Interactive Video Technology as A Mode of Teaching: A Qualitative Analysis of Nursing Students’ Experiences at A Higher Education Institution in Namibia

Abstract

Interactive video technology (IVT) remains one of the common modes of teaching utilised by various higher education institutions (HEIs) across the globe with an aim of catering to ever-increasing educational demands. The objectives of this study were to explore and describe the experiences of nursing students on the use of IVT as a mode of teaching General Nursing Science with a view to describing the aspects that affect their learning. The study was conducted at one of the satellite campuses of an HEI located in north-eastern Namibia. In this study, a qualitative, exploratory and descriptive design was used. A total of fifteen nursing students from the Faculty of Health Sciences in the School of Nursing, purposively selected from the population of fourth-year nursing students who were taught via IVT, participated in the study. Data were collected using semi-structured interviews and analysed by means of content analysis. Three main themes subsequently emerged: nursing students experienced the IVT as a beneficial mode of teaching; the use of IVT as a mode of teaching resulted in certain negative experiences for nursing students; and the presence of certain strategies that strengthen IVT as a teaching mode. The study identified both positive and negative student experiences resulting from the use IVT as a mode of teaching. It was therefore concluded that the School of Nursing should continue to use IVT as a mode of teaching, but should put certain interventions in place to strengthen it and to make the learning environment more favourable for students.

Effectiveness of an Interactive Educational Video on Knowledge, Skill and Satisfaction of Nursing Students

“…An interactive educational video is defined as a teaching strategy that uses a digital video that contains interactions via gestures, voice, and touch. 20 In our study, the interactive educational videos were developed based on the nine events of instruction for designing an instructional material outlined by Gagné and Gagné. 21 As cited by Picciano, 22 Gagné's events are to (1) gain attention, (2) describe the goal, (3) stimulate prior knowledge, (4) present the material to be learned, (5) provide guidance for learning, (6) elicit performance, (7) provide feedback, (8) assess performance, and finally (9) enhance retention and transfer.…”

Design and Implementation of Human-Computer Interface for Participatory Art Video Development Platform Based on Interactive Non-linear Algorithm

“…Thus, the interactive behavior in interactive non-linear videos is not only the traditional pause, fast forward, and backward playback but also related to the understanding of the audience and the information transmitted by the video. Interactive video has developed rapidly in education and social networks, but there is minimal research on participatory video in the field of interactive art Medusalem et al, 2021). The essence of the interaction is to create value and exchange value.…”