The Resonance Factor: Probing the Impact of Video on Student Retention in Distance Learning
Nitza Geri, The Open University of Israel, Israel
IJELLO Volume 8, Number 1, ISSN 1552-2237 Publisher: Informing Science Institute
Teaching and instructing is one of the challenging manifestations of informing, within which distance learning is considered harder than face-to-face instruction. Student retention is one of the major challenges of distance learning. Current innovative technologies enable widespread use of video lectures that may ease the loneliness of the distance learner and increase retention. This study explores the impact of video lectures on relatively senior students in a distance-learning environment. The study compares the retention and achievements of overseas students enrolled in a financial theory compulsory course, which is considered difficult. Students tend to study this course only after successfully completing other courses. The results indicate that before the introduction of video most of the students who failed the course dropped out immediately after failing, whereas afterwards nearly all the students who failed the course continued their studies. The main findings suggest that video lectures may increase senior students' retention, although their achievements were not found significantly better than those of distance learners that did not have video lectures available. This paper contributes to the informing science transdiscipline by demonstrating the importance of resonance for effective informing.
Geri, N. (2012). The Resonance Factor: Probing the Impact of Video on Student Retention in Distance Learning. Interdisciplinary Journal of E-Learning and Learning Objects, 8(1), 1-13. Informing Science Institute.
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Nitza Geri, Ruti Gafni & Amir Winer
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 10, No. 1 (Jan 01, 2014) pp. 1–16
Online Learning in a South African Higher Education Institution: Determining the Right Connections for the Student
Dorothy Queiros, University of South Africa; Mary de Villiers, University of Africa
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Michiko Kobayashi, Southern Utah University, United States
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 647–650
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