Literature suggests that online course videos with instructor's faces highly engage students [1].... more Literature suggests that online course videos with instructor's faces highly engage students [1]. Such videos are used to welcome students, provide orientation, explain course content, provide feedback, and summarize discussions [2], [3], [4], [5], [6], [7]. They also offer aspects of teacher presence (social, cognitive, and teaching aspects) that help students engage meaningfully in online courses [8], [9]. Instructor-led facilitation, using instructor-created videos can lead to greater satisfaction and an enhanced learning experience [10], [11], [12], [13]. Studies of faculty videos usually examine how teaching presence can be humanized [14] including tone, expressive language, and other engaging aspects [15]. Faculty value these aspects of teaching presence, actively seeking creative ways to extend online discussion beyond simple text and superficial exchanges [9]. However, few studies have looked at the technical aspects of video length, camera angle, lighting, setting, etc. that contribute to the humanization of these videos [16]. Using a socio-constructive perspective, this study analyzes 64 videos from four instructors in eight graduate-level online courses at a large public Canadian university. A matrix was created to code these videos by purpose (weekly summaries, course introductions, online lectures and how-to videos), content and tone (sequence, audience, emotion) and format (camerawork, picture-in-picture mode, screen activity, length, and setting) [17]. Instructor interviews clarified how these characteristics aligned to faculty-expressed pedagogy. Findings show promise for continued research: all faculty agreed that adding instructor videos can help students engage with content and feel less "disembodied". Videos help the faculty connect to students, further increasing teacher presence. While video length depends on the purpose of the video, most instructors agreed that shorter videos maintain student attention span and subsequent engagement: instructors kept videos to less than 15 minutes. This study is the first stage of an ongoing investigation to frame an ontological system for use by other faculty and researchers to look more deeply at characteristics of instructor videos: ideally instructor videos can be optimized to better enhance student engagement.
Quality online programs often demonstrate significant instructor presence through videos. This st... more Quality online programs often demonstrate significant instructor presence through videos. This study analyzes video usage in online courses based on the Community of Inquiry framework. Videos can promote social, teaching, and cognitive presence in the online classroom. The purpose of this study is to explore how asynchronous videos and synchronous videoconferencing can be utilized to create higher levels of cognitive presence in the online environment. Module introduction videos, lecture videos, and video feedback of common test errors are analyzed for cognitive presence. Examples from multiple programs/disciplines, both at the undergraduate and graduate levels at a public Midwestern university (natural sciences, health sciences, and social sciences) are discussed. Faculty and student perception of videos demonstrate high levels of cognitive presence. This paper is applicable for programs and educational institutions currently designing or offering online programs.
O livro "Impactos das Tecnologias nas Ciências Humanas e Sociais Aplicadas 3" aborda uma série de... more O livro "Impactos das Tecnologias nas Ciências Humanas e Sociais Aplicadas 3" aborda uma série de capítulos de publicação da Atena Editora, subdivididos em 4 volumes. O volume IV apresenta, em seus 33 capítulos os estudos mais recentes sobre aplicação de novos métodos na educação superior, ambiental e gestão do conhecimento. As áreas temáticas de educação superior, educação ambiental e aplicação da gestão do conhecimento, retratam o cenário atual do desenvolvimento de novas metodologias ativas no processo educacional e seu impacto na geração de conhecimento técnico-científico. A educação é historicamente uma ciência de propagação e disseminação de progresso, percebido no curto e longo prazo em uma sociedade. Observamos que a construção da ética, proveniente da educação e inclusão, traz resultados imediatos no ambiente em que estamos inseridos, percebidos na evolução de indicadores sociais, tecnológicos e econômicos. Por estes motivos, o organizador e a Atena Editora registram aqui seu agradecimento aos autores dos capítulos, pela dedicação e empenho sem limites que tornaram realidade esta obra que retrata os recentes avanços inerentes ao tema. Por fim, espero que esta obra venha a corroborar no desenvolvimento de conhecimentos e novos questionamentos a respeito do papel transformador da educação, e auxilie os estudantes e pesquisadores na imersão em novas reflexões acerca dos tópicos relevantes na área social.
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