The Use of Video Lectures in an Online L2 Module: Insights from Basic IsiZulu

2022 10th International Conference on Information and Education Technology (ICIET) Pub Date : 2022-04-09 DOI:10.1109/ICIET55102.2022.9778951

Shamila Naidoo

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Abstract

The Covid-19 pandemic changed the teaching modality from blended to fully online for Basic IsiZulu, a second language (L2) module at the University of KwaZulu-Natal, South Africa. In an attempt to compensate for the removal of face-to-face contact, seven video lectures were posted on the Moodle platform. While research into online video lectures reports that students perceive value in the tool, quantitative studies on engagement with online video lectures remain contentious. This study uses the Moodle learning analytics data to quantify student engagement with video lectures and obtain insight into usage. Additionally, survey feedback informs on student satisfaction and aspects of instructional design. The results reveal that for Basic IsiZulu, an average of 35% of the cohort engaged with the online video lectures. In terms of satisfaction, students record high levels of satisfaction and positive perceptions of the instructional design of video lectures. These findings reflect instructional design strategies and concomitant methods to enhance engagement with online video lectures.

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在在线第二语言模块中使用视频讲座:来自基础IsiZulu的见解

2019冠状病毒病大流行改变了南非夸祖鲁-纳塔尔省大学第二语言(L2)基础IsiZulu语模块的教学模式，从混合教学转变为完全在线教学。为了弥补面对面接触的减少，在Moodle平台上发布了7个视频讲座。虽然对在线视频讲座的研究报告显示，学生认为该工具有价值，但对在线视频讲座参与度的定量研究仍存在争议。本研究使用Moodle学习分析数据来量化学生对视频讲座的参与度，并深入了解使用情况。此外，调查反馈告知学生满意度和教学设计的各个方面。结果显示，在Basic IsiZulu课程中，平均有35%的学员参与了在线视频课程。在满意度方面，学生对视频讲座的教学设计有较高的满意度和积极的看法。这些发现反映了教学设计策略和相关方法，以提高在线视频讲座的参与度。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2022 10th International Conference on Information and Education Technology (ICIET)

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