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A Non-Verbal Teaching Behaviour Analysis for Improving Pointing out Gestures: The Case of Asynchronous Video Lecture Analysis Using Deep Learning
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Ho Young Yoon; Seokmin Kang; Sungyeun Kim – Journal of Computer Assisted Learning, 2024
Background: Research into enhancing the effectiveness of information delivery in asynchronous video lectures remains sparse. This study analyzes the nonverbal teaching behaviours in asynchronous online videos, drawing comparisons between pre-service and in-service teachers (ITs). Objectives: This research primarily aims to juxtapose the nonverbal…
Descriptors: Asynchronous Communication, Video Technology, Lecture Method, Nonverbal Communication
Students' Perceptions of Asynchronous Lectures via the Community of Inquiry Framework and Its Relationship with Learning Performance
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Jayden Wei Jie Ang; Yin Ni Ng – Journal of Chemical Education, 2024
The quality and effectiveness of online teaching-learning are increasingly important with online learning becoming the norm. This cross-sectional survey study aimed to determine the relationship between first-year polytechnic students' perception of chemistry asynchronous lectures and their learning performance. Their perception was determined…
Descriptors: College Freshmen, Chemistry, Science Instruction, Lecture Method
Examining Situational Interest and Its Relationship with Self-Efficacy in Asynchronous and Synchronous Video Lectures
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Christopher Lange – International Journal of Educational Technology in Higher Education, 2024
Recently, the number of online courses provided for university students around the world has increased substantially. Instruction is delivered most commonly through either asynchronous video lectures (pre-recorded videos with no real-time communication) or synchronous video lectures (live-streamed videos with real-time communication). From a…
Descriptors: Asynchronous Communication, Synchronous Communication, Self Efficacy, Online Courses
Value vs. Vulnerability: Exploring Asynchronous Commenting in Lecture-Capture Video Recordings for Undergraduate Medical and Dental Students and Its Impact on Learning through a Pre and Post Survey Design
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Lyn K. Sonnenberg; Arif Onan; Jaime C. Yu; Victor Do – Learning Environments Research, 2024
Engagement through the use of technology requires a level of vulnerability and trust amongst teachers and learners. The emotional and social aspects of engagement can be significantly affected by the nuances of the learning setting. The study goal was to explore learner needs related to uploaded lecture-captured recordings and examine how the use…
Descriptors: Asynchronous Communication, Lecture Method, Video Technology, Undergraduate Students
Asynchronous Lecture Participation Negatively Predicts Exam Scores for Females and Students of Color in an Introductory Physiology Course during COVID-19
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Hana D. Zhou; J. D. Walker; Dalay Olson – Advances in Physiology Education, 2024
In response to COVID-19, educators rapidly pivoted to new and innovative ways of delivering lecture material. The ability to host synchronous lectures on platforms like Zoom gave students continued access to classroom material in the face of an ongoing pandemic. The purpose of this study was to investigate the differences in exam scores between…
Descriptors: Physiology, Asynchronous Communication, Educational Technology, Lecture Method
Digital Notetaking in Lectures: How Students Adapt to a Multi-Faceted University Learning Environment
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Beckie Arden; Jennifer Norris; Steve Cole; Simon C. Gamble – Cogent Education, 2024
University students are increasingly taking a digital approach to notetaking in lectures, influenced by technological developments, environmental sustainability, and the Covid-19 pandemic. This research aims to understand the ways in which students currently make digital notes and identify barriers to digital notetaking from a student perspective.…
Descriptors: Foreign Countries, College Students, Notetaking, Handheld Devices
Constructivist Teaching in a Virtual Space
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Aviva Dorfman – Networks: An Online Journal for Teacher Research, 2024
Due to the pandemic, undergraduate course ECE 340: Constructivist Teaching with Young Children, moved to an online, asynchronous format. The in-person methods I used, group work, in-class activities, and discussion, could not be directly transposed online as might lecture and recitation. Toward the term's end students expressed appreciation for…
Descriptors: Constructivism (Learning), Virtual Classrooms, Electronic Learning, Early Childhood Education