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The research investigates how multimedia instructor interventions influence learning outcomes, satisfaction, and persistence in online higher education shaped by Web 2.0 and user-generated content. A quantitative quasi-experimental design compares student grades before and after implementing instructor-created multimedia in courses, highlighting benefits especially for C-level students and outlining implementation challenges that affect performance, retention, and graduation persistence.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-the-impact-of-instructor-created-video-tutorials-and-best-online-exemplar-teaching-practices-for-successful-outcomes-with-visual-arts-students/579502/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-the-impact-of-instructor-created-video-tutorials-and-best-online-exemplar-teaching-practices-for-successful-outcomes-with-visual-arts-students/579502.png","ImageObject",300,407,{"name":92,"@type":93},"Oliver","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study focuses on identifying best online teaching practices for first-year visual arts students, especially the impact of instructor-created video tutorials and exemplar teaching approaches.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the research evaluate learning impact?",{"text":117,"@type":113},"It uses a quantitative quasi-experimental design comparing student grades before and after instructors implemented instructor-created multimedia elements in their courses.",{"name":119,"@type":110,"acceptedAnswer":120},"Which framework areas does the study emphasize for first-year success?",{"text":121,"@type":113},"It centers on Communities of Practice (CoP), Project-Based Learning (PBL), and instructional design specific to visual arts education.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},579502,1792612171,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},8796095461610,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","EXAMINING THE IMPACT OF INSTRUCTOR-CREATED VIDEO TUTORIALSAND BEST ONLINE EXEMPLAR TEACHING PRACTICES FOR SUCCESSFUL OUTCOMES WITH VISUAL ARTS STUDENTS  \nAlexis A. Chontos, Grand Canyon University  \nJohn R. Kenney, Grand Canyon University  \nABSTRACT  \nThis study identifies the best online teaching practices to benefit first-year visual arts students, notably to include instructor-created videos. Such instructor-created videos provide a firm foundation for these students to succeed in their first year of college. The introduction of Web 2.0, focusing on user-generated content, has shown potential to address this issue in online higher education. This study will examine the impact of instructor-created videos to improve learning outcomes, satisfaction, and persistence. It focuses on key areas such as Communities of Practice (CoP), Project-Based Learning (PBL), and instructional design in the visual arts. This study used a quantitative quasi-experimental design to examine the difference in student grades before and after instructor implementation of instructor-created multimedia elements in their courses. Findings highlight the value of instructor-created multimedia elements, particularly for ‘C’ students, including implementation and challenges. By considering these factors, instructors can create effective and engaging online courses for visual arts education that may improve student performance, retention, and persistence to graduation.  \nKeywords: teaching methods, fine arts, interactive, first year, best practices, video tutorial, exemplars, student success  \nOnline visual arts students face particular challenges. They must learn through the eye of a computer monitor. They must jump through technological hoops before accessing lectures, asking a question, or seeing a classmate’s work. Discussions are primarily in written form, which takes time. Work may be displayed only on a monitor, which, de facto, alters its look and feel. Web Design and Game Design, subsets of visual arts, have students already  \naccustomed to interacting in the online environment. For many other students studying in a visual arts field, working through a computer is a frustrating experiment in learning; one which may lead a frustrated student who may become an ex-student.  \nEmpowering instructors to provide a firm educational foundation to first-year visual arts students is one of the goals of this study.  \nInstructors need to provide visual arts students  \nwith the tools and resources to encourage them to carry on with their visual arts education with confidence and motivation to persist and succeed. The purpose of this research is to examine the use of instructor-created videos and online teaching best practices in online visual arts courses.  \nLITERATURE REVIEW  \nLack of student-student and student-teacher interactions is the primary reason causing student engagement to suffer (Ngoc-Hoi, 2021) . In this time of worldwide upheaval and with universities struggling to cope with vast numbers of students enrolled in online classes, student interest and engagement in their studies have become more important (Dick, 2021; Ngoc-Hoi, 2021). The introduction of Web 2.0 to the classroom has assisted in these areas. Web 2.0 refers to websites that include user content. The term was first used in 1999 by Darcy Denucci to explain various types of software (Ovaska & Leino, 2008). At that time, Web 2.0 was very focused on social media and virtual community (2008), as well as the extent of resources that the internet had to offer. Ovaska and Leino (2008) underscore that the internet has two purposes: to connect to ‘collective intelligence’ as well as to allow a space for users to contribute content.  \nWeb 2.0 has evolved beyond the study done by Ovaska and Leino. Today’s Web 2.0 is used in business, industry, and education. Online higher education, in fact, has evolved to a state that is extremely practical, interactive, and collaborative (Ovaska, 2008). Educators ar","cbCaierpnmsndrwO","https://ap.wps.com/l/cbCaierpnmsndrwO","pdf",308516,16,"English","# Abstract\n# Introduction and Purpose\n# Literature Review\n## Communities of Practice (CoP)","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study focuses on identifying best online teaching practices for first-year visual arts students, especially the impact of instructor-created video tutorials and exemplar teaching approaches.\"},{\"question\":\"How does the research evaluate learning impact?\",\"answer\":\"It uses a quantitative quasi-experimental design comparing student grades before and after instructors implemented instructor-created multimedia elements in their courses.\"},{\"question\":\"Which framework areas does the study emphasize for first-year success?\",\"answer\":\"It centers on Communities of Practice (CoP), Project-Based Learning (PBL), and instructional design specific to visual arts education.\"}]","Examining the Impact of Instructor-Created Video Tutorials and Best Online Exemplar Teaching Practices for Successful Outcomes with Visual Arts Students | PDF",1792035758]