Digital Video as a Personalized Learning Assignment: A Qualitative Study of Student Authored Video using the ICSDR Model

Campbell, Laurie O.; Cox, Thomas D.

doi:10.14434/josotl.v18i1.21027

Cited by 22 publications

(17 citation statements)

References 10 publications

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“…Through the process of administering this project, the instructor gained helpful insights. Consistent with findings reported in the literature (i.e., Campbell & Cox, 2018), students reported feeling a greater degree of engagement with the class. Thus, the instructor was able to effectively adapt the teaching style to changes in technology and student demographics.…”

Section: Discussion and Lessons Learnedsupporting

confidence: 90%

Improving Student Presentation Skills Using Asynchronous Video-Based Projects

Namin

Ketron

Kaltcheva

et al. 2021

Journal of Management Education

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Given the central role that excellent presentation skills plays in management, methods for better developing these skills represent an important area of focus in business education. Rapidly evolving distributed (distance) technologies have compelled businesses to reimagine practices in most areas, and presentations are no exception. In the present study, we examine the potential advantages of video presentations—not from the perspective of the audience, but rather from the perspective of the student as immersed in the process of developing individual presentation skills. We crafted a course project where students collaborate to create a video presentation, replacing a more traditional in-class presentation. To test the effectiveness of this new approach, we conducted a study in which measures from multiple course sections using either the new video creation approach or the traditional presentation approach were compared. For the former, we found a significant improvement in students’ presentation skills on five dimensions (central message, supporting material, language, organization, and delivery) as evaluated with the authoritative Oral Communication VALUE Rubric developed by the Association of American Colleges and Universities. We describe the project and the study, and end the article with lessons learned and recommendations for expanding the project’s applications to other courses.

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Section: Discussion and Lessons Learnedsupporting

confidence: 90%

Improving Student Presentation Skills Using Asynchronous Video-Based Projects

Namin

Ketron

Kaltcheva

et al. 2021

Journal of Management Education

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“…From the three statements given, students and lecturers agreed that everything was good, with a percentage of around 60%, see Figure 7. Evidence from the qualitative study supports students following a development framework for video creation (Campbell & Cox, 2018). First term experience of student's first year of university is not promoting their intellectual development in the absence of a metacognitive prompt (Haave et al, 2018).…”

Section: Task Activitiesmentioning

confidence: 79%

Online Learning Quality of Engineering Faculty Universitas Negeri Surabaya Towards Legal Entity State University

Sulistiyo

Nugroho

Anifah

et al. 2022

IJORER Int. J. Recent Educ. Res.

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Analysis of the quality of the learning process is very important in teaching and learning activities in ensuring and maintaining the quality of learning well. In the teaching and learning process, the quality assurance instrument or learning quality is an instrument or tool that aims to improve quality in the education sector through observations and assessments produced by research on students. The objective of this research is to test the quality of the online learning process during the Covid-19 pandemic at the Faculty of Engineering (FT) of the State University of Surabaya (Unesa) towards a Legal Entity Higher Education (PTN-BH). The method used in this research is descriptive qualitative which aims to find out social phenomena from the point of view of students and lecturers. The result of this study is that from the ten statements given to respondents, all shown positive results. it can be concluded that Faculty of Engineering students and lecturers support Unesa to become a Legal Entity State University.

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“…Several studies in different disciplines did not consider student training and support [5,6,15,25,27,56]. The assumption is always that students know more than educators regarding technology because they own it and use it more in everyday life [22].…”

Section: Student Trainingmentioning

confidence: 99%

“…This approach emerged in the field of education more than a decade ago [2][3][4]. Currently, it is gaining momentum in the higher education landscape [5][6][7]. Using digital media as an assessment tool has been made possible by the wide availability of digital applications [8] and electronic devices such as smartphones, tablets, video cameras, and so on [9,10].…”

Section: Introductionmentioning

confidence: 99%

Using the Learner-Generated Digital Media (LGDM) Framework in Tertiary Science Education: A Pilot Study

Reyna

Meier

2018

Education Sciences

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Learner-Generated Digital Media (LGDM) has become prevalent in higher education. Frameworks have been developed for video-making in the classroom that consider technical requirements, pedagogies, and the combination of both. However, missing is a practical model to guide academics and students on the implementation of LGDM assignments. This research aims to test a model to design, implement, and evaluate LGDM as an assessment tool. The model was built based on research gaps and it considers the following elements: (1) pedagogy, (2) student training, (3) hosting of videos, (4) marking schemes, (5) group contribution, (6) feedback, (7) reflection, and (8) evaluation. For this purpose, five science subjects (N = 270) were used to test the model as a guide to implementing LGDM assignments. Data was gathered using a validated 33-step questionnaire instrument. Additionally, group contributions were received using the SPARKPlus peer review application, and marks attained were gathered. Methodological triangulation of the datasets suggested that students have a positive attitude toward LGDM for science learning. Students enjoyed the group work and creativity, and they identified digital media support as a critical component of their learning experience. Preliminary data support using the LGDM framework to design digital media assignments for science education.

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Digital Video as a Personalized Learning Assignment: A Qualitative Study of Student Authored Video using the ICSDR Model

Cited by 22 publications

References 10 publications

Improving Student Presentation Skills Using Asynchronous Video-Based Projects

Improving Student Presentation Skills Using Asynchronous Video-Based Projects

Online Learning Quality of Engineering Faculty Universitas Negeri Surabaya Towards Legal Entity State University

Using the Learner-Generated Digital Media (LGDM) Framework in Tertiary Science Education: A Pilot Study

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