Short Videos to Communicate Effectively to Engineering Students

[EN] The use of multimedia in education has become a basic tool for educators. As Millennials and Generation Z use technology in their everyday life, the educational model has been shifting towards the use of multimedia and technology to enhance the active learning process. The objective of this project was to design, produce and implement short educational or instructional videos to present content with a more active approach and measure the impact on their understanding and preference. A video with the content of graduation requirements was produced, shared with 240 seniors of Engineering Academic Programs. The results show that 97% of the students liked the video and the way the content was shared and 91.6% of the students find the video format useful. The results show that the learning process was active and effective. The exit poll also shows that 97% of the students think that there should be more educational videos on some other processes. This project included the design, production and implementation of 18 videos. This research describes the approach and impact of using short videos in engineering and transition from a traditional method of sharing content to students to a more active learning environment.The authors would like to acknowledge the financial support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work.Arrambide-Leal, E.; Lara-Prieto, V.; García-García, R. (2021). Short Videos to Communicate Effectively to Engineering Students. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 509-517. https://doi.org/10.4995/HEAd21.2021.13002OCS50951

Video Tutorials as Academic Writing and Research Support for Students of International Business

Many studies have made claims for the positive effects of multimedia in education; however, there is a lack of systematic and comparable research, especially when it comes to video tutorials. This study evaluates the use and benefits of short screencast video tutorials, produced with Camtasia and published on YouTube, in preparing students for research-based writing assignments. The study employs a multi-method research design, comprising an analysis of video-tutorial viewership data from YouTube and a student questionnaire on the perceived benefits of these video tutorials. The data on how the tutorials are used, as well as the questionnaire responses, enable us to highlight which aspects of these tutorials positively affect the learning process. Findings indicate that the use of such tutorials is more dependent on the type of information included (e.g., theory, instructions or examples), than their length (within the range of 3-6 min). Additionally, novice, introductory-level students appear to have received greater benefit from the tutorials than students with some previous academic writing experience

A study of learners’ interactive preference on multimedia microlearning

© Copyright © 2022, Anna Sung, Kelvin Leong and Ching Lee]. This AAM is provided for your own personal use only. It may not be used for resale, reprinting, systematic distribution, emailing, or for any other commercial purpose without the permission of the publisherThis study aims to explore how learners prefer to interact with microlearning video. Microlearning is an emerging topic in work-based learning and the benefits of using video in supporting learning have been widely discussed. However, only very few of previous works were conducted on discussing how learners prefer to interact with microlearning video. This paper aims to fill this knowledge gap. A questionnaire was used in this study for data collection purposes. In total, the invitation had been sent to 236 enrolled learners from the 3 targeted modules through emails. 77 participants completed the survey with the response rate 32.6%. Chi-square is used in this study in order to conclude whether the findings from the sample related to hypotheses are statistically significant. By analysing primary data collected from a UK University, our findings suggest that: i) the perceived usefulness of the control functions and the expression functions of multimedia microlearning videos are generally high, ii) More participants prefer to have more control in their multiple-choice question’s arrangement and open-ended question’s arrangement, On the other hand, there is no significant difference on the preference of when to attempt assessment. This is the first time that a study like this had been conducted to review and discuss the interactive preferences between learners and multimedia microlearning. This study could shed some lights on future research in the field of microlearning and work-based learning

8th Grade Students’ Perceptions of 1:1 Laptops in Algebra 1

One-to-one (1:1) initiatives in education refer to the practice in which schools provide each student with a personal computing device, such as a laptop or tablet, for students to have access to the internet to complete coursework and access digital course materials. One-to-one initiatives are becoming more popular as more school districts are investing in them as there is an increased emphasis on technology use to support students’ technological skills. This qualitative case study informed by phenomenography aimed to investigate how eighth-grade Algebra 1 students at a school district implementing a one-to-one laptop initiative perceived their learning and engagement in their Algebra 1 class. Social Constructivism, the Bioecological Model of Influences on Student Engagement, and the Technology Acceptance Model served as the theoretical foundation for the study. Six classroom observations and 10 interviews were conducted with 10 participants to gather data. Findings revealed that students found the laptops beneficial, students perceived the laptops to be a result of the 21st-century initiatives in schools, and students perceived and reported that the laptops helped them learn mathematics. Findings also revealed that students found the laptops to be distracting at times, a direct result of the COVID-19 pandemic, and students described that they learned more math because of the autonomy in their learning from the resources provided. Educators can use mathematics software (such as Delta Math and Desmos) to help support student learning of the content, student autonomy, and self-efficacy as it has been proven to be effective in student learning and engagement when used properly. However, educators should be mindful of the potential distractions that can arise from one-to-one laptops

The differences between tutor and student perceptions of design elements in online courses

Master's thesis Multimedia and Educational Technology MM500 - University of Agder 2017The purpose of this study is to examine tutor and student perceptions of how design elements are implemented in online courses. The four elements collaboration, motivation, digital tools and course structure are discussed in an attempt to identify how various ways of implementing them can impact learning in an online environment. The study discusses how course tutors justify the use of the various elements, and then discusses students perceptions of how these elements impacted learning. The two online courses used in this research are SV-408 E-teaching 1 and MM-106 Nettkunnskap, which are part of a one year program meant for teachers at primary and high school levels. The two courses were chosen as they are both online courses and have implemented the same elements discussed in this thesis but in different ways. There was a total of 5 course tutors and 12 adult students who participated in this research. While qualitative research was used to collect data on tutors’ perception, both qualitative and quantitative research methods have been used to gather data on students’ perceptions. Results of the research revealed that there were both similarities and discrepancies in how tutors and students perceive the various elements in the two online courses. While collaborative learning was perceived to be a good tool for learning, it is important to ensure that it is implemented in a way that does not take away students’ autonomy and the possibility to learn at own pace. Students also expressed their need for timely and constructive feedback in group discussions and after submissions were made. Results of the study have also shown that using digital tools can increase students’ interest and engagement in the course. In addition to this, students expressed the need for a good course structure that makes it easy to navigate and monitor their progres

Multimedia Design, Learning Effectiveness, and Student Perceptions of Instructor Credibility and Immediacy

Online learning and the use of multimedia is a quickly growing element of higher education. This experimental research study examines five common audio and video presentation designs to inform evidence-based practices that can be applied by instructional designers as they develop content for online learners. Specifically, this experiment compares instructor-only, slides-only, dual-windows, video-switching, and superimposed-slides multimedia designs in terms of learning effectiveness, perceived instructor credibility, instructor immediacy, and cognitive load created by each design. This study included a diverse sample of adult learners who were randomly assigned to treatment groups. A total of 171 participants completed the study and responded to the NASA Task Load Index (TLX) used to gauge task and cognitive load, the credibility and immediacy survey, and the 20-item post-test. A series of 5x1 Analyses of Variance and Tukey post-hoc calculations were conducted to test for statistically significant differences between groups. The results suggest that a balance can be established between instructor credibility and immediacy by showing both the instructor and instructional content during online classes. The five multimedia designs can yield similar results in recall and comprehension as long as audio, video, and content quality is a design priority. The results also indicate that the design of instructional methods has a greater impact on learning than the device used to receive that instruction. Media and technology are a means to deliver pedagogy and foster communication; it is up to instructors and designers to use evidence-based best practices such as these to build optimal learning environments and instructional systems

Information and comunication technologies as a support tool for mathematics student recovery

Orientador: Elaine Cristina Catapani PolettiDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de TecnologiaResumo: As tecnologias da informação e comunicação (TICs) estão ligadas a diversas atividades do mundo moderno e têm dado aos segmentos da sociedade um novo ritmo e novas formas de organização. Na educação não é diferente, há décadas refletem-se sobre seu papel como ferramental de grande potencial que pode favorecer processos de ensino e de aprendizagem e, assim, proporcionar avanços qualitativos e quantitativos ligados ao desenvolvimento do conhecimento. Desta forma, tomando a necessidade de recuperação de alunos em matemática, em virtude de dificuldades e defasagens de estudos, esta pesquisa se propôs a avaliar o ambiente de suporte de estudos em matemática da Khan Academy como uma ferramenta para organização e condução de estudo na matéria, pautada no Alinhamento Construtivo de John Biggs. Os resultados, pautados numa pesquisa de cunho qualitativo, indicaram que o ferramental se constitui num material com potencial para o desenvolvimento de programas de apoio e de mecanismos de estudo complementar ao ensino regular em matemática de ensino fundamental e médio, para alunos e professoresAbstract: Information and Communication Technologies (ICTs) are linked to a various activities in the modern world and have offered new rhythm and forms of organization to various segments of the society. For the education, it is not different: during decades they have been reflected on its role as a tool with great potential that can favor teaching and learning processes and, thus, provide qualitative and quantitative advances linked to the development of knowledge. In this way, taking the necessity to recover students who have lags in mathematics, due to difficulties in its studies, this paper aimed to evaluate the support environment of studies in mathematics at Khan Academy as a tool for organization and conducting studies in this matter, based on the Constructive Alignment of John Biggs. The results, based on a qualitative research, indicated this tool is a potential material for development and support programs for complementar studing mechanisms to regular mathematics education for students and teachersMestradoSistemas de Informação e ComunicaçãoMestra em Tecnologia001CAPE

Exploring the experiences of instructors teaching massive open online courses in tourism and hospitality: a mixed methods approach

Massive Open Online Courses (MOOCs) have existed as a disruptive educational phenomenon for nine years. Grounded in the roots of distance education, open education, Open Educational Resources, and OpenCourseWare, MOOCs have now survived various critics and have continued growing globally. Reports about MOOCs in both the press and scholarly publications began to grow significantly in 2013 (Sánchez-Vera, Leon Urrutia, & Davis, 2015; Zancanaro & Domingues, 2017) and, since then, more and more researchers have joined the discussions, developing them to explore various new topics. To contribute to the literature of MOOC studies, this doctoral thesis begins with an in-depth analysis of the background, history, growth, and vision, and proposes a tentative definition of MOOCs. Meanwhile, by conducting bibliometric research to review MOOC studies conducted between 2015 and 2017, this thesis fills in the gap that has existed due to a lack of systematic reviews of MOOC literature since 2015. The results of the bibliometric research summarised the relevant MOOC research into nine categories, including learner focused, commentary and concepts, case reports or evaluations, pedagogy, curriculum and design, course object focused, provider focused, technology, systematic review of literature, and learning analytics and big data. They also suggested a limited amount of provider focused research, which became the research interest and focus of this thesis. In the centre of the Europe, Swiss universities have marched forward in the MOOC movement, together with other over 550 universities (Shah, 2016) around the world. Università della Svizzera italiana (USI; Lugano, Switzerland), a Swiss public university, became a MOOC provider in 2015 and offered the first MOOC in the topic of eTourism: eTourism: Communication Perspectives. This doctoral thesis is closely related to this university-level initiative, which was dedicated to producing the first pilot MOOC at USI. Therefore, the cases chosen by this thesis are positioned in the discipline of tourism and hospitality. The first MOOC with a large audience taught artificial intelligence in 2011 (Zancanaro & Domingues, 2017). Nowadays, MOOCs have broken the barrier of space and time to educate the masses in a wide range of subjects. However, the provision of MOOCs in the subject of tourism and hospitality did not appear until 2013, when two MOOCs from two American universities became available. In the past four years since these MOOCs were launched, the number of tourism and hospitality MOOCs available in the market has remained limited (Tracey, Murphy, & Horton-Tognazzini, 2016). This scarcity contradicts the fact that tourism and hospitality is the field that contributes the most to the employment of the global workforce. Pressing problems, such as high turnover, seasonality, and new global challenges have urged for solutions to quickly training people working in this area to become available (Cantoni, Kalbaska, & Inversini, 2009). A call for more studies about tourism and hospitality MOOCs has emerged. The combined reality of the lack of studies regarding MOOC providers, opportunities for first-hand experience of producing a tourism MOOC in a university, and the deficiency in both the research and practises of tourism and hospitality MOOCs has inspired the direction of this thesis in regard to exploring MOOC instructors’ experiences, using cases in the field of tourism and hospitality. It cumulates six studies, using a mixed methods approach, to tackle the two main research objectives: to investigate at large the tourism and hospitality MOOC provisions between 2008 and 2015 and to report the experiences of Università della Svizzera italiana (USI) when producing the eTourism MOOC. In order, the first two studies in Chapter 3 of this thesis focus on tourism and hospitality MOOCs in general and produce a big picture context for the other four studies in Chapter 4. The first study proposes a conceptual framework through which to describe and analyse the course design of a MOOC and applies it to 18 tourism and hospitality MOOCs produced between 2008 and 2015. The second study then continues to interview six tourism and hospitality MOOC instructors, to describe their experiences and perspectives of teaching MOOCs. After exploring a holistic view of the overall development of MOOCs in tourism and hospitality and gaining a deep understanding of the instructors behind these offerings, this thesis introduces the experiences of one single MOOC provider: Università della Svizzera italiana (USI) in Chapter 4. It first introduces its overall implementation process (Study 3), and further elaborates three phases of this process: how it selected a suitable MOOC platform at the beginning (Study 4); how it assessed learner engagement in the MOOC (Study 5); and, eventually, how it evaluated the performance of the MOOC (Study 6). This thesis was written mainly from the perspective of eLearning, with the intention of benefiting its community of scholars and practitioners. It has contributed to the literature by developing a framework with which to review MOOCs (in Study 1), the implementation process of producing MOOCs (in Study 2), practical review schema of MOOC platforms (in Study 4), the MOOC Learner Engagement Online Survey (in Study 5), and how to use the Kirkpatrick model to evaluate MOOCs (in Study 6). These conceptual frameworks and experiential tools can benefit future researchers and practitioners. Meanwhile, due to its intimate connection with the field of tourism and hospitality, by directly using its cases, the research outputs of the six studies can also benefit the tourism and hospitality education and training sector as a reference for further action

Comunicação em MOOC: estratégias e recursos comunicacionais adotados em cursos MOOC

Mestrado em Comunicação MultimédiaA comunicação é essencial para a vida em sociedade. Na atualidade, com o desenvolvimento de novas formas e possibilidades tecnológicas a comunicação se faz presente também no âmbito educacional utilizando as Tecnologias da Informação e Comunicação (TIC) para atender às exigências sociais e educativas. No caso da educação on-line, os MOOC – Massive Open Online Courses, vêm ganhando destaque e constituem um modelo recente de educação e formação, com a possibilidade de democratização e acesso ao conhecimento e à informação, disponível a um número cada vez maior de pessoas. Neste sentido, o objetivo deste estudo é o de analisar as estratégias e recursos comunicacionais utilizados em cursos MOOC, visando elaborar diretrizes a ter em conta na construção de um curso desta natureza. Para tal, optou-se por uma investigação qualitativa, de natureza exploratória-descritiva, em que a revisão bibliográfica e a construção e aplicação de um modelo de análise dos recursos e estratégias comunicacionais utilizados nos cursos ofertados em plataformas MOOC, integram a metodologia do estudo. Como principais resultados destacamos que os vídeos e fóruns são os recursos mais utilizados nos cursos analisados, observando-se uma tendência de práticas mais empiristas e tradicionais, há pouca utilização de recursos lúdicos e uma ausência do uso de redes sociais como recurso comunicacional. Para além disso, não é utilizada a avaliação dos cursos pelos alunos e predominam as estratégias avaliativas de escolha múltipla. Visando compartilhar as experiências e reflexões advindas desta pesquisa, são apresentadas, ao final, recomendações que podem contribuir para a elaboração de cursos MOOC.Communication is essential for life in society. Today, with the development of new forms and technological possibilities communication is also present in the education sector using Information Technology and Communication (ICT) to meet social and educational requirements. In the case of online education the MOOC - Massive Open Online Courses, have gained prominence and are a recent model of education and training, with the possibility of democratization and access to knowledge and information available a growing number of people. In this sense, the objective of this study is to analyze the strategies and communication resources used in MOOC, aiming to develop guidelines to consider when building a course. To this end, we opted for a qualitative research, exploratory and descriptive nature, in which the literature review, the construction and application of a resource analysis model and communication strategies used in the courses offered in MOOC platforms, are part of the methodology of the study. The main results point out that the videos and forums are the most used in the analyzed courses resources, there is a trend of more empiricist and traditional practices underlying the design of these courses, there is little use of recreational resources and the absence of the use of social networks as communication resource is not utilized the evaluation of courses by students and dominate the evaluative strategies for multiple choice. Aiming at sharing experiences and reflections arising from this research are presented at the end, recommendations that may contribute to the development of MOOC