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Article
Publication date: 1 August 2016

An integrative adoption model of video-based learning

Patrick Mikalef, Ilias O. Pappas and Michail Giannakos

Video-based learning (VBL) is gaining increased attention as an educational means in settings such as the flipped classroom and massive open online courses. The value of…

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Abstract

Purpose

Video-based learning (VBL) is gaining increased attention as an educational means in settings such as the flipped classroom and massive open online courses. The value of VBL has been recognized in a range of contexts due to the ability to extend opportunities for life-long education for all socio-economic levels, removing geographical boundaries while at the same time alleviating time constraints. Yet, despite the advantages featured by VBL and some promising early outcomes regarding its effectiveness, little is known about what influences individuals to adopt VBL systems and technologies. The paper aims to discuss this issue.

Design/methodology/approach

Building on behavioral and adoption-acceptance theories as well as on past empirical studies on e-learning, a conceptual model of VBL adoption is proposed. By analyzing survey data from 260 VBL learners, the conceptual model is put to test by means of structural equation modeling.

Findings

Outcomes indicate that performance expectancy (PE) and computer self-efficacy (CSEF) have a positive direct effect on behavioral intention to adopt VBL. In addition, effort expectancy (EE) and social influence positively impact PE, while CSEF is found to enhance EE and perceived behavioral control.

Originality/value

This study integrates several theoretical perspectives that are applied to adoption of novel information technologies and in addition builds on findings of past empirical research on learning technologies. In effect, the conceptual model along with outcomes provide an integrative perspective of adoption determinants.

Details

The International Journal of Information and Learning Technology, vol. 33 no. 4
Type: Research Article
DOI: https://doi.org/10.1108/IJILT-01-2016-0007
ISSN: 2056-4880

Keywords

  • UTAUT
  • Technology acceptance
  • Adoption factors
  • Learners’ intentions
  • Video-based learning

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Book part
Publication date: 6 May 2015

The Potential of Video to Help Literacy Pre-Service Teachers Learn to Teach for Social Justice and Develop Culturally Responsive Instruction

Cheryl Rosaen

This critical analysis investigates 23 studies on the use of video in pre-service literacy teacher preparation to gain a better understanding of the potential of…

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Abstract

Purpose

This critical analysis investigates 23 studies on the use of video in pre-service literacy teacher preparation to gain a better understanding of the potential of video-based pedagogy for supporting pre-service teachers’ development of the complex set of knowledge, skills, and dispositions needed for teaching literacy in today’s classrooms.

Methodology/approach

This study extends what has been learned from prior reviews to investigate research focused on the use of video in pre-service literacy teacher preparation with particular attention paid to the extent to which pre-service teachers’ work with video helps them examine literacy teaching and learning in relation to race, language, culture, and power.

Findings

Working with video has strong potential for engaging pre-service teachers in reflecting on their own teaching, deepening their understanding of the challenges of engaging in literacy practices, fostering expertise in systematically describing, reflecting on, and analyzing their teaching, providing multiple perspectives on instruction, analyzing and assessing student growth, and discussing developmentally appropriate instruction. Results were mixed regarding changing teachers’ knowledge and beliefs. Overall, the tasks pre-service teachers completed did not explicitly guide them to focus on the relationship between characteristics of the diverse learners featured in the videos and issues of teaching and learning.

Practical implications

Literacy teacher educators could do more to take advantage of the affordances of using video to work more explicitly toward goals of helping pre-service teachers develop a critical consciousness, an inquiring stance, and a sense of agency, along with examining teaching practices that represent culturally responsive teaching. Pre-service teachers need explicit guidance in what to observe for and more focused discussion regarding their developing knowledge and beliefs about student diversity.

Details

Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice
Type: Book
DOI: https://doi.org/10.1108/S2048-045820150000005002
ISBN: 978-1-78441-676-8

Keywords

  • Video
  • pre-service teachers
  • literacy
  • social justice

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Article
Publication date: 13 February 2017

Sustainability, blended learning and the undergraduate communication skills classroom: negotiating engineering undergraduates’ expectations and perceptions

Subarna Sivapalan

This paper aims to discuss the outcomes of a study conducted to explore the perceptions and expectations of undergraduate engineering learners on the potential of…

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Abstract

Purpose

This paper aims to discuss the outcomes of a study conducted to explore the perceptions and expectations of undergraduate engineering learners on the potential of incorporating sustainability within the Professional Communication Skills (PCS) module, via blended learning.

Design/methodology/approach

A mixed methods case study approach was used, using surveys, learner reflections and interviews.

Findings

Key findings include (a) learners finding a heightened sense of awareness of environmental, social and cultural dimensions of sustainability, (b) development of sustainability literacy and communication skills for the real world, (c) scepticism and apprehension of blended learning teaching and learning methods, (d) development of capacity for self-directed learning resulting from flipped learning and (e) differences in quality of peer and lecturer interaction online and in the traditional classroom set up.

Originality/value

Sivapalan’s (2015) study suggests that Malaysian engineering graduates lack sustainability knowledge, competences and values, and often struggle to cope with professional responsibilities that require them to exercise these literacies. Much of this is attributed to the lack of sustainability integration within the undergraduate engineering curriculum, and within teaching approaches used. To date, there is little research within the Malaysian engineering education context to gauge the extent to which non-technical academic modules such as the PCS module could be used as a platform to incorporate sustainability learning outcomes. Research to gauge learners’ feedback and reflections on the integration of sustainability via non-technical modules and blended learning approaches is also scarce.

Details

On the Horizon, vol. 25 no. 1
Type: Research Article
DOI: https://doi.org/10.1108/OTH-08-2016-0045
ISSN: 1074-8121

Keywords

  • Malaysia
  • Flipped classroom
  • Blended learning
  • Engineering education for sustainable development
  • Higher education for sustainable development
  • Sustainability communication

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Book part
Publication date: 22 August 2015

Using Video in Teacher Education: An Example from the Czech Republic

Eva Minaříková, Michaela Píšová and Tomáš Janík

This chapter introduces the efforts in the field of teacher education in the Czech Republic that focus on developing preservice teachers’ professional vision using a…

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Abstract

This chapter introduces the efforts in the field of teacher education in the Czech Republic that focus on developing preservice teachers’ professional vision using a video-based e-learning environment – VideoWeb. First, the current developments in the field of education in the Czech Republic are presented. Next, preservice teacher education in the Czech Republic is briefly summed up. Drawing on this and on the description of the local context, the rationale for the approach is addressed – both the theoretical and the practical considerations. VideoWeb is an e-learning environment that uses video cases integrated into thematic modules in order to improve preservice teachers’ professional vision and help them orient themselves in the complexity of classroom situations. The implementation of VideoWeb was accompanied by research focusing on student teachers’ acceptance and evaluation of VideoWeb, on the benefits of working with VideoWeb they perceived, and also on the actual changes in their professional vision. The findings are briefly introduced. The chapter closes with a discussion of the assets and drawbacks of using VideoWeb in the way it is being implemented at the moment, what changes to our practices might be beneficial, and where our efforts might aim in the future.

Details

International Teacher Education: Promising Pedagogies (Part B)
Type: Book
DOI: https://doi.org/10.1108/S1479-368720150000025018
ISBN: 978-1-78441-669-0

Keywords

  • Preservice teacher education
  • video case
  • e-learning
  • professional vision
  • video in teacher education

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Article
Publication date: 4 June 2020

Trends of learning analytics in STE(A)M education: a review of case studies

Kam-Cheong Li and Billy Tak-Ming Wong

This paper aims to present a review of case studies on the use of learning analytics in Science, Technology, Engineering, (Arts), and Mathematics (or STE[A]M) education…

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Abstract

Purpose

This paper aims to present a review of case studies on the use of learning analytics in Science, Technology, Engineering, (Arts), and Mathematics (or STE[A]M) education. It covers the features and trends of learning analytics practices as revealed in case studies.

Design/methodology/approach

A total of 34 case studies published from 2013 to 2018 reporting relevant learning analytics practices were collected from Scopus and Google Scholar for analysis. The features and trends of practices were identified through a comparison of the first (2013–2015) and the second period (2016–2018).

Findings

The results showed an increasing adoption of learning analytics in STE(A)M education, particularly in the USA and European countries and at the tertiary level. More specific types of data have been collected for the learning analytics practices, and the data related to students’ learning processes has also been more frequently used. The types of STE(A)M learning practices have become more diversified, with technology enhancement features increasingly introduced. The outcomes of the case studies reflect the overall benefits of learning analytics and address the specific needs of STE(A)M education. There have also been fewer types of limitations encountered in the learning analytics practices over the years, with unknown correlation among variables, small sample size and limited data being the major types.

Originality/value

This study reveals the implementation of learning analytics in relation to the contexts and needs of STE(A)M education. The findings also suggest future work for examining the adoption of learning analytics to cope with the development of STE(A)M and, in particular, how the successful experience of learning analytics in other disciplines could be transferred to STE(A)M.

Details

Interactive Technology and Smart Education, vol. 17 no. 3
Type: Research Article
DOI: https://doi.org/10.1108/ITSE-11-2019-0073
ISSN: 1741-5659

Keywords

  • STEAM education
  • Learning analytics
  • STEM education

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Article
Publication date: 1 January 1985

Helping Women become the “Best Man for the Job”

Bob Crew

The impact of video‐based distance learning technology will give women who are currently prevented from studying by time, money or geographical considerations, the chance…

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Abstract

The impact of video‐based distance learning technology will give women who are currently prevented from studying by time, money or geographical considerations, the chance to undergo further training and progress up the management ladder, an opportunity to reverse the trend that allows management still to be seen as a masculine role. Henley Management College (in conjunction with Brunei University) offers a two‐ to four‐year distance learning MSc, in addition to its full‐time courses, having the aim of training women managers and getting them into positions of seniority. (Article includes a listing of opportunities for women in management education).

Details

Industrial Management & Data Systems, vol. 85 no. 1/2
Type: Research Article
DOI: https://doi.org/10.1108/eb057388
ISSN: 0263-5577

Keywords

  • Distance Learning
  • Management Courses
  • Women

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Article
Publication date: 22 November 2011

Enabling user to user interactions in web lectures with history‐aware user awareness

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…

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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
DOI: https://doi.org/10.1108/17415651111189469
ISSN: 1741-5659

Keywords

  • Internet
  • Web 2.0
  • User interfaces
  • Lecture recording
  • Opencast
  • Social navigation
  • User awareness
  • Web lectures

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Article
Publication date: 8 July 2019

Weaving together media, technologies and people: Students’ information practices in flipped classrooms

Samuel Dodson, Ido Roll, Negar M. Harandi, Sidney Fels and Dongwook Yoon

Students in flipped classrooms are challenged to orchestrate an increasingly heterogeneous collection of learning objects, including audiovisual materials as well as…

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Abstract

Purpose

Students in flipped classrooms are challenged to orchestrate an increasingly heterogeneous collection of learning objects, including audiovisual materials as well as traditional learning objects, such as textbooks and syllabi. This study aims to examine students' information practices interacting with and synthesizing across learning objects, technologies and people in flipped classrooms.

Design/methodology/approach

This grounded theory study explores the information practices of 12 undergraduate engineering students as they learned in two flipped classrooms. An artifact walkthrough was used to elicit descriptions of how students conceptualize and work around interoperability problems between the diverse and distributed learning objects by weaving them together into information tapestries.

Findings

Students maintained a notebook as an information tapestry, weaving fragmented information snippets from the available learning objects, including, but not limited to, instructional videos and textbooks. Students also connected with peers on Facebook, a back-channel that allowed them to sidestep the academic honesty policy of the course discussion forum, when collaborating on homework assignments.

Originality/value

The importance of the interoperability of tools with elements of students' information space and the significance of designing for existing information practices are two outcomes of the grounded theory approach. Design implications for educational technology including the weaving of mixed media and the establishment of spaces for student-to-student interaction are also discussed.

Details

Information and Learning Sciences, vol. 120 no. 7/8
Type: Research Article
DOI: https://doi.org/10.1108/ILS-01-2019-0011
ISSN: 2398-5348

Keywords

  • Activity theory
  • Personal information management
  • Video-based learning
  • Flipped classroom
  • Information practice
  • Annotation and note-taking

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Article
Publication date: 8 July 2019

Flipped classroom pedagogy: Using pre-class videos in an undergraduate business information systems management course

Ashish Das, Tri Khai Lam, Susan Thomas, Joan Richardson, Booi Hon Kam, Kwok Hung Lau and Mathews Zanda Nkhoma

The purpose of this paper is to illustrate the implementation of the flipped classroom method in teaching the course and to investigate the student’s perceived…

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Abstract

Purpose

The purpose of this paper is to illustrate the implementation of the flipped classroom method in teaching the course and to investigate the student’s perceived helpfulness, learning outcomes and satisfaction in respect of the pre-class learning videos.

Design/methodology/approach

Pre-class learning videos were integrated into a course to encourage students to acquire knowledge before lectures and workshops. Having completed the flipped classroom, a delivery questionnaire containing all items was distributed to all of the participants. The data collected were analysed statistically, using a structured equation modelling technique.

Findings

Findings indicate that the perceived quality of experience of using videos before lectures and workshops has a positive influence on the perceived helpfulness of the pre-class learning videos. Furthermore, the perceived helpfulness of the pre-class learning videos has a positive effect of the acquisition perceived learning outcomes. The perceived helpfulness of the pre-class learning videos also has a positive impact on the student satisfaction with the course. Finally, there is a positive and causal relationship between the perceived learning outcomes and student’s satisfaction with the course.

Originality/value

Analysis reveals that the learning process and student satisfaction are improved by using pre-class learning videos.

Details

Education + Training, vol. 61 no. 6
Type: Research Article
DOI: https://doi.org/10.1108/ET-06-2018-0133
ISSN: 0040-0912

Keywords

  • Learning outcomes
  • Instructional video
  • Video-based learning
  • Course satisfaction
  • Perceived helpfulness

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Article
Publication date: 4 November 2019

Collaborative learning methods and multimedia tools for the education and training of instructors: The case of FIFA referee technical instructors

Manuel Armenteros, Anto J. Benítez, Marta Fernández, Ricardo De la Vega, Manuel Sillero-Quintana and Manuel Sánchez Cid

The purpose of this paper is to analyze the new collaborative learning methods and tools used by elite FIFA referee technical instructors, referees and assistant referees…

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Abstract

Purpose

The purpose of this paper is to analyze the new collaborative learning methods and tools used by elite FIFA referee technical instructors, referees and assistant referees to master the Laws of the Game. These tools allow instructors to learn through practical exercises off the field of play, while they carry out activities in a participative context in which they can share and improve their knowledge regarding the Laws of the Game and consequently the interpretations and the considerations soccer referees throughout the world use to make decisions on the field of play.

Design/methodology/approach

In this work, we assess a collaborative learning experience that took place during the annual FIFA FUTURO III courses that FIFA provided to FIFA referee technical instructors from its six confederations between 2013 and 2015, where 48 referee technical instructors selected from 211 national associations participated. These instructors constitute the elite of FIFA’s professional training and development chain. They teach other referee technical instructors who will then instruct international referees and assistant referees all over the world with the aim of achieving uniformity when applying the Laws of the Game.

Findings

The course participants showed a high degree of satisfaction with respect to these materials and methods, especially regarding the possibilities they offer for organizing group discussions and for “learning by doing,” and a lack of skills in ICT management has been detected for some participants, who have shown a willingness and interest to improve their skills in this field.

Research limitations/implications

The training and education of soccer referees is one of the most heterogeneous training processes in the world. This complex task is even more difficult because of the growing demand for video technology in referee decision making where successful teamwork requires a high level of communication and agreement among its members.

Practical implications

With 211 associations, FIFA is one of the largest organizations in the world. In international competitions such as the FIFA World Cup, the referees’ decisions are analyzed by media, thousands of fans and millions of viewers. Preparing new professionals for match analysis, interpretation of Laws of the Game and working in a team is a priority for FIFA and the world of soccer.

Originality/value

It is the first time that collaborative learning methods are used with interactive multimedia tools that facilitate collaborative work in the training environment of soccer referee instructors, international soccer referees and assistant referees. This paper establishes a basis and a reference for future research on the effectiveness of the new collaborative technologies used by FIFA for the training of international referees and assistant referees in general.

Details

The International Journal of Information and Learning Technology, vol. 36 no. 5
Type: Research Article
DOI: https://doi.org/10.1108/IJILT-07-2017-0061
ISSN: 2056-4880

Keywords

  • VAR
  • Collaborative learning
  • FIFA
  • Interactive multimedia
  • Learning platform
  • Soccer refereeing

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