Investigating Engagement with In-Video Quiz Questions in a Programming Course

In-video quizzes are common in many distance learning platforms, including those from Coursera and EdX. However the effectiveness of in-video quizzes has not previously been assessed. In this paper we describe the construction and instrumentation of an Interactive Video Lecture Platform to measure student engagement with in-video quizzes. We also investigate the use of in-video quizzes as an approach to mitigate the lack of feedback available to students and lecturers in videos and traditional lectures. Finally, we evaluate the effectiveness of augmenting video with the ability to answer and receive feedback to quiz questions embedded directly within the video. We observed that student engagement with in-video questions was consistently high (71-86%) across two cohorts (N1=81, N2=84) with a rate of 1 question per 8.7 minutes of video. We identified three broad levels of engagement with the quiz questions and four motivations, including challenge seeking and completionism, which explain some of the observed behaviour. The results from this investigation demonstrate that in-video quizzes were successful in creating an engaging and interactive mode of content delivery. We recommend that in-video quizzes be used to increase the interactivity of video content as well as supporting formative assessment within a flipped classroom environment.This is the author accepted manuscript. The final version is available from IEEE via http://dx.doi.org/10.1109/TLT.2015.244437

Flipping for Fractions: An Action Research Project

Getting young students to understand and enjoy the concept of fractions is one of the challenges I continually face as a classroom teacher. After the Common Core State Standards were adopted, a deeper understanding of operations involving fractions was required in the fifth grade. With that came persistent issues in student engagement and retention, as evidenced by weekly data team meetings with grade level colleagues. To address this need, I developed an action research project to flip my classroom and evaluate how interactive video instruction could impact attention and learning on fraction multiplication. Over the course of two weeks, students accessed a blend of ready-made and teacher-created videos on the Interactive Video Learning Platform (IVLP), PlayPosit. PlayPosit allowed me to turn passive video instruction into a responsive learning environment. Each video was designed to pause at specific timed intervals, which then prompted viewers to answer a multiple-choice or free response question to invite reflection. Subsequently, students received instant feedback and I gathered valuable data to drive instruction. In addition, constructivism was employed to allow students to showcase their learning on collaborative problem solving tasks. This paper will discuss the design of the project. Lessons learned include the importance of curating appropriate video content and testing technology tools prior to implementation. Overall, flipping my classroom using PlayPosit transformed a math module on multiplying fractions into a stimulating learning experience for students

Evaluating the Impact of a Quiz Question within an Educational Video

Educational videos are becoming more prevalent within a higher education context and the use of videos is now taken for granted. However, the full impact videos have on learning is under researched and not fully known. This study was conducted to investigate the effectiveness of quiz questions embedded throughout a video. Students from different modules (n1 = 102, n2 = 23) watched three different formats of videos and subsequent results of a multiple choice test were recorded and compared. In addition, viewing behaviour was recorded and explored to evaluate if this also impacted upon results. Results highlighted, that the performance on tests significantly improved after watching the video with embedded quiz questions throughout. Contrary to the test scores, students’ perceptions did not identify any differences, however students’ qualitative comments showed overwhelming support for quizzes embedded throughout a video. Implications on professional practice and further research to build upon this study are discussed

FRAMEWORK FOR DEVELOPING INTELLECTUAL SKILLS USING COLLABORATIVE LEARNING TOOLS: THE EXPERTS’ CONSENSUS

Background and Purpose: Students in higher education need intellectual skills for critical thinking, problem-solving and creating new knowledge. Social interactions during collaborative learning (CL) encourage these cognitive processes. However, instructors lack the skill to develop intellectual skills using appropriate pedagogy and CL tools. Hence, this study seeks to develop a framework for developing intellectual skills.   Methodology: The Fuzzy Delphi Method (FDM) was employed to identify and determine consensus on elements to teach intellectual skills among 16 panel of experts in educational technology and continuous professional development. In the first round, semi-structured interviews were conducted among four experts and the themes emerging from the interviews were used to develop the FDM questionnaire. The questionnaire was used in the second round of the FDM to determine consensus among the experts based on calculations of the defuzzification value.   Findings: The consensus among the experts is that resources for teaching intellectual skills are videos, interactive slides, animation/graphics and quizzes while the corresponding assessments are student-generated contents (i.e videos, infographic posters, interactive slides and designed products).   Contribution: The framework with the instructional strategies, resources and assessment provides a guideline for instructors to plan instruction for developing intellectual skills and generating new knowledge. Keywords: intellectual skills, collaborative learning, collaborative learning tools, Fuzzy Delphi, Merrill’s First Principles of Instruction   Cite as: Vasodavan, V., DeWitt, D., & Alias, N. (2021). Framework for developing intellectual skills using collaborative learning tools: The experts’ consensus.  Journal of Nusantara Studies, 6(1), 284-308. http://dx.doi.org/10.24200/jonus.vol6iss1pp284-30

Actividades basadas en videos para comprender coloquialismos transmitidos en comedias de situación entre adolescentes

Introduction. The implementation of video-based activities for teaching languages has contributed positively to boost understanding English as a foreign language through an interactive pedagogy to understand colloquial language and pragmatics on sitcoms. Objective. This study is aimed at analyzing video-based activities for comprehending American colloquialisms on sitcoms.  Methodology. By employing a quasi-experimental research framework with emphasis on quantitative approach, this study evaluated the understanding on colloquial language among teenagers through four week treatment using embedded video activities in different platforms. Results. Results from the comparison between pretest and posttest for both groups demonstrated a considerable difference. The principal findings are detailed as follows; on the one hand, the scores without intervention in both groups shows (M=-0.640, SE=1.063, p-value= 0,553). On the other hand, the scores after applying four week treatment demonstrates significant outcomes between both groups’ posttest scores determined as follows (M=8.000, SE=0.542, p-value=< .001). Conclusion. It is proved that, introducing video-based activities to understand colloquialisms in English Foreign Language (EFL) classrooms constitutes a dynamic and engaged teaching trends due to the accessibility to introduce authentic materials and support the learning process with visual aids.Introducción. La implementación de actividades basadas en videos para la enseñanza de idiomas ha contribuido positivamente a impulsar la comprensión del inglés como lengua extranjera a través de una pedagogía interactiva para entender el lenguaje coloquial y la pragmática en las comedias de situación. Objetivo. Este estudio tiene como objetivo analizar actividades basadas en videos para comprender los coloquialismos estadounidenses sobre comedias de situación. Metodología. Al emplear un marco de investigación cuasi - experimental con énfasis en el enfoque cuantitativo, este estudio evaluó la comprensión del lenguaje coloquial entre adolescentes a través de un tratamiento de cuatro semanas utilizando actividades de video integradas en diferentes plataformas. Resultados. Los resultados de la comparación entre la prueba previa y la prueba posterior para ambos grupos demostraron una diferencia considerable. Los principales hallazgos se detallan a continuación; Por un lado, las puntuaciones sin intervención en ambos grupos muestran (M = - 0,640, EE = 1,063, valor de p = 0,553). Por otra parte, las puntuaciones después de aplicar el tratamiento de cuatro semanas demuestran resultados significativos entre ambos grupos puntuaciones post test determinado de la siguiente manera (M = 8.000, SE = 0.542, valor de p = <.001). Conclusión. Está comprobado que la introducción de actividades basadas en videos para entender coloquialismos en las aulas de Lengua Extranjera de inglés (EFL) constituye una tendencia de enseñanza dinámica y comprometida debido a la accesibilidad para introducir materiales auténticos y apoyar el proceso de aprendizaje con ayudas visuales

Lectures in Introductory Programming Courses

Antud bakalaureusetöös uuritakse, millised on programmeerimise algkursuste õppetöö vormid. Teaduskirjanduse põhjal on ülevaade järgnevatest loenguvormidest: traditsiooniline loeng, loengu video ja videoloeng. Uuritakse, mil määral on loengud kasutusel välismaa ja Eesti kõrgkoolides. Eraldi on vaatluse all Tartu Ülikooli kursus "Programmeerimine". Koostatakse küsimustik ja seejärel tehakse analüüs 227 üliõpilaste vastuste baasil. Leitakse, milliseid loengus osalemise viise eelistavad kursusel osalenud ja saadakse teada, mis on nende valikute põhjused. Loengus osalemise viisid on järgnevad: loeng, loengu video, mitteosalemine, loeng või loengu video, loeng ja pärast loengu video. Analüüsitakse üliõpilaste eelistatud loengus osalemise viisi ja kursuse lõpptulemuse seost. Samuti tuuakse välja üliõpilaste arvamused loengute, loengupunktide, märkmete tegemise, nutiseadmete ja klikkerite kasutamise kohta.This bachelor thesis describes the research to the forms of teaching and learning of the introductory programming courses. Academic literature is used in order to make an overview of the following lecture types: live lecture, recorded lecture and video lecture. The extent of the lecture usage in foreign and Estonian higher education institutions is examined. The University of Tartu course "Programming" is under observation. A questionnaire is prepared and then the analysis is performed based on 227 student responses. Furthermore, this research presents what kind of lecture attendance the course participants prefer and what are the reasons for the choices. The ways to participate in the lecture are as follows: lecture, recorded lecture, non-participation, lecture or recorded lecture, lecture and after recorded lecture. In addition, the relationship between the preferred lecture format and the academic achievement is analyzed. Also students' opinions about lectures, lecture points, making notes, use of smart devices and clickers are presented

Η Ανεστραμμένη μάθηση στο περιβάλλον eClass

Σύγχρονες τάσεις στη μάθηση και στη διδασκαλία δίνουν έμφαση στην αξιοποίηση υπολογιστικών και διαδικτυακών εργαλείων καθώς και σε μαθητοκεντρικές προσεγγίσεις. Ο μαθησιακός σχεδιασμός αποτελεί πεδίο έρευνας με στόχο την ανάπτυξη εργαλείων που διευκολύνουν τον εκπαιδευτή στον σχεδιασμό και στην ανάλυση των διδακτικο-μαθησιακών δραστηριοτήτων στην κατεύθυνση τεχνολογικά υποστηριζόμενων μαθημάτων με καινοτόμα χαρακτηριστικά. Τα τελευταία χρόνια το μοντέλο της ανεστραμμένης τάξης-μάθησης εφαρμόζεται τόσο στη δευτεροβάθμια όσο και στην τριτοβάθμια εκπαίδευση καταδεικνύοντας θετικά αποτελέσματα στην εκπαιδευτική διαδικασία και αξιοποιώντας τις διαδικτυακές τεχνολογίες για εκπαιδευτικούς σχεδιασμούς με επίκεντρο τον μαθητή. Η παρούσα εργασία λαμβάνοντας υπόψη τα αποτελέσματα της διεθνούς βιβλιογραφίας, προτείνει ένα πλαίσιο εφαρμογής του μοντέλου της ανεστραμμένης τάξης-μάθησης, εισάγοντας τρεις φάσεις με στόχο τη διερευνητική προσέγγιση στη γνώση, την εφαρμογή της γνώσης σε νοηματοδοτούμενα πλαίσια, καθώς και την εκλέπτυνση της γνώσης και την καλλιέργεια μεταγνωστικών δεξιοτήτων. Για κάθε φάση προτείνονται ενδεικτικές δραστηριότητες και ο εκπαιδευτής μπορεί να επιλέξει τις επιθυμητές με βάση τους μαθησιακούς στόχους που επιδιώκει να πετύχει και τις μαθησιακές αρχές που θέλει να υπηρετήσει. Το προτεινόμενο πλαίσιο υλοποιήθηκε στο περιβάλλον eclass αξιοποιώντας τα παρεχόμενα εργαλεία και δίνοντας εναλλακτικές επιλογές για κάθε φάση. Τα αποτελέσματα της πειραματικής εφαρμογής που πραγματοποιήθηκε με στόχο την αξιολόγηση της λειτουργικότητας και ευχρηστίας της υλοποίησης στο περιβάλλον eclass καθώς και της επάρκειας του προτεινόμενου πλαισίου στην κάλυψη των εκπαιδευτικών αναγκών, είναι ενθαρρυντικά και καταδεικνύουν τις εναλλακτικές που υποστηρίζονται στον μαθησιακό σχεδιασμό με βάση το μοντέλο της ανεστραμμένης μάθησης-τάξης.Contemporary trends in learning and teaching focus on the use of computer-based and web-based tools as well as on student-centered approaches. Learning design is a field of research, aiming at developing tools that facilitate the instructor in the design and analysis of teaching and learning activities, in the direction of technology enhanced courses with innovative features. In recent years, the flipped classroom model attracts the attention of educators in different disciplines and different levels, revealing positive results in the educational process and taking advantage of current online technologies for student-centered educational designs. This thesis, taking into account the results of the relevant literature, proposes a framework for the formation and application of the flipped classroom model. The framework introduces three phases aiming at the exploratory approach to knowledge, the application of knowledge in authentic and meaningful contexts, as well as the refinement of knowledge and cultivation of metacognitive skills. Indicative activities are proposed for each phase and the instructor has the ability to select the desired ones based on the intended learning outcomes and the underlying learning principles. The proposed framework was implemented in the eclass online course management system using the provided tools and affording alternative options for each phase. The results of the experimental application, carried out in order to evaluate the functionality and usability of the implementation, as well as the adequacy of the proposed framework to meet the educational needs, are encouraging and acknowledge the alternatives supported in the learning design following the flipped classroom model

Sleep, problematic smartphone use and mental toughness: exploring the effectiveness of a school-based sleep promotion intervention

Background and Aims: Sleep is a protective factor against mental and physical ill health. However, evidence suggests that a minority of adolescents meet the established sleep duration recommendations. In addition, evidence suggests that, among adolescents, problematic smartphone use has contributed to a decline in sleep quality and duration. Research suggests that the psychological construct of mental toughness is associated with sleep quality. As such, this project had several aims. First, to determine whether a school-based sleep promotion intervention could increase sleep duration, sleep quality and mental toughness among school-age adolescents. Second, to determine whether the intervention could reduce problematic smartphone use. Methods: A school-based sleep promotion intervention was adapted from two evidence-based interventions (Barber & Cucalon, 2017; Brown et al., 2006). Adaptations were informed by the Theory of Planned Behaviour (Ajzen, 1985). A quasi-experimental, pre-test-post-test design with a wait-list control was employed. Thirty-six middle-adolescent female participants completed validated measures of sleep quality, sleep hygiene, problematic smartphone use and mental toughness. Objective sleep data were collected using the Xiaomi Mi-Band 4. Results: There was a statistically significant improvement in sleep quality post intervention with a medium-to-large effect size. This effect was sustained at follow-up. Although there was a post-intervention increase in objective sleep duration, this change did not reach statistical significance (p = .051). There was tentative evidence that the improvements in sleep quality may have been driven by improved sleep stability and reduced physiological, cognitive and emotional arousal. There was tentative evidence that the intervention reduced objectively measured screen time, and that this effect was maintained at follow-up. No statistically significant changes in mental toughness or subjective problematic smartphone use were detected. An exit survey indicated that participants found the intervention engaging, acceptable, appropriate and feasible. Conclusions: This theory-informed, school-based sleep promotion intervention improves subjective sleep quality among a cohort of middle-adolescent females in Ireland. Further research is needed to determine the robustness of the effect of the intervention on sleep duration and screen time. School-based sleep promotion interventions do not appear to be an effective means of increasing mental toughness.N