Chareen Snelson

From Silent Film to YouTube™ : Tracing the Historical Roots of Motion Picture Technologies in Education

Abstract This article traces the historical roots of YouTube™ and online video to examine it within the context of educational motion picture history. The current state of online video is discussed first followed by a thematic analysis of the history of educational motion pictures from silent film to YouTube. The historical literature reveals recurring themes and issues, which include: (1) the intrinsic advantages of motion picture technologies, (2) differing opinions about the benefits of film and video, and (3) access and equipment issues. Previous historical accounts fall short of addressing how these themes connect to online video. The potential future of online video is discussed in the conclusion.

Qualitative and Mixed Methods Social Media Research: A Review of the Literature

Social media technologies have attracted substantial attention among many types of users including researchers who have published studies for several years. This article presents an overview of trends in qualitative and mixed methods social media research literature published from 2007 through 2013. A collection of 229 qualitative studies were identified through a systematic literature review process. A subset of 55 of these articles report studies involving a combination of qualitative and quantitative methods. Articles were reviewed, analyzed, and coded through a qualitative content analysis approach. Overall trends are presented with respect to the entire collection of articles followed by an analysis of mixed methods research approaches identified in the subset of 55 studies. The most commonly used research approaches involved collecting data from people through interview, focus group, and survey methodologies. Content analysis was the second most commonly used approach whereby researchers use Facebook posts, Tweets (Twitter posts), YouTube videos, or other social media content as a data source. Many of the studies involving combinations of quantitative and qualitative data followed a design resembling Creswell and Plano Clark’s basic mixed methods typology (e.g., convergent parallel, explanatory sequential, and exploratory sequential).

Online Health-Related Fitness Courses: A Wolf in Sheep's Clothing or a Solution to Some Common Problems?

JOPERD • Volume 79 No. 1 • January 2008 A s technology’s presence increases in today’s society, the use of the Internet and distance education is also increasing. Online courses are a form of distance education that has the potential to reach unengaged youths or persons with different educational needs. The purpose of this article is to (1) discuss the growth of distance education and online courses, (2) delineate the pros and cons of online courses, (3) describe how online health-related fi tness (HRF) courses can be used in physical education, and (4) provide some suggestions for developing, implementing, and evaluating online HRF courses. The intent of the authors is to stimulate discussion about the potential benefi ts and challenges associated with using online HRF classes as a part of a high school or college physical education curriculum.

In Search of a Better Understanding of Social Presence: An Investigation into How Researchers Define Social Presence

Abstract Research on social presence and online learning continues to grow. But to date, researchers continue to define and conceptualize social presence very differently. For instance, at a basic level, some conceptualize social presence as one of three presences within a Community of Inquiry, while others do not. Given this problem, we analyzed how researchers in highly cited social presence research defined social presence in an effort to better understand how they are defining social presence and how this might be changing over time. In this article, we report the results of our inquiry and conclude with implications for future research and practice.

Persistence factors revealed: students’ reflections on completing a fully online program

Abstract Despite their rapid growth, online programs routinely face student attrition. How to retain students and help them successfully complete is usually a top priority for online programs. This study investigated persistence factors that contributed to students’ successful completion from one of the largest and most successful online programs in the United States of America. Results show that both personal and program attributes contributed to students’ successful completion of a fully online program. Main individual attributes include interest in or career goals related to technology, time and effort invested, and perceived utility of learning. Main program attributes include relevancy of courses to individual or professional needs, satisfaction with courses and program, and ties between coursework and job promotion. Results of this study have implications in terms of prioritizing different attributes and strategizing resources to improve completion and graduation rates for fully online programs.

Integrating Visual and Media Literacy in YouTube Video Projects

Advancements in social media technologies have made it easier than ever to locate, produce, and share online video. Much of the rapid expansion of online video can be attributed to YouTube, which has become the largest and most popular video-sharing platform online. The development of visual and media literacy (VML) competencies is valuable when engaging with social media content and technologies like YouTube. This chapter illustrates how VML have been integrated within a set of educational YouTube video projects in an online university course that has been offered regularly since 2008. The projects discussed in this chapter were designed for an audience of adult educators, but have applicability in K–16 classrooms. YouTube was selected as the central video platform for several reasons, which include practical, technological, and societal factors. Competencies described in published definitions of VML frame the discussion. Curation projects involve finding, interpreting, and evaluating video resources, which are grouped into collections for educational purposes. Educational video creation projects include video blogs, remix, PowerPoint movies, and interactive videos.

Video production in content-area pedagogy: a scoping study of the research literature

ABSTRACT Video production offers a way for students to learn content-area knowledge while simultaneously developing technology skills deemed important in contemporary society. Yet, the research has not been examined in a systematic way to reveal how these types of projects are oriented to align to instructional goals or how learning is investigated when they are implemented as part of content-area pedagogy. A scoping study was conducted to review the research literature on implementation of student video production in content-area classrooms. A total of 61 studies published from 2006 through 2017 were selected and analyzed through a systematic process. Findings suggest that video production projects were conducted to meet information, performance, composition, literacy, or creativity learning goals in content-area classrooms. Strategies used to investigate student learning included evaluation of learner perceptions, analysis of the process of creating video, assessment of the final video project, or a combination of these approaches.