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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.

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.

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.

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

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.

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.

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.

An organization’s ability to successfully manage intellectual capital is determined by the actions of its employees to prevent or minimize information security incidents. To prevent more data breaches to intellectual capital, organizations must provide regular cybersecurity awareness training for all personnel. The purpose of this paper is to investigate the effect of different evidence-based cybersecurity training methods on employees’ cybersecurity risk perception and self-reported behavior.

The study participants were randomly assigned into four groups (i.e. malware report, malware videos, both malware report and malware videos and no interventions) to assess the effects of cybersecurity training on their perceptions of vulnerability, severity, self-efficacy, security intention as well as their self-reported cybersecurity behaviors.

The results show that evidence-based malware report is a relatively better training method in affecting employees’ intentions of engaging in recommended cybersecurity behaviors comparing with the other training methods used in this study. A closer analysis suggests whether the training method contains self-relevant information could make a difference to the training effects.

This paper reports an in-depth investigation on how different evidence-based cybersecurity training methods impact employees’ perceptions of susceptibility, severity, self-efficacy, security intention as well as on their self-reported cybersecurity behaviors.

Technology can be both the bane and the boon of bibliographic instruction librarians. While none of us would hesitate to extol the virtues of automation and computerization, it becomes more evident that, in some ways, library instruction is driven by technology. Technological advances give us new classes to teach, but also offer new methods of instruction. Considering what we want to teach, and considering the methods available ten years ago as compared to the present, we've come a long way—but so have our students. This is not to say they are any more knowledgeable of library research methods; but rather, computer and video technology are now second nature for them. Introducing this technology into the classroom means we have the ability to provide library instruction in a way that encourages students to learn—on their own terms.

Video has emerged as a widely used teaching tool among management educators in academic and corporate settings. This paper reviews research in comparative media and management education to identify how video can be used with traditional written material for optimal educational outcomes. Implications for research and practice are examined.

This paper aims to describe the University of Idaho Library's efforts to develop instructional videos starring the school mascot, Joe Vandal, and integrate these videos across the curriculum using the university's course management system. Video development, implementation in library instruction courses, and student and faculty assessment are discussed.

The video creation process is described thoroughly, with an eye towards best practices, for those libraries that may wish to develop their own videos. Applications for implementation outside library instruction are also discussed.

Although costly, professional‐quality videos are an engaging and effective way to reach students. Students at the University of Idaho found the library's instructional videos, starring the school mascot, to be entertaining, informative, and easy to understand.

The longitudinal effect of the videos on information literacy instruction has yet to be determined. Future research should study the efficacy of the videos by evaluating the book‐finding ability of control groups of students who have viewed the video and those who have not.

The increasing ubiquity of film‐making software and of video‐hosting sites makes video a more attractive vehicle for information literacy concepts than ever before. Instructional videos are especially relevant when used by those libraries which wish to integrate materials into a course management system.

Although using video for library instruction is not a new concept, creating instructional videos starring the school mascot in the role of the information‐seeker is unique.

Using videos in language learning has been investigated in the literature to enhance second language learning. The previous studies have explored the effect of videos on learning a foreign language, especially vocabulary learning. The purpose of this study is to investigate the effect of videos on learning present progressive tense in the perspective of semiotics.

A total of 30 Arab English foreign language (EFL) learners participated in the study and were assigned into two groups. The first group was taught present progressive tense with the help of videos (the semiotics group). The second group was taught the same content using a traditional way, i.e. without videos.

Results of the post-test indicated that participants in the semiotics group outscored the participants who did not learn through videos to learn present progressive tense. The study concluded that using videos is a useful tool to enhance learning present progressive tense.

To the authors’ knowledge, no study has been conducted to examine the effect of semiotics on learning L2 grammar, especially the present progressive tense. Therefore, this study explores the impact of using videos, as a form of semiotics, to help EFL learners learn present progressive tense.

As the use of electronic library resources increases, the demand for online support also multiplies. Information literacy and 24/7 customer support are some of the urgent issues related to research in an electronic environment that many libraries are trying to address today. This article describes an approach in meeting these challenges, the Let‐It‐V (Learning E‐Resources Through Instructional Technology Videos) project at the Texas A&M University Libraries. This study combines the use of screen‐captured videos and a streaming media encoder to produce topic‐specific videos for task‐oriented demands. It is visual, interactive, and seeks to provide just‐in‐time solutions at a point of need. On‐demand streaming is a viable, cost‐effective alternative for low bandwidth delivery of video‐enabled library instruction. The technologies involved, key development issues, lessons learned and their implications for distance learning are discussed.

The purpose of this paper is to outline the critical success factors for crafting a strategic architecture for e‐learning at HP University.

A descriptive survey type of research design was used. An empirical study was conducted on students enrolled with the International Centre for Distance and Open Learning who were attending personal contact programs (PCPs) in professional courses so as to elicit the importance of e‐learning in distance education programs.

From the research questions for implementing e‐learning it was found that the current practices of instruction are satisfactory, the centers where PCPs are not sufficiently equipped for the training of learners and resource persons at PCPs do not have interest in the ICT program although the learners are ICT savvy, but there is no regular electricity supply, sufficient facilities and consumables for the usage.

Although an empirical study was conducted, the respondents, the students, sometimes disclose the information and do not reply to the questions in good faith.

The article addresses the critical success factors in crafting a strategic architecture for e‐learning at HP University so as to implement e‐learning for the benefit of the staff and the students.

The article addresses the critical success factors for implementing e‐learning in a traditional university environment.

Despite the enhanced popularity of flipped classroom research, there is a lack of empirical evidence reported about the different impacts revealed by the implementation of this concept. Therefore, to respond to this issue, this study aims to review and analyze the trends and contents of flipped classroom research based on 48 studies recently published in 2017 and 2018. The analysis was based on flipped classroom impacts from various fields.

A systematic literature review and content analysis were used as a methodology to investigate positive impacts and challenges of flipped classroom implementation.

The results of the analysis were interpreted using descriptive analysis. Analysis of the impact revealed that the flipped classroom yielded positive impacts on students’ learning activities such as academic performance, learning motivation and/or engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructors is a lack of students’ motivation to watch the pre-recorded video lectures or to study the contents outside of the class time.

Several issues in this discussion become implications that can be taken into consideration for future research. The findings suggest that the flipped classroom concept might be effective in promoting the twenty-first century learning skills.

While highlighting the limitations of an ineffective flipped classroom implementation, this study proposes further recommendations for future research.

This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018.

The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges.

The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time.

The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards.