Success factors of online learning videos

Diwanji, Prajakta; Simon, Bindu Puthur; Marki, Michael; Korkut, Safak; Dornberger, Rolf

doi:10.1109/imctl.2014.7011119

Cited by 32 publications

(21 citation statements)

References 8 publications

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“…Most learners who completed the course survey highly valued the expertise of the presenters and evidence-based principles promoted by the course. Videos were popular, which is consistent with research indicating that short videos (running less than three minutes) that include showing instructors' faces who speak with pace and enthusiasm enhance engagement [32]. However, consistent with connectivism theory [22], others preferred the advice of their fellow learners to that of the presenters, indicating that professional credentials alone do not automatically lead to credibility by consumers.…”

Section: Discussionsupporting

confidence: 75%

Promoting Evidence Based Nutrition Education Across the World in a Competitive Space: Delivering a Massive Open Online Course

et al. 2020

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The internet is the fastest growing source of nutrition information for consumers. Massive Open Online Courses (MOOCs) provide and avenue for nutrition professionals’ urgent need to respond to consumer demand for low-cost, accessible and engaging information. This research aimed to evaluate learner participation and perceptions in an evidence-based nutrition MOOC and provide recommendations for engaging international online lay audiences. Learners completed pre and post course surveys including quantitative and open-ended questions. Pre-course surveys collected demographic data, prior nutrition knowledge and motivations for doing the course. Post-course surveys evaluated their preferred learning modes and learners’ opinions of the course. Quantitative were analyzed using descriptive statistics. Conventional content analysis was conducted on learners’ responses to open-ended survey questions using an inductive approach. Learners represented 158 countries from a range of educational backgrounds. There were 3799 qualitative comments related to learners’ learning and course content preferences. Qualitative analysis identified key themes related to (1) online interaction, the (2) value of the evidence presented by nutrition experts and (3) the course structure and practical aspects. Divergent opinions were expressed within these themes. Satisfying the needs of large international audiences with diverse backgrounds is challenging in promoting sound evidence-based nutrition messages. MOOCs provide a means for delivering evidence based global nutrition education in the online space crowded with food advertising and nutrition conjecture. Recommendations are made as to how to construct and engage diverse on-line audiences.

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Section: Discussionsupporting

confidence: 75%

Promoting Evidence Based Nutrition Education Across the World in a Competitive Space: Delivering a Massive Open Online Course

et al. 2020

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“…The videos are central to the student learning experience (Diwanji, Simon, Marki, Korkut, & Dornberger, 2014;Guo, Kim, & Rubin, 2014).…”

Section: Background Moocs Learning Resourcesmentioning

confidence: 99%

Types of Participant Behavior in a Massive Open Online Course

Kahan

Soffer

Nachmias

2017

IRRODL

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“…It is also influenced by factors, such as the probability of student engagement based on the time duration of the video and the specific purpose of the video instructional material. It has been observed that more students engage with short‐duration videos (Diwanji, Simon, Märki, Korkut, & Dornberger, ; Guo, Kim, & Rubin, ).…”

Section: Introductionmentioning

confidence: 99%

How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements

Almasseri

AlHojailan

2019

Computer Assisted Learning

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The study aims to identify the effect of a flipped classroom approach designed according to the cognitive theory of multimedia learning on the academic achievements of eighth‐grade students (aged 14 years) in Saudi Arabia in computer science. To this end, a quasi‐experimental design was used, with a sample of 67 students; 33 students were assigned to the experimental group, whereas 34 comprised the control group. The experimental group was subjected to the flipped classroom approach, whereas the control group was given direct instruction. To measure student achievements, an instrument that measures cognitive skills based on Revised Bloom's taxonomy levels was designed. Findings revealed a positive effect on the experimental group's achievement levels with respect to Bloom's higher order thinking skills, that is, applying, analysing, and evaluating. No difference was found between the two groups in terms of academic achievements at the remembering and understanding levels of Bloom's taxonomy. Moreover, learners with low prior knowledge showed a higher improvement in academic achievements compared with those with high prior knowledge. This corresponds to the assumption of the cognitive theory of multimedia learning that learners with low prior knowledge would benefit from its principles more than learners with high prior knowledge.

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Success factors of online learning videos

Cited by 32 publications

References 8 publications

Promoting Evidence Based Nutrition Education Across the World in a Competitive Space: Delivering a Massive Open Online Course

Promoting Evidence Based Nutrition Education Across the World in a Competitive Space: Delivering a Massive Open Online Course

Types of Participant Behavior in a Massive Open Online Course

How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements

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