scholarly journals Experiences with Using Videos in Distance Education. A Pilot Study: A Course on Human-Computer Interaction

10.28945/3438 ◽  
2016 ◽  
Author(s):  
Herman Koppelman

The number of online resources available for teaching and learning in higher education has been growing enormously during the last decade. A recent development is the emergence of Massive Open Online Courses (MOOCs) and of Open Educational Resources (OER). The result is a huge number of videos that are available on line. Can these videos enrich learning? As a pilot study we added sixteen videos to an existing introductory course in Human-Computer Interaction. This course is mandatory in the Bachelor programs Computer Science and Information Science (second year). Watching the videos was optional for the students. The videos originated for the most part from the MOOC Human-Computer Interaction, produced by Stanford University. We offered this course to a pilot group of eight students. The educational context was problem-based learning in distance education. The videos were welcomed by all of the students and were found to be useful in their learning process. The students watched the videos intensively and appreciated them very well. A main reason for the students to be positive about the videos was that they liked to alternate reading texts and watching videos.

10.28945/3472 ◽  
2016 ◽  
Vol 13 ◽  
pp. 269-277
Author(s):  
Herman Koppelman

The number of online resources available for teaching and learning in higher education has been growing enormously during the last decade. A recent development is the emergence of Massive Open Online Courses (MOOCs) and of Open Educational Resources (OER). The result is a huge number of videos that are available on line. Can these videos enrich learning? As a pilot study we added sixteen videos to an existing introductory course in Human-Computer Interaction. This course is mandatory in the Bachelor programs Computer Science and Information Science (second year). Watching the videos was optional for the students. The videos originated for the most part from the MOOC Human-Computer Interaction, produced by Stanford University. We offered this course to a pilot group of eight students. The educational context was problem-based learning in distance education. The videos were welcomed by all of the students and were found to be useful in their learning process. The students watched the videos intensively and appreciated them very well. A main reason for the students to be positive about the videos was that they liked to alternate reading texts and watching videos.


2018 ◽  
Vol 09 (04) ◽  
pp. 841-848
Author(s):  
Kevin King ◽  
John Quarles ◽  
Vaishnavi Ravi ◽  
Tanvir Chowdhury ◽  
Donia Friday ◽  
...  

Background Through the Health Information Technology for Economic and Clinical Health Act of 2009, the federal government invested $26 billion in electronic health records (EHRs) to improve physician performance and patient safety; however, these systems have not met expectations. One of the cited issues with EHRs is the human–computer interaction, as exhibited by the excessive number of interactions with the interface, which reduces clinician efficiency. In contrast, real-time location systems (RTLS)—technologies that can track the location of people and objects—have been shown to increase clinician efficiency. RTLS can improve patient flow in part through the optimization of patient verification activities. However, the data collected by RTLS have not been effectively applied to optimize interaction with EHR systems. Objectives We conducted a pilot study with the intention of improving the human–computer interaction of EHR systems by incorporating a RTLS. The aim of this study is to determine the impact of RTLS on process metrics (i.e., provider time, number of rooms searched to find a patient, and the number of interactions with the computer interface), and the outcome metric of patient identification accuracy Methods A pilot study was conducted in a simulated emergency department using a locally developed camera-based RTLS-equipped EHR that detected the proximity of subjects to simulated patients and displayed patient information when subjects entered the exam rooms. Ten volunteers participated in 10 patient encounters with the RTLS activated (RTLS-A) and then deactivated (RTLS-D). Each volunteer was monitored and actions recorded by trained observers. We sought a 50% improvement in time to locate patients, number of rooms searched to locate patients, and the number of mouse clicks necessary to perform those tasks. Results The time required to locate patients (RTLS-A = 11.9 ± 2.0 seconds vs. RTLS-D = 36.0 ± 5.7 seconds, p < 0.001), rooms searched to find patient (RTLS-A = 1.0 ± 1.06 vs. RTLS-D = 3.8 ± 0.5, p < 0.001), and number of clicks to access patient data (RTLS-A = 1.0 ± 0.06 vs. RTLS-D = 4.1 ± 0.13, p < 0.001) were significantly reduced with RTLS-A relative to RTLS-D. There was no significant difference between RTLS-A and RTLS-D for patient identification accuracy. Conclusion This pilot demonstrated in simulation that an EHR equipped with real-time location services improved performance in locating patients and reduced error compared with an EHR without RTLS. Furthermore, RTLS decreased the number of mouse clicks required to access information. This study suggests EHRs equipped with real-time location services that automates patient location and other repetitive tasks may improve physician efficiency, and ultimately, patient safety.


Author(s):  
Lesley S. J. Farmer

Textbooks can serve as a good starting point for learning concepts or serve as a reinforcing reference tool for students. However, to address the various academic needs of students, as well as to affirm the richness and depth of the knowledge, skills, and dispositions in online courses, online instructors should complement and supplement textbooks with other resources in various formats. Education has a growing need for digital resources, starting with digital textbooks, and expanding to other kinds of educational resources. Open educational resources, in particular, provide cost-effective and flexible tools for teaching and learning.


2017 ◽  
pp. 888-918
Author(s):  
Klara Bolander Laksov ◽  
Charlotte Silén ◽  
Lena Engqvist Boman

In this case study, the introductory course in an international masters program in medical education (MMedEd) called “Scholarship of Medical Education” is described. Some of the background to why the MMedEd was started and the underlying ideas and principles of the program are provided. The individual course, which consists of 10 weeks part time study on-line with an introductory face to face meeting, is described in terms of the intentions and pedagogical principles underlying the design, the teaching and learning activities, and how the students were supported to achieve the intended learning activities, as well as the challenges and concerns that arose throughout and after the course. Finally, some solutions to these problems are discussed.


Author(s):  
Hong Lin

Given the upsurge of textbook costs, college students increasingly expect universities and instructors to offer alternatives to traditional textbooks. One textbook alternative is using open educational resources (OER). While OER unquestionably save students money, the question remains whether the adoption of OER (instructional materials) is aligned with open pedagogy (methods). This study investigated 46 undergraduate students’ perceptions of using only OER in an introductory course in a large American public university. As reported by study participants, advantages of using OER include textbook cost savings, access to dynamic and plentiful OER materials, that OER enabling mobile learning, and that OER foster the development of self-directed skills and copyright guidelines. Challenges reported include lacking a tactile sense with OER, slow Internet connections, unclear instruction and guidance, and insufficient self-regulation skills. Course design and implementation considerations were discussed.


2021 ◽  
Vol 11 (9) ◽  
pp. 39
Author(s):  
Constance E. McIntosh ◽  
Diana Bantz ◽  
Cynthia M. Thomas

The second article in a three-part series discusses how to deliver a distance education online course by i) assuring understanding of the learning platform, ii) developing a course model, iii) creating individual assignment rubrics for courses, iv) requiring active participation from both instructor and students, and v) setting-up quality communication. This paper is a continuation of the first paper whereby the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses.


Raído ◽  
2018 ◽  
Vol 12 (30) ◽  
pp. 197-210
Author(s):  
Gicele Vergine Vieira ◽  
Kyria Rebeca Finardi

This paper reviewed a series of studies which investigated the validity of educational soft ware as tools to promote EFL learning. A metasummary approach was used to appraise and synthesize the main fi ndings of four studies. The results are presented in a comparative form, providing information extracted from each report in the following domains: objectives of the studies, instruments of data collection, sample composition, theoretical background, major fi ndings and conclusions and implications of the studies. It is concluded that the four studies reviewed do believe in the contribution of technology to EFL teaching and learning but express a concern about the integration of human-computer interaction and pedagogic features of educational soft ware for EFL learning.


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