Assignment 1: Critical Inquiry Part 2 – Team Awesomest Presentation

In our course for LRNT526, our team (Ash SeniniJonathan CarpenterKristin Beebe and I) has critically analyzed Video-Based Learning. We chose to examine a LinkedIn Learning course for our learning event.

We examined the applicability of this technology in terms of the 4 aspects:

  • Efficiency
  • Effectiveness
  • Equity
  • Engagement

For a brief overview of our research approach and findings, you can view our infographic


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Beheshti, M., Taspolat, A., Kaya, O. S., & Sapanca, H. F. (2018). Characteristics of Educational Videos. World Journal on Educational Technology, 10(1), 61–69.

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Panesi, S., Bocconi, S. & Ferlino, L. (2020). Promoting students’ well-being and inclusion in schools through digital technologies: Perceptions of students, teachers, and school leaders in Italy expressed through SELFIE piloting activities. Frontiers in Psychology, 11, 1563.

Stodel, E. J., Thompson, T. L., & MacDonald, C. J. (2006). Learners’ perspectives on what is missing from online learning: Interpretations through the community of inquiry framework. The International Review of Research in Open and Distance Learning, 7(3), 1–24.

Weller, M. (2006). The distance from isolation: Why communities are the logical conclusion in e-learning. In Managing Learning in Virtual Settings: The Role of Context (pp. 182-196). 

Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). Video-based learning: A critical analysis of the research published in 2003-2013 and future visions. ELmL – International Conference on Mobile, Hybrid, and On-Line Learning, June 2015, 112–119.

One thought on “Assignment 1: Critical Inquiry Part 2 – Team Awesomest Presentation

  1. Hi Denys,

    That’s an interesting topic and very detailed presentation. Of all the main ideas, what concerns me most is the Student Engagement and Motivation, which is the very problem frustating me during my class. We do use VBL for years, but many teachers are frustrated with the lack of engatement and motivation of online students, the majority of whom are reluctant to speak in an unhumanized context. And as you mentioned, the length of class is also a problem that excerbate the issue – we usullay have over 1 and half hours of online course; many students say it is hard to focus on the screen for that long, no matter the content. I wonder if you have any practical tips in your experience? Thanks

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