Utilizing Flip Camcorder for Creating Video Feedback: Is the Feedback Realistic
Social presence is critical for an instructor to establish in a course. Research shows that students who believe that a professor cares about them are more likely to connect with the material as well. Many avenues for creating that atmosphere exist including using audio feedback and leveraging social networking technologies. Until recently, customized video feedback was too cumbersome to be created and distributed by mainstream professors. This study examined the use of a Flip camcorder to provide instructor-created, customized feedback in a research methods graduate-level course conducted both on-line and face-to-face. Preliminary results indicate that the process was beneficial to students and reasonable for professors to accomplish.
Assessing and Improving an Online Student Program Enrolled In a Physical Education and Health Research Methods Course
This research studied the learning experience satisfaction levels of forty-three students enrolled in an online Research Methods course by establishing the acknowledged importance of five major variables to them, their learning experience satisfaction in each area, and the lessons learned through the various differentials. An online survey was used to determine these ratings and the resulting descriptive statistics, including mean scores and standard deviations, were calculated to lead us to appropriate conclusions. Furthermore, statistically significant differentials in each variable between acknowledged importance and learning experience satisfaction ratings were analyzed using a paired-samples t-test, at the .05 level of significance. The study conclusively demonstrated that students were, in general, satisfied with this on-line approach, but the differentials in evaluations indicated areas for program improvement.
Keywords: distance education; students’ perspective; asynchronous learning; traditional courses; perceived satisfaction; higher education; virtual classroom; online course design; online learning; perceived importance