Video to Enhance Face-to-Face or Presence and Interaction

The Internet and Higher Education, 2012

Online learning has become a reality for many students in higher education. Unfortunately, something that has also become a reality is a sense of isolation in online courses, and Moore (1980) has warned that students' sense of distance can threaten their ability to learn. The community of inquiry framework (Garrison, Anderson, & Archer, 2000) has provided insight into ways that online interactions can improve students' and instructors' social presence and learning. Emerging video technologies may be able to improve these interactions and thus more easily support the development of communities of inquiry. In this study we interviewed students in three distinct courses using different video-based instructional strategies. A large majority of students indicated feeling that the video-based communication made their instructors seem more real, present, and familiar, and that these relationships were similar to face-to-face instruction. Video communication impacted students' social presence in similar ways, although to a lesser degree than they believed it impacted instructor social presence. We conclude with discussion for future research and practice.

2013

Journal of Teaching and Learning with Technology, 2014

This paper explores the use of Professor-Developed Multimedia Content (PDMC) in online, distance education to build a community of inquiry (CoI) through enhanced social presence and real-time, student-driven, adaption of the learning content. The foundation of higher education has long been, developing curriculum to meet educational objectives. Most often faculty relies on assessment information gained at the end of each course. Then assessments, formative and summative, are re-designed based on student feedback/data from end of course surveys and educational materials such as textbooks, articles, and test banks are updated with newer editions. In the distance-learning environment, PDMC provides a creative, innovative, and interactive ways to engage the student for real-time learning. Still, the ability to target PDMC materials to the correct sub-sections of our classroom cohort can produce a richer, more immerse learning experience and perhaps become the closet recreation of in-sea...

The International Journal of Teaching and Learning in Higher Education, 2019

Online courses are becoming more common at institutions of higher education, yet teaching online creates many challenges, including how to foster instructor immediacy in the online learning environment. Student feedback on audio and video teaching techniques were collected in two undergraduate online classes. Students thought that using video in multiple ways (weekly announcements and assignment feedback) provided increased immediacy and motivation for online students in two Communication courses: Mass Media and Society and Communication Theory. Ultimately, instructors can make a positive difference in perceived instructor immediacy and presence with small changes through general class directed videos and short weekly video announcements (roughly 3 minutes in length) periodically throughout the semester. Use of short videos for feedback as opposed to longer lecture-based videos can be a useful instructional technique for a wide range of online courses within higher education.

The recording of lectures has become common as a way to produce video-based instructional material. Even though the material is often produced using more than one video source-the instructor and the slide, for instance-the result is usually a single video stream. We built a system prototype that allows the recording of several video streams associated with a lecture, including the instructor, projected slides, and information presented by the instructor via a computer (software or other videos, for instance). The several video streams, orchestrated using contextual and control information, are used to produce an interactive multi video object. The interactive nature of our novel multi video object offers students several alternatives for watching the lecture. When the multi video is used by students of traditional and distance learning courses, is opportune to investigate if there are differences in how students watch and interact with the multi video. We captured a problem solving lecture in the theme of Database Design our system. The resulting interactive multi-video object was offered to two groups of students as extra learning material, in preparation for exams. One of the groups attended a traditional, classroom-based course, and the other group attended a distance learning course. In this paper we first give a brief overview of our system, and then we present observations of how both groups of students interacted with the multi video multimedia learning object. We could observe, for instance, that students from the traditional course used the alternative views allowed by multi video more than students from the distance learning course, while students from the distance learning course spent more time watching and interacted more with the interactive mul-ti video. Index Terms-Student-multimedia interaction, Interactive Multimedia, E-learning, Ubiquitous Capture and Access.

Issues in Information Systems, 2014

This report presents a case study of five online non-traditional undergraduate students who used self-created video discussion posts for a class. The study attempted to discover the influence that this type of action had on establishing social presence in online courses, which is often described as one of the critical factors in student success and satisfaction with online classes. In this study students indicated that they felt they had established a strong social presence in the online class as a result of using self-created discussion videos. Additionally, several themes emerged in regard to using self-created discussion videos; these major themes were course engagement, projection of self, and connections to other classmates and the professor. Sub-themes were present in each of the major themes as well. These included time considerations, technical issues, and interest in innovation. Overall, the use of self-created student discussion video posts did seem to create a sense of social presence for these participants in their online class.

Marketing Education Review

This paper proposes a video-based discussion learning exercise to consider in addition to the traditional online discussion board format. While the traditional written interaction between students in an online classroom is beneficial, the mass adoption of video technology, along with limitations associated with online discussion boards, led to the development of a new way to facilitate group communication using video communication technology. Utilizing the theory of social presence, we demonstrate the effectiveness of this video discussion format, allowing students to virtually "get to know" each other and collaborate in an environment that more closely resembles a traditional face-toface classroom experience. Following multiple trials of online synchronous video discussions across both small and large class sections, results demonstrate students' preferences for the video-based discussion format over the traditional, text-based discussion boards supported by their institution's learning management system. Findings from two studies support that the video-based discussions enhance learning outcomes and foster a sense of classroom community. An opening question. Active participation. An engaged community of students providing their thoughts and opinions while learning about other peer viewpoints. A chance to deepen the understanding of course concepts through an exchange of information. As educators, these scenarios, which promote active participation in class, are the hallmark of a modern college classroom (Bigatel, Ragan, Kennan, May, & Redmond, [2]). However, the transition of most institutions to online learning due to COVID-19 leaves both professors and students with limited options for facilitating online discussions; namely, they have the online discussion board. Given the need to develop something new with technology that until recently was not widespread in collegiate classrooms, we have recreated many of the benefits of a synchronous, in-person discussion through video communication technology (e.g., Microsoft Teams, Zoom, WebEx). Feeling that the traditional online discussion board format within their learning management system (LMS) was lacking in facilitating a strong sense of community in their online marketing courses, we saw an opportunity to develop a new discussion method that would be seen favorably by students. In particular, we incorporated video-recorded, small group discussion activities that allowed students to interact synchronously with each other while simultaneously learning modern skills that will serve them well in a post-COVID workplace. Student video discussions were completed in multiple marketing courses-at both the undergraduate and graduate level-and the data collected from student participants confirms students' preference for synchronous video discussions over asynchronous discussion boards. We found the video discussions enhanced relationship-building while also adding depth to the level of conversation usually observed in a traditional, text-only discussion board in their LMS. Traditional online discussion boards, housed within an institution's LMS and limited primarily to textbased discussions in an asynchronous format, can be a polarizing topic among educators and students alike. While negativity toward discussion boards may come as a surprise to some educators (Ally, [1]), we question whether this pedagogical method maximizes educational opportunity, stemming from many conversations with students and faculty. A Google search for "discussion board memes" results in over 38 million results. Notable comedic examples include "I love bread" and "2 + 2 = 4" ("Discussion Board Memes, [8]). An academic review of asynchronous discussion boards provides evidence that the method is not seen as universally positive. In a review of face-to-face versus online discussion forums, Wang and Woo observed the following negatives associated with online discussions: additional time needed to respond to posts throughout the assignment window, increased aggression through negative posts, minimal engagement between student groups, and students copying and pasting older posts rather than providing new content for each assignment (Wang & Woo, [21]). We have attempted the traditional discussion board format in previous courses and have experienced comments similar to the aforementioned research and memes.

Thriving Online: A Guide for Busy Educators, 2022

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.

2011

This study presents and discusses findings regarding the benefits of video delivery in online instruction. The implementation of asynchronous video adds quality to the online learning experience by providing missing elements such as visual contact with the instructor and verbal input. Specifically, the study addresses whether the implementation of a short asynchronous introductory video in a primarily text-based online course has an effect on students' perception of teaching presence. In addition, the second aim of this study is to test whether an asynchronous introductory video can enhance student's course engagement and performance. Finally, the study seeks answer if there is an interrelationship between teaching presence, student's engagement and student's performance.

Advances in Multimedia and Interactive Technologies

Even with so many different educational tools and evolutions in techniques of instruction (both pedagogical and andrological approaches), the use of video is one of the most effective means of instructing students. This chapter presents multiple evidence detailing why video can greatly enhance instruction in a multiple of ways to include its use in motivation, explanation (via multi-modalities), and feedback. This chapter will also demonstrate the benefits of using a student-centered/learning-centered instructional video capturing system within the classroom to improve learning for both face-to-face and online learning. Resources and specific examples are provided to demonstrate that video is a fundamental tool that should be used to enhance both the educational process and instructional experience. New uses and video technologies are also addressed for future investigation and incorporation.