Mark Hornshaw University of Notre Dame Australia School of Business

1. Introduction of modular video in a first year economics course, and its impact on teaching performance evaluations Mark Hornshaw University of Notre Dame Australia School of Business

2. Good teaching • “Teaching that is student focussed, that encourages self-directed learning, that includes time… for students to interact and to discuss the problems they encounter, that assesses to reveal conceptual change, that provokes debate, uses a lot of time to question students’ ideas and to develop a ‘conversation’ with students in lectures is good teaching” (Trigwell2006).

3. Good teaching • “The example of a teacher who is enthusiastic about his subject and passionate and truthful in his arguments is the most precious discovery a student can make. Being passionate oneself about independent thinking is the best way to develop independence in others” (Ramsay 2001, p. 139) • “The informal learning that occurs in the context of participatory media offers significant opportunities for increased student engagement in formal learning settings” (Fewkes, 2012).

4. Before (Student Surveys 2016 S2)… • Mark was well prepared, [I] enjoyed the video modules, he is always helpful and clear and concise • Helped me engage in a subject that I at first did not really like • Great teacher, engaging, and very good at explaining concepts in a way that I could understand • Online videos and self-test questions were a great help in this unit • I valued the time spent in tutorials to go through any questions from the homework or the lecture • Mark is my most enthusiastic teacher I have had at Notre Dame so far. Economics is excellent fun with him as an educator

5. Before (Student Surveys 2017 S1)… • You can see Mark's passion for economics when he teaches. Makes for a good learning environment • Mark is very passionate and gives great examples to further understanding • Love the passion, clearly understands all topics • Mark is a great teacher… and clearly passionate about the subject, which is contagious • Macroeconomics can be a hard and boring subject but Mark shows exceptional enthusiasm in what he teaches which is greatly appreciated and helpful

6. During (2017 S2)… THE POSITIVES • Well spoken; Good use of multimedia; Interesting content and useful videos/other material • Easy to understand and clearly spoken; modules were helpful • Mark was very engaging in every lecture; explaining every slide in detail. • Being able to watch the modules before the lectures and then recapping what was taught was helpful • Online [video] modules – very useful for understanding content and revision • The video modules; very easy way to learn • I enjoyed the videos… as I’m a visual learner and found them both fun and useful

7. During (2017 S2)… THE NEGATIVES • I don’t like how we need to watch videos as well as attend lectures • The lectures were long considering we already watched module videos beforehand • Ensured that the lecture time was used effectively; incredibly approachable; provided highly constructive feedback; however lectures were not engaging and the lecture layout made it difficult to learn.

8. After (2018 S1)… • Video modules fantastic; relevant world experiences/examples; always available for meeting/email • He was an amazing lecturer. His video presentations were clear and engaging to students even at home; it was like coming to class again. The use of personal stories made the subject fun and easy to comprehend. • I was able to access the lectures online. Effort was put in to make sure we could catch up with the lectures if we were ever to miss one. The tutorials were also helpful in getting me to understand the unit content

9. Research… • Lancellotti, Thomas and Kohli (2015): • 479 Principles of Marketing Students, comparing before/after introduction of (supplementary) video modules • Exam results improved, student satisfaction improved • 73.5% preferred lectures combined with online videos • 24.2% preferred traditional lectures • 2.2% preferred online videos only • “Thus, a majority of students found the video modules to be a valued supplement to, rather than simply a replacement for, instructor interaction.”

10. Take-aways… • Video modules as supplements, combined with lecture and tutorial • Flexible student experience • Not dependent on all students having viewed before class • A negligent student does not detract from the experience of a diligent one • Side benefits and issues • A lot of work to create! • More thorough cognition of entire course • Constant improvement

11. References • Fewkes, A. M. (2012) Facebook: learning tool or distraction? Journal of digital learning in teacher education, 28(3), 92. • Lancellotti, M., Thomas, S. & Kohli, C. (2016) Online video modules for improvement in student learning, Journal of Education for Business, 91:1, 19-22. • Ramsay, H. (2001) Philosophy, teaching and the academic vocation [online]. Australasian Catholic Record, The, Vol. 78, No. 2, Apr 2001: 131-140. • Trigwell, K. (2006) An Analysis of the Relations between Learning and Teaching Approaches, Lifelong Learning Concepts and Contexts. 10, 108-116. Routledge, New York.