Utilizing Video-Assisted Active Learning to Enhance Journalism and communication Studies Students' Perceptions in Higher Education: A Case Study in China

Abstract

Video-assisted active learning strategies have emerged as effective tools for enriching educational content has been recognized as an instructional medium for various pedagogical approaches. This study aims to explore on how integrating video-assisted active learning strategies influences students’ perceptions in their courses in China. It employed quantitative surveys to gather comprehensive data from students of journalism and communication studies. This study utilized four courses that implemented video-based and video-assisted teaching strategies to promote active learning. Students engaged with videos across various educational contexts, including flipped learning, blended learning, and autonomous self-paced learning. Their perceptions were assessed using an expanded version of the Technology Acceptance Model, which included additional parameters such as self-efficacy, perceived enjoyment, satisfaction, attitude, and intention to use, in order to identify causal relationships. Additionally, the study examined the impact of technical factors, such as internet connection quality, audio quality, video quality, and video duration. The findings indicate that students have positive attitudes towards the use of videos, with all factors significantly influencing their intention to use them. Additionally, technical aspects such as internet connection, audio quality, and video quality did not pose any issues in the educational process, likely due to the high quality of contemporary internet connections and audio-visual productions, along with advanced playback equipment. This shift necessitates a pedagogical adaptation to meet students' evolving preferences and to harness the educational potential of short videos effectively. In conclusion, the integration of video-assisted active learning in Journalism and communication Studies not only improves student perceptions and engagement but also aligns educational practices with contemporary media consumption trends. These insights provide valuable implications for educators aiming to enhance learning experiences and adapt to the changing media environment.