Going digital to enhance the learning of undergraduate students

Abstract

The aim of this study was to investigate which of three types of video resources, and which additional resources, were preferred by Information Technology (IT) students for learning and exam preparation. We offered three types of video learning resources to support the delivery of a first year undergraduate IT course. We collated quantitative data on engagement with each video resource through the Learning Management System, drew further insights from an online survey of the students and combined this with data obtained from an institutional student evaluation survey. Whilst there has been much research conducted about the use of video lectures and other online resources, there has been little research conducted specifically with IT students to determine their preferences when selecting learning resources. We report the preferences of IT undergraduate students when provided with a selection of video learning materials, how the resources were used and their perceived learning value. This study not only offers a set of considerations and recommendations for the design of learning materials for IT students, but also for digital learning in higher-education more generally. Short premium videos were watched many more times than full lectures, and 85% of students agreed that short premium videos were more beneficial and effective than longer, lower quality lecture recordings for their learning. The students’ self-assessed video attention span varied greatly, with a mean of 10 minutes. Students perceived that short premium videos helped them to retain knowledge. However, the perceived most useful resource overall was the lecture slides.

Students’ experiences of learning in virtual classrooms facilitated by Google Classroom

“…2022;Gurban & Almogren, 2022). The current study by(Patterson et al, 2020) con rmed that students have positively perceived the use of modern learning methods, such as using short videos that brief the weekly lecture content, this method was found useful and helped students in assessment preparation, understanding, and knowledge retention. Additionally, (HAJI, 2022) enhances that it also provides the learners with an effective learning environment that motivates them to actively participate (Alotumi, 2022;Gurban & Almogren, 2022) and successfully enhances skills acquisition(Gurban & Almogren, 2022;Namyssova et al, 2019).…”

“…Besides, (HAJI, 2022) noticed that students nd online/blended learning platforms easier to access information as they receive instant noti cation on their mobile phones once new information was added. Furthermore, the previous studies con rmed that well-structured and organized online/blended courses, which include a mixture of learning resources such as video les, embedded in texts and hyperlinks empower positive student's online/blended learning experience with learning technologies (Gedera & Williams, 2013;Patterson et al, 2020) and better knowledge retention (Patterson et al, 2020). Additionally, Oladele (Oladele et al, 2021) stress that using emergency technologies encourages students and creates knowledge and skill that can settle longer in the mind in enhancing the learning methods.…”

“…Undoubtedly, the 21st century has been testifying to the advancements in modern information and communication technology (ICT) (Moonma, 2021;Patterson et al, 2020;Zhou et al, 2022). The current study by (Patterson et al, 2020) adds that the rapid expansion of the use of innovative technologies that facilitate online content delivery has turned out to be unavoidable within today's tertiary landscape.…”

“…Undoubtedly, the 21st century has been testifying to the advancements in modern information and communication technology (ICT) (Moonma, 2021;Patterson et al, 2020;Zhou et al, 2022). The current study by (Patterson et al, 2020) adds that the rapid expansion of the use of innovative technologies that facilitate online content delivery has turned out to be unavoidable within today's tertiary landscape. The concept of 21st -century education proposes that lecturers/instructors use digital tools such as laptops, personal digital assistants, images, text, audio, and video (Gupta & Pathania, 2021;Malecela & Hassan, 2019) to expand their teaching and ensure their students/learners meet the requirements of 21st -century skills (Famularsih, 2020;Oladele et al, 2021).…”

Students’ experiences of learning in virtual classrooms facilitated by Google Classroom

“…Based on its potential, many schools, colleges, institutions, and universities around the world embrace 21 stcentury innovative technologies to enhance teaching and learning activities (Annurwanda & Winata, 2021;Gupta & Pathania, 2021;Mtebe, 2013;Ogegbo & Adegoke, 2021). More speci cally, they are considered vital and useful tools for curriculum delivery (Jaca, 2022;Patterson et al, 2020) and a potential substitute for conventional classroom-based learning (Zhou et al, 2022). These innovative technologies have rapidly transformed higher learning institutions' approaches to the technological demand (Jiang et al, 2022;Kazoka, 2020).…”