Synchronous video-based communication and online learning: an exploration of instructors’ perceptions and experiences

Belt, Eric S.; Lowenthal, Patrick R.

doi:10.1007/s10639-022-11360-6

Cited by 24 publications

(13 citation statements)

References 70 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In synchronous learning contexts, where webcam use has been highly debated, instructors seem to not connect cameras to interaction. This is similar to Belt and Lowenthal's (2023) findings, which indicated camera use was unnecessary for instructor interaction and could introduce its own problems. Trust and Goodman (2023) found that although cameras are beneficial from a social perspective, students have personal reasons for turning them off.…”

Section: Instructor and Peer Interactionsupporting

confidence: 86%

Instructional Strategies for Engaging Online Learners

Shi,

Hur,

Tang

et al. 2023

OLJ

View full text Add to dashboard Cite

This study explores how online instructors use different instructional strategies to engage learners, and the active learning indicators that they look for among their students. Additionally, it examines how modality—synchronous versus asynchronous—and instructor learner-centeredness relate to instructional strategy choices. Using a mixed methods approach with a concurrent triangulation design, 101 higher education online instructors were surveyed and 11 were interviewed. Findings show that the use of learner-centered strategies, particularly discussion, occurs at a high rate regardless of an instructor’s learner-centeredness or modality. Interestingly, instructors with high learner-centeredness reported greater use of lectures as a percentage of both synchronous and asynchronous courses than instructors with low learner-centeredness. This finding was counterbalanced by the high learner-centeredness group reporting significantly higher importance for having learners speak and post messages during class.

show abstract

Section: Instructor and Peer Interactionsupporting

confidence: 86%

Instructional Strategies for Engaging Online Learners

Shi,

Hur,

Tang

et al. 2023

OLJ

View full text Add to dashboard Cite

show abstract

“…And they could be further used in other situations that require online education (e.g., courses for students in remote areas) [ 114 , 115 ]. However, it should be noted that the effectiveness of educational videos may be different across disciplines [ 116 ]. Hence, education practitioners should adjust the video arrangement based on their situations and the needs of their students.…”

Section: Discussionmentioning

confidence: 99%

Use of instructional videos in leadership education in higher education under COVID-19: A qualitative study

Shek,

Wong,

et al. 2023

PLoS ONE

View full text Add to dashboard Cite

The use of online teaching mode has grown rapidly in recent years, particularly under the COVID-19 pandemic. To promote the learning motivation of students and teaching effectiveness, development of attractive online teaching material such as videos is important. In the present study, we developed 15 theory-related videos and 9 case-based videos in the context of a leadership course focusing on psychological well-being and psychosocial competence. Using a qualitative research methodology via focus groups (N = 48 students) to evaluate these videos, six themes emerged from the data, including video arrangement, design of videos, content of videos, benefits to students’ pre-lesson self-learning, benefits to students’ learning of course content, and contribution to students’ class participation. The findings suggest that the videos can elicit positive perceptions of the students in a flipped classroom arrangement. Students also benefit from the videos in terms of their understanding of course content and their participation in class discussion. Besides, the study suggests that the videos promote the learning efficiency of the students. The present qualitative findings concurred with the previous quantitative findings, suggesting the value of using virtual teaching and learning to promote psychosocial competence in university students.

show abstract

“…The VARK model recognizes that learners have diverse preferences and strengths. Tailoring instruction to match these preferences can enhance engagement and understanding (Abutaher, 2017). The importance of this model helps to engage students where they are more likely to be motivated, attentive, and invested in the learning process.…”

Section: Fleming's Vark Modelmentioning

confidence: 99%

Bridging Learning Styles and Student Preferences in Construction Technology Education: VARK Model Analysis

Mohd Noor,

Amri Ramly

2023

IJARPED

View full text Add to dashboard Cite

VARK Model Analysis delves into the diverse landscape of learning preferences exhibited by students enrolled in Construction Technology courses. Recognizing the crucial role of aligning instructional methods with individual learning styles, this study aims to identify the dominant learning modalities within this academic context. It highlights the multifaceted nature of the Construction Technology field and the potential challenges associated with catering to a heterogeneous student population. It underscores the importance of this research in bridging the gap between pedagogical strategies and student needs. Issues arising from the varied learning styles present within the student cohort are acknowledged, emphasizing the potential impact of instructional misalignment on knowledge acquisition and skill development. This study seeks to address these issues systematically. The main objective of this study is to identify the dominant learning styles through rigorous quantitative analysis, employing SPSS as the primary tool. The questionnaire based on the VARK model is administered to selected Construction Technology students to discern their preferred modalities of learning. Findings reveal the prevalence of specific learning styles within the academic context. These results hold significant implications for both lecturers and students. In conclusion, this research contributes valuable insights into the learning landscape of Construction Technology education. By identifying dominant learning styles, it provides a foundation for more effective and inclusive instructional practices. This study underscores the importance of adapting pedagogy to accommodate diverse learning preferences, ultimately enriching the educational experience for both educators and students in Construction Technology courses.

show abstract

Synchronous video-based communication and online learning: an exploration of instructors’ perceptions and experiences

Cited by 24 publications

References 70 publications

Instructional Strategies for Engaging Online Learners

Instructional Strategies for Engaging Online Learners

Use of instructional videos in leadership education in higher education under COVID-19: A qualitative study

Bridging Learning Styles and Student Preferences in Construction Technology Education: VARK Model Analysis

Contact Info

Product

Resources

About