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Subjective Outcome Evaluation of Instructional Videos in Leadership Education

Author

Listed:
  • Xiang Li

    (Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong, China)

  • Daniel T. L. Shek

    (Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong, China)

  • Tingyin Wong

    (Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong, China)

  • Lu Yu

    (Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong, China)

Abstract

The aims of this study were to examine the psychometric properties of two subjective outcome evaluation tools measuring students’ perceptions of 24 instructional videos and to understand the profiles of students’ perceptions of the videos. Online teaching and learning played an important role when school lockdown measures were imposed during the COVID-19 pandemic. To facilitate online teaching in a college-level leadership education subject, we developed and piloted 24 instructional videos, including 15 animated videos and 9 case-based videos, in the 2021/22 academic year. To understand students’ perceptions of the videos, we developed two subjective outcome evaluation scales (one for the animated videos and another for the case-based videos) to assess the subjective perceptions of 1308 students. Results showed that the developed tools possessed good psychometric properties, including factorial, convergent and discriminant validity. The findings of this study also revealed the students had positive attitudes towards the developed videos, including positive perceptions of the videos’ design and the benefits gained from watching them. The present study suggests teachers can meaningfully use the 24 instructional videos in the context of leadership education in higher education.

Suggested Citation

  • Xiang Li & Daniel T. L. Shek & Tingyin Wong & Lu Yu, 2022. "Subjective Outcome Evaluation of Instructional Videos in Leadership Education," IJERPH, MDPI, vol. 20(1), pages 1-16, December.
    • Handle: RePEc:gam:jijerp:v:20:y:2022:i:1:p:367-:d:1015479
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    References listed on IDEAS

    as
    1. Xiang Li & Daniel T. L. Shek & Esther Y. W. Shek, 2021. "Psychological Morbidity among University Students in Hong Kong (2014–2018): Psychometric Properties of the Depression Anxiety Stress Scales (DASS) and Related Correlates," IJERPH, MDPI, vol. 18(16), pages 1-15, August.
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