Using Videos in Blended E-Learning for a Structural Steel Design Course

Abstract

Conventional methods of teaching structural engineering topics focus on face-to-face delivery of course materials. This study shows that using video-based e-learning in delivering an undergraduate Structural Steel Design course satisfactorily achieved most of the course learning outcomes. Video-based e-learning with animations and simulations gives students a profound understanding of the course intricate design materials. To gauge the effectiveness of video-based e-learning of the course, an online evaluation was conducted by sixty-eight undergraduate students at the United Arab Emirates University using Blackboard. The evaluation consisted of an online survey that was accessible by students who took the structural steel design course in the academic year 2019 using instructional videos provided to them as Quick Response (QR)-codes. The structural steel design course has six learning outcomes (CLOs), and the performance of students in the six CLOs was compared with that of students who took the same course in the academic year 2018 using the traditional face-to-face lecturing method. The survey data was statistically analyzed, and the results revealed that students’ performance improved, and most of the CLOs were attained. Video-based e-learning with animations resulted in better learning outcomes compared to face-to-face lecturing. Accessing the course instruction videos anytime and anywhere is one of the remarkable benefits to the students studying through the e-learning approach.

Supporting the Instructional Videos With Chatbot and Peer Feedback Mechanisms in Online Learning: The Effects on Learning Performance and Intrinsic Motivation

“…Previous research has shown that videos are one of the potential and effective educational tools (El-Ariss et al, 2021; Robertson & Flowers, 2020). Video-based learning enhances the students’ engagement, learning performance, and motivation (Scagnoli et al, 2017) and encourages self-directed and autonomous learning (van der Meij & Dunkel, 2020).…”

“…In order to increase the effectiveness of IVs, the theories such as the cognitive theory of multimedia learning (Mayer, 2009) and cognitive load theory (Sweller, 1994) may be a guide for educators and educational technologists. However, typically, online IVs lack the elements of interaction and feedback mechanisms (El-Ariss et al, 2021). Hence, researchers have recently focused on the interaction and feedback elements in video-based learning.…”

The Implementation of E-Learning Supported by Social Reality Videos in Mobile Applications: Its Impact on Student’s Learning Outcomes

“…Other digital resources used in learning such as videoreality or virtual reality videos provide opportunities to create a better learning process [9], [10], and have a positive impact on students' attitudes and self-regulated learning [8]. The study done by EL-Ariss et al [29] believe that the use of video in blended elearning can increase students' in-depth understanding. Another finding revealed that there was a positive attitude towards learning videos, the reason is because it can support active learning, increase learning motivation and student engagement, learning with videos is fun [30].…”

Efektivitas Video Learning Materi Pencemaran Lingkungan Pada Mata Kuliah Ilmu Lingkungan Prodi Pendidikan Biologi FKIP UAD

“…Melalui video podcast peserta didik dapat merasa nyaman ketika akses dari rumah, dapat memungkinkan untuk memutar ulang video untuk mencari informasi, membuat catatan, mengkonfirmasi isu-isu yang diterima serta menguatkan informasi-informasi yang penting. Banyak siswa lebih menyukai melihat video podcast di rumah agar lebih konsentrasi dalam proses pembelajaran (El-Ariss et al, 2021;Hill & Nelson, 2011).…”