This is presentation focused on video-centric program for online education. Using interactive video lecture to enhance students' active learning experience in online environment is crucial in online education.

1. VIDEO THAT MATTERS:
SIRUI WANG, PH.D. & ELAINE CHEN,
PH.D.AECT 2016
Enhancing student engagement through
interactive
video-centric program in online courses

2. WHY VIDEOS?
•By 2019 80% of Internet traffic will be online video
•Resource: White paper: Cisco VNI Forecast and
Methodology, 2015-2020

3. ACTIVE LEARNING & ENGAGEMENT

4. LITERATURE REVIEW
Students’ engagement
Active learning instructional
strategies
increase students engagement by speaking with a
"partner, in a small group, or with the entire class"
(Eison, 2010, ¶.2), which is crucial to the success of
online education (Bayless, Biss, & Johnson, 2012;
Cherrett, Wills, Price, Maynard, & Dror, 2009; Choi &
Johnson, 2010; Vaughn, Orr, & Gorman, 2015;

5. THE STATEMENT OF PROBLEM
o Active learning is difficult to be reflected in actual
online courses;
o Less adequate student engagements and frequent
presence observed in online learning than expected.

6. YOUSEEU (YSU)
o Social connectedness
o Spontaneity
o Skills assessment
o Collaboration
o Feedback/coaching
o Accountability

7. YSU VIDEO-BASED ASSIGNMENTS
o Video activity
o Question & Answer
o Individual video (tutorial)
o Video presentation
o Group project
o Synchronous activity (tutorial)
o In-class recording
o Text discussion
o Document submission

8. RESEARCH PURPOSE
o Discuss students and instructors experience
with YSU
o Explore students’ and instructor’s perceptions
of using video-centric programs to increase
student engagement in online learning.

9. RESEARCH DESIGN
o Thirty-four (34) students registered in the
course of "Analyze Workplace Learning" in Spring
2016 are divided into four (4) groups to present
group projects in weeks 3-4.
o Group memberships were automatically
assigned using the LMS-Canvas' Group Set
setting.

10. RESEARCH QUESTIONS
o RQ1. What are the aspects of video-centric
program that participants reporting engaging?
o RQ2. What are the major differences of video-
centric programs versus traditional
lectures/assignments/presentations in online
courses from participants' perspectives?
o RQ3. What are the key challenges participants
experienced with video-centric programs?

11. DATA COLLECTIONS & ANALYSIS
o 33 enrolled students in EDOD 674
o Four groups (Ngroup1=9, Ngroup2=9, Ngroup3=7,
Ngroup4=8)
o 12/33 of the enrolled students submitted their
surveys
See Student Survey & Instructor Survey (follow-up survey was
also included)

12. PARTICIPANTS’ TECHNOLOGY CONFIDENCE
LEVEL
Positive YouSeeU
Exp.
Negative YouSeeU
Exp.
Confident with
Videos
41.7% 50%
Not confident with
videos
0% 8.3%
Table 1. Participants’ technology confidence level Vs. YSU exper

13. PARTICIPANTS’ GROUP EXPERIENCE
Table 2. Participants’ group experience
Positive YSU
Experience
Negative YSU
Experience
Positive Group
experience
25% 33.3%
Negative Group
experience
16.7% 25%

14. PARTICIPANTS’ YOUSEEU EXPERIENCE
Table 3. Participants' YSU experience versus Group versus
Future use of YSU (T=True, F=False):
Positive YouSeeU Exp. Group Worked Use YouSeeU in Future
N1 T T T
N2 F T T
N3 F T T
N4 T T T
N5 F F T
N6 T F T
N7 F F F
N8 F T F
N9 T F T
N10 T T T
N11 F T T
N12 F F F

15. PARTICIPANTS’ FUTURE USE OF
YOUSEEU
Positive YouSeeU Exp. Use YouSeeU in Future
N1 T T
N2 F T
N3 F T
N4 T T
N5 F T
N6 T T
N7 F F
N8 F F
N9 T T
N10 T T
N11 F T
N12 F F
Table 4: participants' YSU experience versus future use of
YSU
(t=true, f=false)

16. RESULTS
o Group 1: recorded 2 individual videos in YSU
o Group 2: recorded 5 individual videos in YSU
o Group 3: recorded 7 individual videos and
combines into 1 group video in YSU for grading
o Group 4: did not record any videos in YSU

18. DISCUSSION
The 6 engaging aspects of video-centric
program:
o 1. Student engagement. Video-centric
program triggered more student engagement
and collaboration.
o 2. Real-world collaboration. Realistic
collaborative atmosphere helps students
prepare for work place.

19. DISCUSSION CONT’D
o 4. Authentic learning. Synchronous tools
provide students authentic feeling in a real
classroom.
o 5. Problem solving. Students in groups need
to overcome an array of obstacles in order to
complete group tasks.
o 6. Project management. Students in groups
working on assigned presentation need to

20. CHALLENGES
The five challenges:
o 1. No prior experience with YouSeeU. Every
group had members mentioned the “lack of
information” regarding to YouSeeU and the
project.
o 2. Navigation issues of video centric program. As
one of the instructor pointed out, YouSeeU was
not quite user friendly. The “usability, navigation,

21. CHALLENGES CONT’D
o 3. Not enough scaffolding instructions and supportive
documents for either the YouSeeU or the assignment.
o 4. Group size plays an important role when interacting
with team members. Students found the “groups are
really large” and it was difficult to “collaborate with this
large of a group in cyber space.”
o 5. Different time zones create another layer of
challenge for group to meet virtually and
synchronically. There were quite a lot of discussions

22. LIMITATIONS
o YouSeeU as the video-centric program for
online learning was a pretty new and young
product;
o The group size was too big for online
discussion and group presentation project.
o Not enough time for group members to get
acquainted and to prepare the project.

23. CONLCUSION
YouSeeU as a video-centric program provides an
advanced platform for students to gain
interactive online learning experience. The
performance of using YSU as a group video
presentation tool could be improved if YSU has a
more intuitive navigation system, a more
streamlined integration with the learning
management system, and more scaffolding

24. REFERENCES
Bayless, M.L., Biss, J.L., & Johson, B.S. (2012). The oral presentation: enhancing the experience in an online business
communication course. Faculty Publications, paper 44. Retrieved from
http://scholarworks.sfasu.edu/cgi/viewcontent.cgi?article=1043&context=businesscom_facultypubs
Center for research on learning and teaching (CRLT). (2015). Active learning. Retrieved from
http://www.crlt.umich.edu/tstrategies/tsal
Cherrett, T., Wills, G., Price, J., Maynard, S., & Dror, I.E. (2009). Making training more cognitively effective: making videos
interactive. British Journal of Educational Technology, 40 (6): 1124-1134. Retrived from
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2009.00985.x/pdf
Choi, H.J. & Johnson, S.D. (2010). The effect of context-based video instruction on learning and motivation in online
courses. American Journal of Distance Education, 19(4), 215-227. Retrieve from
http://www.tandfonline.com/doi/abs/10.1207/s15389286ajde1904_3
Eison, J. (2010). Using active learning instructional strategies to create excitement and enhance learning. Jurnal
Pendidikantentang Strategi Pembelajaran Aktif (Active Learning) Books, 2. Retrieved from
https://www.cte.cornell.edu/documents/presentations/Eisen-Handout.pdf
Student Engagement Definition. (August 06, 2015). Retrieved from http://edglossary.org/student-engagement/
Vaughn. S., Orr, M., & Gorman, N. (2015). Student’s Perceptions of Social Presence in an On-Line Course Using Student
Presentation Software. International Educative Research Foundation and Publisher, 60-70. Retrieved from

25. QUESTIONS?
Sirui.Wang@Colostate.edu
Elaine.h.Chen@Colostate.edu