Designing and Developing  Videos for Online Learning: A Seven-Principle Model

Ou, Chaohua; Joyner, David; Goel, Ashok K.

doi:10.24059/olj.v23i2.1449

Cited by 87 publications

(95 citation statements)

References 36 publications

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“…All students from both universities agreed that videos that lack any vocal explanation are not effective. In support of this view, Ou, Joyner, & Goel (2019) noted educational video, which displays instructor's writing along with their voiceover, recreates natural features of an in-person classroom.…”

Section: Resultsmentioning

confidence: 86%

Designing Educational Videos for University Websites Based on Students’ Preferences

Alfayez¹

2021

OLJ

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Recent developments have seen a significant increase in the number of educational videos being made, mostly for use as a resource in a range of educational levels and different specializations. Indeed, currently, many universities either provide videos as supplementary resources or, indeed, offer entire courses as online learning materials. The qualitative study this paper presents was conducted to answer the following questions: “How have educational videos (lectures/tutorials) published on YouTube affected the university students’ studies at both postgraduate and undergraduate levels?” and “would it be better to upload these types of videos onto a university website?” The aim was to explore the experiences of students from two universities (one a high- ranking university and one from a developing country) regarding online educational videos and to assess the extent to which these kinds of videos influence their studies. The data collection method used was individual interviews with students from two different universities to gather their perspectives, their opinions, and their aspirations regarding such videos. The results section analyzes and discusses the students’ varied opinions. Based on the research findings, several recommendations are made to develop a useable design to add videos to university websites. Finally, the research discussed how this study’s findings contribute during the COVID-19 pandemic.

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Section: Resultsmentioning

confidence: 86%

Designing Educational Videos for University Websites Based on Students’ Preferences

Alfayez¹

2021

OLJ

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“…Interactive online learning activity with personalizable options enable learners to be more focused and engaged as they can select the learning level that matches their skills (Pandey, 2017). Ou, Joyner, and Goel (2019) also emphasized the critical role of personalized online teaching materials in stimulating learners' interest and engaging them in learning.…”

Section: The Role Of An Interactive Visual Learning Tool and Its Persmentioning

confidence: 99%

The Role of an Interactive Visual Learning Tool and Its Personalizability in Online Learning: Flow Experience

2020

OLJ

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The purpose of this study was to examine the effect of interactive online learning tools on college student learning using flow as the guiding perspective. Study 1 was conducted to test the effect of online interactivity manipulated by dynamic visual learning tools on student’s flow experience, level of telepresence, actual performance in test, and perceived values of such activities. Study 2 was designed to test the effect of personalizability of difficulty levels in the interactive online activity on students’ learning experience. The results found that interactive online learning tools can facilitate student’s active learning process by increasing attention, curiosity, and interest about the online activity, and by reducing awareness of physical surroundings. In addition, the interactive activity significantly improved students’ test scores. This study also found that personalized difficulty options available in the interactive online activity significantly increased students’ perceived hedonic value (i.e., enjoyment) of and the level of satisfaction with the activity. The results emphasize the critical role of interactive visual learning tool in the online activities in improving students’ flow experience and actual performance. Personalizability of task levels is also recommended to be used in online activities to increase students’ perceived hedonic value and satisfaction with such online activities.

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“…These activities referred as ADDIE and labelled as basic ID Model [24]. As a finding on their previous study, Ou, Joyner & David [21] emphasized that video lessons are vital to the success of an online course. The study about students' insights on the use of video lectures in an online class found that students' satisfaction with the course videos had a strong relationship with a positive overall learning experience [22].…”

Section: E) Standardize Criteria Of Video Lecturesmentioning

confidence: 89%

“…As for online learning, physically present as FtF lecturing should be mediated by both video lectures (asynchronous) or video conferencing (synchronous). The finding is that video lessons are vital to the success of an online course [21]. The study about students' insights on the use of video lectures in an online class found that students' satisfaction with the course videos had a strong relationship with a positive overall learning experience [22].…”

Section: D) Process Of Creating Online Course Modulementioning

confidence: 99%

Digitizing Conventional Learning Materials: Production Phase

Stefany¹,

Purbojo²

2021

Procedings of the 1st ICA Regional Conference, ICA 2019, October 16-17 2019, Bali, Indonesia

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Digitalization of Education field has been highlighted as main initiative to improve the quality of human capital as part of national roadmap program "Making Indonesia 4.0" (interpreted as industry 4.0) which has been officially launched on April 2018. Education Ministry launched the national online learning system as initiative to provide wider access of education. As new method of learning, it requires an innovative strategy to transform the system. One of the most major things is to produce high-quality online course module as substitution of face-to-face (FtF) learning method. This research is aimed to identify and analyze the conversion steps of learning materials and compare the learning outcomes. Digital content in this study refers to online course module for higher education. FGD was conducted with 10 participants to evaluate design and development process of digitizing conventional materials. During January and April 2019, 97 students were involved in this research, they are equally assigned to two types of learning modes; fully online and onsite classroom in which taught by the same lecturer with same learning objectives, assessment materials, and assignments. The finding is there were no significant differences among the student learning outcomes of on-site and distance learning modes. We concluded that the strategy and process of converting regular course module into the digital course one has no effect on the learning outcomes in both blended learning and distance learning strategy.

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Designing and Developing Videos for Online Learning: A Seven-Principle Model

Cited by 87 publications

References 36 publications

Designing Educational Videos for University Websites Based on Students’ Preferences

Designing Educational Videos for University Websites Based on Students’ Preferences

The Role of an Interactive Visual Learning Tool and Its Personalizability in Online Learning: Flow Experience

Digitizing Conventional Learning Materials: Production Phase

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