Use of instructional videos in leadership education in higher education under COVID-19: A qualitative study

Table 3. Side-by-side comparison of quantitative and qualitative research findings. Quantitative study Qualitative study Questionnaire items for the 15 animated videos on theories/concepts Positive response rates Corresponding themes in the current focus group study Corresponding findings 1. The animated video is well designed. 98.20% to 94.69% Video design The majority of the students thought that the quality of the videos (both animated and case-based videos) was good (N = 21). 2. The animated video is relevant to the lecture topic. 98.91% to 94.62% Video arrangement In terms of the connection between the theory-related videos and the lectures, students believed that they were closely related because the teachers recapped the theories (N = 16), or discussed related personal experience and real-life examples during lectures (N = 21). 3. The animated video is easy to understand. 98.51% to 95.12% Video design The theory-related videos were very structured and explained the theories clearly. Model explanation was helpful to students’ learning (N = 16). 4. The animated video is interesting. 96.65% to 90.81% Video design Students enjoyed the animation (N = 3), and the interesting animation helped their understanding (N = 10). 5. The teacher used the animated video effectively. 98.60% to 95.03% Video arrangement In terms of the connection between the theory-related videos and the lectures, students believed that they were closely related because the teachers recapped the theories (N = 16), or discussed related personal

experience and real life examples during lectures (N = 21). 6. The animated video has enabled me to understand related concepts. 98.71% to 94.91% Videos’ benefits to the students’ learning of course content The theory-related videos contributed to students’ learning through clear explanation of theories, which helped students to understand the content without prior knowledge. 7. The animated video has deepened my understanding of the topic. 98.43% to 94.42% Videos’ benefits to the students’ learning of course content The majority of the students thought that the videos (both animated and case-based videos) could facilitate their understanding of lecture content (N = 27) and related theories (N = 26). 8. The animated video has enhanced my interests in the topic. 96.64% to 90.62% Videos’ benefits to the students’ learning of course content The animation, layout and video cutting made the theory-related videos more interesting to students. 9. The animated video has helped me to reflect on the topic. 97.75% to 92.46% Videos’ benefits to the students’ learning of course content Some theory-related videos’ content was related to students’ daily lives, so they could stimulate students’ self-reflection. 10. I prefer more such animated video in the teaching and learning of this subject. 97.57% to 94.11% n/a n/a 11. The animated video can benefit my development. 97.94% to 93.58% Videos’ benefits to the students’ learning of course content The skills introduced in the videos were useful to students. 12. Overall speaking, I am satisfied with the animated video. 98.52% to 94.42%

Videos’ benefits to the students’ learning of course content The majority of the students rated the videos (both animated and case- based videos) 7 points (N = 10), 7 to 8 points (N = 7) or 8 points (N = 18) out of 10 points. Questionnaire items for the nine case- based videos Positive response rates Corresponding themes in this focus group study Corresponding findings 1. The video-based activity is well designed. 98.04% to 95.09% Video design The majority of the students thought that the quality of the videos (both animated and case-based videos) was good (N = 21). 2. The video-based activity is relevant to the topic. 98.97% to 97.74% Video arrangement In terms of the connection between the case-based videos and the lectures, the students thought that they were closely related because some teachers discussed the cases during lectures, while other teachers shared personal experience that were related to the videos (N = 20). 3. The video is easy to understand. 98.62% to 97.17% Video content The case-based videos were related to students’ daily lives, so students could understand better and enjoy the videos (N = 7). 4. The content of the video is interesting. 97.02% to 92.48% Video content The case-based videos were related to students’ daily lives, so students could understand better and enjoy the videos (N = 7). 5. The content of the video is stimulating. 98.02% to 96.05% Video content The case-based videos provided various perspectives and students could learn the ways they could solve similar problems in the future (N = 14).

6. The video-based activity has increased my interaction with the teacher. 96.39% to 86.32% Videos’ benefits to the students’ class participation After watching the videos, students were able to answer teachers’ questions (N = 16). 7. The video-based activity has increased my interaction with classmates. 94.74% to 82.60% Videos’ benefits to the students’ class participation Many students perceived that both the theory-related videos and case- based videos could enhance their class participation (N = 16). (Continued) PLOS ONE Qualitative evaluation of virtual teaching and learning videos in leadership education PLOS ONE | https://doi.org/10.1371/journal.pone.0291861 September 21, 2023 20 / 28