Exploring student perceptions of asynchronous video in online courses

Lowenthal, Patrick R.

doi:10.1080/01587919.2022.2088479

Cited by 11 publications

(6 citation statements)

References 52 publications

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“…Asynchronously watching recorded videos would make students feel impersonal. In contrast, seeing a live video gives the course participants the impression that the teacher is speaking to them right away, which promotes a feeling of interpersonal connection ( Lowenthal, 2022 ). Rich social presence improves students’ learning results.…”

Section: Literature Reviewmentioning

confidence: 99%

Improving social presence in online higher education: Using live virtual classroom to confront learning challenges during COVID-19 pandemic

Aldosari

Alramthi²,

Eid³

2022

Front. Psychol.

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The COVID-19 pandemic has compelled practically all higher education institutions to adopt online education tools over the previous 2 years. Online education has a huge potential to supplement or take the place of in-person instruction. However, there are certain drawbacks of online learning, such as the absence of classroom environment interaction and the difficulty in keeping track of students’ engagement and participation. In this study, a live virtual classroom was developed to aid students in their learning activities. The effectiveness of these live video classes was reported from both students and instructors, as well as the variables promoting their implementation within higher education institutions. One of the more significant findings to emerge from this study is that the instructors found it convenient, as they could readily check course participants understanding by studying their live video lectures. The second major finding was that students felt satisfaction with online learning while asking questions without interfering with the instructor’s presentation. Moreover, peers could also provide them with more expertise. However, the teaching process became dynamic, requiring the educator to pay close attention. The course participants also experienced anxiety when they were in front of other people. Additionally, both the instructor and the students need to be highly self-sufficient in technology.

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Section: Literature Reviewmentioning

confidence: 99%

Improving social presence in online higher education: Using live virtual classroom to confront learning challenges during COVID-19 pandemic

Aldosari

Alramthi²,

Eid³

2022

Front. Psychol.

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“…For example, the community of inquiry (CoI) model argues that a successful online learning experience fosters a community of inquiry by promoting three key components of the community: cognitive presence, social presence, and teaching presence (Garrison et al, 1999). Cognitive presence is at the core of CoI and is manifested through reflection, discourse, analysis, and synthesis (Garrison et al, 2010; Lowenthal, 2022). Social presence refers to the extent to which participants can project themselves socially and emotionally as real people, which helps them to develop personal and affective relationships in the community (Garrison et al, 1999).…”

Section: Introductionmentioning

confidence: 99%

Moving lab‐based in‐person training to online delivery: The case of a continuing engineering education program

Maware

Parsley

Huang

et al. 2023

Computer Assisted Learning

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Background Online learning has recently surged due to the COVID‐19 global pandemic. Because of the pandemic, many universities were forced to move to online learning, and various online teaching and learning environments emerged, both asynchronous and synchronous. Objective This study explores how a large university in the Southeastern United States of America converted an in‐person Lean Manufacturing professional course into synchronous online learning for industry participants. Method The study analysed the performance of 212 in‐person and 43 online industry participants and examined the views of online participants about the training. Paired t‐tests, one‐way multivariate analysis of covariance (MANCOVA), and univariate analysis of covariance (ANCOVA) were utilized to evaluate the performance of the in‐person and online groups on the three competencies (Lean culture, problem‐solving and Lean systems). Results and Conclusion Both online and in‐person programs performed equally well in two Lean Manufacturing competencies: Lean systems and problem solving. The online program outperformed the in‐person program in the third competency, Lean culture. Overall, the participants had a positive experience with the structure and organization of the online program, and their impression of the online learning environment for the program was positive. The study findings indicated that Lean Manufacturing could be trained effectively online and in person. Best practices are suggested for the conversion of in‐person to synchronous online engineering continuing education programs.

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“…Text mining reveals that videos help learners comprehend difficult concepts, address their queries, and make MOOCs interesting [ 2 ]. Videos not only help instructors establish a social presence but also contribute to students’ judgement of learning [ 3 ]. Learners report high and low learning gains in MOOCs, but they uniformly perceive videos as powerful instructional resources [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

Using Learner Reviews to Inform Instructional Video Design in MOOCs

Deng

Gao

2023

Behavioral Sciences

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Videos are arguably the most important and frequently used instructional resource in massive open online courses (MOOCs). Recent research has explored learners’ perceptions and preferences regarding MOOC instructional videos. However, these studies are often limited to a small number of specific courses, and few grounded theory studies have been undertaken to investigate this topic. In the present study, a multiple-coder research methodology was adopted to analyze 4534 learner reviews of MOOCs in 14 categories. The study aimed to identify key characteristics associated with learners’ favorable perceptions of MOOC videos, types of supplemental or in-video resources learners perceive helpful to support MOOC video use, and video production features learners value. Results revealed that (a) “organized”, “detailed”, “comprehensible”, “interesting”, and “practical” were the top five important characteristics associated with learners’ favorable perceptions of MOOC videos; (b) learners perceived “presentation slides”, “reading materials”, “post-video assessments”, “embedded questions”, and “case studies” as helpful resources to support their utilization of MOOC videos; and (c) learners found “duration” a more salient production feature than “editing”, “resolution”, “subtitles”, “music”, or “voice”. The findings present implications for MOOC video design and foundations for future research avenues.

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Exploring student perceptions of asynchronous video in online courses

Cited by 11 publications

References 52 publications

Improving social presence in online higher education: Using live virtual classroom to confront learning challenges during COVID-19 pandemic

Improving social presence in online higher education: Using live virtual classroom to confront learning challenges during COVID-19 pandemic

Moving lab‐based in‐person training to online delivery: The case of a continuing engineering education program

Using Learner Reviews to Inform Instructional Video Design in MOOCs

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