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Faculty uses and perceptions of vide...

Leahy, Sean M.

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Faculty uses and perceptions of video in higher education online courses.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Faculty uses and perceptions of video in higher education online courses./
作者:	Leahy, Sean M.
面頁冊數:	161 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3700835
ISBN:	9781321709896

Faculty uses and perceptions of video in higher education online courses.
Leahy, Sean M.

Faculty uses and perceptions of video in higher education online courses. - 161 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Michigan State University, 2015.

This is a study of 100 instructors' use and perceptions of video in online courses they teach. A 60-item anonymous survey was sent to online instructors at a large international university. The survey items asked about the instructors' perceptions of the value of four types of video: instructor-created, third party, student-created, and synchronous video. Instructors were also asked to report any barriers of their use of video and the support for video use provided by the university. The undergraduate and masters courses taught by these instructors included subjects in business, education, arts and sciences, and communications. Analyses of instructors' responses showed that use of video varied widely in overall frequency and by the four types of video used. Types of video use were found to differ significantly across these four major academic units with third party videos reported as the most used video type in online courses and synchronous videos reported as the least used. Third party videos were perceived to have a significantly higher level of pedagogical value for increasing student learning, engagement, and overall course quality, than instructor-created videos. Instructors reported the main perceived barriers to video use were course development time and professional development in video technology. Age and instructor experience were significantly correlated with the use of instructor-created and student-created video indicating that younger instructors were more likely to use these forms of video. Age was also found to be a predictor of technology use with younger instructors significantly correlated with their positive self-efficacy on using technology. Instructors reported an overall high level of self-efficacy on technological, pedagogical, and content knowledge. Instructors' responses to open-ended reflections provided an opportunity to capture the instructor `voices' in the context of personal experiences using video in online courses.

ISBN: 9781321709896Subjects--Topical Terms:

517670
Educational technology.

Faculty uses and perceptions of video in higher education online courses.
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245 1 0 $a Faculty uses and perceptions of video in higher education online courses.
300 $a 161 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Patrick Dickson.
502 $a Thesis (Ph.D.)--Michigan State University, 2015.
520 $a This is a study of 100 instructors' use and perceptions of video in online courses they teach. A 60-item anonymous survey was sent to online instructors at a large international university. The survey items asked about the instructors' perceptions of the value of four types of video: instructor-created, third party, student-created, and synchronous video. Instructors were also asked to report any barriers of their use of video and the support for video use provided by the university. The undergraduate and masters courses taught by these instructors included subjects in business, education, arts and sciences, and communications. Analyses of instructors' responses showed that use of video varied widely in overall frequency and by the four types of video used. Types of video use were found to differ significantly across these four major academic units with third party videos reported as the most used video type in online courses and synchronous videos reported as the least used. Third party videos were perceived to have a significantly higher level of pedagogical value for increasing student learning, engagement, and overall course quality, than instructor-created videos. Instructors reported the main perceived barriers to video use were course development time and professional development in video technology. Age and instructor experience were significantly correlated with the use of instructor-created and student-created video indicating that younger instructors were more likely to use these forms of video. Age was also found to be a predictor of technology use with younger instructors significantly correlated with their positive self-efficacy on using technology. Instructors reported an overall high level of self-efficacy on technological, pedagogical, and content knowledge. Instructors' responses to open-ended reflections provided an opportunity to capture the instructor `voices' in the context of personal experiences using video in online courses.
520 $a The overall conclusion of this study is that in view of the high frequency of video use in online courses, universities need to listen carefully to the voices of instructors in order to provide professional support and training that matches needs and pedagogical goals of instructors. Professional development on the uses of video technology is needed to help instructors effectively integrating video in their online course.
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