Design and Implementation of Interactive Videos in Undergraduate Transnational Education
Abstract
The growing development of online educational video resources over the past two decades, has significantly reshaped university students' self-regulated study approaches and influenced diverse ways of learning. Within an environment of abundantly and publicly available online resources, educators cannot always control which materials students choose to supplement their study. Consequently, considerable deviations are likely to be present between the taught content by the educator and an arbitrary online educational video the student watches, in terms of terminology, notation and methods, especially in mathematical sciences. These deviations can be even more considerable when Transnational Education (TNE) students incorporate native language resources to comprehend the material. This paper presents the design, creation and implementation of interactive video resources produced in alignment with established pedagogical frameworks to support an undergraduate TNE mathematics module.
Versions
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BibTeX
@misc{chiotis2026design,
title = {{Design and Implementation of Interactive Videos in Undergraduate Transnational Education}},
author = {Dimitrios Chiotis and Ebru Burcu},
howpublished = {arXiv},
year = {2026},
month = sep,
doi = {10.48550/arxiv.2609.36176},
eprint = {2609.36176},
archivePrefix = {arXiv},
url = {https://arxiv.org/abs/2609.36176},
}
RIS
TY - UNPB
TI - Design and Implementation of Interactive Videos in Undergraduate Transnational Education
AU - Dimitrios Chiotis
AU - Ebru Burcu
PY - 2026
DA - 2026/09/28
PB - arXiv
DO - 10.48550/arxiv.2609.36176
UR - https://arxiv.org/abs/2609.36176
AB - The growing development of online educational video resources over the past two decades, has significantly reshaped university students' self-regulated study approaches and influenced diverse ways of learning. Within an environment of abundantly and publicly available online resources, educators cannot always control which materials students choose to supplement their study. Consequently, considerable deviations are likely to be present between the taught content by the educator and an arbitrary online educational video the student watches, in terms of terminology, notation and methods, especially in mathematical sciences. These deviations can be even more considerable when Transnational Education (TNE) students incorporate native language resources to comprehend the material. This paper presents the design, creation and implementation of interactive video resources produced in alignment with established pedagogical frameworks to support an undergraduate TNE mathematics module.
ER -