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dc.contributor.authorAhmad, Tunku Badariah Tunku
dc.contributor.authorDoheny, Frank
dc.contributor.authorFaherty, Sheila
dc.contributor.authorHarding, Nuala
dc.date.accessioned2019-11-13T14:02:48Z
dc.date.available2019-11-13T14:02:48Z
dc.date.copyright2013
dc.date.issued2013
dc.identifier.citationAhmad, T.B.T., Doheny, F., Faherty, S., Harding, N. How instructor-developed screencasts benefit college students' learning of maths: insights from an Irish case study. The Malaysian Online Journal of Educational Technology. 1(4).en_US
dc.identifier.issn2289-2990
dc.identifier.otherLearning & Teaching Unit Articles AITen_US
dc.identifier.urihttp://research.thea.ie/handle/20.500.12065/2888
dc.description.abstractThis qualitative case study explored how students learning Maths at an Irish institute of higher education benefited from their instructor’s use of selfdeveloped screencasts. The screencasts (47 in total) were posted on the institute’s Maths Moodle site for students to access. One hundred and thirty-eight (n = 138) students participated in an online open-response survey. Students’ commentary was analyzed using thematic content analysis (TCA). Themes that represented different types of screencast benefit to students were generated from the data. Consistent with previous studies, the findings show that a vast majority of students (88.4%) used the screencasts for many different purposes and viewed the videos as an extremely useful tool that enhanced their Maths learning experience. Ten primary benefits of screencasts emerged, namely allowing flexible and personalized learning, supplementing lectures and enhancing understanding of Maths keyskills, facilitating exam revision and material review, providing multimodal support for Maths learning, helping students to keep track with the Maths modules, providing a tighter match with course content, delivering a vicarious learning experience, serving as a memory aid, filling in gaps in class notes, and making Maths more enjoyable. The findings support the use of screencasts in facilitating and enhancing students’ learning of Maths in higher education.en_US
dc.formatPDFen_US
dc.language.isoenen_US
dc.publisherMOJETen_US
dc.relation.ispartofThe Malaysian Online Journal of Educational Technologyen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Ireland*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/ie/*
dc.subjectVLEen_US
dc.subjectVirtual Learning Environmentsen_US
dc.subjectEducational technologyen_US
dc.subjectComputer-assisted instructionen_US
dc.subjectMathematics - Study and Teaching - Technologyen_US
dc.titleHow instructor-developed screencasts benefit college students' learning of maths: insights from an Irish case study.en_US
dc.typeArticleen_US
dc.description.peerreviewyesen_US
dc.identifier.orcidhttps://orcid.org/0000-0002-7317-7136
dc.identifier.urlhttps://www.mojet.net
dc.rights.accessOpen Accessen_US
dc.subject.departmentLearning and Teaching Unit AITen_US
cr.approval.ethicalhttps://orcid.org/0000-0003-3235-7736


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Attribution-NonCommercial-NoDerivs 3.0 Ireland
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Ireland