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Instructional videos are the dominant mode of content delivery in higher education. They can be an effective tool for delivering educational content, providing flexibility in time and location and improving students' understanding of the material. The effectiveness of such videos may be enhanced by applying principles for multimedia design, which are based on a cognitive theory of multimedia learning. One way to adhere to those principles is by showing the instructor together with additional visuals on screen. Some studies suggest that this may have a positive effect on student learning and overall performance. The combination of the instructor and other visuals is usually done in post-production editing, which can be a time-consuming process. In this paper, a live composition video format is proposed, where the instructor is integrated into the presentation during recording. Using this approach, it is possible for the instructor to interact with added visuals directly, requiring little to no post-production. Furthermore, this method can also be used to enrich and increase the efficacy of synchronous live online lectures.

Basic life support (BLS) education is essential for improving bystander cardiopulmonary resuscitation (CPR) rates, but the imparting of such education faces obstacles during the outbreak of emerging infectious diseases, such as COVID-19. When face-to-face teaching is limited, distance learning-blended learning (BL) or an online-only model-is encouraged. However, evidence regarding the effect of online-only CPR training is scarce, and comparative studies on classroom-based BL (CBL) are lacking. While other strategies have recommended self-directed learning and deliberate practice to enhance CPR education, no previous studies have incorporated all of these instructional methods into a BLS course. This study aimed to demonstrate a novel BLS training model-remote practice BL (RBL)-and compare its educational outcomes with those of the conventional CBL model. A static-group comparison study was conducted. It included RBL and CBL courses that shared the same paradigm, comprising online lectures, a deliberate practice session with Little Anne quality CPR (QCPR) manikin feedback, and a final assessment session. In the main intervention, the RBL group was required to perform distant self-directed deliberate practice and complete the final assessment via an online video conference. Manikin-rated CPR scores were measured as the primary outcome; the number of retakes of the final examination was the secondary outcome. A total of 52 and 104 participants from the RBL and CBL groups, respectively, were eligible for data analysis. A comparison of the 2 groups revealed that there were more women in the RBL group than the CBL group (36/52, 69.2% vs 51/104, 49%, respectively; P=.02). After adjustment, there were no significant differences in scores for QCPR release (96.9 vs 96.4, respectively; P=.61), QCPR depth (99.2 vs 99.5, respectively; P=.27), or QCPR rate (94.9 vs 95.5, respectively; P=.83). The RBL group spent more days practicing before the final assessment (12.4 vs 8.9 days, respectively; P<.001) and also had a higher number of retakes (1.4 vs 1.1 times, respectively; P<.001). We developed a remote practice BL-based method for online-only distant BLS CPR training. In terms of CPR performance, using remote self-directed deliberate practice was not inferior to the conventional classroom-based instructor-led method, although it tended to take more time to achieve the same effect. Not applicable.

One of the more noticeable changes to tertiary teaching over the past decade has been the widespread adoption of digital technologies, in particular eLearning platforms and lecture capture technology. However, much of the current knowledge of how students utilise these new technologies and their effect on traditional lecture attendance is simply derived from student surveys rather than comprehensive independent analyses. In this study, we use cluster analysis to identify common lecture resource utilisation patterns for students in four large first-year business subjects. While common usage patterns with respect to lecture attendance, video lecture recording access and download of lecture notes are identified across our subjects, the proportion of students within each of the utilisation clusters varies widely. Business statistics students are much more likely to either attend lectures or view video recordings compared to economics students, many of whom rely solely on the download of lecture notes. In order to gain insight into how student characteristics may affect these utilisation patterns, we develop a predictive model, quantifying the influences of prior academic performance, gender, age, distance from campus and international student status using statistical modelling. We find a strong role for students' previous academic performance in explaining lecture resource utilisation patterns. Students' commuting distance to campus is also established as a factor dissuading physical lecture attendance. Contrary to initial expectations, we also found that females and older students tend to rely more heavily on digital resources rather than lecture attendance. It is hoped that these findings can help first-year instructors and University administrators understand the heterogeneity of student lecture engagement patterns within the first-year experience. (HRK / Abstract übernommen).

In the midst of the COVID-19 pandemic, universities throughout the world are embracing online learning, often depending on synchronous and asynchronous digital communications. In this paper, we compare the impacts of live online (synchronous) and pre-recorded (asynchronous) lectures on student achievement using a randomized experiment. We discovered that pre-recorded lectures reduce lower-ability students’ academic achievement but have no effect on higher-ability students’ academic achievement. In particular, being taught via pre-recorded lectures as opposed to live online lectures decreased the likelihood of answering exam questions correctly by 1.6 percentage points for students in the bottom 50th percentile of the ability distribution (measured by GPA at the beginning of the semester). Furthermore, being taught via pre-recorded lectures in the starting weeks of the semester compared to the later weeks tended to be more harmful to students’ academic achievement. These findings have important implications for the effective design of education policies.

The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools-including online lectures-before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential.

In recent years, COVID-19 policy measures massively affected university teaching. Seeking an effective and viable way to transform their lecture material into asynchronous online settings, many lecturers relied on prerecorded video lectures. Whereas researchers in fact recommend implementing prompts to ensure students process those video lectures sufficiently, open questions about the types of prompts and role of students’ engagement remain. We thus conducted an online field experiment with teacher students at a German university (N = 124; 73 female, 49 male). According to the randomly assigned experimental conditions, the online video lecture on topic Cognitive Apprenticeship was supplemented by (A) notes prompts (n = 31), (B) principle-based self-explanation prompts (n = 36), (C) elaboration-based self-explanation prompts (n = 29), and (D) both principle- and elaboration-based self-explanation prompts (n = 28). We found that the lecture fostered learning outcomes about its content regardless of the type of prompt. The type of prompt did induce different types of self-explanations, but had no significant effect on learning outcomes. What indeed positively and significantly affected learning outcomes were the students’ self-explanation quality and their persistence (i.e., actual participation in a delayed posttest). Finally, the self-reported number of perceived interruptions negatively affected learning outcomes. Our findings thus provide ecologically valid empirical support for how fruitful it is for students to engage themselves in self-explaining and to avoid interruptions when learning from asynchronous online video lectures.

Mind wandering can inhibit learning in multimedia classrooms, such as when watching online lectures. One explanation for this effect is that periods of mind wandering cause learners’ attention to be redirected from the learning material toward task-unrelated thoughts. The present study explored the relationship between mind wandering and online education using electroencephalography (EEG). Participants were asked to attend to a 75 minute educational video lecture, while task-irrelevant auditory tones played at random intervals. The tones were of two distinct pitches, with one occurring frequently (80%) and the other infrequently (20%). Participants were prompted at pseudo-random intervals during the lecture to report their degree of experienced mind wandering. EEG spectral power and event-related potentials (ERP) were compared between states of high and low degrees of self-reported mind wandering. Participants also performed pre/post quizzes based on the lecture material. Results revealed significantly higher delta, theta and alpha band activity during mind wandering, as well as a decreased P2 ERP amplitude. Further, learning scores (improvement on quizzes pre to post) were lower among participants who reported higher degrees of mind wandering throughout the video. The results are consistent with a view that mind wandering during e-learning is characterized by a shift in attention away from the external world and toward internal thoughts, which may be a cause of reduced learning.

The integration of technology in medical education has led to the adoption of hybrid teaching methods, combining online lectures with traditional face-to-face clinical practice. While this approach offers flexibility and safety, it raises questions about the impact of potential time lapses between theoretical learning and hands-on experience. This study aimed to investigate the effect of the time interval between online lectures and on-site clinical practice on medical students' performance in orthopedic rotation. A retrospective study was conducted on 116 fifth-year medical students who completed their orthopedic rotation during the 2021/2022 academic year. Students underwent a one-week online course followed by three weeks of on-site clinical practice, with varying time lapses (0-38 weeks) between these periods. Performance was assessed through examinations including key features test (KF), multiple-choice questions (MCQ), multiple-essay questions (MEQ), objective structured clinical examination (OSCE), and long case examination. Spearman's rank correlation was used to analyze the relationship between time lapse and examination scores. The analysis revealed a significant negative correlation between the time lapse duration and KF scores (p < 0.05). However, no significant associations were found between time lapse and scores in MCQ, MEQ, OSCE, or long case examinations (p > 0.05). This study demonstrates that the time lapse between online lectures and clinical rotation in orthopedic education significantly impacts students' performance in key features tests. However, other examination scores remained unaffected. These findings highlight the need for careful scheduling and potential interventions to mitigate the effects of extended time lapses on specific aspects of medical knowledge retention and application in orthopedic education.

This study aimed to investigate university students’ evaluations of pre-recorded video and live online lectures, focusing on the factors that influence these assessments, particularly students’ studying behaviors. We conducted a web-based survey to gather data from undergraduate students. The results revealed that students rated live online lectures higher than pre-recorded video lectures in learning efficiency, student–teacher connectivity, and student–student connectivity. However, a contrasting trend was observed for academic performance. The multivariate analysis indicated that students who reported higher levels of restraint from distractions while listening to online lectures evaluated both pre-recorded video and live online lectures significantly more favorably. Moreover, students who regularly turned on their cameras during live lectures tended to rate online lectures more positively. These findings underscore the significance of students’ studying behavior as a critical factor influencing the effectiveness and outcomes of online lectures. It is important to foster and encourage students’ active engagement with online lectures and promote the development of self-learning skills.

This research aims to explore the relationship between attitudes, satisfaction, happiness, and involvement and student learning outcomes based on gender and the undertaken study program (sport and non-sport) after the covid-19 pandemic. This research is a cross-sectional study. A total of 380 students in Indonesia participated in this study. The research results show that online learning on campus was perceived positively by students of both sports and non-sports study programs. There are no significant differences in the variables of student satisfaction, happiness, involvement, and learning achievements based on gender and study program. There is a significant relationship between satisfaction with online learning, life happiness, and involvement in lectures with learning outcomes. In addition, the satisfaction variable in online learning has a direct and indirect impact on student learning outcomes through the involvement variable. The happiness of life variable has a direct impact only on the involvement variable but not on the learning achievement variable. Keywords: attitude, satisfaction, life happiness, involvement, learning achievement, online lectures