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    Using video to support massive business courses: Learning goals and development processes

    Access Status
    Fulltext not available
    Authors
    Ostashewski, N.
    Hosie, Peter
    Martin, Romana
    Lwin, Michael
    Date
    2013
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Ostashewski, Nathaniel and Hosie, Peter and Martin, Romana and Lwin, Michael. 2013. Using video to support massive business courses: Learning goals and development processes, in Herrington, J. and Couros, A. and Irvine, V. (ed), World Conference on Educational Multimedia, Hypermedia and Telecommunications, Jun 24-28 2013, pp. 910-914. Victoria, Canada. Association for the Advancement of Computing in Education (AACE).
    Source Title
    Using video to support massive business courses: Learning goals and development processes
    Source Conference
    World Conference on Educational Multimedia, Hypermedia and Telecommunications
    Additional URLs
    http://www.editlib.org/p/112069/
    ISBN
    978-1-939797-03-2
    URI
    http://hdl.handle.net/20.500.11937/32889
    Collection
    • Curtin Research Publications
    Abstract

    This paper reports on two cases of developing online video resources for university students enrolled inmassive business courses. This exploratory investigation is focused on considering the design and development ofvideo resources for massive courses. Initially, the findings indicate that lecturers responsible for massive courses havesome common educational needs and goals for resource development and common approaches to developing videoresources. The study also identified that current technology available to lecturers allows them to efficiently develop andpresent targeted video materials for students taking massive courses. In practice, the goals and processes need carefulplanning, 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 variousvideo segment types, with student perceptions of the value added by online video segments for their learning.

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