Video lectures (VL), considered an effective means for delivering course content and infusing teaching presence in the virtual environment, have become very popular in education. The purpose of this study was to investigate online student experiences with VL focusing on their opinion of usefulness of VL, their satisfaction with them and their perception of learning derived from them. Our findings show that students' satisfaction with VL has a strong relationship with positive overall learning experience and perception of impact of video on learning. Furthermore, VL can enhance a feeling of engagement with content because of learners' control of the media and instructors' presence. The findings also alert us on the importance of careful planning and balanced integration of VL with other course materials. This provides important information on the effectiveness of video-lectures in college teaching and learning and implications for practice in online course design.

No abstract

No abstract

This study explores the use and implementation of computer-assisted language learning (CALL) software in graduate professional education. The investigation looked into self-reported information on graduate students' use of ESL (English as a Second Language) software to improve language skills and their competencies in professional English communication. Both qualitative and quantitative data provide findings regarding students' use of and satisfaction with the software and perceived learning outcomes. The results suggest principles for effective use of CALL software in ESL classrooms and a framework for evaluating software from the students' perspectives. The research has implications for using CALL software in language teaching and suggests principles that inform software implementation and development.As computer-assisted language learning (CALL) software improves, it offers language teachers the tools to develop materials, create different types of assignments, and assess students' work online in order to provide language learners with more chances to enhance language learning and practice. However, it is challenging for most ESL (English as a Second Language) teachers to evaluate CALL software effectively. Unlike ESL textbooks, which provide a clear overview of organizational structure and content, CALL software is idiosyncratic in structure, making it more difficult to evaluate (Hubbard, 2006). Moreover, instructors may not have access to full versions of the software before adopting it. In addition, language teachers' inexperience with technology may limit their ability to operate and fully evaluate a specific application.For the last 40 years, the use of CALL software for language teaching and learning has motivated studies that closely examine the selection and implementation of software. Models for evaluation have been proposed