In ETHE we believe that article dissemination is a fundamental part of academic research. For this reason, we always encourage authors to make infographics and videos to spread their articles, and thus achieve a greater impact with their research.
If you want to see our recommendations to make videos and infographics presenting your articles, please click here to see the process of creating an infographic, and here to see how to make a video.
A novel taxonomy of student-generated video styles (VIDEO)
By Rosa Arruabarrena, Ana Sánchez, César Domínguez & Arturo Jaime presents us their official video for their article A novel taxonomy of student-generated video styles
Video is a medium increasingly used in education. The styles of videos produced for academic purposes have been studied in the literature based mainly on those initially designed by instructors for use in MOOCs. In this work, we define a novel taxonomy of academic video design styles based on the videos produced by students. We have defined 10 different styles after reviewing 105 student-generated videos over 5 years. These types of videos reflect the tastes of students when making a video, which do not necessarily coincide with those of instructors. Based on our classification, a comparative analysis was done between the types of videos developed by instructors and by students, and significant differences were found. The style most commonly used by instructors is similar to the presentation slides while students’ videos are based on the integration of videos and images they search for on the Internet.
You can read the full article in ETHE Journal, here.
Attitudes and awareness of regional Pacific Island students towards e-learning
By Joel B. Johnson, Pritika Reddy, Ronil Chand & Mani Naiker presents us the official infographic for their article Attitudes and awareness of regional Pacific Island students towards e-learning
The rise of online modes of content delivery, termed e-learning, has increased student convenience and provided geographically remote students with more options for tertiary education. However, its efficacy relies upon student access to suitable technology and the internet, and the quality of the online course material. With the COVID-19 outbreak, education providers worldwide were forced to turn to e-learning to retain their student base and allow them to continue learning through the pandemic. However, in geographically remote, developing nations, many students may not have access to suitable technology or internet connections. Hence it is important to understand the potential of e-learning to maintain equitable access to education in such situations. This study found the majority (88%) of commencing students at the University of the South Pacific owned at least one ICT device and had access to the internet. Similarly, most students had adequate to strong ICT skills and a positive attitude toward e-learning. These attitudes among the student cohort, in conjunction with the previous experience of The University of the South Pacific in distance education, are likely to have contributed to its relatively successful transition from face-to-face to online learning as a result of the COVID-19 pandemic.
You can read the full article on ETHE Journal, here.
Applying the design-based learning model to foster undergraduates’ web design skills
Chun-Yen Tsai, Wen-Ling Shih, Fu-Pei Hsieh, Yun-An Chen & Chien-Liang Lin presents us the official video for their article Applying the desing-based learning model to foster undergraduates’ web design skills.
The purpose of this research was to design a course based on the design-based learning (DBL) model to improve undergraduates’ web design skills, and to explore the differences in learning effectiveness of students with different levels of knowledge integration. The study found that the use of the DBL strategy in teaching could improve the web design skills of the experimental group students, especially those students with insufficient web design skills in the initial stage. If students could be reminded to integrate knowledge while studying, their learning outcomes may be better.
You can read the full article in ETHE Journal, here.
The influence of teacher annotations on student learning engagement and video watching behaviors
By Sheng-Shiang Tseng
While course videos are powerful teaching resources in online courses, students often have difficulty sustaining their attention while watching videos and comprehending the content. This study adopted teacher annotations on videos as an instructional support to engage students in watching course videos. The results concluded that teacher annotations and student learning engagement were positively correlated. The students acknowledged that their retention and comprehension of the video content increased with the support of the teacher annotations.
You can read the full article here.
Digital higher education: a divider or bridge builder? Leadership perspectives on edtech in a COVID-19 reality
Melissa Laufer, Anne Leiser, Bronwen Deacon, Paola Perrin de Brichambaut, Benedikt Fecher, Christian Kobsda & Friedrich Hesse presents us the video for their article Digital higher education: a divider or bridge builder? Leadership perspectives on edtech in a COVID-19 reality
The edtech community has promoted claims that digital education enhances access, learning, and collaboration. The COVID-19 pandemic tested these claims like never before, as higher education systems seemingly overnight had to move teaching online. Through their experiences, we identified the multiple and overlapping factors that contribute to an institution’s ability to realize the potential of digital education, in terms of access, learning and collaboration, whilst highlighting deeply rooted inequalities at the individual, institutional and system level. Higher education leaders are uniquely positioned to move beyond the emergency adoption of online learning towards inclusive, long-term visions for digital education, which emphasize collaboration over individual gain.
You can read the full article here.
The use of system dynamics for energy and environmental education
By Alexandre Strapasson, Marcello Ferreira, Diego Cruz-Cano, Jeremy Woods, Marco Paulo do Nascimento Maia Soares & Olavo Leopoldino da Silva Filho
The use of system dynamics as a learning tool for developing sustainable energy strategies and environmental education has advanced in recent years with the availability of new modelling software and webtools. The objective of this study is to assess the available calculators and their contribution to an interdisciplinary education via systems thinking. The results are discussed under the epistemology of critical pedagogy, showing that the use of webtools, such as the 2050 Calculators, can significantly contribute to the students’ environmental awareness and political engagement, providing important lessons about the use of system dynamics for policy and science education.
You can read the full article here.
