ABSTRACT
As the utilisation of Massive Open Online Course (MOOC) grows in Technical and Vocational Education and Training (TVET) discipline, TVET students are required to use video lectures uploaded on MOOCs frequently. However, video lectures come in various styles and it may affect students' academic performance and psychology. Acknowledging this issue, this study aims to investigate the styles of TVET video lectures included in MOOCs by Malaysian Polytechnics. The video lectures (N=90) were analysed using video lecture style taxonomy [12]. It was found that the TVET video lectures can be categorised into fifteen styles in which nine of the styles were not listed in the taxonomy. Hence, the findings of this study can benefit TVET students and instructors in utilising video lectures effectively for teaching and learning. Additionally, it can also help researchers in corpus selection to further the study of TVET video lectures.
- Mustafa, Z. 2018. Boost to TVET. New Straits Times. November 21, 2018.Google Scholar
- Shaari, R., Ismail, Y., and Kok, R. A. 2018. Introduction to Massive Open Online Course (MOOC): The issues and challenges using MOOC as a teaching and learning method in Malaysian Polytechnic. Advanced Journal of Technical and Vocational Education. 2, 4, 22--29.Google Scholar
- Chauhan, J. and Goel, A. 2015. An analysis of video lecture in MOOC. In Proceedings of the 11th |International Conference on ICT in Education, Research and Industrial Applications: Integration, Harmonization and Knowledge Transfer (Lviv, Ukraine, May 14--16, 2015). ICTERI 2015. CEUR-WS.org. 1356, 35--50.Google Scholar
- Brecht, H. D. 2012. Learning from online video lectures. Journal of Information Technology Education: Innovations in Practice, 11, 227--250.Google ScholarCross Ref
- Hyon, S. 1997. Models of lecture discourse: Applications for academic listening and future research directions. Colloquium on Academic Listening within the EAP Curriculum. Washington, DC: Distributed by ERIC Clearinghouse.Google Scholar
- Johnston, T. C. 2015. Lessons from MOOCs: VL and peer assessment. Academy of Educational Leadership Journal, 19, 91--97.Google Scholar
- Nordin, N., Norman, H., Embi, M.A., Mansor, A.Z., and Idris, F. 2016. Factors for development of learning content and task for MOOCs in an Asian context. International Education Studies. 9, 5, 48--61.Google ScholarCross Ref
- Guo, P. J., Kim, J., and Rubin, R. 2014. How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the First ACM Conference on Learning Scale, 41--50.Google Scholar
- Homer, B. D., Plass, J. L., and Blake, L. 2008. The effects of video on cognitive load and social presence in multimedia-learning. Computers in Human Behavior, 24, 3, 786--797.Google ScholarDigital Library
- Chen, C. M., and Wu, C. H. 2015. Effects of different video lecture types on sustained attention, Emotion, cognitive load, and learning performance. Computers & Education. 80, 108--121.Google ScholarDigital Library
- Veletsianos, G. 2014. Why replacing teachers with automated education lacks imagination? The Conversation. August 30, 2014. Retrieved on 1 Jan 2019 from http://theconversation.com/why-replacing-teachers-with-automated-education-lacks-imagination-30842Google Scholar
- Crook, C. and Schofield, L. (2017). The video lectures. The Internet and Higher Education, 34, 56--64.Google ScholarCross Ref
- Chorianopoulos, K. 2018. A taxonomy of asynchronous instructional video styles. International Review of Research in Open and Distributed Learning. 19, 1, 294--311.Google ScholarCross Ref
- Rahim, M. I. and Shamsudin, S. 2019. Categorisation of TVET Video Lecture Designs in MOOC. Manuscript submitted for publication.Google Scholar
- Chorianopoulos, K., and Giannakos, M. N. 2013. Usability design for video lectures. In Proceedings of the 11th European Conference on Interactive TV and Video, 163--164.Google Scholar
- Raihan, M. A. 2017. Interface design, emotions, and multimedia learning for TVET. In Proceedings of the 1st International Conference on Engineering Research and Practice, 116--125.Google Scholar
- Fardon, M. 2003. Internet streaming of lectures: A matter of style. In Proceedings of Educause Australasia Conference (Adelaide, Australia, May 6--9, 2003). 699--708.Google Scholar
- Hansch, A., Hillers, L., McConachie, K., Newman, C., Schildhauer, T., and Schmidt, P. 2015. Video and online learning: Critical reflections and findings from the field. HIIG Discussion Paper Series. No. 2015--02.Google Scholar
- Buchner, J. 2018. How to create Educational Videos: From watching passively to learning actively. Open Online Journal for Research and Education. Special Issue 12, September 2018, 1--10.Google Scholar
- Young, L. 1994. University lectures - Macro-structure and micro-features. In Academic Listening: Research Perspectives, J. Flowerdew, Ed. Cambridge University Press, Cambridge, 159--176.Google Scholar
Index Terms
- Video Lecture Styles in MOOCs by Malaysian Polytechnics
Recommendations
Effects of In-Video Quizzes on MOOC Lecture Viewing
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScaleOnline courses on sites such as Coursera use quizzes embedded inside lecture videos (in-video quizzes) to help learners test their understanding of the video. This paper analyzes how users interact with in-video quizzes, and how in-video quizzes ...
Usability design for video lectures
EuroITV '13: Proceedings of the 11th European Conference on Interactive TV and VideoThere is a growing number and variety of educational video lectures online, but there is limited understanding of their effectiveness in terms of learning and usability. Although there is significant research literature within the individual domains of ...
Using learning analytics to explore help-seeking learner profiles in MOOCs
LAK '17: Proceedings of the Seventh International Learning Analytics & Knowledge ConferenceIn online learning environments, learners are often required to be more autonomous in their approach to learning. In scaled online learning environments, like Massive Open Online Courses (MOOCs), there are differences in the ability of learners to ...
Comments