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

64. Joko Prayudha S. Video based learning as a media for teaching English during pandemic covid-19. Journal of Language Intelligence and Culture. 2021; 2(1):1–11. https://doi.org/10.35719/jlic.v2i1.53 65. Lacey K, Wall JG. Video-based learning to enhance teaching of practical microbiology. FEMS Microbi- ology Letters. 2021; 368(2):fnaa203. https://doi.org/10.1093/femsle/fnaa203 PMID: 33351097 66. Mao BP, Teichroeb ML, Lee T, Wong G, Pang T, Pleass H. Is online video-based education an effec- tive method to teach basic surgical skills to students and surgical trainees? A systematic review and meta-analysis. Journal of Surgical Education. 2022; 79(6):1536–1545. https://doi.org/10.1016/j.jsurg. 2022.07.016 PMID: 35933308 67. Alsoufi A, Alsuyihili A, Msherghi A, Elhadi A, Atiyah H, Ashini A, et al. Impact of the COVID-19 pan- demic on medical education: Medical students’ knowledge, attitudes, and practices regarding elec- tronic learning. PloS one. 2020; 15(11):e0242905. https://doi.org/10.1371/journal.pone.0242905 PMID: 33237962 68. Mathers N, Fox N, Hunn A. Trent Focus for research and development in primary health care: Using interviews in a research project. Sheffield: Trent Focus; 1998. 69. Polkinghorne DE. Phenomenological research methods. In: Valle RS, Halling S, editors. Existential- phenomenological perspectives in psychology. Boston, MA, U.S.A.: Springer; 1989. p. 41–60. https:// doi.org/10.1007/978-1-4615-6989-3_3 70. Gibbs G. Analyzing qualitative data. Thousand Oaks, CA, U.S.A.: Sage Publications; 2007.

71. Sim J. Collecting and analysing qualitative data: Issues raised by the focus group. J Adv Nurs. 1998; 28(2):345–352. https://doi.org/10.1046/j.1365-2648.1998.00692.x PMID: 9725732 72. Lincoln YS, Guba EG. Naturalistic inquiry. Beverly Hills, CA, U.S.A.: Sage Publications; 1985. 73. Creswell JW, Clark VP. Mixed methods research. 2nd ed. Thousand Oaks, CA, U.S.A.: Sage Publi- cations; 2011. 74. Morse JM, Barrett M, Mayan M, Olson K, Spiers J. Verification strategies for establishing reliability and validity in qualitative research. Int J Qual Methods. 2002; 1(2):13–22. https://doi.org/10.1177/ 160940690200100202 75. Creswell JW, Miller DL. Determining validity in qualitative inquiry. Theory into Practice. 2000; 39 (3):124–130. https://doi.org/10.1207/s15430421tip3903_2 76. Denzin NK. Interpretive interactionism. Newbury Park, CA, U.S.A.: Sage Publications; 1989. 77. Huberman AM, Miles MB. Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA, U.S.A.: Sage Publications; 1994. 78. Fo¨rster M, Maur A, Weiser C, Winkel K. Pre-class video watching fosters achievement and knowledge retention in a flipped classroom. Comput Educ. 2022; 179:104399. https://doi.org/10.1016/j.compedu. 2021.104399 79. Wu Y-Y, Liu S, Man Q, Luo F-L, Zheng Y-X, Yang S, et al. Application and evaluation of the flipped classroom based on micro-video class in pharmacology teaching. Front Public Health. 2022; 10:838900. https://doi.org/10.3389/fpubh.2022.838900 PMID: 35400033

80. Bassili JN, Joordens S. Media player tool use, satisfaction with online lectures and examination perfor- mance. Journal of Distance Education. 2008; 22(2):93–107. 81. Chou S-W, Liu C-H. Learning effectiveness in a web-based virtual learning environment: A learner control perspective. J Comput Assist Learn. 2005; 21(2):65–76. https://doi.org/10.1111/j.1365-2729. 2005.00114.x 82. Chuang H-H, Weng C-Y, Chen C-H. Which students benefit most from a flipped classroom approach to language learning?: Flipped classroom does not fit all students. Br J Educ Technol. 2018; 49(1):56– 68. https://doi.org/10.1111/bjet.12530 83. Kim MK, Kim SM, Khera O, Getman J. The experience of three flipped classrooms in an urban univer- sity: An exploration of design principles. The Internet and Higher Education. 2014; 22:37–50. https:// doi.org/10.1016/j.iheduc.2014.04.003 84. Inglesi-Lotz R, Dresselhaus F, Bohlmann J. Assessing the impact of just-in-time methodology, in-lec- ture activities, and tutor-assisted post-lecture activities in the course experience of first year students in economics at the University of Pretoria. University of Pretoria, Department of Economics: Working Papers 201590. 85. Liang Z. Enhancing active learning in web development classes using pairwise pre-and-post lecture quizzes. In: 2019 IEEE International Conference on Engineering, Technology and Education (TALE); 2019 Dec 10–13; Yogyakarta, Indonesia: IEEE; 2019. p. 1–8. https://doi.org/10.1109/TALE48000. 2019.9225896 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 26 / 28

86. Brown B, Gao C, Windish D, Moeller J, O’Neill E, Soares S. Becoming clinician-animators: A toolkit and pilot study for novel animated content development in a medical education curriculum. Med Sci Educ. 2020; 30:977–988. https://doi.org/10.1007/s40670-020-00959-4 PMID: 34457756 87. Mayer RE, Fiorella L. Principles for reducing extraneous processing in multimedia learning: Coher- ence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In: Mayer RE, edi- tor. The Cambridge handbook of multimedia learning. New York, NY, U.S.A.: Cambridge University Press; 2014. p. 279–315. https://doi.org/10.1017/CBO9781139547369.015 88. Sweller J, van Merrienboer JJG, Paas FGWC. Cognitive architecture and instructional design. Educ Psychol Rev. 1998; 10(3):251–296. https://doi.org/10.1023/A:1022193728205 89. Ausubel DP. In defense of advance organizers: A reply to the critics. Rev Educ Res. 1978; 48(2):251– 257. https://doi.org/10.3102/00346543048002251 90. Tarchi C, Zaccoletti S, Mason L. Learning from text, video, or subtitles: A comparative analysis. Com- put Educ. 2021; 160:104034. https://doi.org/10.1016/j.compedu.2020.104034 91. Cooper K, Hatfield E, Yeomans J. Animated stories of medical error as a means of teaching under- graduates patient safety: An evaluation study. Perspect Med Educ. 2019; 8:118–122. https://doi.org/ 10.1007/S40037-019-0498-1 PMID: 30767190 92. Alfes CM. Setting the stage for clinical simulation: Developing an introductory video. Clin Simul Nurs. 2008; 4(3):e65–e67. https://doi.org/10.1016/j.ecns.2008.08.005

93. Santos E, Miguel J, Sua´rez MDA, Gonza´lez-Henrı´quez JJ. Video for teaching: Classroom use, instruc- tor self-production and teachers’ preferences in presentation format. Technology, Pedagogy and Edu- cation. 2020; 29(2):147–162. https://doi.org/10.1080/1475939X.2020.1726805 94. Fiorella L, Stull AT, Kuhlmann S, Mayer RE. Instructor presence in video lectures: The role of dynamic drawings, eye contact, and instructor visibility. J Educ Psychol. 2019; 111(7):1162–1171. https://doi. org/10.1037/edu000032 95. Mayer RE, Fiorella L, Stull A. Five ways to increase the effectiveness of instructional video. Educ Technol Res Dev. 2020; 68:837–852. https://doi.org/10.1007/s11423-020-09749-6 96. Bennet S, Harper B, Hedberg J. Designing real life cases to support authentic design activities. Aus- tralasian Journal of Educational Technology. 2020; 18(1). https://doi.org/10.14742/ajet.1743 97. Sharpnack PA, Goliat L, Baker JR, Rogers K, Shockey P. Thinking like a nurse: Using video simulation to rehearse for professional practice. Clin Simul Nurs. 2013; 9(12):e571–e577. https://doi.org/10. 1016/j.ecns.2013.05.004 98. Tak N- Y, Lim H-J, Lim D-S, Hwang Y-S, Jung I-H. Effect of self-learning media based on 360˚ virtual reality for learning periodontal instrument skills. Eur J Dent Educ. 2023; 27(1):1–8. https://doi.org/10. 1111/eje.12769 PMID: 35000247 99. Hwang I, Tam M, Lam SL, Lam P. Review of use of animation as a supplementary learning material of physiology content in four academic years. Electronic Journal of e-Learning. 2012; 10(4):368–377.

100. Zipp GPZ, Maher C. Use of video-based cases as a medium to develop critical thinking skills in health science students. TLC. 2010; 7(1). https://doi.org/10.19030/tlc.v7i1.72 101. Hakkarainen P, Saarelainen T, Ruokamo H. Towards meaningful learning through digital video sup- ported, case based teaching. Australasian Journal of Educational Technology. 2007; 23(1):87–109. https://doi.org/10.14742/ajet.1275 102. Karppinen P. Meaningful learning with digital and online videos: Theoretical perspectives. AACE Review. 2005; 13(3):233–250. 103. Steiner G, Posch A. Higher education for sustainability by means of transdisciplinary case studies: An innovative approach for solving complex, real-world problems. J Clean Prod. 2006; 14(9–11):877– 890. https://doi.org/10.1016/j.jclepro.2005.11.054 104. Danker B. Using flipped classroom approach to explore deep learning in large classrooms. IAFOR J Educ. 2015; 3(1):171–186. https://doi.org/10.22492/ije.3.1.10 105. Costello EJ, Foley DL, Angold A. 10-year research update review: The epidemiology of child and ado- lescent psychiatric disorders: II. Developmental epidemiology. J Am Acad Child Adolesc Psychiatry. 2006; 45(1):8–25. https://doi.org/10.1097/01.chi.0000184929.41423.c0 PMID: 16327577 106. Kessler R, Bergland P, Demler O, Jin R, Koretz D, Merikangas KR, et al. The epidemiology of major depressive disorder: Results from the National Comorbidity Survey Replication (NCS-R). JAMA. 2003; 289(23):3095–3105. https://doi.org/10.1001/jama.289.23.3095 PMID: 12813115

107. Patel V, Flisher AJ, Hetrick S, McGorry P. Mental health of young people: A global public-health chal- lenge. The Lancet. 2007; 369(9569):1302–1313. https://doi.org/10.1016/S0140-6736(07)60368-7 PMID: 17434406 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 27 / 28

108. Knapp M, McCrone P, Fombonne E, Beecham J, Wostear G. The Maudsley long-term follow-up of child and adolescent depression: 3. Impact of comorbid conduct disorder on service use and costs in adulthood. Br J Psychiatry. 2002; 180(1):19–23. https://doi.org/10.1192/bjp.180.1.19 PMID: 11772846 109. Knapp M, Scott S, Davies J. The cost of antisocial behaviour in younger people. Clin Child Psychol Psychiatry. 1999; 4(4):457–473. 110. Denzin NK. The research act: A theoretical orientation to sociological methods. 2nd ed. New York, NY, U.S.A.: McGraw-Hill; 1978. 111. Greene JC, Caracelli VJ, Graham WF. Toward a conceptual framework for mixed-method evaluation designs. Educ Eval Policy Anal. 1989; 11(3):255–274. https://doi.org/10.3102/01623737011003255 112. Fielding NG. Triangulation and mixed methods designs: Data integration with new research technolo- gies. J Mix Methods Res. 2012; 6(2):124–136. https://doi.org/10.1177/1558689812437101 113. Sahi PK, Mishra D, Singh T. Medical education amid the COVID-19 pandemic. Indian Pediatrics. 2020; 57:652–657. https://doi.org/10.1007/s13312-020-1894-7 PMID: 32412913 114. Kou S. Application of education informatization promoting educational equity in remote areas of China. Int J Inf Educ Technol. 2020; 10(8):608–613. https://doi.org/10.18178/ijiet.2020.10.8.1432 115. Herrington A, Herrington J. Web-based strategies for professional induction in rural, regional and remote areas. Annual Meeting of the Australian Association for Research in Education; 2001, Decem- ber 2–6: Fremantle, Australia,.

123. Golafshani N. Understanding reliability and validity in qualitative research. Qual Rep. 2003; 8(4):597– 607. 124. Kozleski EB. The uses of qualitative research: Powerful methods to inform evidence-based practice in education. Res Pract Persons Severe Disabi. 2017; 42(1):19–32. https://doi.org/10.1177/ 1540796916683710 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 28 / 28