![]() For the investigation a traditional face-to-face maths-teaching environment was completely replaced by an open learning environment. The study took place in a real-world setting during a conventional mathematics class in an Austrian secondary school with N = 85 children of average age of 10, 6 years. In this study it was explored whether and to what extent an open learning approach can be initiated by support of videos and incentives. Advanced learning materials are easily accessible via mobile digital devices connected to the Internet. At the same time this approach fosters a self-regulated learning, by means of inspirational, open education settings. Seamless Learning shall initiate human learning processes that exceeds lesson and classroom limits. A more detailed analysis, perhaps in the form of interviews or think-aloud protocols, is recommended for future research to determine the specific qualities of video podcasts that help or hinder student learning. Students who indicated that they were worried about whether they would be successful at the beginning of the course rated video podcasts significantly more helpful (M=4.5, SD=0.7) than students who were more confident about their success in the course (M=3.8, SD=1.0). The student comments to the open-ended questions were consistent with the video helpfulness ratings. An end-of-course survey indicated that over 80% of students rated the videos as helpful or very helpful, with a mean score of 4.3 on a 5-point Likert scale. The combination of videos and a flipped classroom approach resulted in 57 out of 62 students (92%) passing the course with a mean grade of 76%. Approximately half of the 62 students enrolled in the course had failed the course at least once while the other half were new students in the program. Twenty-eight videos were created for a first-year mathematics course in the Faculty of Business and Information Technology. The design of the video podcasts was guided by research-based principles outlined by Kay. The purpose of the current study was to design and evaluate the impact of video podcasts in supporting first-year university mathematics students, particularly those at risk of failing. Athome video streamer risks how to#However, limited research has been conducted on how to design effective video podcasts to support learning. The use of video-podcasts is a promising strategy for providing support, particularly within a flipped-classroom environment. Many colleges and universities are challenged to support students who are at-risk of failing mandatory mathematics courses. ![]()
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