scholarly journals Using Online Video Lectures to Enrich Traditional Face-to-Face Courses

2015 ◽  
Vol 8 (2) ◽  
pp. 155-164 ◽  
Author(s):  
Suzanne C. Makarem ◽  
Keyword(s):  
Online Video ◽  
Face To Face ◽  
Video Lectures

scholarly journals Reinstating a national simulation programme in anaesthesiology during the coronavirus pandemic

2021 ◽  
pp. bmjstel-2021-000894
Author(s):  
Sinead Campbell ◽  
Sarah Corbett ◽  
Crina L Burlacu
Keyword(s):  
Simulation Training ◽  
Online Video ◽  
Safety Measures ◽  
Face To Face ◽  
Video Assisted ◽  
Simulation Based ◽  
High Standards ◽  
Strongly Agree ◽  
Training Opportunities ◽  
Simulation Programme

BackgroundWith the introduction of strict public health measures due to the coronavirus pandemic, we have had to change how we deliver simulation training. In order to reinstate the College of Anaesthesiologists Simulation Training (CAST) programme safely, we have had to make significant logistical changes. We discuss the process of reopening a national simulation anaesthesiology programme during a pandemic.MethodsWe approached how to reinstate the programme with three distinct but intertwined projects, as in the following: (1) a survey of effects of the pandemic on training opportunities for anaesthesiology trainees, (2) proposals for methods of reinstating simulation were developed under the headings avoidance, compromise, accommodation and collaboration. A small online video-assisted simulation pilot was carried out to test the compromise method, (3) having opted for combined accommodation (onsite with smaller participant numbers and safety measures) and collaboration (with other regional centres), a postreinstatement evaluation during a 4-month period was carried out.Results(1) Eighty-five per cent of 64 trainees surveyed felt that they had missed out not only just on simulation-based education (43%) but also on other training opportunities, (2) when five trainees were asked to state on a 1 to 5 Likert scale (strongly disagree, disagree, undecided, agree and strongly agree) whether online video-assisted simulation was similar to face-to-face simulation in four categories (realism, immersion, sense of crisis and stress), only 9 (45%) of the 20 answers agreed they were similar, (3) When onsite simulation was reinstated, the majority of trainees felt that training was similar to prepandemic and were happy to continue with this format.ConclusionIn order to reinstate simulation, we have identified that accommodation and collaboration best suited the CAST while compromise failed to rank high among trainees’ preferences. Onsite courses will continue to be delivered safely while meeting the high standards our trainees have come to expect.

Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom

2021 ◽  
Vol 65 ◽  
pp. 101966
Author(s):  
John Ranellucci ◽  
Kristy A. Robinson ◽  
Joshua M. Rosenberg ◽  
You-kyung Lee ◽  
Cary J. Roseth ◽  
...  
Keyword(s):  
Online Video ◽  
Video Lectures

scholarly journals Evaluating intelligent interfaces for post-editing automatic transcriptions of online video lectures

2014 ◽  
Vol 29 (1) ◽  
pp. 72-85 ◽  
Author(s):  
J.D. Valor Miró ◽  
R.N. Spencer ◽  
A. Pérez González de Martos ◽  
G. Garcés Díaz-Munío ◽  
C. Turró ◽  
...  
Keyword(s):  
Online Video ◽  
Intelligent Interfaces ◽  
Video Lectures

scholarly journals Online Video Instruction on Hand Expression of Colostrum in Pregnancy is an Effective Educational Tool

Nutrients ◽  
2019 ◽  
Vol 11 (4) ◽  
pp. 883 ◽  
Author(s):  
Therese A. O’Sullivan ◽  
Joy Cooke ◽  
Chris McCafferty ◽  
Roslyn Giglia
Keyword(s):  
Pregnant Women ◽  
Large Scale ◽  
Instructional Video ◽  
Online Video ◽  
Educational Tool ◽  
Video Instruction ◽  
Face To Face ◽  
Almost All ◽  
In Pregnancy

The use of antenatal colostrum expression in the weeks prior to birth may help improve long-term breastfeeding, but few large-scale studies exist. Typically, antenatal colostrum expression instruction relies on face-to-face education, making large interventions costly. We aimed to determine whether an expert online instructional video can improve knowledge and confidence around antenatal colostrum expressing. Pregnant women were asked to complete a questionnaire pre- and post-watching the instructional video online. Ninety five pregnant women completed both pre- and post-questionnaires. Total antenatal colostrum expression knowledge scores improved after watching the video, from a mean of 3.05 ± 1.70 correct out of a maximum of 7, to 6.32 ± 0.76 (p < 0.001). Self-reported confidence around hand expressing in pregnancy also improved from an average ranking of not confident (2.56 ± 1.17, out of a possible 5) to confident (4.32 ± 0.80, p < 0.001). Almost all women (98%) reported that they would recommend the video to a friend or family member if antenatal colostrum expression was suggested by their healthcare provider. Findings suggest that the use of an online expert video is an acceptable and effective way to educate pregnant women in antenatal colostrum expression.

Effectiveness of Three Training Delivery Methods in a Voluntary Program

2009 ◽  
Vol 53 (26) ◽  
pp. 1959-1963 ◽  
Author(s):  
Arash Salehi ◽  
Lesley Strawderman ◽  
Yunchen Huang ◽  
Shaheen Ahmed ◽  
Kari Babski-Reeves
Keyword(s):  
Demographic Characteristics ◽  
Online Video ◽  
Delivery Method ◽  
Delivery Methods ◽  
Voluntary Programs ◽  
Volunteer Training ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Voluntary Program ◽  
Training Delivery

Different training delivery methods each have their own advantages and disadvantages. Method effectiveness is based on the characteristics of the trainees and the program itself. Voluntary programs require extra consideration as there is no direct obligation for volunteers to participate and interact with the system. This paper studies and compares three methods (online, video, and face-to-face) for delivering training in a voluntary program. Demographic characteristics affected trainees' preference for training delivery method. Also, the training delivery method significantly impacts trainees' performance, participation in the program, and trainees' perceptions regarding re-training. These issues should be considered when a volunteer training program is designed.

scholarly journals Using Learning Analytics to Evaluate Course Design and Student Behavior in an Online Wine Business Course

2019 ◽  
Vol 27 (4) ◽  
Author(s):  
Kerry Wilkinson ◽  
Imogen McNamara ◽  
David Wilson ◽  
Karina Riggs
Keyword(s):  
Learning Analytics ◽  
Course Design ◽  
Learning Resources ◽  
Online Delivery ◽  
Face To Face ◽  
Video Lectures ◽  
Audio Recordings ◽  
Business Course ◽  
E Learning ◽  
The Impact

This case study describes the use of learning analytics to evaluate the transition of a postgraduate wine business course from face-to-face to online delivery using e-learning course design principles. Traditionally, Foundations of Wine Science lectures were delivered face-to-face, however the decision to transition the course from semester to trimester format presented an opportunity for online delivery of lectures. This was initially achieved through audio recordings, then video lectures, supported by a range of digital learning resources intended to engage, support and enhance student learning and the student experience. Descriptive analysis of learning analytics, comprising assessment results, student evaluations of learning and teaching, and data sourced from the Learning Management System, was performed to evaluate the impact of online delivery of course content on student performance, satisfaction and engagement. The use of audio lecture recordings negatively impacted students’ perception of the overall quality of the course (including course organisation, learning strategies and learning resources). The subsequent implementation of e-learning designed video lectures was considered superior to audio recordings, albeit final grades were not significantly different between the delivery modes. However, student engagement was equal to, or better than face-to-face delivery, when content was designed specifically for an e-learning environment.

scholarly journals Flipping theClassroom; Developing listening Material

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Jenny Ika Misela
Keyword(s):  
Classroom Environment ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Listening Skills ◽  
Guided Practice ◽  
Face To Face ◽  
Video Lectures ◽  
Listening Skill ◽  
Traditional Homework ◽  
Online Sources

Flipped classroom is an approach to teach listening in which students participate in online learning in place of traditional homework and then attend school for face-to-face, teacher-guided practice or projects. It is a part of larger education system called blended learning. In this approach, students could learn new content on their own by watching video lectures or other online sources and assigned problems (traditional “homework”) are completed in class with teachers offering personalized guidance instead of lectures. The paper here examined an ESL listening class. Listening skill is much more than hearing. Unfortunately, in students’ opinion, listening is an uninteresting activity. Many students feel very bored in listening class. That is why teachers should know about how to make the students more interested in listening. The aim of this paper is discuss best practices and challenges of implementing the flipped classroom in teaching and learning listening. By using this approach, it is expected that students will develop their listening skills as well as have a lot of fun. The main findings of the study indicate that the students enjoyed learning listening in a flipped classroom environment. They can practice not only listening but also all language skills in listening class.

scholarly journals A Video Note Taking System to Make Online Video Learning Easier

2021 ◽  
Author(s):  
Haochen Han ◽  
Yu Sun
Keyword(s):  
Research And Development ◽  
Web Application ◽  
Qualitative Evaluation ◽  
Online Video ◽  
Note Taking ◽  
Video Lectures ◽  
Increase Productivity ◽  
The Subject ◽  
Way Of Knowing ◽  
The Web

Recent coronavirus lockdowns have had a significant impact on how students study. As states shut down schools, millions of students are now required to study at home with pre-recorded videos. This, however, proves challenging, as teachers have no way of knowing whether or not students are paying attention to the videos, and students may be easily distracted from important parts of the videos. Currently, there is virtually no research and development of applications revolving specifically around the subject of effectively taking digital notes from videos. This paper introduces the web application we developed for streamlined, video-focused auto-schematic note-taking. We applied our application to school-related video lectures and conducted a qualitative evaluation of the approach. The results show that the tools increase productivity when taking notes from a video, and are more effective and informational than conventional paper notes.

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