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Article
Publication date: 22 November 2011

Markus Ketterl, Robert Mertens, Christoph Wiesen and Oliver Vornberger

The purpose of this paper is to present a user interface for web lectures for engaging with other users while working with video based learning content. The application allows its…

Abstract

Purpose

The purpose of this paper is to present a user interface for web lectures for engaging with other users while working with video based learning content. The application allows its users to ask questions about the content and to get answers from those users that currently online are more familiar with it. The filtering is based on the evaluation of past user interaction data in time‐based media.

Design/methodology/approach

The work is implemented as a prototype application in the context of the Opencast Matterhorn project – an open source based project for producing, managing and distributing academic video content. The application compares users viewing behavior and allows communication with others that are good candidates to answer questions.

Findings

Different filtering approaches for identifying suitable candidates are being discussed that foster past interactions in time‐based media.

Practical implications

The paper shows that web lectures can benefit from user awareness ideas and presents examples of how learners can benefit from the knowledge of other users who are working with the same video based content.

Originality/value

User awareness has become an important feature in today's Web 2.0 experience. The paper discusses different user awareness models and explains how they can be adapted to time‐based video content. The presented work is available as a plug‐in for the Opencast Matterhorn project.

Details

Interactive Technology and Smart Education, vol. 8 no. 4
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 21 November 2016

Hamzah Shanbari, Nathan Blinn and Raja R.A. Issa

New methods to introduce topics in classrooms are needed to enhance the construction management educational experience. One of these new methods is showing real time videos that…

1000

Abstract

Purpose

New methods to introduce topics in classrooms are needed to enhance the construction management educational experience. One of these new methods is showing real time videos that highlight the various elements of concern in the classroom lecture. The purpose of this paper is to use augmented reality technology (ART) and a layer of artificial visualizations to simulate the environmental context and spatio-temporal constraints of various construction processes. The superimposition of images serves as an instructional mechanism to virtually incorporate jobsite experiences into classrooms. This enhancement of spatio-temporal constraints enables learners to visualize context and hidden processes otherwise unattainable through traditional classroom lectures.

Design/methodology/approach

A significantly improved perception of reality is created through the combination of the learners’ ability to understand the complexity of construction products (e.g. assemblies) and associated jobsite processes by viewing the real environment augmented with computer-generated information layers.

Findings

Testing the ART video in a classroom with undergraduate construction management students showed that students who were exposed to the ART video were able to remember and identify the highlighted elements in the corresponding assembly more effectively than those who were not.

Originality/value

ART is a valuable tool in enhancing classroom learning and gives educators a teaching advantage when they combine traditional classroom lectures with ART enabled media.

Details

Engineering, Construction and Architectural Management, vol. 23 no. 6
Type: Research Article
ISSN: 0969-9988

Keywords

Article
Publication date: 9 September 2014

Benjamin Wulff, Alexander Fecke, Lisa Rupp and Kai-Christoph Hamborg

The purpose of this work is to present a prototype of the system and the results from a technical evaluation and a study on possible effects of recordings with active camera…

Abstract

Purpose

The purpose of this work is to present a prototype of the system and the results from a technical evaluation and a study on possible effects of recordings with active camera control on the learner. An increasing number of higher education institutions have adopted the lecture recording technology in the past decade. Even though some solutions already show a very high degree of automation, active camera control can still only be realized with the use of human labor. Aiming to fill this gap, the LectureSight project is developing a free solution for active autonomous camera control for presentation recordings. The system uses a monocular overview camera to analyze the scene. Adopters can formulate camera control strategies in a simple scripting language to adjust the system’s behavior to the specific characteristics of a presentation site.

Design/methodology/approach

The system is based on a highly modularized architecture to make it easily extendible. The prototype has been tested in a seminar room and a large lecture hall. Furthermore, a study was conducted in which students from two universities prepared for a simulated exam with an ordinary lecture recording and a recording produced with the LectureSight technology.

Findings

The technical evaluation showed a good performance of the prototype but also revealed some technical constraints. The results of the psychological study give evidence that the learner might benefit from lecture videos in which the camera follows the presenter so that gestures and facial expression are easily perceptible.

Originality/value

The LectureSight project is the first open-source initiative to care about the topic of camera control for presentation recordings. This opens way for other projects building upon the LectureSight architecture. The simulated exam study gave evidence of a beneficial effect on students learning success and needs to be reproduced. Also, if the effect is proven to be consistent, the mechanism behind it is worth to be investigated further.

Details

Interactive Technology and Smart Education, vol. 11 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 30 November 2023

Kamaludeen Samaila and Hosam Al-Samarraie

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…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Practical implications

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).

Originality/value

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.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 9 September 2014

Michael Winkler, Kai Michael Höver and Max Mühlhäuser

The purpose of this study is to present a depth information-based solution for automatic camera control, depending on the presenter’s moving positions. Talks, presentations and…

Abstract

Purpose

The purpose of this study is to present a depth information-based solution for automatic camera control, depending on the presenter’s moving positions. Talks, presentations and lectures are often captured on video to give a broad audience the possibility to (re-)access the content. As presenters are often moving around during a talk, it is necessary to steer recording cameras.

Design/methodology/approach

We use depth information from Kinect to implement a prototypical application to automatically steer multiple cameras for recording a talk.

Findings

We present our experiences with the system during actual lectures at a university. We found out that Kinect is applicable for tracking a presenter during a talk robustly. Nevertheless, our prototypical solution reveals potential for improvements, which we discuss in our future work section.

Originality/value

Tracking a presenter is based on a skeleton model extracted from depth information instead of using two-dimensional (2D) motion- or brightness-based image processing techniques. The solution uses a scalable networking architecture based on publish/subscribe messaging for controlling multiple video cameras.

Details

Interactive Technology and Smart Education, vol. 11 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Book part
Publication date: 4 November 2021

Janie Busby Grant and Karin Oerlemans

Tertiary teaching in Australia, as elsewhere, now incorporates a wide array of learning resources delivered across different modes to support student learning. Since the late…

Abstract

Tertiary teaching in Australia, as elsewhere, now incorporates a wide array of learning resources delivered across different modes to support student learning. Since the late 1990s, the sector has seen a rapid increase in use of materials that can be delivered online; however, not all students benefit, with static or falling participation rates among vulnerable student groups. This chapter describes the development and implementation of the federally funded Structural Adjustment Fund Flexibility, Innovation, Retention, Engagement (SAFFIRE) initiative to use new technologies to provide choice, flexibility, access, and support for students through a revamped curriculum in a medium-sized Australian university. SAFFIRE provided an opportunity to explore the introduction of flexible resources in tertiary teaching, including understanding the drivers, barriers, supports, and key factors in successful deployment of the changes. Within this context, the authors present a case study examining the effectiveness of course content delivery via video in an undergraduate psychology statistics course. The efficacy of video-based learning in the course was assessed through access rates, feedback, and performance, revealing strong evidence for the inclusion of video aids to improve student performance and satisfaction. The interpretation of the case study is embedded in the wider context of the process of deploying flexible online delivery within tertiary education.

Article
Publication date: 10 April 2019

Boniface Michael and Rashmi Michael

The purpose of this paper is to explore the association between memory (short- and long-term), a foundational cognition in learning and face-to-face, video-based and flipped…

Abstract

Purpose

The purpose of this paper is to explore the association between memory (short- and long-term), a foundational cognition in learning and face-to-face, video-based and flipped instructional modalities.

Design/methodology/approach

This study used a one-way analysis of variance and linear regression analyses to compare students’ aggregated answers on multiple-choice questions over two different periods, including a repeat question from an earlier examination. Also, student-level answers were subjected to a binary logistic regression.

Findings

Face-to-face unambiguously was associated with superior short-term memory including ethics. Video-based performance was associated with a superior long-term memory, and flipped’s performance lay in between for both memory types.

Research limitations/implications

This study does not account for students’ learning styles, instructors’ preferred teaching approach and computer-aided virtual simulations.

Practical implications

The findings of this study may serve as a reference point for optimally blending multiple instruction modalities to leverage its association with memory for learning matched to instructors’ styles, students’ curricular pathway and coping with institutional imperatives.

Social implications

This paper provides a way for higher education institutions to match instructional modalities to memory needs, including business ethics as students’ progress on their pathways towards graduation.

Originality/value

This study illuminates the association between memory, a widely accepted foundational cognition in learning that has been under researched compared to critical thinking and reasoning, and three instructional modalities: face-to-face, video-based and flipped classroom.

Details

Journal of International Education in Business, vol. 12 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 5 August 2014

Shaun A. Jackson

The purpose of this paper is to illustrate a for-credit information literacy course redesign that used a flexible multimodal framework to address individual student learning…

Abstract

Purpose

The purpose of this paper is to illustrate a for-credit information literacy course redesign that used a flexible multimodal framework to address individual student learning preferences, personal differences and abilities as well as teaching preferences.

Design/methodology/approach

Students taking the course were surveyed as to their preferences for content delivery. A qualitative analysis of student reflections was conducted to determine the efficacy of maintaining multiple course formats and to solicit feedback for course improvements.

Findings

Results show that students were definitive in their preferences for how they access course materials and that enough students used each format to justify maintaining both. Findings also showed students’ appreciation for being given options.

Research limitations/implications

Content delivery modes are changing rapidly. Future studies should explore the efficacy of other modes of delivery.

Practical implications

As technology and students’ familiarity with course delivery modes change, how we deliver content to students will also change. The key to reaching students in an effective manner is flexibility.

Originality/value

Exploring why and how students choose to learn provides valuable feedback into how we should or should not deliver course content. Learning what works, and providing multiple options, will increase the likelihood of success for a diverse student body.

Details

Reference Services Review, vol. 42 no. 3
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 7 September 2010

Markus Ketterl, Olaf A. Schulte and Adam Hochman

The purpose of this paper is to introduce the Opencast Community, a global community of individuals, institutions, and commercial stakeholders exchanging knowledge about all…

Abstract

Purpose

The purpose of this paper is to introduce the Opencast Community, a global community of individuals, institutions, and commercial stakeholders exchanging knowledge about all matters relevant in the context of academic video and promoting projects in this context. It also gives an overview of the most prominent of these projects, Opencast Matterhorn – a community‐driven open source solution for producing, managing, and distributing academic video.

Design/methodology/approach

The paper will demonstrate that Opencast Matterhorn is satisfying institutional needs to manage audiovisual content more efficiently as video is becoming a significant resource in research and education. Furthermore, the paper highlights that Opencast Matterhorn as a product and as a project is open for contributions from the research community and provides an excellent environment for the integration of research results from media analysis, multimedia authoring, search technologies, and other related fields.

Findings

Opencast Matterhorn provides a scalable open source solution for universities to manage academic video. Its service‐oriented architecture makes it customizable to institutional needs and open for contributions from users as well as media research.

Originality/value

The paper provides an insight to the idea of Opencast, the Opencast Community, and Opencast Matterhorn – and how they will help academic institutions to better manage and exploit the full richness of educational video.

Details

Interactive Technology and Smart Education, vol. 7 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 4 July 2016

Brian J Beatty and Michael Albert

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…

1204

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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

Originality/value

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.

Details

Journal of Applied Research in Higher Education, vol. 8 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

21 – 30 of over 7000