Novice, intermediate or expert users?</li></li></ul><li>Background<br />Students have diverse learning pace.<br />An alternative teaching approach is needed.<br />
When student learning styles are matched with instructional strategies, student achievement is maximized (Ballone & Czerniak, 2001; Davidson, Savenye & Orr, 1992; Dunn, Denig & Lovelace, 2001; Gregorc, 1979). <br />
Conventional Approach<br />New Approach<br />Screencasting is rapidly becoming a popular method of presenting content for instruction (Brown, Luterbach& Sugar, 2009)<br />Screencasts<br />Notes<br />Notes<br />Software demonstration <br />Software demonstration<br />
What is screencasting?<br />Screenast is “a digital movie in which the setting is partly or wholly a computer screen, and in which audio narration describes the on-screen action” (Udell, 2005). <br />Screencast is a digital recording of the activity on a computer screen and it may contain sound tracks (Winterbottom, 2007; Lee, Pradhan & Dalgarno, 2008). <br />
Use of Screencasting in Education<br /><ul><li>University of Wales, UK (Thomas, 2006).
University of Stirling, UK (Winterbottom, 2007).
Saint Xavier University, US (Arman, Wilson & Shirvani, 2007).
George Fox University, US (Arman, Wilson & Shirvani, 2007).
Ohio University-Zaneville, US (Arman, Wilson & Shirvani, 2007).
Appalachian State University, US (Kurtz, Fenwick & Ellsworth, 2007).
University of Ulster, Northern Ireland (Wilson, Uhomoibhi & McCartan, 2008).
Edith Cowan University, Australia (Garner, 2008).
Montana State University, US (Peterson, 2007) – Distance Education.</li></ul>Live capture presentations (PPT lecture)<br />Software/ Programming<br /><ul><li>Indiana University, US – Multimedia Software: Microsoft PPT, FrontPage, audio software & Windows Movie Maker (Ross & Ross, 2005).
University of Ulster, Northern Ireland – AutoCAD (Wilson, Uhomoibhi & McCartan, 2008).
University of Texas-Pan American, US – Engineering Softaware: MathSoft‘s Mathcad & MSC‘s Working Model 2D (Freeman, 2004).
University of Ballarat, Australia - BlueJ & Java (Lee, Pradhan, & Dalgarno, 2008). </li></ul>Step by step problem solution<br /><ul><li>University of Saskatchewan, Canada – Physics (Robinson, 2008).
University of Nottingham, UK- Mathematics.</li></li></ul><li>
Research Process<br />Screencast Development<br />Classroom Experiment<br />Students’ feedback<br />
Screencast Development<br />Sample Exercise: Microsoft Excel<br />Screencasts: Microsoft Excel & Access-demonstration of exercises<br />Limitation: No narration<br />
Conventional Approach<br />I can’t remember all the steps & functions.<br />If I miss one step, I will miss everything.<br />Sometimes, I don’t understand because it is too fast. <br />I am lost if the function is too complicated.<br />I can’t follow the demonstration. <br />I don’t understand by reading the notes.<br />I don’t like reading the notes.<br />If I miss the class, I will miss the whole lesson.<br />
New Approach<br />Video demonstrations enable the slower students to learn at their own pace and replay the required steps.<br />Video demonstrations can help me to learn and understand better than reading the notes.<br />Video demonstrations can help the students who miss the class.<br />Video demonstrations are interesting and fun.<br />Video demonstrations are helpful but the lecturer’s explanation is also important to make us understand better.<br />Video demonstrations are useful and helpful for the class and revision purpose.<br />
Feedbacks from students are very positive!<br />100% - Agreed that lecturer’s demonstration supported by screencast is a better teaching approach.<br />
Discussion<br />Screencasts can be used to supplementteaching materials (Peterson, 2007).<br />Students can replay the screencasts. & reinforce their learning (Ross & Ross, 2005).<br />Students can learn at their own pace& accommodate different learning styles and speeds (Educause, 2006).<br />Students can use screencasts for revisionbecause they are flexibility (Winterbottom, 2007).<br />Students can learn and understand betterbecause can help students to understand course concepts better (Freeman, 2004).<br />
Conclusion<br />Screencasting technology has a great potential to provide constructive learning experience in learning application software at tertiary level.<br />Suggestions for improvement:<br /><ul><li>Brief explanation.
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