Purpose

This paper aims to assess the effectiveness of videotaped learning when used in a university in the UAE, in terms of evaluating the experiences of the students, along with highlighting its benefits along with challenges. The research aims to analyse the challenges and benefits of videotaped story workshop method for university students in the UAE. Experiential learning theory can be the basis of this videotaped method of learning and can be used for further theory and the contribution of this research study to knowledge in international education in business.

Design/methodology/approach

The results got by extracting primary data (quantitative and qualitative) from a sample size of 201 students. The paper used an action research methodology within a university degree course and within the teaching profession. The research design is associated with measuring and assessing the challenges and benefits of videotaped story workshop method for university students, along with the perceptions of the students towards its use. The study primarily used participatory action research which is a community-based study, action-based enquiry and action learning. The approach mostly used to improve the conditions and practices in a range of social environments.

Findings

The results suggest that most students were in favour of incorporating videotaped story workshop method for the learning experience as this eradicates common linguistic and cultural barriers. Observations indicate the students found it quite challenging to learn new techniques of making videos but later on shown a positive attitude towards the adoption of technology in terms of creating videos and presenting. Technology allowed students to make videos to showcase previous experiences and stories via digital storytelling. Such methods enhance student’s knowledge and academic skills while supporting learning behaviour and inspires them to plan, organise and share their ideas and expertise.

Research limitations/implications

The above methodology has good potential for inclusive learning and teaching at the higher education level which was not attempted due to lack of connecting to the learners with challenges at the university and for the researchers able to connect to such people. This method can be easily extended to inclusive teaching and learning with minor adjustments as required with the disabilities noticed for the learners. Hence, while most students displayed a positive attitude towards learning from creating, sharing and viewing digital stories, it can be argued that a certain proportion of them was not able to benefit entirely from it due to lack of experience and skills in generating videos. Therefore, attention must be emphasised upon factors to minimise these challenges in multiple ways, for example, provision of training to students for easy employment of videotaping or affordable internet access, etc.

Practical implications

The students also stated that initially, they perceived videotape methodology quite challenging; however, with time, they started enjoying this method. Videotaped story workshops, learners easily grasp the idea/knowledge through subtitles, even if the lessons are not delivered in their native language. This aspect results in increasing student’s motivation towards learning new concepts and coordinating with other teams to share knowledge and ideas. The method creates a strong sense of achievement amongst students that serves as a motivational driver for academic performance. The videotaped story workshop method supports student’s learning rate, increases their interest and makes the whole learning process more enjoyable.

Social implications

The learning experience will improve as students and teachers get comfortable using this videotape learning methodology. The method will be useful in remote learning as in the COVID19 situation and has immense social implications, especially in education. It can extend to most domains and knowledge, teaching scenarios for engineering and business. The research promises to add to the knowledge of blended learning and to the experiential learning approach which is useful to the international business of education and its future.

Originality/value

The classroom activities videotapes stored in platforms, making it convenient for the students and teachers to browse through at their convenience and to improve on in the future. This videotape method applies to any field of learning such as music, cooking, engineering, language study, business studies as it has the advantage to be transcribed and also captions added for the learners and teachers to understand it better. It can be useful in remote learning situations, also like the current one. It promises to be a more efficient way of learning for the future in education and the education business will benefit from it.

中文翻译：

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录像带教学方法–体验式学习和行动研究方法

目的

本文旨在评估录像带学习在阿联酋一所大学中的有效性，从评估学生的经历，突出其带来的挑战和挑战方面进行评估。该研究旨在分析录像故事讲习班方法对阿联酋大学生的挑战和好处。体验式学习理论可以作为这种录像学习方法的基础，并且可以用于进一步的理论研究以及本研究对国际商务教育中知识的贡献。

设计/方法/方法

通过从201名学生的样本量中提取主要数据（定性和定性）获得了结果。该论文在大学学位课程和教学专业中使用了一种行动研究方法。研究设计与测量和评估录像故事讲习班方法为大学生带来的挑战和收益，以及学生对使用录像讲习班方法的看法有关。该研究主要使用参与式行动研究，这是一项基于社区的研究，基于行动的探究和行动学习。该方法主要用于改善各种社会环境中的条件和做法。

发现

结果表明，大多数学生都赞成将录像故事讲习班方法用于学习体验，因为这消除了常见的语言和文化障碍。观察结果表明，学生发现学习视频制作的新技术颇具挑战性，但后来在制作视频和演示方面表现出对采用技术的积极态度。技术使学生能够制作视频，以通过数字讲故事来展示以前的经历和故事。这样的方法可以在支持学习行为的同时增强学生的知识和学术技能，并激发他们计划，组织和分享他们的想法和专业知识。

研究局限/意义

上述方法在高等教育中具有包容性学习和教学的良好潜力，但由于缺乏与具有挑战性的学习者的联系，以及缺乏能够与此类人联系的研究者的联系，因此未进行尝试。这种方法可以很容易地扩展到包容性教学中，只需对学习者发现的残障情况进行必要的细微调整即可。因此，尽管大多数学生对创建，共享和观看数字故事表现出积极的学习态度，但可以说，由于缺乏视频制作经验和技能，他们中的一定比例无法从中受益。因此，必须着重注意以多种方式将这些挑战降到最低的因素，例如，

实际影响

学生们还说，最初，他们认为录像带方法颇具挑战性。但是，随着时间的流逝，他们开始喜欢这种方法。通过录像带的故事讲习班，即使课程不是以母语提供的，学习者也可以通过字幕轻松地了解想法/知识。这方面的结果增加了学生学习新概念并与其他团队协调以共享知识和想法的动力。该方法在学生中营造出强烈的成就感，这是学习成绩的动力。录像故事讲习班方法可以提高学生的学习速度，提高他们的兴趣，并使整个学习过程更加愉快。

社会影响

随着学生和老师对使用这种录像带学习方法的适应程度的提高，学习体验将得到改善。该方法将在COVID19情况下在远程学习中有用，并且具有巨大的社会意义，尤其是在教育方面。它可以扩展到大多数领域和知识，工程和业务的教学场景。该研究有望增加混合学习的知识和体验式学习方法，这对国际教育业务及其未来很有用。

创意/价值

课堂活动录像带存储在平台中，方便学生和教师方便地浏览并在将来进行改进。这种录像带方法适用于任何学习领域，例如音乐，烹饪，工程，语言学习，商业研究，因为它具有转录的优势，并且为学生和老师添加了字幕，以使他们更好地理解它。与当前的情况一样，它在远程学习情况下可能很有用。它有望成为未来教育中一种更有效的学习方式，教育行业将从中受益。