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The purpose of this paper is to gain insight into learners’ behavioural intention to use the video lectures as their learning material. The behavioural intention construct is measured in terms of perceived ease of use and perceived usefulness of video lectures. It is hoped that the findings of this study will provide feedback as to learners’ intention to use as well as guidelines on how to improve the development of video lectures as the university gears to offer more courses in the fully online mode in the near future.

A total sample of 392 questionnaires were collected for this study using technology acceptance model model. Descriptive and inferential statistics are used as the main analytical tool to study the learners’ behavioural intention to use the video lectures as their learning material. The behavioural intention construct is measured in terms of two dimensions: perceived ease of use and perceived usefulness of video lectures.

In conclusion, the findings from this research study seem to suggest that OUM learners have a positive perception of video lectures with reference to the two dimensions of “ease of use” and “usefulness”, where ease of use is concerned, OUM learners rate content relevancy, appropriate language and viewing flexibility as the strongest points of video lectures. The aspects ranked lowest are technical (ability to play the video lecture smoothly from the beginning to the end) as well as objective of usage (video lectures are not rated high as revision material for exam preparation).

Future studies can be conducted pertaining to issues on the context in which learning is taking place within higher education, various definitions of video, and ways of categorising and presenting these different types, teaching “with” and “through” video from the perspective of the lecturer and the educational institution, approaches to didactically embedding and integrating video into a course that results in effective learning and the process and support needed by the (traditional) lecturer to create and deploy various types of video content.

Over the last ten years, the production of video has gone from a complicated and technical process to one easily done by the general masses. It is now possible for anyone with a mobile phone to make a video recording. The question lies on whether the students have deeper meaning of learning via video lectures and the perception of students on using video lecture as teaching tool in the open and distance learning.

A ‘flipped’ or ‘inverted’ teaching approach (Lage et al., 2000) reverses the traditional use of in- and out-ofclass time, delivering instructional input to students before class and devoting classroom time to applying this input in small group tasks. This study investigates the use of videoed lectures and attitudes to in-class activities among undergraduate students in first year Calculus classes using either a lecture-based or a ‘flipped classroom’ approach. Survey results indicate that while the majority of the students embrace the flipped experience and more specifically the in-class group work activities, they lacked the confidence in their self-learning abilities to completely part with an instructor-led class. This finding and its impact on implementing a flipped classroom supports concerns found in the literature that first- and second-year students may need more guidance from their professors before they can truly benefit from the flipped learning model of instruction.

بلقي جهنم سيردتلا " بولقملا " وأ " سوكعملا ) " جيل ،هئﻼمزو 2000 ( فيظوتلا يديلقتلا تقولل لخاد فصلا هجراخو ذإ دوزي بلاطلا داوملاب ةيميلعتلا لبق ءدب فصلا صصخيو تقو ءاقللا يفصلا قيبطتل ام هملعت بلاطلا كلذو نمض تاعومجم مّ ل عت ةريغص ةفداه . لوانتت هذه ةساردلا فيظوت تارضاحم ويديفلا فقاومو ةبلطلا نم ةطشنﻷا ةيفصلا نيب بﻼط ةنسلا ةيعماجلا ىلوﻷا نيقحتلملا تاقاسمب باسح لضافتلا لماكتلاو ) سلوكلاك ( ، كلذو اقﻼطنا نم جهنم دمتعي امإ تارضاحملا وأ فوفصلا ةبولقملا . ريشتو جئاتن حسملا ىلإ هنأ يف نيح لبقي بلغأ بﻼطلا ىلع ةبرجت فصلا ،بولقملا ىلعو هجو ديدحتلا ةطشنأ لمعلا يعامجلا لخاد ،فصلا ريغ مهنأ نورقتفي ىلإ ةقثلا يف مهتاردق ىلع ملعتلا يتاذلا ىلإ دح مهلعجي ريغ نيرداق ىلع يلختلا امامت نع فص هروحم ذاتسﻷا . دناستو هذه ةجيتنلا اهريثأتو ىلع ذيفنت فوفص ةيسارد ةبولقم فواخملا ةدوجوملا يف تايبدﻷا اهدافمو نأ بﻼط ةنسلا ىلوﻷا ةيناثلاو دق نوجاتحي ىلإ ديزم نم هيجوتلا نم مهتذتاسأ لبق نأ اونكمتي نم ةدافتسﻻا اقح نم جذومن ملعتلا بولقملا يف سيردتلا .

The research discussed in this paper aims to study the impact of video footages on the academic performance of students. Video footages are usually inserted into video lectures — in addition to the verbal narration of any examples by the teachers — to explain and simplify concepts. Similarly, in conventional classrooms, teachers verbally narrate examples to clarify concepts — but, in this case, students have to rely on their imagination and previous exposure to similar situations to develop an understanding of the concepts.

A two-phase experiment was designed to compare these two teaching methods. A sample of 70 participants was drawn from non-psychology students in the Virtual University of Pakistan; and two groups, Group A and Group B, each with 35 participants, were formed through random assignment of the students. In the first phase of the experiment, members of Group A were taught through a 24-minute video lecture on psychology, which had four chunks of video footage in it. After the lecture, the students' academic learning was measured through a multiple-choice test with 27 items, which was developed by incorporating an equal number of questions on three levels of Bloom's taxonomy (viz. understanding, comprehension and application). The item levels were decided after agreement by three examiners who had at least three years of experience of developing such questions. In the second phase, a lecture with similar content was taught to Group B. The only difference was in the mode of delivery: in this case, the content was conveyed verbally and no video footages were used. The same test of students' learning was employed to get the scores of Group B. In addition, a qualitative study, involving data gathered through participants' feedback on the performance of the learning facilitators and weaknesses in both teaching modes was collected in order to explore the participants' perceptions and experiences of the phenomenon being studied. The results indicated that the two groups were significantly different in terms of academic achievement. The mean values suggested that those who were taught through video footages showed a higher level of academic learning than those who received a traditional verbal narration lecture. In addition, the students reported that the video footages and examples facilitated their learning, and helped them to remain focused and motivated in class. The findings have broad implications for teachers, content developers, academic policy-makers and producers involved in the production of academic content.

This paper reports on how micro-learning design principles are being trialled in an Australian and a Malaysian university to make online courses more accessible and attractive, and a more positive experience, with the aim of increasing student success. Central to this approach is segmenting materials into “bite-size” instalments by way of short micro-lecture presentations and reducing other content. The aim of this “less is more” strategy is to reduce unnecessary cognitive load as an impediment to learning so that focus can shift to prioritising the most essential skills and content. The purpose of this trial is to explore the efficacy of micro-learning as a means for increasing student engagement and learning.

The trials involved a mixed mode methodology drawing on qualitative and ratings data from course satisfaction surveys and records on grades and completion.

To date, results have shown significant increases in student engagement and satisfaction, and also performance. Our application of micro-learning included reducing volume of content based on its practical value, use of novelty (e.g. infusing guest presenter input) and design of practical and collaborative student activities.

Early results are encouraging regarding apparent utility for engaging learners and ease of application, i.e. implementability and transference potential. However, the rapidly expanding area of online learning requires further research to establish a well-validated evidence base for effective online teaching practices.

The findings are relevant to universities involved in online and blended learning. Micro-learning design methods show promise in being able to address major engagement barriers including cognitive overload.

More students are struggling with learning in today's social environment brought about with the massification of higher education. Micro-learning seeks to address major barriers these learners face with methods that go beyond traditional teaching practices.

Findings here are encouraging and contribute to existing understanding on ways to increase learner engagement in the competitive and fast-growing area of online learning for universities globally.

As online teaching/learning is a new phenomenon with reference to regular degree programs in institutions of higher education in India (the situation having being thrust upon both students and faculty due to COVID-19 pandemic), an exploratory-descriptive study was carried out to find out how public university students in India perceive online teaching/learning (OTL) during the present pandemic, the methods of OTL being used by faculty and the challenges being faced by the students.

Online interviews with 40 students of three public universities in Delhi/NCR were conducted using open-ended and close-ended questions. The questionnaire was emailed to 82 university students of Commerce and Management specialisation out of which 40 responded. We analysed each participants interview responses using content analysis technique and categorised the themes/factors that emerged under suitable headings using the coding method. The frequencies of the occurrence of the themes/factors were thus determined and documented, and percentages were calculated. The questionnaire also had Likert-scale questions as they are useful to measure latent constructs.

Inadequate bandwidth and poor network connectivity were found to be major hindrances during OT/L. The other challenges were unsuitable home environment for attending online classes, feeling of isolation and demotivation due to lack of face-to-face interaction and excessive screen-time causing fatigue. Active online methods such as live lectures by faculty and article/case study/discussions facilitated live by faculty were most preferred while the passive method of learning such as online certification courses through education portals such as Swayam/ Coursera/Udemy, etc were least preferred. The level of satisfaction from student–faculty interaction was more than that from student–student interaction.

The study covered three public universities in India and the sample size was small because of limitations created by COVID-19 pandemic situation as campuses were closed and it was not possible to meet students personally to get responses.

Universities should provide data cards or access to university computer labs to those students who are from economically weaker sections of society so that online teaching may be effective. This will also help students who live in very small houses and do not have a quiet corner to study online. Other solution would be to reduce online teaching duration. This issue needs the attention of educational institution leaders as most universities have scheduled classes from morning till evening, as it was during real classroom teaching. Eight hours of online classes every day may not be feasible when Internet access is a critical problem. Teachers should encourage interaction between students so that the feeling of isolation may be reduced and students may be motivated to learn and take more interest in virtual classes.

50% of the Indian population does not have access to the Internet, while a large section that does have, cannot afford the cost of high-speed data that is needed for long-duration online classes spanning over months. Those who can afford it, do not have the privacy to engage effectively in classes on video conferencing portals. Both students and teachers suffer due to poor audio and video quality caused by poor infrastructure. COVID-19 has brought to focus, the severe inequality in some societies. Societies need to take serious cognizance of this issue and take appropriate measures.

This study is very unique as the radical change from real classroom to online teaching in Indian public universities is a very unique phenomenon. The disruption was forced due to the ongoing COVID-19 pandemic and students along with their teachers learned the process “on-the-job”. As the issues and challenges faced by students were unexplored, this study aims to contribute knowledge to this existing research gap.

The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student Engagement, for the design of the course. The Trifecta of Student Engagement proposes that students, in order to be fully engaged in a course, need to be engaged with their course content, with their peers and with their instructor. The course has three units of content that each correspond to the Trifecta of Student Engagement. This course has gone through one pilot with faculty and has impacted students and faculty positively.

An online faculty development course was piloted with eight faculty members across a range of disciplines who participated in the program. After taking the course, they had to apply the Trifecta of Student Engagement framework to a course they taught and share what they did via written report, webinar, or web presentation. This study summarized the faculty participants’ written reports and presentations as well as provided a qualitative evaluation on the impact this course had on students and faculty.

After faculty applied the Trifecta of Student Engagement framework to courses taught, faculty saw an improvement in student engagement, satisfaction, learning and achievement. Three faculty surveyed students to determine their engagement and satisfaction and found students to respond positively to the use of tools and activities for student-to-content engagement, student-to-student engagement and student-to-instructor engagement. Two faculty examined student grades to determine if there were changes in student outcomes. One professor saw average grades increase by 11 percent. Another professor saw grades improve by 8 percent. She also found that student assessment of learning increased by 0.57. Both faculty attributed the improvement to the effectiveness of the teaching strategies employed.

This research is limited to the eight faculty who participated in the pilot. Some faculty used methods to attempt to measure the impacts of their teaching practices by surveying students and looking at student performance data. A second pilot is needed for additional faculty to take the course and apply the Trifecta of Engagement framework to generate more data for impact.

Institutions looking to create an online teaching professional development course for faculty can utilize the Trifecta of Student Engagement framework for their course design. Additionally, faculty can read about tools and strategies that they can immediately apply to create more student-to-content engagement, student-to-student engagement and student-to-instructor engagement.

Faculty can be more intentional in how they engage students in their online course experience.

This paper adds to the literature on faculty development regarding student-centered teaching practices. Other institutions looking to create a faculty development course or program that utilizes a student-centered framework may find aspects of this paper useful for their own online teaching professional development initiatives.

Legal education, like any other discipline in higher education, necessitates in use of various teaching and learning pedagogies in order to provide a sustainable teaching and learning experience. This article aims to examine the feasibility of implementing flipped learning method as a pedagogy on legal students at the Open University of Sri Lanka, as well as the perceptions of students and lecturer on the teaching and learning process in a flipped class in preparation for future implementation.

A mixed research method was used. A survey and a semi-structured interview were used to collect student perceptions, and observations of the lecturer were used to document the lecturer's perception.

According to the information gathered from both qualitative and quantitative data, the flipped learning pedagogy enhances the prior learning and student-centered learning of open and distance learning (ODL) and offers a new perspective on the existing pedagogies used in legal education. This article also emphasizes that an equitable implementation of designing and delivering a flipped class will ensure the effectiveness in teaching and learning law in Sri Lanka through ODL.

Despite the fact that there is substantial academic literature on flipped pedagogy, including in legal education, this article will create an original contribution by incorporating reflections from Sri Lankan legal education as well as ODL.

The study is aimed at analyzing the perceptions of students and teachers regarding the effectiveness of massive open online courses (MOOCs) on learning efficiency of students and also evaluating MOOCs as an ideal tool for designing a blended model for education.

The analysis was carried out by using the data gathered from the students as well as teachers of University of Mysore, Karnataka, India. Two separate sets of questionnaires were developed for both the categories of respondents. Also, the respondents were required to have prior experience in MOOCs. Further, the collected data was analyzed using statistical package for social sciences (SPSS).

The study showed that MOOCs have a more positive influence on learning efficiency, as opined by both teachers and students. Negative views such as cheating during the assessment, lack of individual attention to students and low teacher-student ratio were also observed.

Many educational institutions view that the MOOCs do not influence learning efficiency and also do not support in achieving their vision. However, this study provides evidence that MOOCs are positively influencing the learning efficiency and also can be employed in a blended model of education so as to promote collaborative learning.

Technology is playing a pivotal role in all fields of life and the education sector is not an exception. It can be rightly said that the technology-based education models such as MOOCs are the need of the hour. This study may help higher education institutions to adopt MOOCs as part of their blended model of education, and, if already adopted, the outcome of the present study will help them to improve the effectiveness of the MOOCs they are offering.

This study aims to explore how learners prefer to interact with microlearning videos. Microlearning is an emerging topic in work-based learning, and the benefits of using video in supporting learning have been widely discussed. However, only very few of previous works were conducted on discussing how learners prefer to interact with microlearning video. This paper aims to fill this knowledge gap.

A questionnaire was used in this study for data collection purposes. In total, the invitation had been sent to 236 enrolled learners from the three targeted modules through emails. A total of 77 participants completed the survey with the response rate of 32.6%. The chi-square test is used in this study in order to conclude whether the findings from the sample related to hypotheses are statistically significant.

By analysing primary data collected from a United Kingdom (UK) university, the findings suggest that 1) the perceived usefulness of the control functions and the expression functions of multimedia microlearning videos are generally high and 2) more participants, on the one hand, prefer to have more control in their multiple-choice questions’ arrangement and open-ended questions’ arrangement; on the other hand, there was no significant difference on the preference of when to attempt assessment.

This is the first time that a study like this had been conducted to review and discuss the interactive preferences between learners and multimedia microlearning. This study could shed some lights on future research in the field of microlearning and work-based learning.