All posts by Suvekshya Adhikari

Learning Technology Integrations

Videos in the Course: Enhancing Learning with Multimedia

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Keeping students engaged in a lesson can be challenging. Instructors nowadays are using multimedia tools to complement and enhance instruction due to 1) decreasing student attention spans and 2) the limited time instructors have available to create informative courses. 

Videos can be a valuable tool for enhancing student learning in the classroom through multimedia. According to Mayer (2017), the cognitive theory of multimedia learning asserts that videos can help students learn by providing both auditory and visual information, which can improve their understanding and retention of information. 

In a recent survey conducted by Kaltura (2018), “92% of students said that videos helped them learn effectively” (p.4). Students are more likely to retain material, feel secure in their knowledge of a subject, and, as a result, report higher levels of educational satisfaction when they are interested in and satisfied with the course of study (Kaltura, 2018). 

Doolittle and Hicks (2003), discovered during their research that students were more involved and interested when multimedia was used in the classroom. Additionally, the study discovered that students who were exposed to multimedia in the classroom understood the content more thoroughly than those who were not (Doolittle & Hicks, 2003). Similar results were obtained in a study by Mayer and Moreno (1999), which revealed that students who were exposed to multimedia materials learned more than those who were just exposed to text-based resources. 

How Can Videos Enhance Student Learning? 

To achieve the greatest benefits from using videos in your course, instructors should think about how it best integrates into their learning outcomes and assessment activities. It is necessary to provide clear communication on the purpose of watching videos in the course. Effective videos, regardless of purpose, need planning. Let’s look at some of the ways videos can be used in the classroom to enhance student learning: 

As an Introduction to New Topics. Videos can be used to introduce a new topic or idea. Instructors can help students understand the relevance and context of the material they will be learning.  This can be achieved by playing a video that provides an overview of a real-world example of the topic (Mayer, 2017). Guo et al. (2014), discovered that the use of brief introductory videos (chapters, modules, courses, etc.) dramatically increased student interest and performance in online courses. 

To Facilitate Discussions. By encouraging students to interact with the content through conversations or reflections, videos can be utilized to encourage active learning. For instance, instructors can pause the video at specific points to encourage students to discuss how the material in the video relates to their practical experiences and the course content (Gagne & Briggs, 1979). 

To Demonstrate Procedures. Videos can demonstrate animations, experiments, or other presentations that are challenging and costly to recreate in a classroom environment. These illustrations can help students to comprehend difficult or abstract ideas (Mayer, 2017). 

In a Flipped Classroom. Instructors can use videos as part of a flipped classroom model where students watch videos outside of class and use class time for discussion and learning activities. Each student can watch the video at their own pace; pausing it,  rewinding it, or adjusting the speed and volume, for a better experience. Students can control the information flow in this way, allowing them to take notes or do tasks without missing any information.

Overall, videos can be a valuable tool for enhancing student learning in the classroom. By using videos effectively, instructors can help students better understand complex concepts, foster discussion, and engagement, and support differentiated instruction. 

If adding videos or any other forms of multimedia into your course is of interest, but you need some assistance, just reach out to us via email or through Bookings. The SCSU Online and Distance Learning team can provide guidance and tools to get you on the right track.

Additional Reading:

For more information about adding equity to your technology, check out this previous blog post.

References:

Doolittle, P. & Hicks, D. (2003). Constructivism as a theoretical foundation for the use of technology in social studies. Theory and Research in Social Education, 31(1): 72–104. https://doi.org/10.1080/00933104.2003.10473216 

Fyfield, M. (2022, July 13). 6 ways to use video effectively in class. Monash University. Retrieved April 27, 2023, from https://www.monash.edu/education/teachspace/articles/6-ways-to-use-video-effectively-in-class 

Gagné, R.M. & Briggs, L.J. (1979). Principles of instructional design (2nd ed.). Holt. Rinehart, and Winston. 

Gou, P, Kim, J, & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Association for Computing Machinery Digital Library. https://doi.org/10.1145/2556325.2566239

Kang, S. (2020). Crop woman browsing modern laptop [Photograph]. Pexels. https://www.pexels.com/photo/crop-woman-browsing-modern-laptop-6045364/   

Kaltura. (2018). Fifth annual state of video in education 2018: Insights and trends. https://corp.kaltura.com/wp-content/uploads/2018/07/The_State_of_Video_in_Education_2018.pdf  

Mayer, R. E. (2017). Using multimedia for e‐learning.  Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197   

Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358–368. https://doi.org/10.1037/0022-0663.91.2.358

Sherer, P., & Shea, T. (2011. Using online video to support student learning and engagement. College Teaching, 59(2), 56-59. https://doi.org/10.1080/87567555.2010.511313  

University of Hartford. (n.d.). 12 principles of multimedia learning.  https://www.hartford.edu/faculty-staff/faculty/fcld/_files/12%20Principles%20of%20Multimedia%20Learning.pdf  

 

Suvekshya Adhikari is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. She is a Master of Science in Information Assurance (MSIA) student at SCSU. Suvekshya spends her leisure time painting and cooking for her friends.

Learning Strategies

What Students Can Derive From Purposeful and Deep Learning Discussion Boards

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Presently, technology has integrated itself into the educational system and completely changed how we study. The usage of online discussion boards is one such innovation that has completely changed the way students learn. Discussion boards for deep and purposeful learning can support students by engaging in meaningful interactions with their peers and teachers, thus improving learning results (Osborne et al., 2018).  According to the National Survey of Student Engagement (NSSE) (2018), students who participate in online discussion boards report better levels of engagement and satisfaction with their learning experience.  The regular use of online discussion boards can contribute to an increase in both a sense of online community (social presence) and learning on a deeper level (cognitive community) (Garrison et al., 2010).  These are only a couple of the several benefits offered by discussion boards.   

Benefits of Deep Learning Discussion Boards for Students 
  • Students are more likely to develop and utilize critical thinking. Discussion boards encourage students to submit queries, dispute hypotheses, and assess ideas, which fosters analytical and critical thinking skills. Students gain the ability to study a subject from several angles, take into account arguments and ideas, and draw their own conclusions when they participate in conversations (Osborne et al., 2018). They improve their capacity for critical thought and problem-solving skills by doing this. 
  • They enhance collaboration skills. Students are strongly encouraged to collaborate, offer input, and build on one another’s expertise via a discussion board. This improves their teamwork skills, preparing them for future employment where collaboration is important.

Online discussion boards can be configured for anonymous posts, offering some students a secure environment. The anonymity of discussion posts, according to Bunker and Ellis (2001), “can encourage the shy learner who may hesitate to interact in face-to-face teaching and fail to ask for assistance or clarification if needed” (pp.3-4), to participate more and provide honest and open communication online. When they are anonymous, it reduces the risk of social stigma or judgment (Bunker & Ellis, 2001). The anonymity of discussion posts also can be seen as a way to protect freedom of speech and the ability to express unpopular or controversial opinions without fear of retaliation. Compared to face-to-face engagement, discussion boards can allow students 1) more time for reflection and 2) a potentially less stressful environment   to express their ideas and perspectives​ (Douglas, 2020)​. 

  • Students develop a stronger class community. Positive changes in the classroom environment can be seen in the way that students interact with one another, how they trust one another more, how many questions they ask the teacher, and how they feel that the course is worthwhile and relevant to their needs​ (Rovai, 2004)​. By feeling more connected to their peers and the course material, students are likely to perform better academically. According to studies by Pekrun et al. (2009), a supportive learning environment can boost students’ motivation, engagement, and academic performance.  
  • Learning occurs from peer reviews. Additionally, discussion boards allow students to benefit from peer evaluations. They get feedback from their peers, which can be used to discover areas for development and improve their comprehension of the subject. This encourages analysis and active deep learning. 
  • It is easier to create an informed opinion. There are long intervals of time scheduled for a discussion online to consider the claims and assertions made by the other participants. Adequate research can be conducted on any questions, which additionally strengthens the points being presented. There is no longer a requirement for a prompt response.  In this approach, well-considered opinions are encouraged.  

Given the circumstances, students may gain a variety of advantages by taking part in focused and in-depth learning discussion boards. Students can gain a lot by taking part in these kinds of activities, from improving their comprehension of the course content to enhancing their critical thinking and communication skills. 

If you need assistance with developing engaging discussion boards, the SCSU Online and Distance Learning team can help.  We can provide the proper guidance and tools for any course.  Reach out to us via email or through Bookings.

Additional Reading:

For more information on the Community of Inquiry Model, check out this previous blog post.

For more information on applying active learning strategies, check out this previous blog post.

References:

Bitar, J. (2018, December 5). Indiana University Center for Postsecondary Research releases findings from a 2018 survey of student engagement. Higher Education Today. https://www.higheredtoday.org/2018/12/05/indiana-university-center-postsecondary-research-releases-findings-2018-survey-student-engagement/   

Blackmon, S. J. (2012, July). Outcomes of chat and discussion board use in online learning: A research synthesis. Journal of Educators Online, 9(2).  https://eric.ed.gov/?id=EJ985399  

Burton, K. (2020). Faceless woman freelancer using computer in street
 [Photograph]. Pexels. https://www.pexels.com/photo/faceless-woman-freelancer-using-computer-in-street-6084521/ 

Douglas, T., James, A., Earwaker, L., Mather, C., & Murray, S. (2020). Online discussion boards: Improving practice and student engagement by harnessing facilitator perceptions. Journal of University Teaching &Learning Practice, 17(3). https://doi.org/10.53761/1.17.3.7    

Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. Internet and Higher Education, 13, 31–36. https://doi.org/10.1016/j.iheduc.2009.10.002

Osborne, D. M., Byrne, J. H., Massey D. L., & Johnston A. N. B. (2018). Use of online asynchronous discussion boards to engage students, enhance critical thinking, and foster staff-student/student student collaboration: A mixed method study. Nurse Education Today
Volume 70, 40-46. https://doi.org/10.1016/j.nedt.2018.08.014

Rovai, A. P. (2004). A constructivist approach to online college learning. The Internet and Higher Education, 7(2), 79-93.  https://doi.org/10.1016/j.iheduc.2003.10.002  

Schneider, A. (2022, March 30). 5 online discussion benefits to improve your student’s thinking- Schnaq. Schnaq Bloq. Retrieved April 18, 2023, from https://schnaq.com/blog/en/online-discussion-benefits/  

 

Suvekshya Adhikari is a Graduate Assistant at the Online and Distance Learning Department at Saint Cloud State University. She is a Master of Science in Information Assurance (MSIA) student at SCSU. Suvekshya spends her leisure time painting and cooking for her friends.

 

Learning Technology Integrations

Using Social Media in College Courses 

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Social media sites can be used to not only teach students who are already proficient with the tools but also, to advance a teacher’s professional development. When faculty require students to utilize social media, it can encourage them to express or discuss their thoughts. There are many different accessible platforms, for faculty to use in a number of exciting ways. 

It comes as no surprise that today’s college students are surrounded by and engrossed in social media. Faculties can make use of social media platforms in their courses for many different purposes. These purposes can include raising student interest in learning, improving teacher-student interactions, and extending learning communities outside of the classroom. 

Social Media Platforms and Ways to Use Them Within a Course 
  • The use of a Facebook page to broadcast updates and alerts: Encourage students to like the class’s Facebook page so that the teacher may use it to post class updates, distribute homework, and promote conversation. 
  • The use of Twitter as a class message board: Teachers can publish words of encouragement, provide links to pertinent resources and materials, and post alerts for assignment and assessment deadlines (West, 2021). Additionally, teachers can start Twitter chats and discussions centered on a chosen hashtag.   
  • The use of blog posts as essays: Another method for integrating social media and learning is to have students write essays or other short forms of writing on their personal blogs. 
  • Faculty can use social media to create virtual communities for practice and to have students engage with each other, with the subject, and with their teacher in a digital setting. These communities are most conducive for online and hybrid courses where face-to-face interaction is constrained or absent. 
  • The use of YouTube to provide students with an opportunity to create their own media and personal advertisement.  

Student in library looking at a smart phone.Moran, Seaman, and Tinti-Kane (2011) conducted a survey on the adoption of social media within the college classroom and found that: 

……20% of professors have given students the task of posting or commenting on social media sites (p. 3), while more than 40% of instructors have mandated that students read or view social media as part of a course assignment (p. 3). With 80% of staff members reporting some use of online video in the classroom, since it is by far the most popular social media platform shared in class, posted outside of class, or given to students to view (p. 3). 

Faculty Considerations When Using Social Media in a Course 
  • Becoming proficient in the use of social media and new computer programs before incorporating them into their classrooms. 
  • Considering how social media will promote participation and improve learning outcomes when determining whether to use it for a class assignment. 
  • Being cautious of the effects of letting students publish content on outside websites (those not provided or hosted by your institution). Keep this checklist close as you when you plan your class activity because FERPA and Copyright Compliance overlap with social media usage within the classroom. 
  • Preparing your response in advance if a student expresses discomfort sharing their information with third-party services or other social media users.  
  • Making social media optional and providing a substitute for students who are hesitant to use it (Chen & Bryer, 2012). Social media is a supplemental tool, but it shouldn’t get in the way of teaching.

Reaching a larger audience, inspiring students, and enhancing openness in communication (both internal and external), assessment, and evaluation can all be considered while using social media. 

 References:  

Chen, B. & Bryer, T. (2012). Investigating instructional strategies for using social media in formal and informal learning. International Review of Research in Open and Distance Learning, 13(1):87-104. https://doi.org/10.19173/irrodl.v13i1.1027

Focus Faculty. (2020, December 7). Using social media to retain and connect with students in the shift to online education.  Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/online-education/online-student-engagement/using-social-media-to-retain-and-connect-with-students-in-the-shift-to-online-education/   

Hall, A. A., Delello, J. A., & McWhorter, R. R. (2017). Using Facebook to supplement instruction in online and hybrid courses. International Journal of Innovation and Learning, 22(1), 87-104. https://doi.org/10.1504/ijil.2017.085250 

Kampus Production. (2020). Black couple doing presentation for studies in classroom [Photograph]. Pexels. https://www.pexels.com/photo/black-couple-doing-presentation-for-studies-in-classroom-5940845/ 

Moran, M., Seaman, J., & Tinti-Kane, H. (2011). Teaching, learning, and sharing: How today’s higher education faculty use social media. Babson Survey Research Group. https://eric.ed.gov/?id=ED535130 

Piacquadio, A. (2020). Student browsing smartphone at table with books [Photograph]. Pexels.  https://www.pexels.com/photo/student-browsing-smartphone-at-table-with-books-3769982/ 

Richardson, M. E. (2020). Social Media in the classroom. The new normal for university education after COVID. International Dialogues on Education Journal, 7(1/2), 14–18. https://doi.org/10.53308/ide.v7i1/2.19 

Samuels-Peretz, D., Dvorkin Camiel, L., Teeley, K., & Banerjee, G. (2016). Digitally inspired thinking: Can social media lead to deep learning in higher education? College Teaching, 32–38. https://doi.org/10.1080/87567555.2016.1225663 

West, C. (2021, November 11). 12 ways to use social media for education. Sprout Social.  https://sproutsocial.com/insights/social-media-for-education/  

 

Suvekshya Adhikari is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. She is a Master of Science in Information Assurance (MSIA) student at SCSU. Suvekshya spends her leisure time painting and cooking for her friends.