1.
Koehler, D., Serth, S., Steinbeck, H., Meinel, C.: Integrating Podcasts into MOOCs: Comparing Effects of Audio- and Video-Based Education for Secondary Content. In: Hilliger, I., Muñoz-Merino, P.J., Laet, T.D., Ortega-Arranz, A., en Farrell, T. (reds.) Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption (EC-TEL 2022). bll. 131–144. Springer, Toulouse, France (2022).
Multimedia learning methods can enrich any online learning scenario. However, traditional Massive Open Online Courses (MOOCs) often put the learner into classroom-like situations without considerably varying presentation formats. By conducting a study and analysis of multimedia elements such as interviews and podcasts, we lay a foundation for future research in the field of multimedia learning. This research studies video-based and audio-based education methods for secondary learning content. We explore both the conscious and subconscious effects of the different formats. In our quantitative assessment of more than 900 learners, we did not observe any significant differences in quiz performance between learners of the two groups. Although our recurring learners are used to video-based learning methods, the audio-based teaching methods were accepted and rated “easy to follow” by more than 80% of our learners. However, we observe that the learners enjoy traditional podcasts with a single presenter the least. Our work adds to the field of multimedia online teaching and shows that enriching courses with audio-based education methods proves beneficial for asynchronous learning offers.
2.
Koehler, D., Serth, S., Meinel, C.: Consuming Security: Evaluating Podcasts to Promote Online Learning Integrated with Everyday Life. Proceedings of the World Engineering Education Forum (2021).
Traditional (online) teaching approaches put the student into a video-based, classroom-like situation. When asked to reproduce the content, the student can consciously remember what he learned and answer accordingly. Contrasting, knowledge of IT-security aspects requires sensitization for the topic throughout the daily life of a learner. We learned from interactions with former learners that they sometimes found themselves in situations where they --- despite knowing better --- still behaved in an undesired way. We thereby conclude that the classroom-based presentation of knowledge in Massive Open Online Courses (MOOCs) is not sufficient for the field of IT-Security Education. Therefore, this work presents an approach to a study to assess and analyze different audio-based methods of conveying knowledge, which can integrate into a learner's everyday life. In the spirit of Open Research, we therefore publish our research questions and chosen methods in order to discuss these within the community. Following, we will study the perception of the proposed education methods by learners and suggest possible improvements for subsequent research.
3.
Koehler, D., Klieme, E., Kreuseler, M., Cheng, F., Meinel, C.: Assessment of Remote Biometric Authentication Systems: Another Take on the Quest to Replace Passwords. Proceedings of 2021 IEEE 5th International Conference on Cryptography, Security and Privacy (CSP 2021). IEEE (2021).
