Engagement with video content in the blended classroom

Smith, David P.; Francis, Nigel J.

doi:10.1042/ebc20210055

Cited by 6 publications

(4 citation statements)

References 47 publications

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“…In other research settings, instructional videos for teaching in higher education have also been shown to be an effective content delivery and pedagogical tool and cost-effective [17][18][19][20]. Instructional videos can help reimagine learning by presenting content in new ways yet offering engaging and high-value learning experiences in a web-based environment.…”

Section: Video Games and Instructional Videos As Pedagogical Toolsmentioning

confidence: 99%

Integrating a Video Game Recording Into a Qualitative Research Methods Course to Overcome COVID-19 Barriers to Teaching: Qualitative Analysis

Stetten¹,

LeBeau²,

King³

et al. 2022

JMIR Serious Games

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Background Because of the COVID-19 pandemic, a doctoral-level public health qualitative research methods course was moved to a web-based format. One module originally required students to conduct in-person observations within the community, but the curriculum was adapted using a web-based video game exercise. Objective This study sought to evaluate students’ perceptions of this adaptation and determine whether the new pilot format successfully met the module’s original learning objectives. Methods Recorded footage of a video game session was used for students to observe, take field notes, and compare the results. Qualitative methods were used to evaluate student feedback on the curriculum and determine whether the original learning objectives were met. Data were analyzed using a directed content analysis. Results The findings demonstrate that all the learning objectives of this adapted qualitative observational research assignment using a web-based video game exercise were successfully met; namely, the students learned how to compare and contrast the observational notes of peers and to evaluate how personal bias and environmental factors can affect qualitative data collection. The assignment was also positively received by the students. Conclusions The results align with the constructivist learning theory and other successful COVID-19 implementations. Our study demonstrates that the learning objectives of a qualitative observational assignment can be addressed given that there are proper forethought and delivery when the assignment is adapted to a web-based context using a video game exercise.

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Section: Video Games and Instructional Videos As Pedagogical Toolsmentioning

confidence: 99%

Integrating a Video Game Recording Into a Qualitative Research Methods Course to Overcome COVID-19 Barriers to Teaching: Qualitative Analysis

Stetten¹,

LeBeau²,

King³

et al. 2022

JMIR Serious Games

View full text Add to dashboard Cite

show abstract

“…There are numerous parallels between these two ways of thinking. BL is becoming increasingly accepted in many educational institutions as the norm for delivering core curricula (Smith & Francis, 2022). Higher education has also given BL much attention to increasing learning effectiveness and efficiency (Kelly et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

A Study of Differences in Higher-order Thinking Skills among Higher Education in Blended Learning

Zhu,

Tahir

2023

IJARPED

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The purpose of this study was to investigate the differences in higher-order thinking skills (HOTS), learning interactions (LI), learning feedback (LF), and learning self-efficacy (LS) among undergraduates taking an advanced mathematics course in a blended learning (BL) environment. It was quantitative and used a descriptive survey with a sample size 461. Independent sample t-tests and one-way analysis of variance tests were also used for inferential analysis. The results showed no statistically significant disparities in learning feedback and self-efficacy. Additionally, there were statistically significant differences in four dimensions-learning interaction, learning feedback, HOTS, and self-efficacy at the grade level. The study also found statistically significant differences in the dimensions of learning feedback and self-efficacy among college students in different age groups. However, no significant differences were found in learning interaction and higher-order thinking dimensions. Lastly, no statistically significant differences exist in the four dimensions of learning interaction, learning feedback, HOTS, and self-efficacy among students with different chemistry majors.

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“…By engaging both these systems simultaneously, learners can better grasp and retain complex concepts. Additionally, video content can complement students' learning by allowing them to work at their own pace, review material at several points in their learning journey and reduce extraneous load, which can otherwise overload the working memory capacity and reduce the ability of the students to remember new material [8]. In 1969, Paivio [9] presented his dual coding theory, proposing Abbreviations AmS, ammonium sulphate; COVID-19, coronavirus disease 2019; CTML, cognitive theory of multimedia learning; ER, endoplasmic reticulum; IEX, ion exchange chromatography; SEC, size exclusion chromatography.…”

mentioning

confidence: 99%

Redefining online biology education: a study on interactive branched video utilisation and student learning experiences

Lacey,

Francis,

Smith

2024

FEBS Open Bio

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This study evaluated the use of interactive, branched videos compared with traditional passive linear delivery for enhancing student engagement and learning in online courses. Undergraduate biology students were provided with either branched decision‐based or linear videos on cell biology and protein purification as self‐guided or consolidation activities. While the interactive branched videos did not improve learning gains, thematic analysis revealed that students found them more enjoyable and preferable for revision. However, most students felt linear passive videos were more logically structured for core content delivery. In a revised format, with clearer scaffolding, the interactive branched videos were perceived as significantly more engaging and useful when utilised for a problem‐solving activity. Students welcomed the autonomy of directing their learning path but desired support to avoid missing critical information. Overall, thoughtfully designed branched videos can increase student motivation, but their utility depends on context. Our findings indicate the importance of balancing interactivity, clear organisation and purpose when incorporating these innovative formats into online learning. Branched videos show promise for increasing engagement but require intentional instructional design tailored to learning objectives.

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Engagement with video content in the blended classroom

Cited by 6 publications

References 47 publications

Integrating a Video Game Recording Into a Qualitative Research Methods Course to Overcome COVID-19 Barriers to Teaching: Qualitative Analysis

Integrating a Video Game Recording Into a Qualitative Research Methods Course to Overcome COVID-19 Barriers to Teaching: Qualitative Analysis

A Study of Differences in Higher-order Thinking Skills among Higher Education in Blended Learning

Redefining online biology education: a study on interactive branched video utilisation and student learning experiences

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