Lessons learned video in the online classroom 04_10_14_final

Lessons Learned: Video in the Online Classroom

Image Copyright Getty Images, 2013, Used under license from IStockphoto.com

Andree Swanson, Bill Davis, Christine McMahon, Karen Ivy, and Matt LaubacherForbes School of Business at Ashford University

VII International Guide ConferenceApril 10, 2014


Contents:•Abstract•Research – Lessons Learned in the Online Classroom•Students’ Perceptions of Learning in the Online Enviroment•Benefits of Using Mutimedia in the Online Classroom•Challenges of Media Use in the Online Classroom•Future Research Recommendations•Conclusions•References

Image Copyright Getty Images, 2013, Used under license from IStockphoto.com

Abstract

As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.

Keywords: Video, online



Babson Survey Research Group (2013) and College Board Partnership

• Surveyed the use and opinions of online education • 6.7 million students were noted to have taken a online course (Fall of 2011 to Fall 2012)

• 32% of college students have taken at least one online course

• Strong belief in academia believe that learning outcomes offered online are equivalent if not superior

• Academic administrators surveyed felt online education is important to the success of

their institution

Babson Survey Research Group (2013) and College Board Partnership

• Only 13.5% of Universities offered no online courses

• 34.5% of colleges offered full online programs (2012)

• 62.4 % had programs offered full online programs (2013)

• Barriers exist to the implementation of online programs

• Blended programs

• 45% of the Universities surveyed felt that they had the capabilities to develop innovative classes in an online format

• Discovery – Student’s perceptions and engagement was improved after implementing additional resources in the online format - learning was not affected


Students’ Perceptions of Learning in the Online Environment

•Schultze-Mosgau, Zielinski and Lochner (2004) surveyed 82 Dental Students enrolled in an online course

• Access to virtual lectures, pdf files, abstracts

• Results: 75% felt online learning was equal if not better than tradtional formats.


• Song, Singleton, Hill and Koh (2004) conducted a study on items they perceived helpful in an online classroom.

• Course layout ranked at the top by 82% of respondents• Students want goals and objectives clearly outlined• If goals and objectives were not clear they wanted to ask the

instructor• Students wanted a clear path to the instructor to ask questions• Students wanted to be comfortable with technology• Managing time was a prioirty


• West (2008) discussed how role playing was important

• Students were placed in a virtual enviroment

• Students were asked to design specific situations to involve specific materials within each topic for a course

• Eick and King (2012) tested You Tube video and wanted to ascertain the students’ perceptions of video, interest in the course, and student engagement, interest, and understanding

• Specific data was not analyzed, students indicated a positive response to the use of video and noted it increased student engagement, interest and understanding

• Students preferred a shorter, high-quality video dense with relevant information compared to lengthy ones

• It is interesting to note, students often feel they learn less in an online course compared to a traditional course; although, many like the convenience of the online format better.

Benefits of Using Multimedia in the Online Classroom

•Instructional Design Methods

• Haga (2004) study

• The use of Videomark• Haga (2004) claimed the use of videomark creates “a more

effective distance-education environment” (p. 128).


• Online Videos for Medical Students

• Al-Jarf (2011) study

• It was important to note that the videos should not be watched passively. Faculty members were encouraged to establish goals for each video. Along with goals, specific skills can be developed by viewing videos,


•Benefits of Using Video Streaming

• Hartsell and Yuen (2006) study

• Creates a more exciting and interactive learning enviroment

• Appeals to the auditory and visual senses of the learner

• Video images can help recreate complicated material in motion that may be difficult for some learners to grasp simply by reading the information from a textbook

• Prominent advantage to video streaming is that it allows segments of a video to be downloaded and viewed by the student at his or her own pace

Learning and Developing Multimedia in the Online Classroom

Rynearson and Kerr (2005) Redesign Test and Outcomes

• First redesign of course included two-way interactive video

• Second redesign tested interactive whiteboard

• Third redesign included recorded PowerPoint presentations

Benefits of Using Mutimediain the Online Classroom

•Multimedia used in the classroom can enhance the learning experience and provide additional instruction to students.

•Online instructional methods can be more beneficial and engaging than the traditional classroom format.

•The studies of Bassili and Joordens (2008) identified the positive learning effects provided students by the play/pause and replay capabilities of pre-recorded lecture series.

• This functionality has potential to yield pedagogical value that are not available in face to face lectures (Bassili & Joordens, 2008).

Challenges of Media Use in the Online Classroom

•While there are many benefits to incorporating multimedia into the online classroom, it has its challenges.

•Al-Jarf (2011) noted one challenge is choosing the appropriate type of multimedia that allows students to fully engage them in the learning process.

•Students should be required to actively participate while using multimedia in the classroom by taking notes, being a participant, or responding to questions. •Students who passively watch videos are not given the opportunity to learn as effectively as they could.

•Discuss research findings and other related literature reviews

Other Related Literature Reviews

•Burnett (2008) discussed how creating a YouTube video as part of a marketing assignment created a sense of ownership.

•Students “experienced improve learning and performance outcomes,” however, no statistical data was provided.

Future Research and Recommendations

•Based on the data and findings of the study, there is no clear statistical data that reflects how adding video into a classroom will improve learning outcomes nor student performance.

•Further research may be conducted in the following areas:

• Conduct quantitative and/or qualitative research on the impact of video in the online classroom to increase learning outcomes.

• Conduct quantitative and/or qualitative research on the impact of video in the online classroom to improve e-connectivity (“E-mmediacy or e-connectivity is the feelings or believing of social connectedness that students and faculty get through the technologically enhanced online learning environment (Slagter van Tyson, 2007; Slagter van Tyson & Bishop, 2006)” (Swanson, Hutkin, Babb, & Howell, 2010, p. 17).

Conclusion

•As the amount of students taking online courses continues to grown, instructors must continue to find ways to creatively incorporate course material and engage the students in the learning process.

•While using multimedia within the classroom does not come without challenges, it can create the opportunity for the instructor to bring course material alive and stimulate the learner’s various senses.

•It can produce a more effective way to deliver course material as students can see processes in action which promotes a more-thorough understanding of course material. •Video can create an emotional response. Students also tend to note a more positive learning experience about the course as well as the instructor when multimedia is used within the online classroom. •Finally, instructors can develop a stronger sense of community by including multimedia such as a personal YouTube video in the classroom and encouraging students to post personal photos as well.

Thank you!

Questions, Concerns or Comments?

ReferencesAl-Jarf, R. (2011). Helping medical students with online videos. International Journal of Language Studies, 5(3), 99-110.Bassili, J. N., & Joordens, S. (2008). Media player tool use, satisfaction with online lectures and examination performance. Journal Of Distance

Education, 22(2), 93-107.Beck, R. J. (2010). Teaching international law as a partially online course: The hybrid/blended approach to pedagogy. International Studies

Perspectives, 11(3), 273-290. doi:10.1111/j.1528-3585.2010.00408.xBurnett, M. (2008). Integrating interactive media into the classroom: Integrating interactive media into the classroom: Youtube raises the bar on

student performance. Allied Academies International Conference.Academy of Marketing Studies Proceedings, 13(2), 2-3. Retrieved from http://search.proquest.com/docview/192409999?accountid=32521

Cascaval, R. C., Fogler, K. A., Abrams, G. D., & Durham, R. L. (2008). Evaluating the benefits of providing archived online lectures to in-class math students. Journal Of Asynchronous Learning Networks, 12(3-4), 61-70.

Eick, C., & King Jr., D. T. (2012). Nonscience majors’ perceptions on the use of YouTube video to support learning in an integrated science lecture. Journal of College Science Teaching, 42(10), 26.

Haga, H. (2004). Concept of video bookmark (videomark) and its application to the collaborative indexing of lecture video in video-based distance education. International Journal on E-Learning, 3(3), 32-37.Hartsell, T., & Yuen, S. (2006). Video streaming in online learning. AACE Journal, 14 (1), 31-43.Rynearson, K., & Kerr, M. S. (2005). Teaching statistics online in a blended learning environment. Journal of Computing in Higher Education,

17(1), 71-94.Schultze-Mosgau, S., Zielinski, T., & Lochner, J. (2004). Interactive, web-based e-lectures with a multimedia online examination. Medical Education, 38(11), 1184. doi:10.1111/j.1365-2929.2004.01988.xSkylar, A., Higgins, K., Boone, R., & Jones, P. (2005). Distance education: An exploration of alternative methods and types of instructional media

in teacher education. Journal of Special Education Technology, 20(3), 25-33.Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. Internet and Higher Education, 7, 59-70.Swanson, A., Hutkin, R., Babb, D., & Howell, S. (2010, Sep). Establishing the best practices for social interaction and e-connectivity in online

higher education classes. Doctoral dissertation, University of Phoenix, Arizona. Publication Number: 3525517. Retrieved from http://gradworks.umi.com/3525517.pdfThe Babson Survey Research Group. (2013). Changing course: Ten years of tracking online education in the United States. Retrieved from

http://sloanconsortium.org/publications/survey/changing_course_2012West, J. (2008). Authentic voices: Utilising audio and video within an online virtual community. Social Work Education, 27(6), 665-670.

Young, A., & Norgard, C. (2006). Assessing the quality of online courses from the students’ perspective. Internet and higher education, 9, 107-115.

Hartsell, T., & Yuen, S. (2006). Video streaming in online learning. AACE Journal, 14 (1), 31-43.Rynearson, K., & Kerr, M. S. (2005). Teaching statistics online in a blended learning environment. Journal of Computing in Higher Education, 17(1), 71-94.Schultze-Mosgau, S., Zielinski, T., & Lochner, J. (2004). Interactive, web-based e-lectures with a multimedia online examination. Medical

Education, 38(11), 1184. doi:10.1111/j.1365-2929.2004.01988.xSkylar, A., Higgins, K., Boone, R., & Jones, P. (2005). Distance education: An exploration of alternative methods and types of instructional

media in teacher education. Journal of Special Education Technology, 20(3), 25-33.Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. Internet and Higher Education, 7, 59-70.Swanson, A., Hutkin, R., Babb, D., & Howell, S. (2010, Sep). Establishing the best practices for social interaction and e-connectivity in

online higher education classes. Doctoral dissertation, University of Phoenix, Arizona. Publication Number: 3525517. Retrieved from http://gradworks.umi.com/3525517.pdf

The Babson Survey Research Group. (2013). Changing course: Ten years of tracking online education in the United States. Retrieved from http://sloanconsortium.org/publications/survey/changing_course_2012

West, J. (2008). Authentic voices: Utilising audio and video within an online virtual community. Social Work Education, 27(6), 665-670.Young, A., & Norgard, C. (2006). Assessing the quality of online courses from the students’ perspective. Internet and higher education, 9, 107-115.

References

BiographiesAndree Swanson, EdD Forbes School of Business

Dr. Andree Swanson is a full-time Assistant Professor in the Forbes School of Business at Ashford University. She earned a Bachelor’s degree in Business Administration and Management from the University of Maryland European Division, a Masters of Human Relations from the University of Oklahoma, a Masters of Arts in Organizational Management from the University of Phoenix, and a Doctorate in Educational Leadership from the University of Phoenix. She has specialized in distance learning, and values teaching students with diverse backgrounds and schedules. “Having earned my degrees from both traditional classrooms and online learning systems, I value the interactive and responsive instructor.” In addition to acting as an educator, Dr. Swanson has worked as a corporate trainer, at one point becoming the national training manager for a rental company. Andree and her husband, Craig, enjoy their family, genealogical research, Facebook, and travel. They also own three Irish Setters and have recently started showing their dogs Wilson and Stewie.

Bill Davis, MA, CM Forbes School of Business

Bill Davis is an Instructor in the Forbes School of Business at Ashford University. He holds a Master’s degree in Organizational Leadership from St. Ambrose University, a Bachelor of Arts in Business Administration from Lewis University, and a Certified Manager Certification from The Institute for Professional Managers. Davis completed sales, human relations, and leadership courses at Dale Carnegie Training. He has over three decades experience working in the beverage industry, specifically for PepsiCo. He has also worked as a consultant for many organizations, advising in subjects like strategic planning, leadership, professional selling, and organizational change. Davis’ teaching career began in 2004 and aside from Ashford he has instructed at Blackhawk College and St. Ambrose. He has taught over 100 undergraduate courses, both online and in brick and mortar environments, in subjects such as management, leadership, sales, and marketing. In 2008, he was one of three national recipients for the distinguished CAP Award from the Commission for Accelerated Programs and was inducted into the Alpha Sigma Lambda Adult Learning Honor Society. Ashford has presented him with Leadership and Excellence in Teaching awards as well. Davis has a strong background in volunteer work. He has served as a past president of the Rock Island Optimist Club, a lieutenant governor for Region 4 of Illinois Optimists, on the steering committee of the local United Way board, as a junior advisor with Junior Achievement of the Quad-Cities, and as a volunteer for Adopt-a-School.

Christine McMahon, DHEd, CHESCollege of Health, Human Service, and Science

Dr. Christine McMahon is an Assistant Professor in Ashford University’s College of Health, Human Services, and Science. She received a Doctorate in Health Education from AT Still University in Kirksville, MO, and a Master’s Degree in Exercise Science as well as a Bachelor’s Degree in Kinesiology and Sports Studies from Eastern Illinois University in Charleston, IL. Prior to joining Ashford, she spent 15 years working as the Coordinator of Cardiopulmonary Rehabilitation at Salem Township Hospital in Salem, IL. She enjoys teaching her students about health and wellness because it is a subject that applies to everyone. “I love teaching for Ashford University because everyone is so supportive,” she says. “I also love the interaction with the students and helping them to achieve their dreams of an advanced education.” Dr. McMahon especially appreciates the online learning format because it provided her with an opportunity to continue her dreams of attaining a doctorate degree while being a mother, wife, and full-time employee. “I understand the challenges that online learners encounter. I want to provide them with the same opportunity that I had.” Dr. McMahon, who recently became a Certified Health Education Specialist, is happily married to her high school sweetheart, Toby, and they have four beautiful daughters together: Callie, Megan, Carmen, and Taylor.

Karen Lynne-Daniels Ivy, PhDCollege of Business and Professional Studies

Dr. Karen Ivy’s professional career spans over 25 years of making contributions in business, technical, and leadership aspects of the aerospace, manufacturing, commercial consumer and office, health care, and information technology industries. An accomplished senior leader in the information technology services industry, she has principal expertise in strategic development and oversight, service delivery, program management, and technology transformation. Dr. Ivy holds a PhD in Organizational Management with a specialization in E-Business, an MBA with a focus in Management/Marketing, and a BA in Mathematics with a Computer Science focus. Her university instructor experience encompasses both traditional and online educational environments. Currently, her focus is in Ashford University online degree programs in Business Administration, Business Information Systems, International Business, and Organizational Management. A resident of Parker, CO, she enjoys being involved and giving back to the community along with being a catalyst for change in our society, and she enjoys singing, golf, and travel. Her personal goal is to inspire others to achieve their ultimate goals in the educational arena and to explore their passions to the fullest.

Matthew Laubacher, PhDCollege of Liberal Arts

Dr. Matthew Laubacher teaches courses throughout the History program as well as within the Liberal Arts and Social Science majors, and serves as the Chair of Ashford University’s History program. He graduated from the University of California, San Diego with Bachelor’s in History and Biology, holds a Master’s in Education from National University, and recently earned his doctorate in History from Arizona State University. Prior to becoming a full-time faculty member, he worked as a faculty associate at Ashford for three years, taught for two years at Arizona State as a Graduate Teaching Associate and four years as an Adjunct Faculty member at Rio Salado College, and taught high school both online and on-ground. Dr. Laubacher’s main research interests involve the dynamic relationship between science (especially biology) and culture. He enjoys training students to critically examine historical documents as well as our cultural understanding of history. When teaching, Dr. Laubacher focuses heavily on the development and application of student critical thinking skills throughout the course. The number one tip he gives to online students is to develop active reading skills and to make connections with other aspects of course content while reading. Dr. Laubacher lives in San Diego with his wife, Dr. Jacqueline Ryan-Rojas, who is also an Ashford faculty member, and their three children.

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