Faculty Advisor Name
Michele Estes
Description
This research is an exploratory analysis of the use of student created video assignments at JMU, a pedagogical strategy that is increasingly common but not widely researched. The study collected quantitative data via an online survey of JMU students with the objective of examining the use, design, and outcomes of student created video assignments at James Madison University. Survey topics included the requirements of the assignment, the course that included the assignment, resources available and/or used to complete the assignment, students’ perceptions of the learning outcomes, as well as non-identifying information about each respondent’s demographics and academic experience at JMU. Following the constructivist precedent set by Nikitina (2009), the study focuses on students’ perspectives. The rationale for this decision is that intentions and available resources from the faculty or University are only effective if the learner has awareness of them.
The research asks to what extent JMU students complete video assignments, and whether factors such as students’ academic experience, demographics, video-watching habits, or learning preferences correlate with a greater likelihood of completing such assignments. Data about the steps students took to complete their most recent video assignment includes their rating of the helpfulness of resources such as libraries, computer labs, and classmates. Other details include the instructional design factors of the assignment and students’ opinions on how effectively the assignment helped them gain skills such as media literacy, collaboration and problem solving. Data analysis sought to identify what correlations, if any, exist between the design of the assignment, resources accessed while completing the assignment, and students’ perceptions of the educational value of the assignments. The demographic data about survey participants, and the courses which included the student created video assignments, provided a means for identifying any significant differences between different types or learners and/or learning environments.
Initial findings from the research indicate that nearly 50% of undergraduate students and 80% of graduate students have completed a video assignment at JMU. There is significant variance among which college and academic units use such assignments, and more frequent usage in online courses. Approximately two-thirds of students who complete video assignments do not access any JMU support services to prepare for or complete the assignment. Instead of formal resources, students find value in learning from classmates, online resources, and hands-on experimentation. Overall, student created video assignments seem to be received favorably by students and effective for achieving a variety of learning outcomes across many disciplines.
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Film Production Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Online and Distance Education Commons, Other Education Commons, Other Rhetoric and Composition Commons, Scholarship of Teaching and Learning Commons
Learners’ Perspectives on the Use and Support of Student Created Video Assignments at James Madison University
This research is an exploratory analysis of the use of student created video assignments at JMU, a pedagogical strategy that is increasingly common but not widely researched. The study collected quantitative data via an online survey of JMU students with the objective of examining the use, design, and outcomes of student created video assignments at James Madison University. Survey topics included the requirements of the assignment, the course that included the assignment, resources available and/or used to complete the assignment, students’ perceptions of the learning outcomes, as well as non-identifying information about each respondent’s demographics and academic experience at JMU. Following the constructivist precedent set by Nikitina (2009), the study focuses on students’ perspectives. The rationale for this decision is that intentions and available resources from the faculty or University are only effective if the learner has awareness of them.
The research asks to what extent JMU students complete video assignments, and whether factors such as students’ academic experience, demographics, video-watching habits, or learning preferences correlate with a greater likelihood of completing such assignments. Data about the steps students took to complete their most recent video assignment includes their rating of the helpfulness of resources such as libraries, computer labs, and classmates. Other details include the instructional design factors of the assignment and students’ opinions on how effectively the assignment helped them gain skills such as media literacy, collaboration and problem solving. Data analysis sought to identify what correlations, if any, exist between the design of the assignment, resources accessed while completing the assignment, and students’ perceptions of the educational value of the assignments. The demographic data about survey participants, and the courses which included the student created video assignments, provided a means for identifying any significant differences between different types or learners and/or learning environments.
Initial findings from the research indicate that nearly 50% of undergraduate students and 80% of graduate students have completed a video assignment at JMU. There is significant variance among which college and academic units use such assignments, and more frequent usage in online courses. Approximately two-thirds of students who complete video assignments do not access any JMU support services to prepare for or complete the assignment. Instead of formal resources, students find value in learning from classmates, online resources, and hands-on experimentation. Overall, student created video assignments seem to be received favorably by students and effective for achieving a variety of learning outcomes across many disciplines.
