Online Video Lectures Research Articles

Tell me and I forget, teach me and I may remember, involve me and I learn: impact of simulation training on performance in electrophysiology

Abstract Background Interpretation of intracardiac electrograms plays a key role in electrophysiology (EP) training. However, there had been a substantial gap between theoretical knowledge and practical skills acquired in the clinical setting. With the development of an online life-like EP-simulator, interactive training has never been so easily accessible. Purpose The aim of this study is to assess the efficiency of simulation-based training in electrophysiology, with the help of EP-simulator, by comparing it to traditional-learning methods. Methods 340 participants attended a 3-hour, online video-lecture on basic electrophysiology. Then, they were randomised 1:1 into a traditional-learning and simulation-learning groups. Both groups received presentation slides from the lecture and two textbook recommendations. In addition, simulation-learning group obtained access to online EP-simulator. This was followed by one week of self-learning. At the end, their knowledge was assessed using an online multiple-choice test. Results Eventually, 91 participants from the traditional-learning group and 67 participants from the simulation-learning group took the final test. The simulation-learning group, which obtained additionally an access to EP-simulator, scored significantly better than the traditional-learning group (mean score=15.10 vs 13.16, p=0.022). Conclusion EP-simulator can possibly contribute to better learning results. Including simulation in training programs may have an impact on educational outcomes.Course of the studyEP-simulator interface

Voice‐over anatomy lectures created by AI‐voice cloning technology: A descriptive article

AbstractThe COVID‐19 pandemic revealed the pivotal role of digital learning and online lecture videos, leading a shift toward blended and flipped classrooms in the post‐pandemic era. This shift calls for development and (or) refreshment of novel online educational resources, such as Voice‐Over PowerPoint (VOPPT) presentations, specifically designed for asynchronous or synchronous learning methods. However, resource limitations often impede the timely delivery of high‐quality instructional materials. In this descriptive article, the use of AI‐voice cloning technology to automate the creation of VOPPT presentation has been explored. Descripts' Overdub tool, an AI‐voice cloning program, was trained on the 15‐min voice sample of an anatomy professor, and the synthesized voice was used to narrate presentations on inguinal canal and extrahepatic biliary anatomy. The educational use of this novel approach was evaluated based on the second‐year undergraduate medical students' qualitative feedback. Voice similarity analysis using Resemblyzer, an open‐source Python tool, showed a high similarity score of 0.92 between the cloned and original voices. Despite this, students raised concerns about the robotic voice, quick pace, punctuation problems, pronunciation difficulties, and expressed reservations about AI‐generated lecture narration. While the cloned voice closely matched the original, the AI‐generated narration fell short of capturing the nuanced details needed for an effective anatomy instruction. This uncovers AI's current limitations in the educational contexts but establishes a foundation for future progress in AI‐voice cloning technologies aimed at enhancing online educational resources for anatomy and medical education.

AI Eye-Tracking Technology: A New Era in Managing Cognitive Loads for Online Learners

Eye-tracking technology has emerged as a valuable tool for evaluating cognitive load in online learning environments. This study investigates the potential of AI-driven consumer behaviour prediction eye-tracking technology to improve the learning experience by monitoring students’ attention and delivering real-time feedback. In our study, we analysed two online lecture videos used in higher education from two institutions: Oxford Business College and Utrecht University. We conducted this analysis to assess cognitive demands in PowerPoint presentations, as this directly affects the effectiveness of knowledge dissemination and the learning process. We utilised a neuromarketing-research consumer behaviour eye-tracking AI prediction software called ‘Predict’, which employs an algorithm constructed on the largest neuroscience database (comprising previous studies conducted on live participants n = 180,000 with EEG and eye-tracking data). The analysis for this study was carried out using the programming language R, followed by a series of t-tests for each video and Pearson’s correlation tests to examine the relationship between ocus and cognitive demand. The findings suggest that AI-powered eye-tracking systems have the potential to transform online learning by providing educators with valuable insights into students’ cognitive processes and enabling them to optimise instructional materials for improved learning outcomes.

How does virtual peer presence relate to learning from video lectures and subsequent explanation generation? The moderated mediating roles of motivation and explanation characteristics

Finding effective ways to improve students’ learning from video lectures will not only improve online education efficacy, it will also play an important role in the digital transformation of education. Generating written explanations has shown some benefits for learning, and peer presence may be an implementation-related boundary condition. This study tested the impacts of virtual peer presence (presence vs. absence) and generative tasks (generating explanations vs. no generation) on students’ learning in a video-based learning context. Students’ attention, meta-comprehension accuracy, motivation, cognitive load, learning achievements, and explanation characteristics were measured. Results showed some benefits of having a virtual peer, and of generating written explanations on students’ learning. Moreover, mediating analyses revealed the mediating role of motivation between peer presence and learning achievement, and moderated mediating analyses revealed the moderating role of explanation characteristics between peer presence and motivation. Our findings not only extend the understanding of the positive effects of generating written explanations in video-based learning contexts, they also provide implications for improving students’ learning from video lectures as well as optimizing online video lectures.

Do Student Perceptions of Teaching Vary by Faculty Rank?

In this study we measured the degree to which undergraduate students are aware of differences in tenure-track and adjunct faculty roles and responsibilities, and tested if student perceptions of teaching effectiveness vary based on faculty position type. We randomly assigned undergraduate students (N = 214) to read an instructor profile identifying the teacher as either a tenure-track faculty or adjunct instructor. Students then watched an online video lecture and rated the instructor’s teaching effectiveness, perceived effort, and their own likelihood to take the instructor’s class. We used analyses of variance and found that students rated the instructor the same in both conditions regardless of perceived position, but students were able to distinguish differences in faculty rank roles and responsibilities, suggesting students have a basic understanding of the roles and responsibilities of tenure-track and adjunct instructors.

Immediate Versus Delayed Low-Stakes Questioning: Encouraging the Testing Effect Through Embedded Video Questions to Support Students’ Knowledge Outcomes, Self-Regulation, and Critical Thinking

AbstractIn light of the educational challenges brought about by the COVID-19 pandemic, there is a growing need to bolster online science teaching and learning by incorporating evidence-based pedagogical principles of Learning Experience Design (LXD). As a response to this, we conducted a quasi-experimental, design-based research study involving nN = 183 undergraduate students enrolled across two online classes in an upper-division course on Ecology and Evolutionary Biology at a large R1 public university. The study extended over a period of 10 weeks, during which half of the students encountered low-stakes questions immediately embedded within the video player, while the remaining half received the same low-stakes questions after viewing all the instructional videos within the unit. Consequently, this study experimentally manipulated the timing of the questions across the two class conditions. These questions functioned as opportunities for low-stakes content practice and retention, designed to encourage learners to experience testing effect and augment the formation of their conceptual understanding. Across both conditions, we assessed potential differences in total weekly quiz grades, page views, and course participation among students who encountered embedded video questions. We also assessed students’ self-report engagement, self-regulation, and critical thinking. On average, the outcomes indicated that learners exposed to immediate low-stakes questioning exhibited notably superior summative quiz scores, increased page views, and enhanced participation in the course. Additionally, those who experienced immediate questioning demonstrated heightened levels of online engagement, self-regulation, and critical thinking. Moreover, our analysis delved into the intricate interplay between treatment conditions, learners’ self-regulation, critical thinking, and quiz grades through a multiple regression model. Notably, the interaction between those in the immediate questioning condition and self-regulation emerged as a significant factor, suggesting that the influence of immediate questioning on quiz grades varies based on learners’ self-regulation abilities. Collectively, these findings highlight the substantial positive effects of immediate questioning of online video lectures on both academic performance and cognitive skills within an online learning context. This discussion delves into the potential implications for institutions to continually refine their approach in order to effectively promote successful online science teaching and learning, drawing from the foundations of pedagogical learning experience design paradigms and the testing effect model.

A Design and Implementation of an Online Video Lecture System based on Facial Expression Recognition

Real-time online education facilitates education without requiring instructors and students to be physically present in the exact location, allowing for interactions similar to face-to-face teaching. However, when many students participate simultaneously, instructors face challenges, such as spending a lot of time understanding each student's learning status. Mainly, systems utilized for real-time online education, initially developed for business meetings, have limitations when repurposed for educational uses. Therefore, this paper presents the design and implementation of a video lecture system for real-time online education based on facial expression recognition. The system is a video lecture system based on Facial Expression Recognition, implemented with a web browser method, a classroom tool platform supporting teacher-student interaction, and facial expression recognition features based on an artificial intelligence engine. Engagement metrics utilize fundamental values like facial recognition, total learning time, and video playback to measure student engagement through facial expressions. Additionally, structured numerical data such as eye-tracking, motion tracking, drowsiness tracking, speaking, effective chatting, hand-raising, polling, and screen sharing are weighted and aggregated for calculation. Weights can be adjusted according to the nature of the lecture, such as discussion-based learning or cooperative learning. The system calculates student engagement levels, categorizing them as 'Active (90 points)', 'Moderate (80 points)', and 'Insufficient (70 points)', and is designed to provide this data to instructors asynchronously. Furthermore, a focus group interview was conducted with Edtech experts to validate the implemented system, and positive responses were obtained.

Class modality transition during COVID-19 pandemic: implications for unforeseen events

PurposeThis study aims to examine student perceptions regarding the mid-semester transition from face-to-face to online delivery in an accounting course during spring 2020.Design/methodology/approachDue to the COVID-19 pandemic, numerous universities and colleges worldwide transitioned from face-to-face instruction to online delivery during spring 2020. We find some evidence in line with prior literature that COVID-19 affected student learning experience from various aspects.FindingsThanks in part to effective teaching techniques implemented by the instructor during the transition, including online lecture videos recorded by the instructor, online class materials, early posting of answer keys, frequent communication through emails and bonus points for watching lecture videos, students still perceived their learning outcomes positively in general.Originality/valueThese teaching techniques can be used to enhance student learning experience and satisfaction during class modality transitions in unforeseen circumstances, for both hybrid and online business courses.

Exploring the Untapped Potential of Neuromarketing in Online Learning: Implications and Challenges for the Higher Education Sector in Europe.

This research investigates the impact of applying neuromarketing techniques to three practical examples of higher education (HE) branding: an official college website page, an official college Facebook page, and recorded online video lectures used for teaching at HE institutions. The study was conducted in three different HE institutions with a representative sample of 720 participants, with n = 529 used for testing the CARE college website, n = 59 for testing the HAZEF Facebook page, and n = 132 for testing the emotional response of students studying online. To assess the participants' emotional responses, this study utilized automated facial coding through a webcam (15 Hz) and considered mood intensities. Additionally, a sentiment analysis was employed to verify the survey results and determine any discrepancies in the cognitive response. By analyzing gaze activity, movement patterns, and emotional responses, valuable insights were gained into students' behaviors and preferences. This study recommends incorporating neuromarketing research into HE branding and online teaching to enhance students' learning experiences. Overall, this study contributes to the understanding of human expectations and behaviors in response to online teaching and provides valuable insights for HE institutions in Europe.

Examining the influence of a flipped classroom approach on the grammar performance of EFL learners: An empirical investigation

The purpose of this study was to examine the efficiency of a flipped classroom approach to enhance grammar skills among undergraduate English as a foreign language (EFL) student. The research was conducted at Qassim University in Saudi Arabia, with a sample of 44 participants from the Department of English Language and Translation. The participants were divided into two groups, experimental and control, with each group consisting of 22 students. The experimental group received 12 weeks of instruction using online video lectures and materials for learning English grammar, while the control group received traditional classroom instruction. The experimental group also engaged in activities such as presentations, role plays, and discussions during class time. Data was collected through a pre-test, a post-test, and an attitudinal questionnaire administered to the experimental group at the end of the study. The results of the post-test indicated that the experimental group performed significantly better than the control group (p < 0.05). Additionally, the questionnaire results revealed that the students had positive attitudes towards the flipped approach and found it to be engaging and effective. These findings suggest that the flipped classroom approach could be implemented for other language skills and sub-skills to enhance the learning experience of EFL students.

A Bundled Educational Solution to Reduce Incorrect Plaster Splints Applied on Patients Discharged from Emergency Department

Purpose: Plaster splints are routinely performed in the Emergency Department (ED) and avoidable complications such as skin ulcerations and fracture instability arise mainly due to improper techniques. Despite its frequent use, there is often no formal training on the fundamental principles of plaster splint application for a medical officer rotating through ED. We aim to use Quality Improvement (QI) methodology to reduce number of incorrect plaster splint application to improve overall patient care via a bundled educational solution.Methods: We initiated a QI program implementing concepts derived from the Institute for Healthcare Improvement models, including Plan-Do-Study-Act (PDSA) cycles, to decrease the rate of incorrect plaster splint application. A bundled education solution consisting of three sequential interventions (practical teaching session, online video lecture and quick reference cards) were formulated to specifically target critical factors that had been identified as the cause of incorrect plaster splints in ED.Results: With the QI intervention, our overall rate of incorrect plaster splints was reduced from 84.1% to 68.6% over a 6-month period.Conclusion: Following the QI project implementation of the bundled educational solution, there has been a sustained reduction in incorrect plaster splints application. The continuation of the training program also ensures the sustainability of our efforts in ED.

한국어 교수-학습을 위한 상호작용 연구 동향 분석과 과제

This study analyzed the trends of interaction research in the field of Korean language education and suggested implications and future research tasks. The papers analyzed for research trends were theses published in the Korea Research Foundation's nomination lists by October 2023. Since the aspects and methods of interaction are quite different depending on whether the teaching-learning space is offline or online, I first categorized papers according to these two criteria, and then subdivided them into sub-areas in terms of research topics and methods.
 Research on interaction in the field of Korean language education began to appear in the 2000s. The major turning points in the transformation of offline and online teaching and learning environments were around 2010. Until the early 2010s, almost all classes were held face-to-face, so research on interaction was centered on classroom instruction. The commercialization of high-speed internet in the 2010s greatly improved the environment for online education and diversified educational media. In the field of Korean language education, attempts have also been made to utilize online educational media and contents. Serious research on interaction in online educational environments has also been conducted since the mid-2010s. However, at this time, online classes were mostly based on stored contents. Then, in 2020, due to the COVID-19 pandemic, almost all classes were shifted to a non-face-to-face online format. As a result, online education mediums have diversified to include learning management systems (LMS), YouTube, mobile apps, online video lecture platforms, metaverses, and social media. As a result, interaction in online educational environments has emerged as an important issue, spurring research.
 Interaction research in offline teaching and learning environments has been focused on observing and analyzing the interaction patterns between teachers and learners and between learners and teachers. However, most of the research is limited to analyzing the interaction patterns. Therefore, it is necessary to find specific ways to apply them to future classes and teacher training. Next, in the case of interaction research in online-based teaching and learning environments, online learning is becoming more popular. However, the lack of interaction between instructor and learner, learner and learner, and learner and learning contents is still a problem that needs to be solved. And a new aspect of interaction in language education is worth paying attention to. This is the interaction with ChatGPT. The emergence of generative AI such as ChatGPT is revolutionizing the paradigm of mass education systems based on achievement standards and achievement levels. Therefore, research on interaction based on this is also an important future research task.

Effectiveness of an educational intervention on first-year nursing students’ knowledge and confidence to perform basic life support: a quasi-experimental study

Background Knowing how to respond effectively to an acutely deteriorating patient is a National Safety and Quality Health Service Standard and a requirement for nurse registration with the Australian Health Practitioner Regulatory Authority. Literature has highlighted that a lack of knowledge, skills and confidence in healthcare professionals to perform basic life support may be a contributing factor to the high mortality and morbidity rates associated with cardiac arrest in the hospital setting. Aim To explore first-year nursing students’ knowledge and confidence to perform basic life support according to the Australian Resuscitation Council guidelines before and after watching an online video lecture. Method A quantitative quasi-experimental pre- and post-test design to measure changes, if any, in first-year nursing students’ knowledge and confidence to perform basic life support at an Australian university in 2021. Findings The collected data were analysed using Stata, a statistical software for data sciences. Participants’ mean knowledge score increased from 9.3 (SD: 2.5) in the pre-test to 13.9 (SD: 3) (p < 0.001) in the post-test (maximum possible score: 19). Participants’ mean confidence score increased from 17.0 (SD: 6.3) in the pre-test to 24.5 (SD: 4.4) (p < 0.001) in the post-test (maximum possible score: 30; p < 0.001). Discussion The most significant improvement in knowledge was observed in chest compression rate, breathing/ ventilation and checking patient response. The study found that the video lecture is an effective teaching method to increase students’ confidence to perform basic life support. Conclusion An online video-recorded lecture can increase undergraduate student nurses’ knowledge and confidence to perform basic life support. This is one educational strategy that universities can use to improve students’ knowledge and confidence to perform this essential skill for practice.

Pedagogical discourse markers in online algebra learning: Unraveling instructor's communication using natural language processing

Despite the proliferation of video-based instruction and its benefits—such as promoting student autonomy and self-paced learning—the complexities of online teaching remain a challenge. To be effective, educators require extensive training in digital teaching methodologies. As such, there's a pressing need to examine and comprehend the intricacies of instructors' communication patterns within this context. This research addresses the pressing need to understand pedagogical discourse in online video lectures in Algebra classes by employing computational linguistic tools and natural language processing (NLP). Using transcripts from 125 Algebra 1 video lectures—comprising 4962 instances of pedagogical discourse—from five instructors at Math Nation, a virtual math learning environment, we analyzed the conveyance of linguistic, attitudinal, and emotional nuances. With the aid of 26 Coh-Metrix and SÉANCE features, we classified educators' language choices, achieving an accuracy of 86.7%. Furthermore, variations in language choices, as signified by discourse markers, were examined through a K-means clustering approach. The resulting 17 clusters were grouped into interpersonal, structural, and cognitive pedagogic functions. Through this exploration, we demonstrate the promising potential of NLP in efficiently deciphering pedagogical communication patterns in video lectures. These insights open a new avenue for research, aimed at assessing the efficacy of digital instruction by scrutinizing pedagogical discourse characteristics in computer-based learning environments.

Learning behaviors and Learning effects in on-line pre-recorded video lecture

Learning behaviors and Learning effects in on-line pre-recorded video lecture

Specifics of doctor’s professional training on the basis of the national medical research center

Successful education of modern students requires great immersion of teachers in a process that is constantly changing, acquiring new properties, and meeting new challenges. So, digital technologies, online learning are already a natural communication environment, and students are motivated for self-development and self-expression. The traditions of the Russian medical school, together with modern trends in the development of education, create the prerequisites for the application of the most successful forms of education that develop the thinking and skills necessary for professional activity.In this article, the authors presented the experience of organizing training under the specialist’s program on the basis of the Department of Neurology and Psychiatry with the clinic of the Institute of Medical Education of the Federal State Budgetary Institution “Almazov National Medical Research Centre” of the Ministry of Health of the Russian Federation. Conclusions are formulated on the basis of the results of questioning teachers and students on the main characteristics of the educational process. The role of interactive and distance technologies is analyzed: online learning methods, video lectures, digital services, and other digital technologies. An analysis of the role of independent education, the most successful forms of knowledge testing, features of the development of communication skills, and the possibilities of mastering the competencies necessary for professional activity are presented. Separately, the interest of students in scientific work, the activity of participation in the student scientific club, the possibility of growth of interested students in professional and pedagogical aspects are analyzed. The presented data illustrated the success of the first experiment on the training of doctors on the basis of a scientific institution.

Enhancing learning from online video lectures: the impact of embedded learning prompts in an undergraduate physics lesson

Enhancing learning from online video lectures: the impact of embedded learning prompts in an undergraduate physics lesson

Key frame extraction method for lecture videos based on spatio-temporal subtitles.

Affected by the Corona Virus Disease 2019 (COVID-19), online lecture videos have witnessed an explosive growth. In the face of massive videos, this paper proposes a method for extracting key frames of lecture videos based on spatio-temporal subtitles, which can efficiently and quickly obtain effective information. Firstly, the spatio-temporal slices of subtitle area of the video sequence are extracted and spliced along the time axis to construct the video spatio-temporal subtitle. Then, the video spatio-temporal subtitle is processed in binarization, and the projection method is used to construct the SSPA curve of the video spatio-temporal subtitle. Finally, a selection method for steady-state key frame is designed, that is, the key frame extraction is realized by combining curve edge detection and subtitle existence threshold, which ensures the robustness of the proposed method. The test results of 8 videos show that the average value of the comprehensive index F1-score of the key frame extracted by the algorithm can reach 0.97, the average precision is 0.97, and the average recall rate is 0.98. It can effectively extract the key frames in lecture videos, and compared with other algorithms, the average running time is reduced to 0.072 of the original, which is helpful to extract video information quickly and accurately.

Can prompts improve self-explaining an online video lecture? Yes, but do not disturb!

In recent years, COVID-19 policy measures massively affected university teaching. Seeking an effective and viable way to transform their lecture material into asynchronous online settings, many lecturers relied on prerecorded video lectures. Whereas researchers in fact recommend implementing prompts to ensure students process those video lectures sufficiently, open questions about the types of prompts and role of students’ engagement remain. We thus conducted an online field experiment with teacher students at a German university (N = 124; 73 female, 49 male). According to the randomly assigned experimental conditions, the online video lecture on topic Cognitive Apprenticeship was supplemented by (A) notes prompts (n = 31), (B) principle-based self-explanation prompts (n = 36), (C) elaboration-based self-explanation prompts (n = 29), and (D) both principle- and elaboration-based self-explanation prompts (n = 28). We found that the lecture fostered learning outcomes about its content regardless of the type of prompt. The type of prompt did induce different types of self-explanations, but had no significant effect on learning outcomes. What indeed positively and significantly affected learning outcomes were the students’ self-explanation quality and their persistence (i.e., actual participation in a delayed posttest). Finally, the self-reported number of perceived interruptions negatively affected learning outcomes. Our findings thus provide ecologically valid empirical support for how fruitful it is for students to engage themselves in self-explaining and to avoid interruptions when learning from asynchronous online video lectures.

Development of a Computer-Aided Education System Inspired by Face-to-Face Learning by Incorporating EEG-Based Neurofeedback Into Online Video Lectures

Owing to the rapid development of information and communication technologies, online or mobile learning content is widely available on the Internet. Unlike traditional face-to-face learning, online learning exhibits a critical limitation: real-time interactions between learners and teachers are generally not feasible in online learning. To overcome this issue, we implemented an online learning system based on electroencephalography (EEG)-based passive brain-computer interface technology referred to as the “adaptive neuro-learning system (ANLS).” It monitors the current mental states of learners seamlessly using EEG signals. Then, it adaptively provides natural and interactive video feedback rather than simple alarms or pop quizzes following the current mental conditions of a learner. In this article, a total of 60 university students were assigned randomly to one of four groups: two experimental groups, for which either ANLS based on attention state estimation or ANLS based on both attention and comprehension states estimation was tested, and two control groups, the students in which were taught using either the conventional online lecture without feedback or an online course with randomized video feedbacks. Each member of these groups attended a 53 min open courseware video lecture. Then, the educational effects of the proposed system were evaluated quantitatively via a written examination. Our results revealed a significantly higher learning performance for the experimental group (average test score of the experimental groups = 83.83 and that of the control groups = 56.67), demonstrating the feasibility of the proposed education strategy.