Video Design for Online Courses

2022 ◽  
pp. 587-612
Author(s):  
Eyup Yünkül
Keyword(s):  
Classroom Environment ◽  
Online Courses ◽  
Traditional Teaching ◽  
Digital Learning ◽  
Learning Approaches ◽  
Technology In The Classroom ◽  
Face To Face ◽  
Digital Material ◽  
Educational Videos ◽  
Digital Learning Resources

With the widespread use of instructional technology in the classroom environment, learning materials are designed according to the interests and needs of learners at different levels. These materials offer flexibility to learners and teachers about time and space. In the information age we live in, many digital materials are used to make learning more effective and permanent. When it comes to digital material, digital texts, videos, presentations, simulations, and animations come to mind. Videos that appeal to both visual and auditory senses appear as important teaching materials. Educational videos, one of the important digital learning resources, are also used in both traditional teaching and contemporary learning approaches. Many studies have shown that educational videos are a very important learning tool in face-to-face and online learning environments. In this context, the aim of this chapter is to talk about the design of educational videos that can be used in online courses in accordance with the principles of multimedia.

APPLICATION OF VIRTUALIZATION TECHNOLOGIES IN THE CONTEXT OF DIGITALIZATION OF EDUCATION

2021 ◽  
Vol 74 (2) ◽  
pp. 61-67
Author(s):  
B. D. Sydykhov ◽  
◽  
D.U. Ydyrysbayev ◽  
Z.A. Batyrkhan ◽  
◽  
...  
Keyword(s):  
Educational Process ◽  
Educational Institutions ◽  
Traditional Teaching ◽  
Digital Learning ◽  
Budget Cuts ◽  
Innovative Solutions ◽  
E Learning ◽  
The University ◽  
Computer Labs ◽  
Digital Learning Resources

Today, education is influenced by many factors. Educational institutions face budget cuts, outdated information technology, data security management, and a push to integrate distance learning. Virtualization technologies offer innovative solutions to the problems that arise in this direction. In particular, the extensive use of virtualization in implementing remote and traditional teaching with the use of various e-learning materials, digital learning resources, educational portals, websites, cloud-based technologies. The article presents the directions of the organization of the original educational infrastructure with the use of virtualization technologies implemented by the university in the educational process. This infrastructure provides students and university staff with access to virtual workstations and applications over the Internet, both for working in computer labs at the university and for extracurricular work. Virtualization technologies that characterize the infrastructure functions are presented, which reflect the advantages of this direction, and the final results of research experiments conducted to identify infrastructure problems are presented.

Einsteinian Physics in the Classroom: Integrating Physical and Digital Learning Resources in the Context of an International Research Collaboration

2019 ◽  
Vol 01 (04) ◽  
pp. 1950016
Author(s):  
Rahul Choudhary ◽  
Ute Kraus ◽  
Magdalena Kersting ◽  
David Blair ◽  
Corvin Zahn ◽  
...  
Keyword(s):  
Physics Education ◽  
Research Collaboration ◽  
Physical Models ◽  
Learning Resources ◽  
Digital Learning ◽  
Learning Approaches ◽  
School Students ◽  
Raising Awareness ◽  
Innovative Learning ◽  
Digital Learning Resources

This study reports on a pilot program conducted by members of the international Einsteinian Physics Education Research (EPER) Collaboration that aims to pool and combine innovative learning approaches in Einsteinian Physics. The collaboration also aims to disseminate learning resources and research results across a range of countries. In this study, we describe an integrated pilot programme that combines physical models and digital resources to explore secondary school students’ (Grade 10, 15 years old) conceptual understanding in the learning domain of Einsteinian physics. After the teaching units “gravity and warped time”, “gravity is geometry”, and “quantum weirdness”, we found that students had gained knowledge of key concepts in the learning domain of Einsteinian Physics. The units rely on physical models or digital learning resources. Both approaches proved successful in introducing Einsteinian concepts. By reporting on this integrated programme, we wish to share our model of an international physics education collaboration. Raising awareness for the need and possibility of introducing Einsteinian physics to school curricula, we hope to offer valuable impetus to the field of physics education that will inspire researchers and teachers alike.

scholarly journals Creating An “Invitational Classroom” In The Online Educational Milieu

2011 ◽  
Vol 3 (1) ◽  
pp. 7-16
Author(s):  
Beth Perry ◽  
Margaret Edwards
Keyword(s):  
Teaching Strategies ◽  
Classroom Environment ◽  
Course Design ◽  
Online Courses ◽  
Online Classroom ◽  
Innovative Teaching ◽  
Face To Face ◽  
The Arts ◽  
Class Environment ◽  
Parker Palmer

Parker Palmer, a scholar who studied effective face-to-face teaching, introduced the term the “invitational classroom” (1993, p. 71). In particular Palmer emphasized that “an air of hospitality” facilitated an inviting educational environment (p. 71). Hospitality in Palmer’s words means “receiving each other, our struggles, our newborn ideas, with openness and care” (p. 74). Palmer concludes that both teachers and learners experience positive consequence when the class environment is invitational. This paper explores a category of innovative teaching strategies, called artistic pedagogical technologies (APTs) that facilitate the experience of an invitational classroom in online courses (Perry & Edwards, 2010). APTs are teaching strategies founded in the arts. APTs described in this paper include photovoice, parallel poetry, and conceptual quilting. A study of the effect of these APTs on graduate students and instructors from a Canadian online university is described. The data collection and data analysis processes used in the study are detailed. Both students and instructors found the online classroom environment changed in a positive way in part because of APTs. Research participants reported that APTs initiated, sustained, and enhanced interactions among students and between students and the instructors (Perry & Edwards, 2010). These findings are analyzed using Palmer’s concepts of hospitality and the invitational classroom and Wenger’s Social Theory of Learning (1990). Practical ideas for educators regarding the use of APTS in teaching and course design are reviewed. 

The Exploration and Practice of Curriculum Ideological and Political Education in the MOOCs of Colleges and Universities

2021 ◽  
Vol 2 (6) ◽  
pp. 72-83
Author(s):  
Ren Wenxuan ◽  
Yuan Weilaing ◽  
Zhao Xiaoyan3 ◽  
Wu Qinghao ◽  
Zhao Yifei
Keyword(s):  
Online Education ◽  
Social Life ◽  
Global Economy ◽  
Online Courses ◽  
Colleges And Universities ◽  
Ideological And Political Education ◽  
Political Education ◽  
Digital Learning ◽  
Digital Learning Resources ◽  
Actual Teaching

The COVID-19 epidemic has severely affected the global economy and social life, but in another aspect, it has brought opportunities for the development of online education. Via the varieties of network platforms and digital learning resources, more than 200 million students ranging from primary and secondary schools to colleges and universities across China have achieved the goal of “no class suspension”. Under such circumstances, the present study attempts to add ideological and political education into the online courses by modifying the existing online quality courses to some extent. It is mainly to try to carry out the localization reform in every aspect of the curriculum, and then to test whether such reformation can get the corresponding effect in the actual teaching process.

Teaching Generation Z Students in the Technology-Driven World

2019 ◽  
pp. 52-66
Author(s):  
Muhammad Haseeb
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Blended Learning ◽  
Online Courses ◽  
Self Awareness ◽  
Digital Learning ◽  
Faculty Professional Development ◽  
Face To Face ◽  
Generation Z ◽  
Traditional Courses

Today, higher education is experiencing significant changes in its recruitment, retention, graduation, and accreditation. Faculty professional development is considered a key for the success of Generation Z students. As a result, faculty are interested to modify their teaching environment. More and more faculty are flipping their traditional courses and offering either hybrid or online courses. Blended learning means that students receive instruction in both face-to-face and online environments. Embedded within the concept is an assumption that blended teaching environments also give students some control over the pace, flow, or focus of their learning activities. Also, blended learning prepares students for full online courses. Research indicates that empowering students to have organization in their education leads to many positive outcomes, including that students do better in inequality of access situations, are able to personalize their learning and achieve regardless of ability, and build dispositional skills, such as executive functioning, perseverance, self-awareness, and tolerance for uncertainty, that many believe are necessary to thrive in current and future societies. This chapter explains current practices and the potential of digital learning initiatives to teach Generation Z in the technology-driven world.

scholarly journals SERIOUS GAME AGAINST DOPING: EVALUATION OF GAME USABILITY, EASE AND USERS’ ENJOYMENT

2020 ◽  
pp. 496-506
Keyword(s):  
Undergraduate Students ◽  
Online Courses ◽  
Main Tool ◽  
Educational Interventions ◽  
Serious Game ◽  
Traditional Teaching ◽  
Face To Face ◽  
Recreational Athletes ◽  
Alternative Approach ◽  
Performance Enhancing Drugs

Doping is a threat to sport worldwide. Doping not only exists in professional sport, but also affects recreational athletes who increasingly use performance-enhancing drugs. As anti-doping authorities largely rely on detection, deterrence, and prevention to tackle doping use, the main tool for prevention is education. So far, educational interventions have largely used traditional teaching approaches such as face-to-face courses and online courses. The present study examines the usability of a serious game against doping (the GAME) as an alternative approach to traditional anti-doping education. In addition, this study will investigate its ease and users’ enjoyment while playing the serious game. Participants in the evaluation were 21 undergraduate students who played the GAME and then were asked to respond to a questionnaire evaluating GAME’s usability, ease and users’ enjoyment. Concerning the usability and ease of GAME, the results demonstrated the high usability and ease of GAME. The findings related to the evaluation of users’ enjoyment were also positive. Overall, players were largely satisfied with their gaming experience, rating the GAME as easy to understand and learn and very satisfying. The next step is to deploy the GAME in greater audiences and evaluate its effectiveness in changing beliefs and knowledge about doping.

scholarly journals ONLINE EDUCATION: LEARNING OUTCOME, SUCCESS & CHALLENGES

2021 ◽  
Vol 1 ◽  
pp. 524-536
Author(s):  
Michael Alexander Radin ◽  
Natalia Shlat
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Classroom Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Outcome ◽  
Digital Learning ◽  
Face To Face

This paper’s intents are to render the learning outcome, success and challenges that emerge in an online teaching and learning environment in comparison to the traditional face to face classroom environment. First of all, we will examine how the students acclimate to the new online digital learning atmosphere after the traditional face to face learning environment; what challenges and barriers the students encounter in a synchronous and in an asynchronous online learning environments? Second of all, we will focus on how professors adapt to the new digital online teaching styles and examine the new essential teaching innovations that arise in order to achieve and go beyond the expected learning outcomes; how to remit to the students’ challenges and retain the positive and engaging learning environment? In addition, our aims are to examine new pedagogical innovations that naturally emerge while responding to the students’ travails and to smoothly navigate them to achieve the expected learning outcomes.Furthermore, our paper’s intents are to portray how an online learning environment can attain more effective learning outcomes in comparison to the traditional face to face classroom environment; how to think beyond our horizons and to enhance the learning outcomes in a digital learning atmosphere while addressing the students’ challenges? Moreover, we will emphasize how the immediate graded feedback and students’ feedback serve as pertinent tools in achieving the learning outcome and inspires students to learn in an online atmosphere. 

The Pedagogy of Teaching Online Graduate Courses in the Program of Applied Anthropology

2007 ◽  
Vol 29 (1) ◽  
pp. 20-23 ◽  
Author(s):  
Mariela Nuñez-Janes ◽  
Alicia Re Cruz
Keyword(s):  
Classroom Environment ◽  
Graduate Program ◽  
Online Courses ◽  
Applied Anthropology ◽  
Master's Program ◽  
Online Classroom ◽  
Teaching Online ◽  
Face To Face ◽  
Praxis Ii ◽  
Anthropology Of Education

Perhaps one of the most recurring questions that we and others have asked about our online graduate program is: How do you foster critical thinking in an online classroom environment? Most of us were initially apprehensive about the idea of an Online Master's Program in Applied Anthropology because we felt that the critical dialogue characteristic of our face-to-face graduate classes might be lost in a virtual environment. In this article, we would like to discuss how we worked through the fear of loosing a critical pedagogical edge by focusing on some of the strategies used by Mariela Nuñez-Janes and Alicia Re Cruz as they developed their online courses. Mariela just completed designing her class about the Anthropology of Education. Alicia will start teaching Theory and Praxis II and Migrants & Refugees during the 2006-2007 academic year.

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

A Study on Learners’ Readiness and Perceptions of the Implementation of Blended Learning in UiTM Kedah

2019 ◽  
Vol 3 (2) ◽  
pp. 41
Author(s):  
Robekhah Harun ◽  
Zetty Harisha Harun ◽  
Laura Christ Dass
Keyword(s):  
Blended Learning ◽  
Successful Implementation ◽  
Learning Approaches ◽  
Learner Readiness ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Assessments ◽  
Research Findings ◽  
On Line ◽  
Learning Institutions

The increase in student enrolment and the need  to cater to students of diverse backgrounds have led to the adoption of blended learning in many higher learning institutions. Blended learning, which allows both face to face interaction and on-line delivery, has been adopted into many curricula. One such institution is University Technology MARA which is slowly introducing features of blended learning in its course syllabus beginning with practice to online assessments. However, to ensure successful implementation of blended learning as part of the curricula, there are several aspects for consideration such as learner and teacher readiness for blended learning. This paper examines issues regarding the use of blended learning as a delivery method at UiTM Kedah . The discussion in this paper focuses on learner’ readiness and perceptions of the blended learning environment. The data collected for this study are responses from learners to a questionnaire survey. The research findings form the basis for recommendations for the development of learning and teaching practices using blended learning approaches to enhance learners' learning experiences.  

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