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Chante Glick – ProQuest LLC, 2024
There are currently approximately 180,000 Registered Behavior Technicians® (RBT®s) (Behavior Analyst Certification Board, n.d.) To become an RBT, one must complete 40 hours of training and pass a competency assessment and an exam. The initial training is frequently conducted though asynchronous online platforms. To our knowledge, there has been…
Descriptors: Electronic Learning, Asynchronous Communication, Computer Assisted Instruction, Allied Health Personnel
ChangFeng Ning; Yan Huang – Education and Information Technologies, 2024
Numerous research investigations have explored various approaches to online sports instruction; however, limited data exist regarding students' perspectives on the use of video and text-based instructional techniques. This paper endeavours to examine the impact of two asynchronous online physical learning methods (the YouTube method and the text…
Descriptors: Physical Education, Asynchronous Communication, Video Technology, Teaching Methods
Joseph Wong; Lindsey E. Richland; Brad Hughes – AERA Online Paper Repository, 2024
Amidst the disruptions caused by COVID-19, maintaining learner engagement in traditional and online courses has become a significant concern. This study explores the use of embedded video questions in an undergraduate Biology course grounded in the Learning Experience Design (LXD) pedagogical paradigm with the objective to reduce cognitive load…
Descriptors: Learning Experience, Cognitive Processes, Student Behavior, Video Technology
Seth C. Hickman – ProQuest LLC, 2021
Video clubs, in which teachers meet to view videos of their classrooms in order to improve instruction, have become a popular means of professional development. With today's technology, these video clubs can be conducted virtually, yet little is known about the effectiveness of asynchronous or synchronous virtual video clubs. This study addressed…
Descriptors: Microteaching, Video Technology, Clubs, Asynchronous Communication
Griffith, John; Faulconer, Emily – Online Journal of Distance Learning Administration, 2022
This study attempted to determine if placing videos in an asynchronous course influenced the learning experience. Data were examined for an introductory college statistics course comparing results pre and post implementation of videos in support of discussions, assignments, homework, quizzes, and exams. Frequency of external tutoring was…
Descriptors: Video Technology, Asynchronous Communication, Online Courses, Learning Experience
Keith Zvoch; Lawrence E. Letourneau; Patricia Spaniol-Mathews – American Journal of Distance Education, 2024
This study investigates the relative impact of online delivery of supplemental instruction (SI) to undergraduate students enrolled in STEM courses at a large, four-year, Hispanic Serving Institution (HSI) in the southern United States. A multi-condition, randomized trial comparing the relative performance of in-person to online SI was implemented…
Descriptors: Supplementary Education, STEM Education, Academic Achievement, Electronic Learning
Yaron Ghilay – Higher Education Studies, 2025
This study investigates the effectiveness of video-based learning compared to traditional text-based methods in distance education for software courses. The research was based on two samples of students (n[subscript 1] = 32, n[subscript 2] = 30) enrolled in the "Fundamentals of PSPP" distance course at the N.B. School of Design and…
Descriptors: Distance Education, Instructional Effectiveness, Computer Software, Video Technology
Noetel, Michael; Griffith, Shantell; Delaney, Oscar; Sanders, Taren; Parker, Philip; del Pozo Cruz, Borja; Lonsdale, Chris – Review of Educational Research, 2021
Universities around the world are incorporating online learning, often relying on videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomized trials that measured the learning effects of video among college students. We conducted…
Descriptors: Video Technology, Higher Education, Educational Research, Electronic Learning
Kimbrel, Laurie A.; Gantner, Myrna W. – International Journal of Educational Leadership Preparation, 2021
The purpose of this study was to determine if graduate students enrolled in an Education Leadership program perceived the use of Instructor Made Videos (IMVs) with quizzes as a useful tool to increase student-to-instructor and student-to content engagement in asynchronous online courses. Additionally, this study sought to determine how graduate…
Descriptors: Student Attitudes, Teacher Developed Materials, Video Technology, Tests
Carr, Jennie – Journal of Educational Technology and Online Learning, 2020
Asynchronous online discussion boards are frequently utilized as a pedagogical tool within traditional, hybrid, and online collegiate courses. Research has found teacher candidates can be disenchanted with the monotonous structure of traditional asynchronous online discussion boards. In educator preparation, we claim to understand teacher…
Descriptors: Preservice Teachers, Student Attitudes, Asynchronous Communication, Computer Mediated Communication
Wilkie, Brett; Liefeith, Andreas – Teaching in Higher Education, 2022
Effective student feedback is a central issue in higher education and has been closely aligned to satisfaction and overall experience. Technology-enabled models of feedback may have the capacity to overcome some of the limitations that previously made high quality feedback on formative tasks challenging or impractical. This study adopted live…
Descriptors: Instructional Effectiveness, Feedback (Response), Formative Evaluation, Coaching (Performance)
Pilkington, Lisa I.; Hanif, Muhammad – Biochemistry and Molecular Biology Education, 2021
The COVID-19 pandemic led to an abrupt suspension of face-to-face teaching activities in higher education institutions across the globe. The instructors and faculty at most institutions have had to adapt, invent, and implement adjustments quickly to adopt an online learning environment. This has been an extraordinarily challenging time for both…
Descriptors: Instructional Innovation, Science Instruction, Chemistry, Instructional Effectiveness
I-Fan Liu; Hui-Chun Hung; Che-Tien Liang – Interactive Learning Environments, 2024
With the rise of big data, artificial intelligence, and other emerging information technologies, an increasing number of students without computer science (CS) backgrounds have begun to learn programming. Programming is considered a complex task for beginners, and instructors find it difficult to quickly address all the problems that students…
Descriptors: Programming, Student Attitudes, Blended Learning, Video Technology
Bryce, Jonathan; Thinakaran, Rajermani; Zakaria, Zairul Amri – Journal of Information Technology Education: Innovations in Practice, 2022
Aim/Purpose: The purpose of this research is to determine whether ESL teaching videos as a form of asynchronous online knowledge sharing can act as an aid to ESL learners internalizing knowledge in language acquisition. In this context, internalizing knowledge carries the meaning of being able to remember language, and purposefully and accurately…
Descriptors: Knowledge Management, English (Second Language), Second Language Learning, Second Language Instruction
Kaufmann, Daniel A. – Journal of Instructional Research, 2019
Online learners face a different set of obstacles than their classroom-based counterparts as they seek to develop clinical skills solely through interaction with the content of an independent learning curriculum. While ground campus learners benefit from classroom content such as lectures or roleplay activities with their peers to rehearse…
Descriptors: Online Courses, Independent Study, Teaching Methods, Video Technology