![]() ![]() Instructor made videos such as screencasts humanizes the learning experience. (2006) harp on the significance of instructor-created videos because of the equivalency that can be fostered from the presence that is exuded. The instructors must be able to communicate the intellectual climate of the course and serve as a model for their students” (pp. Jones, Kolloff, and Kolloff, (2006) state “The introductory video can aid in communicating the organization and expectations to the students Teachers provide intellectual leadership and share their knowledge of the subject matter with their students. Instructor presence is integral for all learning environments, but the challenges regarding interaction within online learning can be met with screencasts. Screencasts can include a webcam that features the instructor’s face along with audio commentary. Screencasts can be utilized to explain complex concepts or for introductions. ![]() When students ask more application-oriented questions this is indicative of progressing towards higher order thinking skills such as applying and analyzing. (2013) explained that students from Section 1 received more “conventional” education in which students took notes during class with hands-on learning integrated throughout the face-to-face meetings.” Students from Section 1 asked more definition-based and procedural questions while students from Section 2 asked more application-oriented and conceptual questions. Students were able to gain an initial understanding and went to class prepared with questions along with applicable knowledge for the face-to-face activities. Students in Section 2 seemed more aware of the content being covered each day and came to class prepared to engage with group members on the content.” The screencasts allowed students to view the lecture outside of class. state “Findings from instructor insights reflect many of the positive comments made by students regarding the use of online notes. Section 1 did not view screencasts and Section 2 did view screencasts. Guerrero, Baumgartel, and Zobott (2013) developed a study comparing experiences of two sections of students within a transformation of pedagogy setting that had similar traits to flipped learning. Students also believe they can work at their own pace because of the ability replay the recorded video. Students may believe that they comprehend the content better due to hearing their instructor’s voice. Online lecture, videos, or screencasts created by an instructor can have a positive impact on students’ attitudes towards their learning experience. ![]()
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