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Raquel Sánchez Fernández David Jiménez Castillo Gema Mª Marín Carrillo

THE USE OF VIDEO PODCASTING TO COMPLEMENT LECTURES: ANALYZING ITS EFFECT ON STUDENTS ’ ASSIMILATION CAPACITY. Raquel Sánchez Fernández David Jiménez Castillo Gema Mª Marín Carrillo University of Almeria (Spain). Introduction.

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Raquel Sánchez Fernández David Jiménez Castillo Gema Mª Marín Carrillo

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  1. THE USE OF VIDEO PODCASTING TO COMPLEMENT LECTURES: ANALYZING ITS EFFECT ON STUDENTS’ ASSIMILATION CAPACITY Raquel Sánchez Fernández David Jiménez Castillo Gema Mª Marín Carrillo University of Almeria (Spain)

  2. Introduction • Educational institutions are investing substantial resources in providing supplementary e-learning tools for lectures. • Research has not fully addressed which factors determine students’ assimilation of additional contents when traditional and innovative methods are complementarily used. • Relevance of podcasting in higher education. • Research aim: • To investigate the factors that may account for the assimilation of additional knowledge when video podcasts are used as complementary tools to lectures: • Prior knowledge gained from lectures. • Perceived usefulness, perceived ease of use, and attitude toward use. • The effective use of the tool. Introduction Conceptual model Methodology Results Contributions Limitations and future research lines

  3. Conceptual model Absorptive capacity theory (Cohen and Levinthal, 1990) Introduction Conceptual model Methodology Results Contributions Limitations and future research lines Prior knowledge H1 Perceived ease of use Attitudetoward use Effective use Assimilation of additionalknowledge H3 H5 H6 H2 H4 Perceived usefulness Technology Acceptance Model (TAM) (Davis, 1989) Cognitive theory of multimedia learning (Mayer, 2001)

  4. Methodology • Unit of analysis: Undergraduates enrolled in a required second-year course “Marketing Management” in a Business Management program at the University of Almeria (Spain) • Population: 205  Sample: 179 (87.31%) • Nonrandom sampling technique • Research stages: • Lectures: Two lectures (2 hours per lecture). Topic: Key pricing-related concepts, pricing strategies, and other conceptual aspects were explained. • Video podcast design: Power-Point slides presented with an audio explanation. Topic: explanation of two methods of price fixation. • Survey method: Online survey (questionnaire) • Technique: Structural Equation Modeling Introduction • Conceptual model Methodology Results Contributions Limitations and future research lines

  5. Results Introduction • Conceptual model Methodology Results Contributions Limitations and future research lines Prior knowledge 0.67* Perceived ease of use Attitudetoward use Effective use Assimilation of additionalknowledge 0.78* 0.44* 0.30* 0.80* R2=0.73 R2=0.60 R2=0.70 0.46* Perceived usefulness Goodness-of-fit statistics χ2(223)=523.64, p=0.00; χ2/df=2.34; CFI=0.98; NNFI=0.97; RMSEA=0.07; SRMR=0.09; GFI=0.82 R2=0.64 *p<0.001

  6. Main contributions Introduction • Conceptual model Methodology Results Contributions Limitations and future research lines • Our study has expanded on previous applications of the TAM. • Success in multimedia environments depends on the attitude toward the use of the multimedia tool and its effective use, and also on the abilities of the teacher or facilitator to provide prior knowledge necessary for better understanding and comprehension of the supplemental material not discussed in class. • The combined and sequential use of these methods is key for effective learning of supplementary material provided by podcasting. • It is necessary to foster the use of new technologies by teaching staff through offering effective support and training, given its positive impact on learning.

  7. Limitations and futureresearchstreams Introduction • Conceptual model Methodology Results Contributions Limitations and future research lines • The generalizability of this study is limited because it was conducted at a single institution and specific discipline  Cross-validation is needed. • Self-selection biases of the participants • To analyse other variables in future research Academic experience, cognitive and affective attitude toward use, etc. • To compare whether our findings vary when mobile devices are used to watch video podcasts instead of computers.

  8. THE USE OF VIDEO PODCASTING TO COMPLEMENT LECTURES: ANALYZING ITS EFFECT ON STUDENTS’ ASSIMILATION CAPACITY Raquel Sánchez Fernández David Jiménez Castillo Gema Mª Marín Carrillo University of Almeria (Spain)

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