1,721,006 research outputs found
YouTube and Beyond: Integrating Web-Based Video into Online Education
No full textYouTube and other Web-based video sites provide online educators with a vast archive of free Web-based video content. Many of these sites possess features or tools that make it easy to guide online students to specific video clips. In many cases, the video sites provide links or code that support embedding within Web pages or online discussion posts. This paper illustrates how Web-based video may be accessed and used to enhance online education. Several existing sites containing video are discussed and links are provided. Practical examples are described along with a discussion of related learning theory, research, and instructional methodologies. Obstacles that may be encountered while integrating Web-based video are discussed. Implications for future research, collaboration, and instructional practice are presented
Virtual Design Based Research for Multimedia Integration Studies
No full textDesign based research is an approach that is valuable for the study of designed instruction within the context of messy real-world contexts. It is characterized by cycles of design, implementation, analysis, and revision. Much of the literature on design based research is theoretical with some reports of cases where the approach was used. The purpose of this paper is to present an example of design based research conducted in the virtual classroom. This research centers on: 1) development of a virtual design based research framework, 2) development and testing of data collection technologies, 3) identification of student multimedia usage patterns, 4) identification of technologies used by students to access multimedia in the online courses, and 5) collection and analysis of evaluation data from students to inform design revision decisions. Data and findings from the first two semesters of this ongoing study are included
Sampling the Web: The Development of a Custom Search Tool for Research
No full textResearch designed to study the Internet is beset with challenges. One of these challenges involves obtaining samples of Web pages. Methodologies used in previous studies may be categorized into random, purposeful, and purposeful random types of sampling. This paper contains an outline of these methodologies and information about the development of a custom sampling tool that may be used to obtain purposeful random samples of Web page links. The custom search application called Web Sampler works through the Google Web APIs service to collect a random sample of pages from search results returned from the Google index. Web Sampler is inexpensive to develop and may be easily customized for specialized search needs required by researchers who are investigating Web page content
Virtual Design Based Research
Get PDFInstructional materials for the online course may be designed with rich multimedia content and innovative approaches. Student engagement with these materials is unseen and left to be inferred. Design based research is an approach used to study intervention in the context of an authentic classroom. It can be applied to the online course to study the impact of instructional design decisions and the effectiveness of multimedia integration. The technology used to support the online course can be used to collect usage data and participant evaluations
Online Mathematics Instruction: An Analysis of Content
No full textThis paper presents the results of a pilot study conducted to examine Web- based instructional content for mathematics. Two research questions were posed during the study: (1) how is technology being used to represent mathematical concepts online? and (2) how do the representations work together as a system? A mixed method content analysis design was used in this study to examine instructional content for five concepts ranging from basic to advanced mathematics. The results indicated a positive correlation between non-text representations ·and the total number of representations. Representational function mirrored that found in the taxonomy developed by Shaaron Ainsworth
Vlogging About School on YouTube: An Exploratory Study
No full textAn exploratory mixed-methods study involving a combination of online ethnography and descriptive statistics was conducted to investigate school-related vlogging. Five areas were emphasized: (1) characteristics of school-related vlogs, vloggers, and viewers; (2) vlog context (where recording occurred); (3) vlog content (what was said and shown); (4) vlogger culture (patterns of speech or practice); and (5) motivations for vlogging about school. A purposive sample of 120 personal video blogs (vlogs) was collected through a systematic process on YouTube during a three-month period. Results of the study revealed that vloggers were young, recorded in multiple settings including classrooms, showed and described their school experiences, shared a vocabulary for interacting with an audience, and vlogged for a variety of reasons including the desire to alleviate boredom, for fun, because friends were doing it, to build confidence or improve their speaking skills, document their experiences, share information, or to connect with others
Video Production in Content-Area Pedagogy: A Scoping Study of the Research Literature
No full textVideo production offers a way for students to learn content-area knowledge while simultaneously developing technology skills deemed important in contemporary society. Yet, the research has not been examined in a systematic way to reveal how these types of projects are oriented to align to instructional goals or how learning is investigated when they are implemented as part of content-area pedagogy. A scoping study was conducted to review the research literature on implementation of student video production in content-area classrooms. A total of 61 studies published from 2006 through 2017 were selected and analyzed through a systematic process. Findings suggest that video production projects were conducted to meet information, performance, composition, literacy, or creativity learning goals in content-area classrooms. Strategies used to investigate student learning included evaluation of learner perceptions, analysis of the process of creating video, assessment of the final video project, or a combination of these approaches
Mapping YouTube Video Playlist Lessons to the Learning Domains: Planning for Cognitive, Affective, and Psychomotor Learning
No full textYouTube provides a mechanism through which video clips may be grouped into sharable online collections called playlists. A video playlist lesson is composed of a group of educational video clips and a lesson plan with one or more specific instructional objectives typed in the playlist description. Video playlist lessons can be mapped to established taxonomies within the cognitive, affective, and psychomotor learning domains to structure the lessons for different types of learning. This approach provides a systematic method through which instructional activities, measurable outcomes, and new media selection may be aligned. This paper describes the approach, which has been field-tested in multiple sections of an online graduate-level course that focuses on instructional applications of YouTube
Teaching a YouTube Course Online
No full textThis chapter presents a case study of the author’s work developing and teaching an online course called YouTube for Educators, which is offered as an elective in an online graduate program in educational technology. The course was developed in response to the upsurge in online video production and the prominence of YouTube™ among video-sharing services. A number of challenges surfaced when designing and implementing the course. The necessity of frequent curriculum updates to keep content current with advancements in digital video technologies added to instructor workload. Course policies also had to be written for situations where unexpected changes on the YouTube website interfered with planned assignments. The experience of designing, teaching, redesigning, and re-teaching the course led to the discovery of best practice, which may apply to other courses featuring rapidly changing content or Web 2.0 tools
Quest-Based Learning: A Scoping Review of the Research Literature
No full textQuest-based learning (QBL) is a choice-driven approach that integrates game elements in a gamified or game-based learning environment. A scoping review of the research literature was conducted to examine the extent, range and nature of the QBL research activity, how the approach has been used in educational practice and what benefits or disadvantages have been reported. A sample of 17 journal articles and papers published from 2009 through 2020 were reviewed. Researchers studied the feasibility of implementing QBL in real-world learning environments (e.g., classrooms), how to design the quest structure or framework and how motivation is influenced by the choice-driven system of QBL. Benefits reported in the research include positive student response to the approach, flexible learning paths and options to revise and improve work. Disadvantages include mixed results for motivation, substantial time investment for teachers and challenges for students that include issues with time management, frustration with QBL design, limited social interaction and mixed perceptions of the merits of game elements in QBL design
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