The benefits of using instructor-developed screencasts to support college students’ learning of maths: insights from an Irish case study

This article reports on a case study undertaken to explore college students’ views of the benefits of screencasts in enhancing their Maths learning experience at an Irish institute of technology. A total of 47 screencasts – developed for 14 topics for Year 1, Year 2 and Year 3 mandatory Algebra and...

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Main Authors:	Tunku Ahmad, Tunku Badariah, Doheny, Frank, Harding, Nuala, Faherty, Sheila
Format:	Conference or Workshop Item
Language:	English
Published:	2013
Subjects:	LB Theory and practice of education
Online Access:	http://irep.iium.edu.my/32408/ http://irep.iium.edu.my/32408/1/TBTA_Ireland_EdTechCork2013_cover.pdf

id	iium-32408
recordtype	eprints
spelling	iium-324082016-05-11T09:20:28Z http://irep.iium.edu.my/32408/ The benefits of using instructor-developed screencasts to support college students’ learning of maths: insights from an Irish case study Tunku Ahmad, Tunku Badariah Doheny, Frank Harding, Nuala Faherty, Sheila LB Theory and practice of education This article reports on a case study undertaken to explore college students’ views of the benefits of screencasts in enhancing their Maths learning experience at an Irish institute of technology. A total of 47 screencasts – developed for 14 topics for Year 1, Year 2 and Year 3 mandatory Algebra and Calculus courses taught by one instructor – were uploaded onto the college’s Moodle site for students to access. An open-response survey asking about the benefits of the screencasts and how they helped students to learn the course content was administered online. Out of the total population of 266 students taking the courses, 138 responded to the survey constituting a response rate of about 52%. The data were analysed using an inductive thematic content analysis, in which student feedback was scrutinized and categorized according to the central ideas they shared. Themes that represented different types of screencast use and benefits were generated from this clustering of feedback. Consistent with previous studies, the findings show that a vast majority of students (88.4%) used the screencasts to fulfill myriad learning needs, and viewed the videos as an extremely useful tool that enhanced their Maths learning experience, stating that they were “very helpful,” “very informative,” “easy to follow,” “very practical,” and “a brilliant asset to have.” The narrative data pointed to ten primary benefits of screencasts, which included supporting flexible and personalized learning, supplementing lectures and enhancing understanding of keyskills, delivering a vicarious learning experience, facilitating exam revision and material review, providing multimodal support for Maths learning, helping students to keep track with Maths modules, filling up gaps in notes, serving as a memory aid, providing a tighter match with course content, and making Maths learning more enjoyable. The findings have positive implications for screencasts as a promising tool for Maths learning in future decades. 2013 Conference or Workshop Item PeerReviewed application/pdf en http://irep.iium.edu.my/32408/1/TBTA_Ireland_EdTechCork2013_cover.pdf Tunku Ahmad, Tunku Badariah and Doheny, Frank and Harding, Nuala and Faherty, Sheila (2013) The benefits of using instructor-developed screencasts to support college students’ learning of maths: insights from an Irish case study. In: The 14th Annual Conference of the Irish Learning Technology Association (EdTech 2013), 30-31 May 2013, University College Cork, Ireland.
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Tunku Ahmad, Tunku Badariah Doheny, Frank Harding, Nuala Faherty, Sheila The benefits of using instructor-developed screencasts to support college students’ learning of maths: insights from an Irish case study
description	This article reports on a case study undertaken to explore college students’ views of the benefits of screencasts in enhancing their Maths learning experience at an Irish institute of technology. A total of 47 screencasts – developed for 14 topics for Year 1, Year 2 and Year 3 mandatory Algebra and Calculus courses taught by one instructor – were uploaded onto the college’s Moodle site for students to access. An open-response survey asking about the benefits of the screencasts and how they helped students to learn the course content was administered online. Out of the total population of 266 students taking the courses, 138 responded to the survey constituting a response rate of about 52%. The data were analysed using an inductive thematic content analysis, in which student feedback was scrutinized and categorized according to the central ideas they shared. Themes that represented different types of screencast use and benefits were generated from this clustering of feedback. Consistent with previous studies, the findings show that a vast majority of students (88.4%) used the screencasts to fulfill myriad learning needs, and viewed the videos as an extremely useful tool that enhanced their Maths learning experience, stating that they were “very helpful,” “very informative,” “easy to follow,” “very practical,” and “a brilliant asset to have.” The narrative data pointed to ten primary benefits of screencasts, which included supporting flexible and personalized learning, supplementing lectures and enhancing understanding of keyskills, delivering a vicarious learning experience, facilitating exam revision and material review, providing multimodal support for Maths learning, helping students to keep track with Maths modules, filling up gaps in notes, serving as a memory aid, providing a tighter match with course content, and making Maths learning more enjoyable. The findings have positive implications for screencasts as a promising tool for Maths learning in future decades.
format	Conference or Workshop Item
author	Tunku Ahmad, Tunku Badariah Doheny, Frank Harding, Nuala Faherty, Sheila
author_facet	Tunku Ahmad, Tunku Badariah Doheny, Frank Harding, Nuala Faherty, Sheila
author_sort	Tunku Ahmad, Tunku Badariah
title	The benefits of using instructor-developed screencasts to support college students’ learning of maths: insights from an Irish case study
title_short	The benefits of using instructor-developed screencasts to support college students’ learning of maths: insights from an Irish case study
title_full	The benefits of using instructor-developed screencasts to support college students’ learning of maths: insights from an Irish case study
title_fullStr	The benefits of using instructor-developed screencasts to support college students’ learning of maths: insights from an Irish case study
title_full_unstemmed	The benefits of using instructor-developed screencasts to support college students’ learning of maths: insights from an Irish case study
title_sort	benefits of using instructor-developed screencasts to support college students’ learning of maths: insights from an irish case study
publishDate	2013
url	http://irep.iium.edu.my/32408/ http://irep.iium.edu.my/32408/1/TBTA_Ireland_EdTechCork2013_cover.pdf
first_indexed	2023-09-18T20:46:47Z
last_indexed	2023-09-18T20:46:47Z
_version_	1777409727785861120

The benefits of using instructor-developed screencasts to support college students’ learning of maths: insights from an Irish case study

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