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The Influence of Integrating Pre-Online Lecture Videos in Classrooms: a Case Study PROCEEDINGS

, Boston University, United States ; , Program in Molecular and Genetic Epidemiology, Department of Epidemiology, Harvard School of Public Health, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Online videos are widely used in classrooms and have changed how teachers and students interact with each other in the teaching and learning processes (U.S. Department Education, 2006). By recording and posting lecture videos on YouTube or on course websites, teachers can easily share their educational materials, support students’ learning processes regardless of time and location, and provide a 24/7 learning environment. However, the use of online videos in an educational setting is still in the early stages; more research is necessary to address the efficacy of integrating online videos. This study aims to provide a better understanding of the influence of integrating online videos into curricula (1) by examining student learning outcomes after the use of pre- and post- lecture online videos in a traditional, lecture-based physics course at Boston University, and (2) by surveying students’ opinions about the integration of online videos in their curricula.

Citation

Kim, J. & Chen, C.Y. (2011). The Influence of Integrating Pre-Online Lecture Videos in Classrooms: a Case Study. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 244-249). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 22, 2017 from .