On video lectures during remote teaching and beyond

Schwarz, Gunnar; Bleiner, Davide; Günther, Detlef

doi:10.1007/s00216-022-03983-y

Cited by 4 publications

(5 citation statements)

References 34 publications

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“…It became a household activity where students started to learn virtually while teachers taught from home or the classroom. Teachers started to instruct multiple groups of students remotely, using synchronous video and audio to deliver direct and live instruction (Schwarz et al, 2022). Many teachers have used third-party service providers like YouTube, Google Meet, Zoom, and Google Classroom to engage with students (Simamora et al, 2020;Lockee, 2021;Yu et al, 2022).…”

Section: Figurementioning

confidence: 99%

Investigating the Efficacy and Sustainability of Virtual Education Courses

Riegel,

Ajabnoor

2024

JUTLP

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As teacher educators prepare for the future of teacher education, it is important to address the sustainability of virtual education courses. This study used a pre-existing model provided by the New York State Education Department as a framework to define the types of courses that may appear in an education program. Data was collected using a convergent parallel mixed methods approach to simultaneously gather qualitative and quantitative data. A total of 640 education courses from accredited education programs across the United States were analyzed. Findings indicated the type of course did not play a role in the course effectiveness during the pandemic, suggesting all education courses can be delivered effectively in a virtual modality. The delivery method of undergraduate courses was indicated by participants to be less effective during the pandemic than graduate courses. Results suggest courses that involve fieldwork (i.e., Field Experience, Student Teaching, or Practicum) were indicated by participants to be the least sustainable as virtual courses post-pandemic. Results also suggest that although virtual education courses at the graduate level are sustainable in education programs post-pandemic, undergraduate courses may not be. Advantages to virtual course delivery clustered around logistics and access while challenges clustered around engagement and hands-on-learning. This study provides curriculum guidance to those across the globe in the position of making modality decisions.

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Section: Figurementioning

confidence: 99%

Investigating the Efficacy and Sustainability of Virtual Education Courses

Riegel,

Ajabnoor

2024

JUTLP

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“…Similarly, some procedures take too long or take place in different locations like field sampling, sample preparation, etc. 12 Some of those restrictions can be overcome with video material, for example by employing video drones to acquire a bird's eye view of sampling sites. 32 Moreover, videos may be used to spend class time more efficiently, opposite long-winding descriptions.…”

Section: ■ Introductionmentioning

confidence: 99%

“…Moreover, during the COVID-19 pandemic, much education was carried out via videoconferences or recorded lessons and experiments. This, in turn, gave more attention to videos in education. − Videos have now become so widespread that they will likely be considered and used more continuously during planning and in support for courses. Even if videos do not provide and should not replace hands-on experience, they can simulate imagination and processes more tangibly than those in a lecture hall or classroom.…”

Section: Introductionmentioning

confidence: 99%

“…For teaching instrumental analytical chemistry, it is often impractical to bring either the instruments to the students or all students to the instruments. Similarly, some procedures take too long or take place in different locations like field sampling, sample preparation, etc . Some of those restrictions can be overcome with video material, for example by employing video drones to acquire a bird’s eye view of sampling sites .…”

Section: Introductionmentioning

confidence: 99%

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Video-Supported Case Study for Course Review in Quantitative Instrumental Element Analysis

Schwarz,

Kuonen

2023

J. Chem. Educ.

Self Cite

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We present a showcase of our experience with videos complementing analytical chemistry lectures to familiarize undergraduate students with instrumental element analysis. This includes a detailed account of how we planned, produced, and utilized a video to review the course content at the end of the semester. The analytical case study focused on the determination of magnesium in two well water samples with emphasis on flame atomic absorption spectroscopy, while also comparing results with inductively coupled plasma optical emission spectroscopy and titration measurements. During the lecture, we engaged students by asking them for suggestions on how to carry out the measurements before showing the respective video sections. A survey among the students revealed a remarkably positive response to this approach. We demonstrate our video production approach by making decisions and choices from the video production, such as recording and editing, explicit and conclude with practical advice for planning and producing similar videos to visualize case studies.

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“…According to [9], the number of videoconference meetings skyrocketed during COVID-19 pandemic, with an average 12 meetings each month per person, and stabilized around 9 to 10 meetings in 2022. In education, lectures were also replaced by video lectures during the pandemic, with different layouts, including videoconference records [28]. Scientific communication was also disrupted by the COVID-19 with in-person conferences being replaced by virtual conferences [4].…”

Section: Introductionmentioning

confidence: 99%

TIB: A Dataset for Abstractive Summarization of Long Multimodal Videoconference Records

Gigant,

Dufaux,

Guinaudeau

et al. 2023

20th International Conference on Content-Based Multimedia Indexing

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Large language models and multimodal language-vision models give impressive results on current available summarization benchmarks, but are not designed to handle long multimodal documents. Most summarization datasets are composed of either mono-modal documents or short multimodal documents. In order to develop models designed for understanding and summarizing real-world videoconference records that are typically around 1 hour long, we propose a dataset of 9,103 videoconference records extracted from the German National Library of Science and Technology (TIB) archive, along with their abstract. Additionally, we process the content using automatic tools in order to provide the transcripts and key frames. Finally, we present experiments for abstractive summarization, to serve as baseline for future research work in multimodal approaches.

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On video lectures during remote teaching and beyond

Abstract: Graphical abstract

Cited by 4 publications

References 34 publications

Investigating the Efficacy and Sustainability of Virtual Education Courses

Investigating the Efficacy and Sustainability of Virtual Education Courses

Video-Supported Case Study for Course Review in Quantitative Instrumental Element Analysis

TIB: A Dataset for Abstractive Summarization of Long Multimodal Videoconference Records

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