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In response to the COVID-19 pandemic, the emergency policy for online learning at home has been launched in China. Live video, prerecorded video, and their combination are the three main video lear...

The purpose of this research is to explain the ddevelopment of 3D animated video media in traditional games of petak benteng for motor skills. The children (students) began to recognize the traditional game of petak benteng. Researchers developed a traditional game of petak benteng by using it as a 3D animated video to introduce the game. So that the game is not inferior to modern games. This researcher is a research and development (RnD). Sources of fata in this study are primary data and secondary data. The data techniques, and interviews. The result of this research is that 3D aniamtion video learning media for students tradisional games, 3D animation video for the introduction of traditional games can be used to improve studentts motor skills, and 3D animation videos can be used as online learning media.

Learning is important for students to build their foundation of knowledge that they can utilize in their future careers. Learning through videos is considered an effective tool for many students, the topic was well-reviewed by many researchers. This paper is going to explore the learning effectiveness of video in teaching business-related topics and will also include suggestions to improve teaching using video clips. The researcher is using Google Form survey as the main tool for data collection, simple descriptive statistics and T-Tests are used in this research. Indeed, the results show that learning through video is perceived as effective by students. A simple comparison between postgraduate and undergraduate students’ perceptions towards the learning effectiveness and improvements is also conducted in which they are indifferent in most variables.

This research was conducted based on the fact that the low ability of teachers in making learning media had an effect on school quality. The purpose of this study was to determine the increase in the ability of teachers to make instructional videos based on the Microsoft PowerPoint application on Teacher Elementary school workshops. This research is a descriptive quantitative research with a population of 25 people. The data collection technique in this study uses a questionnaire method. The results showed that the workshop for making instructional media could improve the ability of teachers to create and use video learning media based on the Microsoft PowerPoint application. Researchers suggest that Microsoft PowerPoint can be used by teachers in making instructional videos.

This study aims to determine the effectiveness and practicality of interactive video-based PowerPoint media implemented in learning. This research and development phase refers to the Research and Development (R&D) method. The assessment instruments consist of: (1) Validity instruments in the form of validity assessment instruments based on interactive video PowerPoint media; (2). Practicality instruments in the form of questionnaires for teacher and student responses to interactive video-based PowerPoint media; and (3) Effectiveness instruments in the form of observations of learning outcomes and student learning outcomes. Based on data analysis, obtained an average level of media validity of 3.99 and included in the valid criteria. Also, the practicality test results are seen from the teacher's response to learning by 4.4 and the response of students by 3.46 with practical criteria. This is supported by the results of students' learning tests on the use of interactive video-based PowerPoint media with an average score of students learning outcomes of 70.29. Therefore, it can be concluded that the interactive video-based PowerPoint media developed is effective and practical in the implementation of learning. On the other hand, the development of this media focuses on the concept of integrated learning video learning using PowerPoint and concentrates on interactive learning.

This study developed a video playing system that incorporated two signaling devices, headings and table of contents, for supporting video learning and navigation. An experiment was conducted for un...

feasible to be applied as learning media for C ++ Basic Programming,and knowing the feasibility of interactive video tutorial learning media to be applied as basic programming learning media for the University Hamzanwadi Program Study Education Informatics. This research is a research and development. The development model used is the ADDIE development model. The type of data used is quantitative and data collection techniques using a questionnaire. The data analysis technique in this research is quantitative descriptive. The results showed that the results of interactive tutorial video learning media products stated that it was appropriate to be used according to material experts with a percentage of 85% while according to media experts it was declared very feasible with a percentage of 89% and the results of user responses were stated to be Very High with a percentage of 83%. Thus the interactive video tutorial learning media is very feasible to be used as a learning media.

Teaching and learning complex fields of knowledge, including engineering, is rarely easy, particularly because of rapid changes and high interdependences among different topics. In addition, learners are increasingly heterogeneous in terms of different experiences and levels of knowledge. Not dealing with increasingly heterogeneous learners appropriately may result in high dropout rates and poor training quality. A possible way out is addressing learners more individually. Hopefully, digital learning offers, such as video platforms, will help to convey knowledge better and more individually through a broader learning offer. But learners with different levels of knowledge need different starting points into a course based on their level of knowledge. Thus, a crucial problem is finding the most appropriate starting point for learners in such environments. This paper presents a novel approach to identify individual starting points in online video courses for learners with different levels of knowledge. The underlying algorithm identifies topics that are most useful for the concrete learner at the beginning of the course in order to introduce a new field of knowledge appropriately.

This study aims to determine the feasibility of learning media, students' mastery of concepts and scientific literacy. The research design uses the ADDIE development design. The feasibility of the media is seen based on the validation results of media experts and material experts. The results showed that the dynamic electric scribe video learning media that had been developed had the following characteristics: 1) the product validation test was obtained from the results of the media expert and material expert score of 3.67 with a proper classification. 2) the readability test was obtained from the results of the teacher response questionnaire and student responses of 3.58 with a proper classification. Based on the data above, it can be concluded that the Scribe video learning media is suitable for use as a physics learning medium., Penelitian ini bertujuan untuk mengetahui kelayakan media pembelajaran, penguasaan konsep dan literasi sains siswa. Desain penelitian menggunakan desain pengembangan ADDIE. Kelayakan media dilihat berdasarkan hasil validasi ahli media dan ahli materi. Hasil penelitian menunjukkan bahwa media pembelajran video scribe lisrik dinamis yang telah dikembangkan memiliki karakteristik: 1) uji validasi produk diperoleh dari hasil nilai ahli media dan ahli materi sebesar 3,67 dengan klasifikasi layak. 2) uji keterbacaan diperoleh dari hasil angket respon guru dan respon siswa sebesar 3,58 dengan klasifikasi layak. Berdasarkan data di atas maka dapat disimpulkan bahwa media pembelajaran video scribe layak digunakan sebagai media pembelajaran fisika.

As the use of videos for learning increases, the need to better use the viewing experience also increases. EDpuzzle is a video-sharing program that offers instructors a way to enhance the use of online videos for learning. It allows instructors to ensure that students have viewed the lesson in its entirety and determine whether they understood its content. The author has used EDpuzzle in undergraduate general business and entrepreneurship classes for homework assignments and has received positive feedback from students about it. Discussions with students have indicated that the use of EDpuzzle helped them focus more on the important aspects of the videos and that they were more confident of their learning after taking embedded quizzes. The qualities EDpuzzle offers are discussed here with particular emphasis on understanding how the application can be used to enhance the use of online videos along with its advantages and disadvantages.

Videos are often used for demonstration and evaluation, but a more productive approach would be using video to support teachers’ ability to notice and interpret classroom interactions. That requires thinking carefully about the physical aspects of shooting video — where the camera is placed and how easily student interactions can be heard — as well as ensuring that videos capture examples of practice and not just exemplars, and that they capture moments of confusion and not just moments of clarity.

Flipped learning is a method that flips in/out class activities to make lectures learner-centered. In flipped learning, comments from learners on preparation material are useful information for instructors to consider before deciding in-class topics. Thus, we arrive at the notion that receiving comments from instructors will be effective for learners watching the video. By including annotations from instructors, we propose to improve the quality of content for learners and thus enhance learners' motivation and study satisfaction. To achieve this, we introduced "Steering Mark," a tool that enables learners to easily grasp the overall structure of a video, to the video learning system. We examined the effectiveness and influence of Steering Mark through an experiment with 34 undergraduate learners. As a result, Steering Mark was found to be useful in improving the quality of video content for learners., The 2019 International Conference on Advanced Informatics: Concepts, Theory and Applications

To help language learners achieve fluency, instructors often focus on teaching formulaic sequences (FS)--phrases such as idioms or phrasal verbs that are processed, stored, and retrieved holistically. Teaching FS effectively is challenging as it heavily involves instructors' intuition, prior knowledge, and manual efforts to identify a set of FSs with high utility. In this paper, we present FSIST, a tool that supports instructors for video-based instruction of FS. The core idea of FSIST is to utilize videos at scale to build a list of FSs along with videos that include example usages. To evaluate how FSIST can effectively support instructors, we conducted a user study with three English instructors. Results show that the browsing interactions provided in FSIST support instructors to efficiently find parts of videos that show example usages of FSs.

Note-taking activities in physical classrooms are ubiquitous and have been emerging in online learning. To investigate how to better support online learners to take notes while learning with videos, we compared free-form note-taking with a prototype system, NoteStruct, which prompts learners to perform a series of note-taking activities. NoteStruct enables learners to insert annotations on transcripts of video lectures and then engages learners in reinterpreting and synthesizing their notes after watching a video. In a study with a sample of Mechanical Turk workers (N=80), learners took longer and more extensive notes with NoteStruct, although using NoteStruct versus free-form note-taking did not impact short-term learning outcome. These longer notes were also less likely to include verbatim copied video transcripts, but more likely to include elaboration and interpretation. We demonstrate how NoteStruct influences note-taking during online video learning.

This research was conducted based on students’ low attention toward the implementation of learning using powerpoint so that it made the students lack of understanding and it caused the repetitive explanation of learning materials delivered by educators. This research aimed to produce a learning video media product using Prezi for fifth grade elementary school students on the Environmental Theme of Sahabat Kita, a valid sub-theme of Environmental Preservation Efforts. The type of this research was research and development carried out using ADDIE model. In the Implementation Phase, the test of learning video media products involving students was not carried out due to the Covid-19 pandemic conditions. The method of data collection was in the form of an instrument. The subjects of this study were two content subjects and two learning media experts. The technique used in conducting data analysis on the validity test of learning video media using Prezi was the Mean formula, calculating the percentage of each subject, and the overall percentage formula for the subject. The results of subject content validity conducted by two subject content experts obtained a percentage of 94.53% with very good qualifications. The results of the validity of learning video media conducted by two learning media experts obtained a percentage of 95.83% with very good qualifications. Thus, it can be said that the learning video media using Prezi that has been developed is valid, so it is feasible to be used to support the learning process on the Environmental Theme of Sahabat Kita, the Sub-theme of Environmental Preservation for fifth grade elementary school students.

Science learning of the earth’s layers subject is not optimal. One of the factors causing the less optimal learning is the lack of media that support this subject. Students want a learning media that can motivate them to learn and also make it easier for them to understand the subject matter. This study aims to analyze the effectiveness of instructional video animation media on the earth’s layers subject in terms of the results of understanding the concepts of junior high school students. This study used a research design “One group pretest-posttest design”. The subjects of this study were 28 students of class VII-D SMP Negeri 3 Sidoarjo. The data collection technique used the test method. The conceptual understanding indicator used is to give examples, categorize, compare and explain. The results of this study are that the indicators give an example of obtaining an n-gain of 0.84 in the high category, the indicators categorizing obtaining an n-gain of 0.67 in the moderate category, the indicators compare getting an n-gain of 0.69 with the medium category and the indicator. explained that obtaining an n-gain of 0.68 in the medium category. The indicator compares getting the lowest posttest score and the indicator gives an example of getting the highest posttest score. So it can be concluded that the animated video media as a learning medium on earth layer material is very effective in increasing students’ understanding of concepts 0.69 in the medium category and the indicator explains that it gets an n-gain of 0.68 in the moderate category. The indicator compares getting the lowest posttest score and the indicator gives an example of getting the highest posttest score. So it can be concluded that the animated video media as a learning medium of earth’s layers subject is very effective in increasing students’ understanding of concepts 0.69 in the medium category and the indicator explains that it gets an n-gain of 0.68 in the moderate category. The indicator compares getting the lowest posttest score and the indicator gives an example of getting the highest posttest score. So it can be concluded that the animated video media as a learning medium of earth’s layers subject is very effective in increasing students’ understanding of concepts.

Students readiness before participate in the practice activity need to be well prepared through a tutorial video for practicing. Therefore, this study aimed to (1) develop the Learning Media Video Tutorials for Engine Management System (EMS) practices in the Automotive engineering class, and (2) Identify the feasibility of the learning media developed. A research and development approach was implemented. There were two experts analized the product. The results showed that (1) the product is a tutorial video on a vehicle’s EMS diagnosis using a scanner, (2) the utorial video is an.MP4 form with a file size of 2552 MB, which can be played through smartphones or computers, (3) the contents of the tutorial video is consisting introduction, DTC Function, Current Data Function, and Oscillsocope Function, (4) experts validity revealed that the tutorial video for diagnosing EMS on a vehicle is good and feasible to be implemented in the classroom activities. A further study to identify the effect of the tutorial video on the student’s achievement is suggested.

Blended Learning is learning that involves face-to-face and brave learning that requires teaching materials that can be accessed by the brave. The purpose of this study was to create a learning media based on video as a guide to the use of Granule sieves and also to find out the feedback from the video. Methods of developing learning media through computers: (1) analyzing student needs; (2) formulating goals; (3) formulating the ingredients; (4) developing evaluation instruments; (5) writing scripts and taking pictures; (6) taking feedback (N = 57). In addition to the six steps, a validation test is also carried out before the field trial. This study result was a video learning that could be used as teaching material in the form of learning videos using granule sieves.

This research was instigated by the students who were not able to process the knowledge gained and the lack of learning media in the learning process. This research aimed at knowing the validity and practicality levels of Scientific based Stop Motion animation video learning media on Chemical Bond lesson, especially on Ionic and Covalent Bonding. There were 5 development procedure stages using Borg and Gall model— collecting information, planning, developing the product, field testing, and revising the initial form of the product. This research was administered at State Vocational High School 2 Pekanbaru. Interview, questionnaire, and documentation were used to collect the data. Scentific based Stop Motion animation video learning media developed was tested valid by the experts of media and material with 87.14% mean percentage (very valid), and it was tested practical by 4 Chemistry subject teachers and 12 students with 92.86% mean percentage (very practical). Based on these findings, it could be concluded that Scientific based Stop Motion animation video learning media on Chemical Bond lesson was valid and practical, so it could be done the product testing at a further stage.

This study aims to provide interactive, active participatory and collaborative media for learners through MOOC in the Introduction to Sociology course. This paper presents alternative learning by utilizing MOOC-based information technology as one way to achieve learning objectives. This development uses research and development (R&D) with development steps consisting of preproduction, production, and postproduction. This development was also validated and implemented during the development process. This study found that development products are feasible to be implemented as learning products. In addition, the results of the implementation test also showed that the use of MOOC media through the development of context-based video learning can improve student understanding more easily, more effectively, and more efficiently. Thus, this development product can be one of the learning media that can be used in the sociology learning process.

The concept of Social Video Learning (SVL) marks the shift from a passive-receptive to an active-productive or active-constructive exploration of video material in learning groups and emphasizes the sharing of experiences and knowledge in a situational context. The objective of this chapter is to give a brief overview of this phenomenon within an EU-funded project. It is the intention of the authors to, on the one hand, provide some initial orientation and deeper insight into the complex subject matter of collaborative video annotation exemplified by SVL. On the other hand, based on quantitative and qualitative data from two case studies, they try to explore its potential for teacher education.

The flipped classroom has become famous as an effective educational method that flips the purpose of classroom study and homework. In this paper, we propose a video learning system for flipped classrooms, called Response Collector, which enables students to record their responses to preparation videos. Our system provides response visualization for teachers and students to understand what they have acquired and questioned. We performed a practical user study of our system in a flipped classroom setup. The results show that students preferred to use the proposed method as the inputting method, rather than naive methods. Moreover, sharing responses among students was helpful for resolving individual students' questions, and students were satisfied with the use of our system., The 2018 International Conference On Advanced Informatics: Concepts, Theory And Application (ICAICTA2018)

This research paper accentuates on the technologies utilized as a part of the virtual classroom (VCR) and favourable circumstances of VCR over conventional classroom framework. This paper centres around Interactive learning Methodologies utilizing HTML5 and another web-based tool to draw in the student in assembling exercises and individual assignments. This examination paper additionally gives a short perspective of hindrances and conceivable outcomes for the appropriation of VCR. Meanwhile, likewise decides the requests of showing techniques, programs, material, video learning and online free courses by means of various scholastic sites.

While video has become a widely adopted medium for online learning, existing video players provide limited support for navigation and learning. It is difficult to locate parts of the video that are linked to specific concepts. Also, most video players afford passive watching, thus making it difficult for learners with limited metacognitive skills to deeply engage with the content and reflect on their understanding. To support concept-driven navigation and comprehension of lecture videos, we present ConceptScape, a system that generates and presents a concept map for lecture videos. ConceptScape engages crowd workers to collaboratively generate a concept map by prompting them to externalize reflections on the video. We present two studies to show that (1) interactive concept maps can be useful tools for concept-based video navigation and comprehension, and (2) with ConceptScape, novice crowd workers can collaboratively generate complex concept maps that match the quality of those by experts.

In this paper, we capture learning while taking a video, play time and time line of the video frame in the form of areas that require re-learning in HTML5 mobile web store. When you select an image frame can display a list of the frame to take advantage of HTML5 Video tag up to 9 capture and save the playing time at the position. Implemented in a manner that runs Effects as compared to learning to run the entire frame capture learning and re-learning frame partial immersion learners matchumhyeong storytelling can be implemented. Interval Iterative Learning in a random order, so learners can level alignment by iterative learning on academic performance can have a positive effect.

Building construction practice involves the process of producing buildings. Over the years, students have reported difficulties grasping the concept because it goes beyond theory. The visual aspect of the course makes the understanding and practice of the course worthwhile for construction students. As the saying goes, seeing is believing. Various instructional designs such as frequent site visits, construction clip arts, workshop practice have been instituted to ease the burden of understanding the course. In this vein, the study aims to assess the impact of embedded multimedia video learning of building construction practice on construction students. The study is a quantitative one through the use of questionnaires. A random sampling design was used for the study. The respondents were building technology students from year two to year five offering the course in a Private tertiary institution in Nigeria. The result revealed that the use of embedded multimedia video learning of building construction practice increased the memory of the course and encouraged class discussion. The study revealed that the use of a maximum 10 minutes instructional video on specific building construction topics were most effective. The major challenge identified in the use of video learning was the frequent power outage making it difficult either to use or complete its use. In conclusion, the use of embedded multimedia video learning should be encouraged at all levels. It was recommended that smart boards multimedia connected to alternative power sources be made available for all building construction practice classes, although this requires sufficient funding. Also, video cameras should be mounted on local construction sites to capture valuable construction activities and made available for academic purposes.

Programming competency is a must competency that every student who are studying computer science must have. Mostly of the student are struggling learning this skill especially for those who do not have any computer background. The objective of this research is to design and develop e-learning using videos and tutorial to provide content of programming skill that needed by the student to increase their coding skill. Student can watch this video many times to have a fully understanding about the topic. Research and Development method are used by this research to design the video learning that can be accessed using mobile phone. As the result, the programming skill of the student increased rapidly.

While video is recognised as an important medium for teaching and learning in the digital age, many video resources are not as effective as they might be, because they do not adequately exploit the strengths of the medium. Presented here are some case studies of video learning resources produced for various courses in a university environment. This ongoing project attempts to identify pedagogic strategies for the use of video; learning situations in which video has the most efficacy; and what production techniques can be employed to make effective video learning resources.

The purpose of the study generally is to facilitate high school students preparation for National Test and State/private Entrance Test and specifically the purposes are 1)to increase the activity of English learning videos through website, 2) to increase the learning activity through internet. The stages of this research consists of 5 stages such as; a) capturing English learning videos, b) creating website, c) uploading the videos to the website, d) launching the website to the third year of Bontang State Vocational School 3, and e) evaluating the website content. The results show that video learning designs is the most chosen feature(89%) than other features on the website. Furthermore, the questionaires reaveal that 100% give positive responses to the website given.

Teachers have employed online video as an element of their instructional media portfolio, alongside with books, slides, notes, etc. In comparison to other instructional media, online video affords more opportunities for recording of student navigation on a video lecture. Video analytics might provide insights into student learning performance and inform the improvement of teaching tactics. Nevertheless, those analytics are not accessible to learning stakeholders, such as researchers and educators, mainly because online video platforms do not share broadly the interactions of the users with their systems. As a remedy, we have designed an open-access video analytics system and employed it in a video-assisted course. In this paper, we present a longitudinal study, which provides valuable insights through the lens of the collected video analytics. In particular, we collected and analyzed students' video navigation, learning performance, and attitudes, and we provide the lessons learned for further development and refinement of video-assisted courses and practices.

Video learning analytics are not open to education stakeholders, such as researchers and teachers, because online video platforms do not share the interactions of the users with their systems. Nevertheless, video learning analytics are necessary to all researchers and teachers that need to understand and improve the effectiveness of the video lecture pedagogy. In this paper, we present an open video learning analytics service, which is freely accessible online. The video learning analytics service (named Social Skip) facilitates the analysis of video learning behavior by capturing learners' interactions with the video player (e.g., seek/scrub, play, pause). The service empowers any researcher or teacher to create a custom video-based experiment by selecting: 1) a video lecture from You Tube, 2) quiz questions from Google Drive, and 3) custom video player buttons. The open video analytics system has been validated through dozens of user studies, which produced thousands of video interactions. In this study, we present an indicative example, which highlights the usability and usefulness of the system. In addition to interaction frequencies, the system models the captured data as a learner activity time series. Further research should consider user modeling and personalization in order to dynamically respond to the interactivity of students with video lectures.

Video lectures are nowadays widely used by growing numbers of learners all over the world. Nevertheless, learners' interactions with the videos are not readily available, because online video platforms do not share them. In this paper, we present an open-source video learning analytics system, which is also available as a free service to researchers. Our system facilitates the analysis of video learning behavior by capturing learners' interactions with the video player (e.g, seek/scrub, play, pause). In an empirical user study, we captured hundreds of user interactions with the video player by analyzing the interactions as a learner activity time series. We found that learners employed the replaying activity to retrieve the video segments that contained the answers to the survey questions. The above findings indicate the potential of video analytics to represent learner behavior. Further research, should be able to elaborate on learner behavior by collecting large-scale data. In this way, the producers of online video pedagogy will be able to understand the use of this emerging medium and proceed with the appropriate amendments to the current video-based learning systems and practices.

With thousands of learners watching the same online lecture videos, analyzing video watching patterns provides a unique opportunity to understand how students learn with videos. This paper reports a large-scale analysis of in-video dropout and peaks in viewership and student activity, using second-by-second user interaction data from 862 videos in four Massive Open Online Courses (MOOCs) on edX. We find higher dropout rates in longer videos, re-watching sessions (vs first-time), and tutorials (vs lectures). Peaks in re-watching sessions and play events indicate points of interest and confusion. Results show that tutorials (vs lectures) and re-watching sessions (vs first-time) lead to more frequent and sharper peaks. In attempting to reason why peaks occur by sampling 80 videos, we observe that 61% of the peaks accompany visual transitions in the video, e.g., a slide view to a classroom view. Based on this observation, we identify five student activity patterns that can explain peaks: starting from the beginning of a new material, returning to missed content, following a tutorial step, replaying a brief segment, and repeating a non-visual explanation. Our analysis has design implications for video authoring, editing, and interface design, providing a richer understanding of video learning on MOOCs.

Researchers have recommended that watching a video for learning purpose can increase learners’ motivation and interests effectively. On the other hand, related studies suggest that lengthy videos need to be segmented in order to decrease learners’ cognitive load. Following abovementioned suggestions, this study administered mobile video lectures for students and investigated how videos of various lengths influence students’ cognitive load and learning performance. Forty freshmen students of one technological university participated in this study; they were randomly assigned into the experiment group and the control group. Segmented video was demonstrated for the experimental group while the control group watched non-segmented video. Results of this study indicate that students in the experiment group had better learning performance and they were less cognitively overloaded compared to students of the control group. Results also showed that the experiment group had less work load compared to the control group. Based on research findings, this study suggests that using segmentation strategy for creating mobile video learning material can help not only to reduce cognitive load but also to increase learning performance.

With the growing interest in flexible and blended education, the usage of recorded lecture videos as a part of learning material, is becoming an everyday activity in most of the higher education institutions. Flexible education provides students with the opportunity to select how, when, and where to study compared to ordinary on-campus education. Additionally, lecture videos contain most of the instructional content. The content of these videos are in general non-scripted and unedited, and thus do not provide the required level of interactivity. Therefore, these videos fail to captivate students' attention for a long time, and thus their effective use remains a challenge. In this regard, Multimedia Learning Object (MLO) can play an important role in future flexible education. MLOs are media rich documents that have pedagogical values encapsulated with all needed features such as navigation structures and surrogates. We propose in this paper a framework for interactive MLOs in distance and blended education. The framework supports creation, storage, distribution, and evaluation of automatically extracted learning objects from digital media. The framework not only conforms to industry standards, but also provide novel methods and techniques to develop Video Learning Objects (VLOs).

This study compared the effectiveness and efficiency of written diagrams to multi-media computer videos in hospitality education. Subjects were given two written diagrams and two computer videos of four napkin folds and four garnishes, respectively. The time required to complete the napkin folds and garnishes was significantly (p

In this paper we present Polimedia as an alternate way of producing video learning objects instead of lecture recording. We are using heavily this technology with a teacher support program involving more than two hundred teachers and in this time we have produced more than two thousand Polimedia learning objects and we have also disseminated this technology with several universities. We present also results of using this technology together the support program.

The paper first introduces the general concept of LVS, then gives the architecture of long distance learning network system based on LVS, explaining the design ideas. The functions of long distance learning network system are presented, including the design of psychological coursewares and audio and video learning platforms.