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This study analyzed segment differences of student preference for video use in lecture classes and university use of video lecture classes. The authors then conducted novel gap analyses to identify gaps between student segments' preferences for videos versus their level of exposure to in-class videos. Multivariate analysis of variance (MANOVA) was used to identify significant factors that explain the gaps.

Segment differences of student preference for video use in lecture classes and university use of video lecture classes were analyzed. Novel gap analyses were then conducted to identify gaps between student segments' preferences for videos versus their level of exposure to in-class videos. MANOVA was used to identify significant factors that explain the gaps.

Gap analysis of video preference relative to video exposure showed a bimodal distribution, with an approximately even split between students with an overall deficit (44.5%) and surplus (47%) of in-class videos. Deficit means students preferred to see more videos than what the lecturer showed them. Surplus means the lecturer showed students more videos than they preferred to see. Further analyses break down the deficits and surpluses based on the type of videos shown.

Results are useful as an effective diagnostic tool for education managers because they are not at the individual student level but rather by course level. One implication for educational managers is that a one-size-fits-all approach for all courses will benefit some students and annoy others.

This paper extends Alpert and Hodkinson’s (2019) findings by identifying preference clusters and performing segmentation analyses based on finer-grained disaggregated data analysis.

We use student-level online resource usage data for students in four different introductory accounting courses to explore the impact on exam performance of both student study effort and students’ revealed preferences for reading text or watching video lectures. The online learning tool tracks student study choice (read text, watch video, or skip) on a paragraph-by-paragraph level. We match these usage data with student performance on course exams. We find that students who study more material earn higher exam scores than do students who study less material. We also find that students who self-select to do relatively more of their studying through reading text score higher on exams, on average, than do students who self-select to do relatively more of their studying through watching videos. Specifically, holding the overall amount of study constant, a student who chooses to spend the highest fraction of her or his study time watching video mini lectures earns exam scores 10 percentage points lower (six-tenths of a standard deviation) than a student who chooses to spend the lowest fraction of study time watching videos. Our results demonstrate that at least for introductory accounting students, increased study effort does indeed have a positive impact on exam performance. Our evidence also suggests that the highest performing introductory accounting students choose to learn accounting proportionately more through reading than through watching. These results are a reminder that when we talk about using “technology” to help our students learn accounting, the written word is still an important technology.

This study aims to explore students’ interests in multimodal texts by focusing on videos of social issues.

Data from 50 students in a first-year multilingual composition course were analyzed in two phases. Phase One examined 14 students’ reasons for self-selecting videos for multimodal analysis essays in one section of the course. Phase Two explored 50 students’ selected videos in four sections of the course across four semesters. The videos were classified as either problem- or solution-oriented to examine the students’ interests.

Analyzing the students’ responses in Phase One revealed that most of the selected videos included solutions to a social problem, and the students advocated the compelling ways in which the characters therein dealt with those problems. The findings for Phase Two revealed that the students’ selections were equally divided between problem- and solution-oriented videos. Nevertheless, a gradual increase in the selection of solution-oriented videos was observed over time.

A significant implication of this study is that it can help teachers expand their understanding of interesting and meaningful texts and make more engaging and effective instructional decisions.

The study contributes to the literature on text selection as it highlights students’ inclination toward what type of learning content interests them.

The flipped classroom model is an emerging teaching pedagogy in universities, colleges and secondary schools. This model will likely be successful if students prepare and acquire basic knowledge before class hours. Pre-class video lectures are common for students to access knowledge before class hours. However, students often do not watch the pre-class videos or do so only immediately before class hours due to poor engagement and supporting strategies, which can have detrimental effects on their learning achievement. To address this issue, embedding quiz questions into pre-class recorded videos may increase the completion of pre-class activities, students' engagement and learning success. This study examines the effect of a quiz-based flipped classroom (QFC) model to improve students' learning achievement and engagement in a computer science course.

The study involved 173 participants divided into experimental and control groups. The experimental group consisted of 78 students who used the QFC model, while the control group consisted of 73 students who used the conventional flipped classroom (CFC) model.

The 10-week experiment showed that the QFC model effectively improved students' learning achievement and engagement (both behavioral and agentic) compared to the CFC model.

Embedding quiz strategy into the pre-class video demonstrated the potential support to enhance the efficacy of the CFC model. Based on the results of this research, the authors recommended that flipped educators can use the quiz strategy to minimize pre-class issues (especially students' disengagement).

This research adds to the existing literature by evaluating the effect of the newly proposed model on students' learning outcomes and engagement. This study's results can guide colleges and universities intending to implement a blended learning or flipped learning model. The research also gives design, content and course implementation guidelines, which can help engage students to achieve their learning objectives.

This case was written with publicly available information about Nintendo.

In the 1980s and 1990s, Nintendo dominated the video game industry with a market share of 90%. In 2020, Nintendo’s market share dropped to nearly 31%. This case examines a 40-year history of Nintendo, including its core strategy of video game and video game console development and its growth strategy using its intellectual property. Throughout its history, Nintendo has faced and continues to face stiff competition from Sony, Microsoft and new emerging technologies like virtual reality video games. Nintendo has the challenge of competing in a rapidly changing industry with changing customer preferences where it once had a dominant market share. Can Nintendo continue competing, relying on its core competency of developing new video games and consoles? Or moving forward, should it further define itself more broadly by continuing to leverage its intellectual property in the entertainment industry?

This case is suitable for undergraduate courses in marketing, marketing management and business strategy, or where an instructor focuses on strategic decision-making. This case will provide valuable in-class discussions on the importance of defining what a business should do and how it should grow. Additionally, this case will be useful for courses that include advanced discussions on tradeoffs between focusing on core competencies and growth by expanding into other opportunities that are not necessarily part of a business’s core strategy. A portion of this case was tested in an undergraduate marketing strategy and marketing principles course. The case created an excellent environment for critical thinking and analysis.

The purpose of this paper is to examine the use of short video tutorials in a post‐graduate accounting subject, as a means of helping students develop and enhance independent learning skills.

In total, five short (approximately five to 10 minutes) video tutorials were introduced in an effort to shift the reliance for learning from the lecturer to the student. Data on students' usage of online video tutorials, and comments by students in university questionnaires were collated over three semesters from 2008 to 2009. Interviews with students were then conducted in late 2009 to more comprehensively evaluate the use and perceived benefits of video tutorials.

Findings reveal preliminary but positive outcomes in terms of both more efficient and effective teaching and learning.

The shift towards more independent learning through the use of video tutorials has positive implications for educators, employers, and professional accounting bodies; each of whom has identified the need for this skill in accounting graduates.

The use of video tutorials has the potential for more rewarding teaching and more effective learning.

This study is one of the first to examine the use and benefits of video tutorials as a means of developing independent learning skills in accountancy students – addressing a key concern within the profession.

The aim of this paper is to solve the problem of lack of real context in JFL (Japanese as Foreign Language) classroom with video corpus-based teaching. It also offers reference for the development of video corpus.

The authors designed an intelligent Japanese online video corpus, namely the JV Finder, which is a corpus of Japanese films and TV series. The authors applied the JV Finder to JFL teaching to solve the problem of lack of real context and designed several teaching experiments to validate its benefits.

The results of teaching experiments show that the video corpus-based teaching significantly improves the learning effect. The JV Finder can help students memorize vocabularies and understand the meaning of new vocabularies in a better way.

There are still some differences in language context between real life and films, which cannot fully reflect the state of native speaker in real life. Meanwhile, the number of students participating in this experiment is relatively small, so the universality of the result need further study.

This study combined linguistics with software engineering to solve the problem of lack of real context. Video corpus-based teaching not only can be used in Japanese teaching field but also provide value for other foreign language teaching.

The JV Finder has obtained Chinese national patent license (patent no. 20131118). The video corpus (the JV Finder) has a far-reaching impact on JFL teaching.

This paper provides an intelligent Japanese online video corpus. It is applied to JFL teaching to solve the problem of lack of real context. The findings show that the video corpus can significantly improve the effectiveness of Japanese learning.

The purpose of this paper is twofold: first, to assess student perceptions of a flipped classroom model used in an introduction to management course; and second, to determine the relationship between student perceptions and student grades.

A quantitative approach was used, and a survey was created to assess student perceptions of their flipped classroom experience. Correlation analysis was used to explore the possible association between student performance (measured by test scores) and perceptions of the flipped classroom experience.

Results indicate several significant differences in student perceptions of a flipped classroom model between successful (grades A-C) and unsuccessful (grades D-F) students.

During the past several years, an active learning approach called the “flipped classroom model” has begun to be applied to higher education. Research on the effectiveness of the flipped classroom model in higher education has focussed on either grade outcomes or student perceptions, and is recent and limited. Findings can contribute to educators using a flipped classroom model, as well as to researchers investigating the impact of key factors related to student perceptions of their flipped classroom experience. Implications for applying the flipped classroom model are discussed along with implications for much-needed future research.

This chapter takes a look at the Social Web. Humanities scholars are, by and large, a fairly social group. Attend any of the Modern Language Association conferences and you will be inundated with invitations to attend events hosted by publishers, groups within MLA, universities, and alumni organizations. The way we now include apps as an inherent part of our socialization, however, is changing and evolving as a result of some of the tools that are to be associated with the digital humanities, albeit not necessarily as apparently so as some others. This chapter explores the familiar players like Facebook™, Google+™, Twitter™, and others and discusses how they are being used by those in the field, contextualizing them within a variety of disciplines in the humanities through case studies while situating the category alongside theories that make sense of their use. Not as commonly used in academic social networks are vlogging applications along with student blog sites, which are also examined in this chapter. It is in this and subsequent chapters where augmented reality enhancements will be used. Please follow the directions at the beginning of Chapter 2 to access these additions.

The purpose of this paper is to describe the process of developing the early brain and biological development and addictions podcast series for first and second year medical students. This paper also presents the findings from an evaluation of the introductory podcast in this series of 13 podcasts.

Three focus groups were held with a total of 19 participants representing ten universities across Canada as well as one college and one foundation. Each focus group was audiotaped and then transcribed verbatim. The coding process consisted of grouping the common codes together to form themes based on the W(e)Learn framework.

Findings suggested that most participants were enthusiastic regarding the potential of the podcast project not only for the intended audience but also for all medical students and residents as well as continuous healthcare education. However, findings also suggest that other participants were not as fervent about the potential of the program. Many participants provided suggestions for how to further improve the podcast. These suggestions have already been implemented into the program design in an attempt to meet end-users' needs and expectations.

This research shares an innovative approach to supporting healthcare education in undergraduate education. Podcasting has become a cost-effective and convenient pedagogical tool for distributing educational information. Podcasts are effective teaching tools since listening is an active, engaging and creative process on interpreting content and creating meaning from auditory cues.