Considerations associated with synchronous and asynchronous video use in online learning

Purpose A substantial amount of the heavy lifting associated with getting face-to-face courses online as part of the emergency remote teaching response to the global COVID-19 pandemic has fallen, at times rather awkwardly at the feet of teachers and trainers. Teachers and trainers have had to become both learning designers, and online tutors overnight. In many instances what we have seen as part of this pivoting to online learning is the perpetuation of existing classroom based pedagogical approaches. This has, in most instances equated to the delivery of live lectures via video-conferencing software (such as Zoom and Skype), or previously recorded classroom-based lectures being reused. Design/methodology/approach This paper explores the affordances of synchronous and asynchronous lecture video use in online learning based on the view that whilst pre-recorded videos are customary and can add added value to the online learning environment, they should be used based pedagogical pertinence, rather than through convenience or simply to save time. Findings The pedagogical nuances of online learning and student engagement must be broadly considered, so that the formation of conditions in which learning is most likely is at the forefront. Originality/value This is a viewpoint paper. Much of the paper is based on the views of the author – supported by references/research.

Personalized vs non-personalized recommendations: how recommender systems, recommendation sources and recommendation platforms affect trial of YouTube videos among digital natives in Saudi Arabia

Purpose This study aims to examine the difference between personalized and non-personalized recommendations in influencing YouTube users’ video choices. In addition, whether men and women have a significant difference in using recommendations was compared and the predictors of recommendation video use frequency were explored. Design/methodology/approach A survey of 524 Saudi Arabia college students was conducted using computer-assisted self-administered interviews to collect their video recommendation sources and how likely they follow the recommendation from different sources. Findings Video links posted on social media used by the digital natives were found as the most effective form of recommendation shows that social approval is important in influencing trials. Recommendations can succeed in both personalized and non-personalized ways. Personalized recommendations as in YouTube recommended videos are almost the same as friends and family’s non-personalized posting of video links on social media in convincing people to watch the videos. Contrary to expectations, Saudi men college students are more likely to use recommendations than women students. Research limitations/implications The use of a non-probability sample is a major limitation and self-reported frequency may result in over- or under-estimation of video use. Practical implications Marketers will realize that they may not need the personalized recommendation from the large site. They can use social media recommendations by the consumers’ friends and family. E-mail is the worst platform for a recommendation. Social implications Recommendation is a credible source and can overcome the avoidance of advertising. Its influence on consumers will be increasing in years to come with the algorithmic recommendation and social media use. Originality/value This is the first study to compare the influence of different online recommendation sources and compare personalized and non-personalized recommendations. As recommendation is growing more and more important with algorithm development online, the study results have high reference values to marketers in Islamic countries and beyond.

Disparities in patient engagement with video telemedicine among high video use providers during the COVID-19 pandemic

Introduction Known racial, ethnic, age, and socioeconomic disparities in video telemedicine engagement may widen existing health inequities. We assessed if telemedicine disparities were alleviated among patients of high video use providers at a large cardiovascular practice. Methods All telemedicine visits from March 16th-October 31st, 2020 and patient demographics were collected from an administrative database. Providers in the upper quintile of video use were classified as high-video-use providers. Descriptive statistics and a multivariable logistic model were calculated to determine the distribution and predictors of a patient ever having a video visit versus only phone visits. Results A total of 24,470 telemedicine visits were conducted among 18,950 patients by 169 providers. Video visits accounted for 48% of visits (52% phone). Among telemedicine visits conducted by high-video-use providers (n = 33), ever video patients were younger (P<.001) and included 78% of Black patients versus 86% of White patients (P<.001), 74% of Hispanic patients versus 86% of non-Hispanic patients (P<.001), and 79% of public insurance patients versus 91% of private insurance patients (P<.001). High-video-use provider patients had 9.4 (95% confidence interval, 8.4-10.4) times the odds of having video visit compared to low-video-use provider patients. Discussion These results suggest that provider-focused solutions alone, including promoting provider adoption of video visits, may not adequately reduce disparities in telemedicine engagement. Even in the presence of successful clinical infrastructure for telemedicine, individuals of Black race, Hispanic ethnicity, older age, and with public insurance continue to have decreased engagement. To achieve equity in telemedicine, patient-focused design is needed.

The Zoom Effect: Exploring the Impact of Video Calling on Appearance Dissatisfaction and Interest in Aesthetic Treatment During the COVID-19 Pandemic

Background The popularity of videoconferencing platforms has skyrocketed during the COVID-19 pandemic, however, there have been concerns regarding the potential for video calls to promote appearance dissatisfaction, as individuals are exposed to their reflection on camera for extended periods. Objectives The current study characterized current video usage behaviors and their relationship with appearance dissatisfaction and interest in aesthetic procedures in the general population. Methods An online survey was completed by 335 adults currently living in Australia. Multiple aspects of video usage were assessed, including engagement in ‘video manipulation’ techniques to enhance appearance and the focus of visual attention while on video calls (ie, on self or others). The Dysmorphic Concern Questionnaire was administered to determine if video use behaviors were associated with greater body image disturbance. Results Over 1/3 of participants had identified new appearance concerns while on video. Dysmorphic concern was associated with self-focused attention, greater engagement in video manipulation behaviors, and increasing appearance concerns due to their time on video calls. Individuals who identified new video-based appearance concerns reported greater interest in obtaining future beauty treatments (eg, waxing) and aesthetic procedures (eg, non-surgical procedures such as anti-wrinkle injections). Conclusions This is one of first empirical studies to report the potential consequences of video call usage for increasing appearance dissatisfaction and dysmorphic concern, and to demonstrate a link between the use of video calls and interest in cosmetic procedures.

Effectiveness of Video Use in the Teaching and Learning of Electronic Practice in Vocational College

This study aims to evaluate the effectiveness of video use in the teaching and learning of electronic practice at selected vocational colleges. Currently, the instructors at most vocational colleges are still using the traditional methods (use of worksheets) in their Teaching and Learning (T&L) process. The objective of this study is to (i) measure the effectiveness of video use practices in the teaching and learning for electronic practice and (ii) evaluate the level of acceptance of students of video use. A quantitative approach was adopted by means of a quasi-experimental design. A total of 60 respondents from two vocational colleges were selected and placed in control groups and treatment groups. The instruments used in this study were pre-post-tests and a set of questionnaire. Statistical Package for the Social Sciences (SPSS) version 22.0 was used to analyse the data by means of inference and descriptive analyses. ANCOVA and MANOVA test analyses were used for inferential statistics and statistical analyses in the forms of frequency, mean, and percent were used for descriptive statistics. The findings show a significant difference in the achievements of students who used a video and those who used a worksheet for the course “Electronic Practices.” These findings indicate that the students were able to accept the use of video for the teaching and learning of the course. In conclusion, the use of video for the teaching and learning of “Electronic Practice” was found to have a positive impact on electronic practice and in attracting the students to use the method.