online science videos: design, production, and impact on student learning patrick boggs 1 and jim...
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![Page 1: Online Science Videos: Design, Production, and Impact on Student Learning Patrick Boggs 1 and Jim Brinson 2 1 Office of Instructional and Online Technologies,](https://reader036.vdocument.in/reader036/viewer/2022062423/56649c935503460f9494fcc5/html5/thumbnails/1.jpg)
Online Science Videos: Design, Production, and Impact on Student
Learning
Patrick Boggs1 and Jim Brinson
2
1Office of Instructional and Online Technologies, Ivy Tech
Community College, Terre Haute, IN, 47802
2School of Science and Technology, American Military
University, Charles Town, WV, 25414
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Introduction and Context: The Need for Videos in the Online Science Classroom
• Difficult to establish a student/instructor and interactive “human” relationship through an online environment.
• Some question that online learning can be as effective as traditional learning, particularly for science courses with a manipulative lab component.
• One way to help remedy this, as well as to teach more abstract scientific concepts online, is to write, develop, produce, and effectively implement visual media and instructional laboratory videos.
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Objective: Successful Video and Best Practices
To design, produce, and map the success rate of onlineinstructional videos created to supplement seven science labs for an online physical science course, andto develop a system of technological and pedagogicalbest practices.
The Primary Question
From the students’ perspective, will instructor-produced video help establish teaching presence and foster learningin an online course?
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The Secondary Questions
• Will students perceive these videos as worthwhile and credible?
• Will the students report that these videos are important to their online learning experience, and will course scores and attrition data support this claim?
• What type of instructional products would the students like to see more of in this course?
• What will we learn about creation, production, and distribution of the videos, and what would we do differently for future videos?
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Methods and Design
• Project spanned from 2007-2011
• Instructional laboratory videos were written and produced to accompany at-home laboratory assignments and then integrated into the Blackboard classroom (videos were required viewing in the course)
• End-of-course survey administered to a random student sample taken from multiple sections of an online general education physical science course (response rate = 80.4%) to assess usefulness and impact of videos on student learning
• Student course performance was analyzed and correlated with student claims on survey
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The Survey
• Contained 17 closed-ended questions (7 five-level Likert items, 5 yes/no items, 1 ranking item, 4 multiple choice items) and 1 open-ended comments question
• Representatives from the science teaching faculty and the distance education and instructional and online technologies offices developed the questions
• Web-delivered, password-protected, and released randomly to participating course sections
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Video Equipment
• Shot with a Canon XL-1 standard definition camera with BeachTek XLR adapter and VariZoom VZ-PRO-F Fujinon 8-pin Pro Zoom control
• Various tripods, bounces and scrims, and lights were also used
• Audio was recorded using a Samson lavalier microphone and receiver
• Any additional video, text, images, or graphics added that was not part of our original video was in the public domain or licensed with Creative Commons copyright
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Video Equipment, cont’d
• Video animations were created using Adobe Flash and Apple Final Cut Pro
• Video distribution included streaming video (with different bandwidth options that could give a 640x480 presentation), downloadable video and audio mp3 (using Techsmith’s Camtasia Pro), and DVD.
• All options were free and linked in the virtual classroom except for the DVD, for which students were charged $3.00 for cost of materials
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Attrition Rates and Academic Performance (Prior to and after Implementation of Video)
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Student Benefit from Videos
= Strongly Agree or Agree = Neutral = Disagree*
*There were no Strongly Disagree responses
94.1%
91.2%
88.2%
88.2%
81.5%
5.9%
8.8%
8.6% 3.2%
8.6% 3.2%
15.3% 3.2%
Meeting/hearing/seeing the instructor is valuedInstructor-student relationship is important
Enjoyed watching videos
Videos aided in content learning
Videos had a direct (+) impact on final grade
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Student Benefit from Videos
= Strongly Agree or Agree = Neutral = Disagree*
*There were no Strongly Disagree responses
85.3%
88.2% 9.3%
8.6%
2.5%
6.1%Videos needed for students to
succeed
Want more content-related
videos
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Student Viewing Frequency and Experience with Online Learning
= Yes = No
*There were no Strongly Disagree responses
90.7%
88.8%
61.6%
31.3%
11.3%
9.3%
11.2%
38.4%
68.7%
88.7%
Watched all of the videos
Watched at least one of the videos two or more timesWatched 2-6 of the videos two or more timesWatched all of the videos two or more timesFirst time taking an online course
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Preferred Media and Access DataPreferred Instructional Media
Preferred Methodsof Video Access
(0%)(0%)
= most preferred in category
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Connection Speed and Location Used to View Videos
(0%)
(0%)
(0%)(0%)
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Summary of Results and Findings
• When instructional videos were added as supplements to already existing lab assignments, the mean overall course grade increased 6.1%
• When instructional videos were added as supplements to already existing lab assignments, course completion increased 18.4%
• Students enjoyed watching the videos and valued the instructor interaction they provided
• Students found the videos to be helpful, and to have directly impacted their academic performance
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Summary of Results and Findings, cont’d
• Students want to have more content-related videos in the course, and videos remain the 1st preference of instructional media among students
• Students prefer streaming video over other video formats
• Students often viewed the videos multiple times
• Almost all students primarily viewed the videos from home using a cable or DSL connection speed
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The Take-Away…
Overall, data from this project clearly indicates that, from the students’ perspectives, the time and effort it takes for an instructional design team (instructor, instructional technologist/designer, producer, etc.) to develop and produce course video(s) are valued and validated.