Using video tutorials as a carrot-and-stick approach to learning

Traditional teaching styles practiced at universities do not generally suit all students\u27 learning styles. For a variety of reasons, students do not always engage in learning in the courses in which they are enrolled. New methods to create and deliver educational material are available, but these do not always improve learning outcomes. Acknowledging these truths and developing and delivering educational material that provides diverse ways for students to learn is a constant challenge. This study examines the use of video tutorials within a university environment in an attempt to provide a teaching model that is valuable to all students, and in particular to those students who are not engaging in learning. The results of a three-year study have demonstrated that the use of well-designed, assessment-focused, and readily available video tutorials have the potential to improve student satisfaction and grades by enabling and encouraging students to learn how they want, when they want, and at a pace that suits their needs

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

Applications of Repeated Games in Wireless Networks: A Survey

A repeated game is an effective tool to model interactions and conflicts for players aiming to achieve their objectives in a long-term basis. Contrary to static noncooperative games that model an interaction among players in only one period, in repeated games, interactions of players repeat for multiple periods; and thus the players become aware of other players' past behaviors and their future benefits, and will adapt their behavior accordingly. In wireless networks, conflicts among wireless nodes can lead to selfish behaviors, resulting in poor network performances and detrimental individual payoffs. In this paper, we survey the applications of repeated games in different wireless networks. The main goal is to demonstrate the use of repeated games to encourage wireless nodes to cooperate, thereby improving network performances and avoiding network disruption due to selfish behaviors. Furthermore, various problems in wireless networks and variations of repeated game models together with the corresponding solutions are discussed in this survey. Finally, we outline some open issues and future research directions.Comment: 32 pages, 15 figures, 5 tables, 168 reference

A Practice-Led Approach to Aligning Learning Theories with Learning and Teaching Strategies in Third Level Chemistry Education

Large class sizes and a diverse student cohort have resulted in challenges for academics in third level institutes both nationally and internationally. This is a result of widening of participation and the drive to create a knowledge-based society in Ireland for the future. The focus in this paper is on third level chemistry education and looking at the issues arising both in the class and laboratory and suggesting learning and teaching strategies in order to overcome them or to enhance efficiencies. The learning and teaching strategies suggested however may be applied across many disciplines. The learning theories that underpin these strategies are highlighted throughout the text to strengthen the pedagogical framework on which they are based. Behaviourism, constructivism, cognitivism and social constructivism are the four main learning theories that support the discussion. Exemplars from the literature and practice led, and all designed, developed and evaluated in the Dublin Institute of Technology (DIT). The role of learning technologies has been included where appropriate. There are many ways of addressing issues of teaching diverse groups at third level that are free and readily accessible, it is hoped that this paper will encourage academics to try a new educational approach in their practice

How Do We Like to Learn Qualitative Data Analysis Software?

The learning of Computer Assisted Qualitative Data Analysis Software (CAQDAS) can represent a great challenge and obstacle to the adoption of these tools in support of research. Thus, it seems imperative that CAQDAS developers devise strategies and tools that stimulate and support researchers in the learning process of their applications. To this end, this study focuses on the learning preferences of CAQDAS users. A focus group was conducted with experienced CAQDAS users and an online questionnaire was administered to 232 users from 29 different countries and representing a diversity of 26 CAQDAS. The obtained data allow to infer that the users privilege the learning in context of training, but, when it comes to self-learning, they tend to opt for interactive tools and to resort to tutorial videos. These results seem to indicate that users are looking for solutions that provide them with a learning experience that is more adapted to their style and in the shortest time possible

Identifying and motivating at-risk students

It is the goal of this program to identify these at-risk students, track their grades, and incorporate a tutorial program to motivate and build their self-esteem and ultimately, their academic performance. This program can succeed with the proper administrative support, teacher involvement and parent and community assistance