Using video resources to support massive business courses: Learning goals and development processes.
Nathaniel Ostashewski, Peter Hosie, Romana Martin, Michael Lwin, Curtin University of Technology, Australia
EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper reports on two cases of developing online video resources for university students enrolled in massive business courses. This exploratory investigation is focused on considering the design and development of video resources for massive courses. Initially, the findings indicate that lecturers responsible for massive courses have some common educational needs and goals for resource development and common approaches to developing video resources. The study also identified that current technology available to lecturers allows them to efficiently develop and present targeted video materials for students taking massive courses. In practice, the goals and processes need careful planning, organization, and implementation to ensure the production of videos is an efficacious use of lecturer time. Future research needs to explore the types of resources developed and production time and costs required for various video segment types, with student perceptions of the value added by online video segments for their learning.
Ostashewski, N., Hosie, P., Martin, R. & Lwin, M. (2013). Using video resources to support massive business courses: Learning goals and development processes. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 910-914). Victoria, Canada: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)
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Nathaniel Ostashewski, Curtin University of Technology, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 916–922
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