Multimedia Aspects in Online Learning Video Content

Open universities play an important role in delivering distant learning education to the general public. MOODLE is an open-source programme that enables and maintains the success of open universities. One of the main concerns of teachers when using internet content is the students' interest, particularly when using recorded videos because synchronous interactive instruction is not possible for big groups of students online. In an e-learning system, interactive videos are crucial because they allow learners to interact with learning content while watching the video. The H5P module of MOODLE Learning Management System (LMS), was used to generate an interactive film in this empirical study. The focus of the study was to investigate students’ satisfaction about interactive video content on MOODLE in online learning. It was assessed by using the Delone and Mclean Information Systems Success Model. H5P interactive video content was developed and implemented on MOODLE and satisfaction of students was measured. The findings revealed that the value of video for learning effectiveness is depending on the level of interactivity. Students in the e-learning class with interactive video had much higher levels of satisfaction than students in other settings.

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User-Created Online Learning Videos

Optimizing Data and New Methods for Efficient Knowledge Discovery and Information Resources Management - Advances in Knowledge Acquisition, Transfer, and Management ◽

10.4018/978-1-7998-2235-6.ch003 ◽

2020 ◽

pp. 53-73

Author(s):

Adesola Olulayo Ogundimu

Keyword(s):

Online Learning ◽

Mode Of Delivery ◽

Digital Technologies ◽

Video Content ◽

Content Creation ◽

Digital Ecosystem ◽

Learning Contexts ◽

New Knowledge ◽

Knowledge Creation And Sharing

Through digital technologies, learning has become more flexible in terms of location and mode of delivery, as well as open opportunities for inquiry, discourse, extension, and application towards the creation of new knowledge. A tendency towards a lack of uniformity in the quality of knowledge produced as well as deviation from the norms that guide content creation and sharing have been envisioned with new modes of knowledge creation and sharing in general. This chapter will synthesize research and strategies on designing high value, engaging online video content, with the aim of equipping creators within participatory, informal learning contexts with approaches for becoming more responsible and effective contributors to the digital ecosystem.

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Counseling on making learning videos with mobile phones to Indonesian educators

Community Empowerment ◽

10.31603/ce.4935 ◽

2021 ◽

Vol 6 (7) ◽

pp. 1178-1186

Author(s):

Ratnadewi Ratnadewi ◽

Erwani Merry Sartika ◽

Sri Wahono ◽

Clarence Amadeus

Keyword(s):

Online Learning ◽

Mobile Phones ◽

Education System ◽

The State ◽

Education Sector ◽

Learning Activities ◽

Video Content ◽

Total Change ◽

Christian University ◽

Rapid Spread

Education sector in Indonesia was shocked by the total change from the previously offline-based education system to online, due to the state of the Covid-19 pandemic. No country wants to experience this pandemic, but the rapid spread has changed all sectors of life, especially the education in Indonesia. Educators are required to continue to carry out online learning activities, but not all educators can create learning video content. Moving on from this problem, an online quick education was made to make learning videos using mobile phones, which was organized by Maranatha Christian University in collaboration with Guru Mengajar untuk Nusantara and STKIP PGRI Trenggalek. The material given was flyer design techniques, photo taking techniques, and making videos with Kinemaster. The postermywall and kinemaster applications used can be downloaded on the playstore on android. The activity was open to teachers and lecturers for free and guided for one month. Participants who registered were 1059 people from various district in Indonesia and were guided by 39 instructors. At the end of the activity, 510 participants (48.16%) passed with the criteria of being able to make learning videos until they were uploaded to YouTube.

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