The purpose of this study was to investigate the effectiveness of two different concept mapping methods - learner-generated and expert-generated concept mapping - in computer-based video learning. The students’ attitudes toward the use of the concept mapping and computer-based instruction in general were also investigated. The study was performed using the entire enrollment of the junior level undergraduate course (n = 65) Developmental Psychology for Educators (EPSY-320) class, the spring semester of 2010 at Texas A & M University. Using experimental research design, the relationship between student achievements and learning tools was observed. The convenience sampling method was used to assign the students randomly to two treatment groups. The study built on previous research findings on the instructional use of video and concept mapping. It focused on the relative influence of expert-generated versus learner-generated concept maps on student achievement during computer-based video instruction. Results indicated that there were no significant differences among achievements of students who used either learner-generated concept maps or expert-generated concept maps in the study. However, the expert-generated concept mapping group spent significantly less time than the learner-generated concept mapping group interacting with the instructional tool. The findings revealed that concept map scores mediated the relationships between the numbers of clicks on the video player control, time spent creating concept maps, and time spent on all interaction and student achievement. Although the variables - the number of clicks on the video player control, time spent creating concept maps, and time spent on all interactions - did not have a direct effect on student achievement, they affected the concept map scores, which in turn affected student achievement. The three variables - perceived usefulness, ease of use, and attitude toward use - were used to define the attitude of the students toward the instructional tool. The results showed that the attitude of the expert-generated group toward the instructional tool was significantly higher than the learner-generated group. Also, on average, the expert-generated concept mapping group expressed neutral feelings on using the instructional tool to improve their learning performance. Alternatively, the learner-generated group did not appreciate the value of this tool. Both groups reported neutral views about the ease of use of the instructional tool. In conclusion, concept mapping might enhance cognitive learning after the basic skills are acquired and the learners become competent concept mappers. During the creation of concept maps, cognitive load might hinder student learning; therefore, students must be well trained before starting to use the learning tool. Moreover, concept map scores might be used as student grades in video-based learning.

Online learning often requires learners to be self-directed and engaged, and I designed an online video-based interactive learning tool to support or scaffold students’ self-regulated or self-directed learning aimed at keeping students actively engaged with the content. Using an experimental design, this study investigates the effects of a newly designed online video-based interactive learning environment with embedded supports for self-regulation strategies on students’ learning behaviors and outcomes. In addition, correspondence between students’ self-regulation strategies in traditional learning environments and observed self-regulated learning behaviors in the video-based interactive learning environment were examined. Lastly, the unique or joint contributions of the embedded supports for self-regulation strategies to students’ learning performance were examined. A cross-sectional experimental research design with systematic random assignment of participants to either the control condition (non-interactive video environment) or the experimental condition (interactive video environment) was utilized. Undergraduate and graduate students participated in the study (N = 80). Study results indicate that the newly designed online video-based interactive learning environment was a superior instructional tool than the non-interactive video-based learning environment in terms students’ learning performance. In addition, there was correspondence between graduate students’ self-reported self-regulation and observed self-regulation, with those high on seeking/learning information and managing their environment/behavior more likely to engage more in interactive note-taking Importantly, these findings suggest that specific self-regulation strategies in traditional education settings may transfer and become enacted as specific learning behaviors in the online learning environment. Finally, the use of embedded self-regulatory functions did not have a significantly unique contribution to students’ performance in the interactive learning environment. In other words, although the interactive learning environment succeeded in scaffolding and supporting students’ learning process that resulted in superior performance than the non-interactive learning environment, none of the embedded functions appear to uniquely or individually contribute to this superior performance. In sum, students benefited from the online video-based interactive learning environment by using embedded self-regulatory functions. However, use of the embedded self-regulatory functions did not uniquely contribute to learning outcomes. Nonetheless, results support the view that interactivity based on self-regulation strategies supports active and engaged learning, which contributes to superior learning outcomes.

Complementing the theoretical concepts taught in the classroom with practice has been known to enhance students' contextual understanding of the subject matter. Exposing students to practical knowledge is crucial as employers are expressing discontent with the skills of newly hired graduates. In construction education, site visits have been identified as one of the most effective tools to support theory with practice. While site visits allow students to observe construction projects and engage with field personnel, numerous barriers limit its use as an effective educational tool. For instance, there are safety, cost, schedule, and weather constraints, in addition to the logistics of accommodating large class sizes. As a result, instructors employ videos of construction projects as an alternative to physical site visits. However, videos alone are insufficient to draw students' attention to essential practice concepts. Annotations can be used to attract students' attention to practical knowledge while reducing distractions and assumptions. Leveraging on the recent progress in computer vision techniques, this study presents an AI-annotated video learning tool that instructors can utilize to equip students with practice knowledge when there is limited access to physical construction sites. First, this study investigated the construction practice concepts that industry practitioners would want students to know when engaging them in site visits. Afterward, the design and development of the AI-annotated learning tool were guided by the identified practice concepts, cognitive theory of multimedia learning, and dual coding theory. To determine if the learning tool can call students' attention to annotated practice concepts in videos, a usability evaluation was conducted. Finally, this research investigated the influence of individual differences that could contribute to how learners notice practice concepts in videos. This study contributes to the body of knowledge by identifying what construction professionals notice about their work and what they would like students to notice about construction practice. This study reveals that annotations of learning contents in construction videos can direct students' focus to the annotated contents, thereby contributing to the cognitive theory of multimedia learning and dual coding theory. By leveraging machine learning classification algorithms, this research identified the extent to which individual differences such as gender, academic program, and cognitive load can be detected from the ways students notice information in construction videos. Results from this research provide opportunities for researchers to further advance the potential of annotated videos in the construction domain and other fields that employ video as a learning tool. / Doctor of Philosophy / Instructors often support classroom teaching with practical experiences to enhance students' understanding. This is especially important as employers are expressing discontent with the skills of fresh graduates. In construction engineering education, taking students to construction sites to observe the processes and operations is one of the common ways of providing students with these practical experiences. However, barriers such as safety concerns, cost, schedule, weather constraints, and the logistics of accommodating large class sizes make it challenging to engage students in construction site visits. Owing to these barriers, instructors utilize construction site videos instead of physical site visit experiences. Despite the benefits of using videos to teach, research has shown that presenting videos only to students might not be sufficient for learning as relevant and irrelevant information are usually present in videos. Therefore, calling out relevant information in videos would enable students to focus on them, enhancing their learning. To this end, this study presented a video-based learning tool that instructors can utilize to provide students with site visit experiences. In the environment, important information are called out using boundary boxes and texts. To achieve this, first, the study identified the practical knowledge that industry experts would want students to know about construction sites. Then, the identified information was annotated in construction videos via the guidance of learning theories such as the cognitive theory of multimedia learning and dual coding theory. A usability evaluation was conducted to test if students could notice the annotated contents in the video. Afterward, individual differences such as gender, academic program, and mental workload that could contribute to how students would notice annotated information in construction videos were investigated. The study contributes to the practical concepts learners need to acquire to prepare them for the workforce. Additionally, this study proved that annotating important information in videos can direct student attention to those contents. Furthermore, to make learning environments flexible for different learners, this study identified the extent to which individual differences such as gender, academic programs, and cognitive loads can be recognized from the way learners notice annotated contents of videos. Finally, the outcomes of this study would make it possible for other researchers to further advance the potentiality of teaching with annotated videos in the construction domain and other related fields.

Aims The purpose of this study is to explore the possibilities for video-based learning of computer systems in the field of medical education in rural sub-Saharan Africa. Background Low-income countries are forced to perform healthcare services with resources already spread too thin. The use of electronic medical records can increase the cost-effectiveness of delivering healthcare services, but the low computer literacy in sub-Saharan Africa is an obstacle necessary to overcome. E-learning and video-based learning has the potential to partially solve this problem. Methods User observations were conducted on five healthcare workers in rural Uganda. The users watched an instruction video, after which they performed an assessment test of an electronic medical record system. Results Some effectiveness was perceived – but it was slight, and varied greatly between the test subjects. Computer experience is an important prerequisite for the success of e-learning initiatives. Effectiveness was higher for more simple tasks. Conclusion This paper does not propose video-based learning as the only source of training for the target group. However, there is a possibility to envision video-based learning as a building block in a blended-learning strategy – utilising video-based learning for easier tasks and knowledge retention for users who are already familiar with the system.

This paper investigates students’ attitudes towards using gestures and speech-to- text (GaST) to take notes while watching recorded lectures. A literature review regarding video based learning, an expert interview, and a background survey regarding students’ note taking habits led to the creation of the prototype AnnotEasy, a tool that allows students to use GaST to take notes. AnnotEasy was tested in three iterations against 18 students, and was updated after each iteration.  The students watched a five minute long lecture and took notes by using AnnotEasy. The participants’ perceived ease of use (PEU) and perceived usefulness (PU) was evaluated based on the TAM. Their general attitudes were evaluated in semi structured interviews.  The result showed that the students had a high PEU and PU of AnnotEasy. They were mainly positive towards taking notes by using GaST. Further, the result suggests that AnnotEasy could facilitate the process of structuring a lecture’s content. Lastly, even though students had positive attitudes towards using speech to create notes, observations showed that this was problematic when the users attempted to create longer notes. This indicates that speech could be more beneficial for taking shorter notes.

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Der Videocampus Sachsen (VCS) ist eines von fünf strategischen Handlungsfeldern der Landesinitiative Bildungsportal Sachsen (vgl. AKeL 2015, S. 2). Es handelt sich um ein ebenen- und fachbereichsübergreifendes Verbundprojekt von acht sächsischen Hochschulen zum Aufbau/Betrieb einer gemeinsamen Videoplattform. Gefördert durch das SMWK entsteht aktuell eine Machbarkeitsstudie, die u.a. aktuelle Nutzungsbedarfe, technische Möglichkeiten, Geschäftsmodelle wie auch didaktische Potentiale in den Blick nimmt. Im Beitrag werden Idee, Notwendigkeit und Nutzenerwartung des VCS ausgeführt. Ein Schwerpunkt liegt auf der Integration medienrechtlicher Überlegungen. Es werden einerseits exemplarisch die Ergebnisse der juristischen Expertise vorgestellt, andererseits anhand konkreter Einsatzszenarien sogenannte rechtliche Fallstricke identifiziert und diskutiert.

Der Videocampus Sachsen (VCS) ist eines von fünf strategischen Handlungsfeldern der Landesinitiative Bildungsportal Sachsen (vgl. AKeL 2015, S. 2). Es handelt sich um ein ebenen- und fachbereichsübergreifendes Verbundprojekt von acht sächsischen Hochschulen zum Aufbau/Betrieb einer gemeinsamen Videoplattform. Gefördert durch das SMWK entsteht aktuell eine Machbarkeitsstudie, die u.a. aktuelle Nutzungsbedarfe, technische Möglichkeiten, Geschäftsmodelle wie auch didaktische Potentiale in den Blick nimmt. Im Beitrag werden Idee, Notwendigkeit und Nutzenerwartung des VCS ausgeführt. Ein Schwerpunkt liegt auf der Integration medienrechtlicher Überlegungen. Es werden einerseits exemplarisch die Ergebnisse der juristischen Expertise vorgestellt, andererseits anhand konkreter Einsatzszenarien sogenannte rechtliche Fallstricke identifiziert und diskutiert.

Universities want to go where the learners are to share their rich scientific and intellectual knowledge beyond the walls of the academy and to expand the boundaries of the classroom. This desire has become a critical need, as the worldwide economy adjusts to globalization and the need for advanced education and training becomes ever more critical. Unfortunately, the work of creating, processing, distributing and using quality multimedia learning content is expensive and technically challenging. The work combines research results, lessons learned and usage findings in the presentation of a fully open source based scalable lecture capture solution, that is useful in the heterogenous computing landscape of today’s universities and learning institutes. Especially implemented user facing applications and components are being addressed, which enable lecturers, faculty and students to record, analyze and subsequently re-use the recorded multimedia learning material in multiple and attractive ways across devices and distribution platforms.