Abstract
Quality online programs often demonstrate significant instructor presence through videos. In this paper, we analyze video usage for programs based on the community of inquiry framework. Videos can promote social, teaching, and cognitive presence in the online classroom. Different online programs use videos differently: instructor introductions (social presence), course and unit introductions (teaching presence), video lectures (teaching presence), video screen-cast tutorials (teaching presence), and video feedback (cognitive presence). We take examples from social sciences and business programs offered at UW-Parkside at both the undergraduate and graduate levels to discuss video usage. We share faculty and student perceptions of videos in some of our online programs. The main purpose of this paper is to show how video presence can strengthen student learning in online courses. This paper is applicable for faculty, programs, and educational institutions planning to present course content in video format.
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Quality online programs often demonstrate significant instructor presence through videos. In this paper, we analyze video usage for programs based on the community of inquiry framework. Videos can promote social, tea ...