonparametric methods, and the results did show students' improvement in their learning, specifically in their understanding and mastering of factual, conceptual, procedural and metacognitive knowledge. Methods, procedures, tips and cautions of conducting such videoconference-based synchronous assessment in online courses are discussed. [ABSTRACT FROM AUTHOR]

Many educational organizations are employing instructional videos in their pedagogy, but there is a limited understanding of the possible video formats. In practice, the presentation format of instructional videos ranges from direct recording of classroom teaching with a stationary camera, or screencasts with voiceover, to highly elaborate video post-production. Previous work evaluated the effectiveness of several production styles, but there has not been any consistent taxonomy, which would have made comparisons and meta-analyses possible. Therefore, we need a taxonomy of instructional video formats that facilitates the understanding of the landscape of available instructional video production styles. For this purpose, we surveyed the research literature and examined contemporary video-based courses, which have been produced by diverse educational organizations and teachers across several academic disciplines. We organized instructional video styles in two dimensions according to the level of human presence and to the type of instructional media. In addition to organizing existing instructional videos in a comprehensive way, the proposed taxonomy offers a design space, which should facilitate choice, as well as the preparation of novel video formats. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate student learning experiences with online instructional videos. Drawing upon qualitative interviews and user experience talk-throughs, this paper argues that students do not necessarily experience online instructional videos (and other types of course content) as discrete elements, or differentiate them from other aspects of the course. The implications are that students have significant agency in these online environments and their meaning-making of instructional content may not align with designers' intentions. In addition, the times and contexts in which students view instructional videos shifts (e.g. between home and commuting). The emerging findings have design implications related to the creation of learning environments in online spaces, such as fully integrating content within the instructional design of a course and focusing on the digital contexts in which educational content is embedded. [ABSTRACT FROM AUTHOR]

Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and students since classroom time can be applied to more interactive tasks. By extending classroom hours in this way, language teachers can focus on successfully addressing all subjects in the curriculum. The aim of this study is (a) to gain insights into the perceptions of prospective English language teachers at a state university in Turkey on flipped classrooms and (b) to introduce the implementation of a flipped classroom into an English language class. A total of 47 prospective English teachers participated in the study. Qualitative research design was used and data were collected via an open-ended question. Findings of the study indicated that pre-service English teachers had positive perceptions towards the use of the flipped classroom as an integral part of face-to-face courses. It can be concluded that flipped classroom was beneficial in terms of 4 categories based on the content analysis of the responses: learning at one's own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the classroom. The study also provides recommendations towards LMS integration into courses in other English language teaching departments and for implementing flipped classrooms in language teaching. [ABSTRACT FROM AUTHOR]

Supervisors play a critical role in fostering teacher candidates' reflective thinking on their practice, yet too often it is the supervisor, rather than the teacher, doing most of the observation work. Video-based supervision offers a promising alternative, as teachers have an opportunity to examine their own lesson and thus engage with the supervisor in a more collaborative conference. In this paper, we explore the ways supervisors approach video in their conferencing with teachers as a vehicle for teacher reflective practice at one TESOL master's program in the USA. We examine what supervisors find salient in video observations, how they approach teachers when reviewing a lesson using video as a means to ground observation in evidence, and the struggles they encounter when trying to foster teacher reflection. We conclude with suggestions for implementing video-based supervision. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of the following study was to develop a comprehensive, theory-based framework for creating instructional video podcasts designed to present worked examples. Sixteen design characteristics, organized according to four categories (establishing context, providing effective explanations, minimizing cognitive load, and engaging students), were used to develop 59 pre-calculus videos for 856 first-year university students. Overall, the vast majority of students noted that the video podcasts were useful and helped them understand mathematics better. With respect to establishing context, the evidence suggested that problem selection was appropriate and video podcasts were clear, straightforward, and detailed. Regarding the quality of explanations, a number of students commented on the effectiveness of the step-by-step presentation of solutions and the use of visuals to support learning. Students agreed that video podcasts were easy to read, but did not directly mention other issues involving cognitive load. Students also noted that video podcasts were engaging and better than using textbooks. They also enjoyed working on the interactive student-problems. Finally, significant gains were observed in all five pre-calculus knowledge categories evaluated. It is concluded that the framework proposed in this study is a reasonable starting point for creating effective worked-example video podcasts. [ABSTRACT FROM AUTHOR]

In this article, we provide an overview of the emerging research area on Analytics and Video-Based Learning. Although there are many and diverse ways of designing learning videos, there is limited understanding of the efficacy and usefulness of each method. Therefore, we survey the state-of-the-art in the design, development and evaluation of open and video-based courses. The main objective is to highlight the importance and benefits of analytics and to support instructors with the appropriate resources for improving the use of their courses. This can be achieved by combining and analyzing learners' interactions with other available data obtained from learners, as such video analytics open new avenues for research on open and video-based courses. In addition to the guidelines for video-based analytics we have selected five indicative case-studies that provide in-depth analysis. [ABSTRACT FROM AUTHOR]

This article examines the influence of colonialist instructional cinema on modern African cinema production. The four films--Neria, Everyone's Child,Wend Kuuni, and Taafe Fanga-- differ in national origin, thematic approaches, and cinematic technique, but they share in displaying an element of instructional cinema. The instructional nature of the films asserts the value of women in postcolonial African societies, who, in the space of the films as in real life, are the double-colonized subject [ABSTRACT FROM AUTHOR]

The article discusses the use of video-audio materials in English Language Teaching (ELT) classes. The way instructional videos benefit both English teachers and learners is described, citing that videos can be a source of authentic language input. Aside from silent viewing, teachers may use various video learning techniques such as prediction and role playing. Procedures for previewing, while-viewing, and post-viewing learning activities are also offered.

Copyright of Pharmacy Practice (1886-3655) is the property of Centro de Investigaciones y Publicaciones Farmaceuticas S.L. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Families experiencing high levels of psychological distress are considered a particularly vulnerable population for adverse effects on mental and physical health. Moreover, highly stressed individuals engage less in mental health promoting activities and show low stress management competencies. App-based stress interventions seem promising for the treatment and prevention of stress outcomes and might be a low-threshold solution.Objective: The aim of this study was to identify the requirements for a tailored app to reduce stress in a cohort of highly stressed families that have low stress management skills.Methods: Parents (n=1008; age: mean 47.7 years, SD 6.1; female: 599/1008, 59.7%) completed an extensive web-based survey and were subdivided into a target (stressed individuals with low stress competency) and nontarget group according to their reported stress level and stress management competencies. Group differences were analyzed using analysis of variance. In principal component analysis with Kaiser varimax rotation, personally defined stress management goals were grouped into components. Linear regression models were also calculated.Results: A 3-factor solution cumulatively explained 56% of the variance in personally defined goals of interest for stress management with (1) active strategies (25.61% explained variance), (2) general competency (17.95% explained variance) and (3) passive strategies (12.45% explained variance). The groups differed in age (F1,978=27.67, P<.001), health index (F1,958=246.14, P<.001), personally defined general-competency goal (F1,958=94.16 P<.001), as well as "information acquisition" (F1,971=14.75, P<.001) and "need for stimulation" (F1,981=54.49, P<.001) personality traits. A regression model showed that for the active strategies goals of interest, only app feature information or instructional videos had a significant effect (P=.02). The general competency factor showed none, and the passive strategies factor showed significant effects for 2 app features-suggestions for planning possible activities with the family (P=.01) and diaries for documentation and development of strategies (P=.03).Conclusions: The results of this survey study highlight the need to develop an app to increase stress management competencies that takes into consideration perceived stress level, stress management skills, personality, and personally defined goals of the user. The content of the app should be tailored to previously detected personality traits, especially selective information acquisition and low need for stimulation. Furthermore, personally defined stress management goals seem to affect interest in some features. [ABSTRACT FROM AUTHOR]

Procedural knowledge is crucial for understanding and performing concrete real-world tasks. Yet, despite the importance of procedural knowledge, research into procedural knowledge understanding is still under-developed. In particular, videos contain rich semantics that are important for understanding procedural knowledge, but have traditionally been less explored than natural language texts for understanding procedural knowledge. Motivated by harnessing procedural knowledge from videos for task assistance (i.e., assisting people in performing procedural tasks), we present the first comprehensive survey of procedural video datasets. Through systematically surveying 23 procedural video datasets, including both instructional and non-instructional videos, in a conceptual framework for task assistance, we seek to understand the trends and gaps in existing datasets, as well as to gain insights into the future of such datasets. This survey examines the current state of procedural video datasets, in terms of their data, content and annotation characteristics, as well as processing function and evaluation. The survey also identifies and suggests a number of possible directions to bring this area to the next level. • Human knowledge can be divided into declarative and procedural knowledge. Beyond declarative knowledge, this paper focuses on procedural knowledge which is crucial for understanding and performing concrete real-world tasks. • This is the first comprehensive survey of procedural video datasets, depicting series of actions performed in some constrained but non-unique order to achieve some intended high-level goal. Comprising instructional and non-instructional videos, procedural videos are rich in fine-grained procedural semantics that supplements text-based procedural guides. • Through systematically surveying 23 procedural videos in a conceptual framework for task assistance comprising procedure creation, procedure tracking and contextual assistance, we seek to understand the trends and gaps in existing datasets, as well as to gain insights into the future of such datasets. • The procedural video datasets are comprehensively examined in terms of their data, content, and annotation characteristics, together with their processing functions and evaluations. Challenges and potential directions for dataset and research to bring this area to the next level are identified and discussed. [ABSTRACT FROM AUTHOR]