Video-based Discussion Research Articles

"A Great Way to Connect"

The growth in online education has prompted a focus on ensuring students are engaged, persistent, and successful in their studies. A recognized challenge with online learning is developing a community of learners, where students feel connected to their peers and instructor and experience a sense of belonging. In this article, we highlight using the platform Flip to engage students in video-based discussions. We describe our use of Flip in two online asynchronous courses and provide recommendations for instructors seeking to embed this tool in the learning experiences they develop for their students. In addition, we present our students' perspectives on belonging within the course and their use of Flip, collected using an anonymous survey. Last, we examine the advantages and challenges of using this tool and discuss the implications for promoting connection and belonging in online courses.

Instructional Note: Seeing All Students as Writers: Video-Based Discussion Board Strategies for Remote Classrooms

This article presents a video discussion board assignment designed to foster belonging and academic language practice in a remote classroom. We consider how the assignment supported robust discussion and multimodal composition in Critical Reading and Writing, a course run with synchronous and asynchronous components during the COVID-19 pandemic at a technical college.

Text-Based versus video discussion boards to promote a sense of community with graduate online students: A student perspective

For university administrators creating an engaging online course where students feel part of an online community can be challenging even for the most experienced online educator. Online discussions are a common tool used to connect students in online courses, but it is often limited to text-based posts. This research paper will compare the use of text-based versus video-based discussions in online courses to ascertain students’ perceptions of social presence in the course room. This paper will discuss which method of discussion would be an appropriate exchange for a live classroom discussion, this is not always the case online. Research has demonstrated that text-based discussions often do not promote genuine communication and an alternative to text-based discussion forums is video-based discussion. The strategy of text-based discussion is employable in most popular learning management systems such as Canvas or Blackboard or with a variety of other tools such as YouTube or Voice thread to accommodate the use of video discussion in online courses. Researchers have been keenly exploring the implications of these two formats on engagement, comprehension, and overall effectiveness. This study delved into the key findings from community experiences by online students comparing and contrasting text-based and video-based discussions, examining their impact, and shedding light on their relative advantages and disadvantages. The purpose of this research paper was to compare the sense of community experienced by online students taking part in text-based versus video-based discussions. The implications of this study indicated that most of the students reported that they preferred text-based discussions; however, the students in this study felt video-based discussion boards promoted the ability to form connections with their learning community.

Effect of a need-supportive training programme on novice teachers’ motivating style and students’ engagement: the role of video-based discussion

ABSTRACT Based on self-determination theory, this study examines the added value of video-based discussion, which is included in a need-supportive training programme, on novice teachers’ motivating style and students’ engagement throughout a school year. Twenty-four teachers in the treatment condition attended a need-supportive training programme including a video-based discussion, while 24 teachers in the standard condition participated in the need-supportive training programme comprising discussions without video. Teachers’ motivating style and students’ engagement were assessed three times across the year. Results revealed that teachers’ autonomy-support and students’ engagement increased in the treatment condition but not in the standard condition. However, no greater effect of the treatment condition was found on teachers’ structure and relatedness-support, compared to the standard condition. The present findings indicate that combining theoretical sessions and reflective discussions based on video recordings of teachers’ own teaching could represent an efficient strategy to bridge the gap between theory and practice.

Asynchronous student-generated flip videos facilitate student learning and assessment in a large-enrollment introductory human physiology course.

Oral demonstration of knowledge is an effective learning and assessment strategy. It has been shown that generating explanations to oneself, or self-explaining, can improve student understanding of information. This can be achieved via student-generated videos. The quantitative effects of student-generated videos on learning and assessment in postsecondary education are unknown. To our knowledge, this is the first study to analyze the effects asynchronous student-generated videos have on student learning and assessment in a large-enrollment (∼400 students), undergraduate physiology course. Students were charged with making self-generated videos discussing major physiological concepts and uploading these videos to Flip for assessment. Flip is an online, social education platform for asynchronous video-based discussion. In the present study, we combined four semesters (n = 1,100 students) of Flip data and analyzed the effects it had on student examination performance. Specifically, we first analyzed how students performed on exam questions corresponding to their Flip prompts in comparison to students not assigned those prompts [25/44 (57%) were statistically significantly different]. Second, we analyzed the association between Flip prompt score and performance on corresponding exam questions [39/44 (89%) were statistically significantly different]. Third, we analyzed the association between cumulative Flip score and performance on all corresponding, and noncorresponding exam questions. Finally, we analyzed the association between cumulative Flip score and averaged exam performance. There was a positive association (r = 0.54). Taken together, our data suggest that asynchronous student-generated Flip videos can facilitate student learning and assessment in a large-enrollment, undergraduate physiology course.NEW & NOTEWORTHY Oral demonstration of knowledge is an effective learning and assessment strategy. Student-generated videos have been shown to improve learning and assessment in secondary education. To our knowledge, this is the first study to analyze the effects asynchronous student-generated Flip videos have on student learning and assessment in postsecondary education. The results of the present study suggest that asynchronous student-generated Flip videos can facilitate student learning and assessment in a large-enrollment (∼400 students), undergraduate physiology course.

Exploring Energy Through the Lens of Equity: Funds of Knowledge Conveyed Through Video-Based Discussion

Exploring Energy Through the Lens of Equity: Funds of Knowledge Conveyed Through Video-Based Discussion

Using Asynchronous Discussions to Teach Classroom Management Skills in Online Teacher Preparation Courses

Classroom management is a vital skill for all teachers. Special education teacher educators are tasked with ensuring that teacher candidates are prepared to implement evidence-based practices for the prevention and intervention of challenging behaviors. Many teacher candidates are taking their coursework in an asynchronous online format, which likely includes the use of discussion boards. In this article, we offer suggestions for using four discussion board formats to support teacher candidates in learning classroom management skills. These effective discussion board formats are (a) sharing products that students have created, (b) video-based discussions, (c) jigsaw discussions, and (d) debates. When high quality discussion boards are integrated into asynchronous online courses, student learning and engagement will increase, therefore, creating higher quality preparation programs.

What Would You Do?: Engaging Remote Learners Through Stop-Action Videos.

Engaging remote learners can be challenging for nurse educators. With an increase in virtual learning, nurse educators are seeking activities that support engagement and improve critical thinking. Students in virtual classes need learning experiences that support critical thinking and involve appropriate case studies for knowledge application. Stop-action video vignettes as unfolding case studies employ technology that can facilitate critical thinking and active learning in a virtual setting. Stop-action video vignettes can be useful in enhancing student learning through 3 methods: video-based discussion, text-based discussion, and branching matrices. Stop-action video vignettes with unfolding case studies may provide effective and versatile activities to engage students and enhance learning.

Speaking Skills for English As A Foreign Language in Video-Based Discussion

This study focuses on determining if video-based discussions improve students' English-speaking abilities in their initial years at MTs As'adiyah Putra 1 Sengkang. Two classes served as the research sample in this study's true experimental design (the pretest-posttest control group design). There were 90 first-year students at MTs As'adiyah Putra 1 Sengkang in the population. 30 students served as the research's sample population. VII. A and VII. B was chosen as the sample for the research using the cluster random sampling approach, which was applied by the author. Speaking tests and the video-based discussion approach were used to gather data on the students' speaking abilities. The test's results were collated and put through a t-test and percentage analysis. As a result of the findings, it was determined that the probability value (0.00) was less than the threshold of significance (0.05) The examination of the data revealed that using video-based discussions to learn English considerably improves students' speaking abilities. The pre-test mean score is 1.9344, and the post-test mean score is 3.4817, which demonstrates this.

A video-based discussion of movement disorders in paediatric anti NMDAR encephalitis: A case series from Eastern India.

The spectrum of movement disorders associated with anti N-Methyl-d-Aspartate-Receptor (NMDAR) encephalitis is myriad, particularly in children, possibilities of which were investigated from two tertiary care centres. A retrospective study was conducted in two tertiary referral centres in Eastern India, analysing data of 8 paediatric patients diagnosed as anti NMDAR encephalitis, presenting with one or more movement disorders (MDs). All the patients were of Bengali ethnicity with a median age of 9 years (3-16 years) and with female predilection (62.5%). CSF pleocytosis was a common feature in all. Seizures were described in 62.5%% of patients with a solitary patient exhibiting abnormalities on brain imaging. 3 out of 8 (37.5%) of patients presented with a single MD while the remaining had more than one type. Oro-linguo-facial dyskinesias and dystonia (37.5% each) were the most common movement type followed by chorea (12.5%). Complex stereotypies, myoclonus and facial tics were noted in one patient each. All patients received pulse methyl prednisolone. Escalation to second line therapy in form of rituximab was done for 5 patients (62.5%). Following immunotherapy, hyperkinetic movements resolved in 50% of patients, with persistence of movements in one (12.5%). A mortality of 37.5% was noted. Median duration of follow up was 26 months, during which none of the patients had evidence of systemic neoplasm. MDs are a core feature of anti NMDAR encephalitis, particularly in the paediatric age group, understanding and characterization of which, is the key to early diagnosis and effective therapy.

Abstract 12131: Improved Knowledge and Confidence of Antiarrhythmic Drugs in Atrial Fibrillation via Online Educational Intervention

Background: Antiarrhythmic drugs (AAD) are currently used for the management of patients with arrhythmias. Despite randomized trial and real-world data many physicians remain hesitant to select an AAD in the daily-life routine. Purpose: To determine if an online continuing professional development intervention could improve knowledge and confidence of cardiologists and primary care physicians (PCPs) related to real-world data for AAD. Methods: Cardiologists and PCPs electively participated in a video-based, 2-faculty educational panel discussion on AAD management of arrhythmias, including real-world data. Educational effect was assessed using a repeated pair, pre-assessment/post-assessment study design and a chi-square test assessed differences from pre- to post-assessment. P -values < .05 are statistically significant. Cramer’s V assessed level of educational effect using the range of < 0.06 (modest), 0.06-0.15 (noticeable), 0.16-0.26 (considerable), and > 0.26 (extensive). Data were collected June 5, 2020 through July 20, 2020. Results: Overall significant improvements were seen after education for cardiologists (N = 367; P < .0001; V = .359) and PCPs (N = 760; P < .0001; V = .359). Pre-assessment, the average correct response rate was 32% for cardiologists and 29% for PCPs, while post-assessment average correct response rates increased to 68% and 61%, respectively. Significant improvements were observed in cardiologists’ and PCPs’ knowledge related to the effect of AAD on outcomes (Table). As a result of the education, 36% of cardiologists and 45% of PCPs had a measurable improvement in confidence regarding selection of appropriate antiarrhythmic therapy for patients with AF. Conclusion: The statistically significant improvements observed in this intervention demonstrate that participation in a video-based panel discussion improved the knowledge and confidence regarding real-world data for AAD regarding their effects on outcomes.

Abstract 12074: Rhythm Control Strategy in Recent Atrial Fibrillation: An Online Educational Intervention Improved Physician Knowledge, Competence, and Confidence

Background: In clinical practice, rhythm control strategies, including antiarrhythmic drugs (AAD), are currently used for the management of patients with arrhythmias. Despite latest guideline updates and randomized trials on early rhythm control strategies, physicians remain uncertain on the selection of a good strategy for these patients. Purpose: To determine if an online continuing medical education intervention could improve knowledge, competence, and confidence of cardiologists and surgeons related to latest data on rhythm control strategies and the use of AAD in patients with recent AF. Methods: Cardiologists and surgeons electively participated in a video-based, 3-faculty educational panel discussion on earlier rhythm control strategies in recent AF. A repeated pairs pre-/post-assessment study design was used and a paired samples t-test for overall and McNemar’s test at the question level ( P <.05 is considered significant) assessed statistical significance. Data were collected March 3, 2021 through June 1, 2021. Results: Overall significant improvements were seen after education for both cardiologists (N = 525) and surgeons (N = 2180). Pre-assessment, the average correct response rate was 55% for cardiologists and 51% for surgeons, while post-assessment average correct response rates increased to 66% and 64%, respectively. Significant improvements were observed in cardiologists’ and surgeons’ knowledge and competence related to the use of rhythm control strategies in recent AF (Table). As a result of the education, 39% of cardiologists and 48% of surgeons had a measurable improvement in their confidence on rhythm control strategies choice in recent AF. Conclusion: The statistically significant improvements observed in this intervention demonstrate that participation in a video-based panel discussion to increase knowledge, competence, and confidence of cardiologists regarding the selection of rhythm control strategies in recent AF.

Abstract 9037: Effectiveness of Online CME at Improving Cardiologists’ and Pcps’ Knowledge and Confidence Related to Diagnosis and Treatment of Hereditary Transthyretin Amyloidosis

Introduction: Despite advances in hATTR management, patients experience delays in diagnosis and initiation of targeted treatment, resulting in suboptimal care. We sought to determine if online continuing medical education (CME) could improve the knowledge and confidence of cardiologists and primary care physicians (PCPs) related to diagnostic features of hATTR and targeted treatment strategies for hATTR. Methods: This CME intervention comprised of a 30-minute online video-based discussion between 2 expert faculty. Responses to 3 multiple-choice, knowledge questions and 1 self-efficacy, 5-point Likert scale confidence question were analyzed using a repeated pairs pre-/post-assessment study design. A chi-square test (P <.05 is considered significant) assessed pre- to post-activity change. The activity launched March 26, 2020 and data were collected through June 10, 2020. Results: In total, 144 cardiologists and 384 PCPs were included in the study. Overall, there were knowledge and confidence improvements seen among all groups from pre- to post-assessment: • 8% of cardiologists (P=ns) and 16% of PCPs (P<.0001) improved at identifying diagnostic features of hATTR • 23% of cardiologists (p<.001) and 27% of PCPs (p<.001) improved at selecting MOA of current treatment approaches targeting TTR in patients with hATTR • 40% of cardiologists and 56% of PCPs had a measurable increase in confidence in recognizing early diagnostic features in patients with hATTR Continued educational gaps: • 12% of cardiologists and 14% of PCPs failed to select diagnostic features of hATTR • 59% of cardiologists and 58% of PCPs failed to select MOA of current treatment approaches targeting TTR in patients with hATTR Conclusions: This study demonstrates the success of online CME on improving knowledge and confidence of cardiologists and PCPs related to recognition of diagnostic features in patients with hATTR. Continued gaps were identified for future educational targets.

Improving management of heart failure with reduced ejection fraction with sglt2i's by exploring practical considerations: an online education intervention

Abstract Background Heart Failure (HF) is a leading and increasing cause of morbidity and mortality worldwide. In the last 20 years, a strong emphasis has been placed on improving survival and quality of life in patients with HF. However, despite substantial therapeutic advances, morbidity, mortality, and hospitalization rates remain high. Purpose To determine if an online continuing professional development (CPD) intervention could improve knowledge and confidence of cardiologists and primary care physicians related to: reviewing the latest data and practical considerations of sodium-glucose cotransporter 2 (SGLT2) inhibitors in the management of patients with heart failure with reduced ejection fraction (HFrEF), including implications for patient care. Methods Cardiologists and primary care physicians electively participated in a 30-minute, video-based, 3-faculty expert panel educational discussion reviewing the latest data and practical considerations of SGLT2 inhibitors in the management of patients with HFrEF. The effects of education were assessed using a repeated pairs, pre-assessment/post-assessment study design. For all questions combined, a McNemar's test assessed differences from pre- to post-assessment. P-values <0.05 are statistically significant. Cohen's d was used to estimate the magnitude of effect of education on the overall outcomes (knowledge/competence) range of <0.20 (modest), 0.20–0.49 (small), 0.50–0.79 (moderate), and >0.80 (large). The activity launched on December 23, 2020 and data were collected through to March 06, 2021. Results Overall significant improvements were seen after education for both cardiologists (N=186; P<0.001; moderate educational effect, d=0.57) and primary care physicians (N=140; P<0.001; small educational effect, d=0.40). Pre-assessment, the average correct response rate was 47% for cardiologists and 37% for primary care physicians, while post-assessment average correct response rates increased to 63% and 50%, respectively. Significant improvements were observed in cardiologists' and primary care physicians' knowledge related to the dissemination of the latest clinical data of novel therapies and appropriate patient selection for the treatment of HFrEF with an SGLT2 inhibitor (Table 1). As a result of the education, 70% of cardiologists and 77% of primary care physicians had a measurable improvement in confidence in their ability to appropriately select patients with HFrEF who could benefit from initiation of SGLT2 inhibitor therapy. Conclusion The statistically significant improvements observed in this intervention demonstrate the benefits of using a video-based panel discussion with synchronized slides to increase knowledge and confidence of cardiologists and primary care physicians on SGLT2i's latest clinical data and practical considerations. The outcomes suggest that this type of intervention could positively impact the quality of life and clinical outcomes of patients with HFrEF. Funding Acknowledgement Type of funding sources: Private grant(s) and/or Sponsorship. Main funding source(s): Boehringer Ingelheim & Lilly Table 1

Teaching Quality and Safety Education for Nurses Competencies Using a Video-Based Discussion Board.

Teaching Quality and Safety Education for Nurses Competencies Using a Video-Based Discussion Board.

HOW TO NOT DISAPPEAR COMPLETELY: USING VIDEO-BASED DISCUSSIONS TO ENHANCE STUDENT SOCIAL PRESENCE IN AN ONLINE COURSE

ABSTRACT 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-to-face 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.

Text-Based Versus Video Discussion to Promote a Sense of Community: An International Mixed-Methods Study

Creating an engaging online course where students feel part of an online community can be challenging even for the most experienced online educator. Online discussions are a common tool used to connect students in online courses, but it is often limited to text-based posts. This international research study compared the use of text-based versus video-based discussions in online courses to ascertain students’ perceptions of social presence. A mixed-methods design using a modified Social Presence, Likert-scale survey, and open-ended questions was utilized to evaluate students’ perceptions. The results showed that while students preferred text-based to video-based discussions, students perceived more social presence when using video-based discussions.

Exploring Student Perceptions of Flipgrid in Online Courses

Asynchronous video-based discussions have affordances that can address some of the constraints of asynchronous text-based discussions. However, little research has been conducted on the use of asynchronous video-based discussions in online courses. As a result, the purpose of this exploratory study was to investigate students’ perceptions of using Flipgrid for asynchronous video-based discussions in fully online courses. We used a cross-sectional survey design to survey 79 students who used Flipgrid in a fully online course. Students overall reported that they liked using Flipgrid, it was easy to use, and that it helped improve social presence. In this paper, we will report the results of our inquiry and implications for research and practice.

Positive Impact of Online Education on Physicians’ Knowledge and Confidence in Prenatal Screening Methodologies [21G

INTRODUCTION: Screening for fetal chromosomal abnormalities has become the standard of care for all pregnancies. This study assessed the ability of online continuing medical education (CME) to improve obstetricians/gynecologists (Ob/Gyns) knowledge regarding key considerations and interpretation of analyte and cell-free DNA (cfDNA) prenatal screening tests. METHODS: A 30-minute, CME-certified activity featuring a video-based discussion between two faculty and an associated video commentary in French (in partnership with the Collège National des Gynécologues Et Obstétriciens Français) was developed and launched online on 12/24/2018. Educational effectiveness was assessed with a repeated-pairs pre-/post-assessment study design; each individual served as his/her own control. A chi-square test assessed changes pre- to post-assessment. P values<0.05 are statistically significant. Effect sizes were evaluated using Cramer's V (<0.05 modest; 0.06-0.15 noticeable effect; 0.16-0.26 considerable effect; >0.26 extensive effect). RESULTS: 7,603 HCPs, including 6,788 physicians have participated in the activity. This analysis comprises data from the subset of Ob/Gyns (n=831) who answered all pre-/post-assessment questions through 08/14/19. Following participation, significant improvements were observed overall (P≤.0001, V=.140) and in the following areas: Identifying possible causes for a no-call result (61% pre vs 75% post; 23% relative improvement; P<.0001; V=.144). Recognizing the rationale for screening all pregnancies vs just high-risk pregnancies (61% pre vs 75% post; 21% relative improvement; P<.0001; V=.135). 41% Ob/Gyns reported measurable increases in their ability to interpret cfDNA test results. CONCLUSION: This educational activity significantly improved Ob/Gyn’s knowledge of clinical considerations when performing prenatal screening as well as key differentiating characteristics of analyte and cfDNA screening tests.

Comparing synchronous and asynchronous online discussions for students with disabilities: The impact of social presence

The affordances of online learning have the potential to improve learning outcomes for students with disabilities by allowing customization and flexibility to meet individual needs. However, there are significant executive function and language processing demands that may be particularly challenging for this population. With that in mind, interventions guided by social presence theory may increase students' ability to engage in online settings. This study implemented a computer mediated, blended classroom setting in order to assess students’ understanding of statistics concepts following synchronous and asynchronous online, video-based discussion sessions. Social presence theory predicts that the immediacy of synchronous interactions should improve social presence, thereby increasing student engagement and performance. Data was collected from 105 students with high-incidence disabilities using a mixed methods experimental design with a within subjects quantitative component. Our findings indicate that while students with disabilities expressed preference for synchronous discussions, including self-reported greater engagement and self-reported improved comprehension, their performance on assessments of conceptual understanding was slightly better following asynchronous discussions. Implications for these disparities between preference and performance are discussed.