The Use of Customized YouTube Videos and Internet to Enhance the Academic Performance of NonEngineering Students Registered in the Faculty of Engineering at a South African University This study suggests a new learning method using online videos and the Internet as a substitute to the traditional teaching method in order to enhance the academic performance of nonengineering students registered in the Faculty of Engineering and the Built Environment at a South African university. Customized video materials covering topics offered in the course Operations Management Techniques, which equips students with decision science related skills as well as operations research knowledge as part of their curriculum in the programs offered in this department were posted on YouTube. 200 questionnaires were sent out and returned. The analysis of results reveals that the current teaching method is quite poor and respondentsu0027 desire to adopt the suggested learning method which removes the boundaries established by the fact that learning would have taken place in one centralized location. With the use of customized YouTube videos, students can access their learning material on the go which renders the course mobile and opens the possibility of online platforms development to accommodate larger number of students while monitoring their academic performance inside and outside the class.

The Design and Evaluation of Interactive VideoBased Flipped Classroom on Mathematics Learning In recent years, flipped learning has received an increasing emphasis; it stresses that students can memorize and understand the knowledge through the instructional video recorded by teachers before the class, and hence more time is available for students to practice, apply knowledge and discuss in class. However, watching instructional video is one way behavior, there is no interaction between learner and learning system, so learner may lost hisher attention after a period of time. Therefore, in this study, an interactive video lectures was proposed for developing a new flipped learning system. To examine the effectiveness of the proposed approach, an experiment was conducted in a math learning activity in an elementary school. The participants were two classes of 49 fifth graders. One classes was assigned to the experimental group, while the other was the control group. The students in the experimental group used the flipped learning mode with interactive video lectures, while those in the control group learned with the conventional flipped learning mode. The results show that students who learned with the flipped learning mode with interactive video lectures performed better in comprehension and retention of mathematics than the control group.