International Journal of
Information and Education Technology

Abstract

Conducting video lessons is a common trend in today’s new normal educational setup. Hence, it is crucial to initiate efforts to evaluate this strategy. This developmental research developed and evaluated an online/offline video lesson for the course Introduction to Computing. Selected via cluster sampling, twenty first-year students from a state university, four information technology experts, two curriculum experts, and one language teacher participated in the study. A researcher-made examination and an adapted evaluation form for video materials were utilized in the study. Results showed that the three least achieved computing skills were: (a) logical and critical thinking domains like explaining the different jobs, functions, professions, and careers in the field, identifying computing hardware and others; (b) technical domains like identifying input, output, processing, and storage devices and others; and (c) analytical domains such as text alignment, addition of line breaks and others. The overall evaluation of the acceptability of the video materials was very acceptable (M = 3.69) in terms of content (M = 3.79), instructional quality (M = 3.68), technical quality (M = 3.65), presentation and organization (M = 3.64), accuracy and up-to-datedness of information (M = 3.64), and assessment (M = 3.71). The students who achieved the objectives of the video lessons experienced a more personalized learning journey. Further research on and use of the strategy in various academic settings is recommended.