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1.
Varun Saxena Pradeep Natarajan Patricia S. O'Sullivan Sharad Jain 《Anatomical sciences education》2008,1(4):159-165
Medical schools have reduced the time allotted to anatomy instruction. Consequently, schools engage students in more independent settings using information and communication technologies (ICT). There has been limited research in the use of video aids, a type of ICT, to enhance anatomy examination performance. The objective of this study is to describe the design, usage, and effect on examination performance of eight locally developed instructional anatomy videos. First‐year UCSF medical students (n = 141) had access to the videos. They reported their video usage, reason for usage, and satisfaction. The prior year students (n = 141) served as a historical control group. Anatomy and radiology examination performance was compared between groups while controlling for prior performance. The students with and without access to the videos did not differ in examination performance. Sixty‐one (43%) students in the experimental group responded to the survey. Of these, 79% reported using at least one video, viewing an average of 4.75 of the eight videos. They watched 3.27 (SD = 1.57, range 1–5) of the five anatomy videos and 1.48 (SD = 1.35; range 0–3) of the three radiology videos. In a regression analysis controlling for age and MCAT scores, using the anatomy videos at least once improved anatomy examination performance by 3.4% (P‐value = 0.007). There was no relationship between radiology video usage and radiology exam score. Video resource availability did not enhance student performance in anatomy and radiology. However, when analyzing performance for those whom we knew level of video use, there was a statistically different and higher anatomy achievement. Anat Sci Ed, 2008. © 2008 American Association of Anatomists. 相似文献
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This paper explores the nature of prospective teachers’ noticing of students’ understanding as they analyze and discuss middle school students’ understandings of trapezoids in micro-case videos in the context of geometry. In this exploratory study, the data were obtained from eight prospective middle school mathematics teachers through individual video analysis, reflection papers, and group discussions. The results indicated that the use of purposeful micro-case video designs based on prospective teachers’ background knowledge of quadrilaterals allowed them to be productive in video analyses and discussions. In individual video analyses, prospective teachers attended to various mathematical elements to identify students’ responses but did not always use them to make interpretations of each student’s understanding of trapezoid. In the group discussions of the micro-case videos, in contrast, prospective teachers could provide alternative interpretations of students’ understanding by identifying links between the mathematical elements in students’ responses and the characteristics of students’ understandings. In the group discussions, they provided more detailed and specific instructional actions to support each student’s understanding of trapezoid than their individual video analyses. This study suggests practical implications for teacher education programs on how to use video cases (e.g., firstly, working individually and then having group discussions about the videos) to explore prospective teachers’ professional noticing skills. Considering prospective teachers’ background knowledge of related mathematical contents, this study can also inspire future studies on how to design effective videos about students’ mathematical understanding.
相似文献3.
The interrupted learner: How distractions during live and video lectures influence learning outcomes 
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下载免费PDF全文 Andrew H. Zureick Jesse Burk‐Rafel Joel A. Purkiss Michael Hortsch 《Anatomical sciences education》2018,11(4):366-376
New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi‐year study of the first‐year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first‐year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in “non‐lecture activities” (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities—whether live or recorded—can have an important impact on learning outcomes. Anat Sci Educ 11: 366–376. © 2017 American Association of Anatomists. 相似文献
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Janet Mannheimer Zydney Amy Grincewicz 《Journal of Science Education and Technology》2011,20(6):715-728
This study investigated the connection between the use of video cases within a multimedia learning environment and students’ inquiry into a socio-scientific problem. The software program was designed based on principles from the Cognitive Flexibility Theory (CFT) and incorporated video cases of experts with differing perspectives. Seventy-nine 10th-grade students in an urban high school participated in this study. After watching the expert videos, students generated investigative questions and reflected on how their ideas changed over time. This study found a significant correlation between the time students spent watching the expert videos and their ability to consider the problem’s perspectives as well as their ability to integrate these perspectives within their questions. Moreover, problem-solving ability and time watching the videos were detected as possible influential predictors of students’ consideration of the problem’s perspectives within their questions. Although students watched all video cases in equivalent ways, one of the video cases, which incorporated multiple perspectives as opposed to just presenting one perspective, appeared most influential in helping students integrate the various perspectives into their own thinking. A qualitative analysis of students’ reflections indicated that many students appreciated the complexity, authenticity, and ethical dimensions of the problem. It also revealed that while the majority of students thought critically about the problem, some students still had naïve or simplistic ways of thinking. This study provided some preliminary evidence that offering students the opportunity to watch videos of different perspectives may influence them to think in alternative ways about a complex problem. 相似文献
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Jelle de Boer Piet A. M. Kommers Bert de Brock Jos Tolboom 《Education and Information Technologies》2016,21(5):1135-1151
Video is increasingly used as an instructional tool. It is therefore becoming more important to improve learning of students from video. We investigated whether student learning effects are influenced through an instruction about other viewing behaviours, and whether these learning effects depend on their prior knowledge. In a controlled environment, 115 students watched a number of instructional videos about the technical equipment needed in a course on digital photography. Every second student was instructed about other possible viewing behaviours. A pre-post-retention test was carried out to calculate learning effects. The differences with respect to the learning effects of students who received an awareness instruction on an alternative viewing strategy were not significantly different. The differences as observed in our earlier experiment however could not be reproduced. Students with a broad viewing repertoire showed higher learning effects than students with a narrow repertoire. Furthermore, students with a strategic viewing approach also showed higher learning effects. Certain conditions have to be met: the technical and didactical quality of the video must be good, the integration in a learning task must be apparent, students must be aware of their viewing behaviour, and teachers must be aware of their students’ viewing behaviour in order to enrich the viewing repertoire of students when they have at least some basic knowledge e.g. after several lessons on the topics at hand. In future research, this study should be replicated using more complex video episodes than the instruction videos we used in our experiments that were only on the factual knowledge level of the taxonomy of Bloom. Moreover, replication of this study with a larger sample size could yield a significant improvement in learning effects. This is plausible because students need an amount of prior knowledge beyond a certain threshold value in order to be able to expand their knowledge network in their long term memory. Finally, additional media player functionality, facilitating effective student learning from video, can be described based on the results of this study. 相似文献
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Online instructional anatomy videos: Student usage,self‐efficacy,and performance in upper limb regional anatomy assessment 下载免费PDF全文
下载免费PDF全文 Allied health professionals concur that a sound knowledge of practical gross anatomy is vital for the clinician, however, human anatomy courses in allied health programs have been identified as high‐risk for attrition and failure. While anatomists and clinicians agree that learning anatomy via human cadaveric instruction is the preferred method, students vary in their reaction to the cadaveric learning experience and have differing levels of anatomy self‐efficacy. This study investigated whether student self‐efficacy had an effect on student usage of supplemental instructional videos and whether the use of videos had an impact on student self‐efficacy and/or learning. Anatomy self‐efficacy differed based on gender and prior performance. Student usage of the videos varied widely and students with lower self‐efficacy were more inclined to use the resources. The provision of the videos did not improve overall cohort performance as compared to a historical cohort, however, those students that accessed all video sets experienced a greater normalized learning gain compared to students that used none or one of the four sets of videos. Student reports and usage patterns indicate that the videos were primarily used for practical class preparation and revision. Potentially, the videos represent a passive mode of teaching whereas active learning has been demonstrated to result in greater learning gains. Adapting the videos into interactive tutorials which will provide opportunity for feedback and the development of students' self‐evaluation may be more appropriate. Anat Sci Educ 11: 461–470. © 2017 American Association of Anatomists. 相似文献
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Michael T. Hayes Gina Mikel Petrie 《International journal of qualitative studies in education》2013,26(4):499-517
In this article the authors present their analysis of preservice teachers’ video production. Twenty‐eight students in the first authors’ Social Foundations of the Elementary Curriculum course produced a 5‐ to 10‐minute video as the major assignment for the class, interviews were conducted with six of the seven video production groups and the videos were analyzed with regard to the interviews and theories of visual culture. The authors suggest that in the video products and in the production process the students exhibited a cultural logic of media imagery. The particular logics of audience and entertainment served as a concealed organizing principle for how the students thought about their videos and the processes involved in making them. Embedded in this logic was an overarching concern that their work occupy a public space, thus troubling the boundaries of consumption and production that frame how we consider the role media culture plays in the processes of human meaning‐making. 相似文献
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This paper outlines a rudimentary process intended to guide faculty in K-12 and higher education through the steps involved to produce video for their classes. The process comprises four steps: planning, development, delivery and reflection. Each step is infused with instructional design information intended to support the collaboration between instructional support staff and faculty to produce video that will be meaningful to students and support their success in a class. In outlining this approach, the paper also explores technological and pedagogical considerations related to each of these steps that can help faculty and staff determine how best to incorporate video into online classes. Finally, supported by research on best video practices and with examples from our own experiences as instructional designers and instructors, the paper outlines how these steps relate to four broad categories of video: introduce, model, explain/inform and feedback. 相似文献
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Well-designed instructional videos are powerful tools for helping students learn and prompting students to use generative strategies while learning from videos further bolsters their effectiveness. However, little is known about how individual differences in motivational factors, such as achievement goals, relate to how students learn within multimedia environments that include instructional videos and generative strategies. Therefore, in this study, we explored how achievement goals predicted undergraduate students’ behaviors when learning with instructional videos that required students to answer practice questions between videos, as well as how those activities predicted subsequent unit exam performance one week later. Additionally, we tested the best measurement models for modeling achievement goals between traditional confirmatory factor analysis and bifactor confirmatory factor analysis. The bifactor model fit our data best and was used for all subsequent analyses. Results indicated that stronger mastery goal endorsement predicted performance on the practice questions in the multimedia learning environment, which in turn positively predicted unit exam performance. In addition, students’ time spent watching videos positively predicted practice question performance. Taken together, this research emphasizes the availing role of adaptive motivations, like mastery goals, in learning from instructional videos that prompt the use of generative learning strategies. 相似文献
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Many online videos feature an instructor on the screen to improve learners' engagement; however, the influence of this design on learners' cognitive load is underexplored. This study investigates the effects of instructor presence on learners' processing of information using both subjective and psychophysiological measures of cognitive load. Sixty university students watched a statistics instructional video either with or without instructor presence, while the spontaneous electrical activity of their brain was recorded using electroencephalography (EEG). At the conclusion of the video, they also self‐reported overall load, intrinsic load, extraneous load, and germane load they experienced during the video. Learning from the video was assessed via tests of retention and transfer. Results suggested the instructor‐present video improved learners' ability to transfer information and was associated with a lower self‐reported intrinsic and extraneous load. Event‐related changes in theta band activity also indicated lower cognitive load with instructor‐present video. 相似文献
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There is little evidence that infants learn from infant‐oriented educational videos and television programming. This 4‐week longitudinal experiment investigated 15‐month‐olds' (N = 92) ability to learn American Sign Language signs (e.g., patting head for hat) from at‐home viewing of instructional video, either with or without parent support, compared to traditional parent instruction and a no‐exposure control condition. Forced‐choice, elicited production, and parent report measures indicate learning across all three exposure conditions, with a trend toward more robust learning in the parent support conditions, regardless of medium. There were no differences between experimental and control conditions in the acquisition of corresponding verbal labels. This constitutes the first experimental evidence of infants' ability to learn expressive communication from commercially available educational videos. 相似文献
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This study examined undergraduate and graduate students’ perceptions of the impact of in-class learning activities, out-of-class learning activities, and instructional materials on their learning. Using survey methodology, students anonymously assessed their perceptions of in-class activities, out-of-class activities, and instructional materials as most impactful, helpful, and enjoyable to their learning. Undergraduate college students found Jeopardy games, PowerPoint slides, and checking for understanding/review questions to be most helpful, while 50% often perceived Jeopardy games, Poll Everywhere, videos, and PowerPoint slides as enjoyable active learning strategies. Graduate students perceived small groups, out-of-class writing assignments, and Lino as most helpful to their learning. Additionally, an analysis of student comments about why these strategies were impactful, helpful, and enjoyable revealed 4 themes: fun, learning collaboratively, challenging but helpful, and variety in how students learn. Creating a learner-centered environment that is engaging as well as enjoyable for students positively impacts perceptions of students’ learning, which should encourage teachers to adopt this approach in their own college classrooms. 相似文献
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The ability to self‐reflect is widely recognized as a desirable learner attribute that can induce deep learning. Advances in computer‐mediated communication technologies have led to intense interest in higher education in exploring the potential of digital tools, particularly digital video, for fostering self‐reflection. While there are reports pointing to the salutary effects of digital video on learners’ reflective ability, a systematic inquiry into how digital video can be utilized to promote self‐reflection in an ePortfolio context remains under‐reported. In this paper, we pose two questions: (1) Do students have the confidence to create their own digital videos for reflection and do they find this activity relevant to their learning needs?; and (2) To what extent does digital video affect the level of self‐reflection and the nature of peer feedback? Results from this small‐scale exploratory case study provide evidence in support of video use as a reflective tool in an ePortfolio context and highlight the need for considering pedagogical and technological issues that are of significance for teachers, educators and ePortfolio developers. 相似文献
14.
Carmen Zahn Norbert Schaeffeler Katrin Elisabeth Giel Daniel Wessel Ansgar Thiel Stephan Zipfel Friedrich W. Hesse 《Education and Information Technologies》2014,19(3):603-621
Mobile phones and advanced web-based video tools have pushed forward new paradigms for using video in education: Today, students can readily create and broadcast their own digital videos for others and create entirely new patterns of video-based information structures for modern online-communities and multimedia environments. This paradigm shift in video usage can be used for advanced learning about complex topics in higher education, for example, learning about socio-scientific or medical topics. Yet–technology aside–applicable educational concepts using collaborative video creation as a method need to be developed. In the present study, we investigate a specific concept designed to fight obesity stigmatization by developing knowledge using a learning-through-design-approach. We expected that creating videos can actually contribute to a deeper understanding of obesity and to a reduction in stigmatizing attitudes–when compared to a control condition. Dependent measures were based on the students’ video products, obesity-related knowledge and attitudes. The course group assessed their own knowledge on causes of obesity and stigmatization because of obesity higher in the post-test than a control group who read a newspaper article on the topic. A corresponding significant reduction in stigmatizing attitudes was found. In sum, results indicate significant differences between students who produced YouTube videos and a control group of students. The results are interpreted as a confirmation of our initial assumptions and evidence indicating that the program is successfully applicable in higher education. 相似文献
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Online learning from video modeling examples, in which a human model demonstrates and explains how to perform a learning task, is an effective instructional method that is increasingly used nowadays. However, model characteristics such as gender tend to differ across videos, and the model-observer similarity hypothesis suggests that such characteristics may affect learning. Therefore, this study investigated whether the effectiveness of learning how to solve a probability calculation problem from video modeling examples would vary as a function of the model’s and observer’s gender. In a 2 (Model: Female/Male) × 2 (Observer: Female/Male) between-subject design, 167 secondary education students learned how to solve probability calculation problems by observing video modeling examples. Results showed no effects of Model or Observer gender on learning and near transfer. Male students reported higher self-efficacy than female students. Compared to a female model, observing a male model enhanced perceived competence more from pretest to posttest, irrespective of observers’ gender. Furthermore, learning from a male model was less effortful and more enjoyable for male students than for female students. These results suggest that gender of both model and observer can matter in terms of affective variables experienced during learning, and that instructional designers may want to consider this when creating (online) learning environments with video modeling examples. 相似文献
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The effectiveness of online instructional videos in the acquisition and demonstration of cognitive,affective and psychomotor rehabilitation skills 下载免费PDF全文
下载免费PDF全文 Darren Cooper Steve Higgins 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):768-779
The use of instructional videos to teach clinical skills is an ever growing area of e‐learning based upon observational learning that is cited as one of the most basic yet powerful learning strategies. The aim of the current study is to evaluate the effectiveness of online instructional videos for the acquisition and demonstration of cognitive, affective and psychomotor skills among undergraduate students, throughout formative assessments with two different durations of instructional videos. The research suggests that the use of videos to support traditional learning should be encouraged. While a conclusive evidence—base for their usage has not yet been established they are a medium which is likely to benefit a proportion of a cohort, and it is very unlikely that they will be harmful to students' learning. 相似文献
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Jari Multisilta 《Education and Information Technologies》2014,19(3):655-666
The use of videos on the internet has grown significantly in the last few years. For example, Khan Academy has a large collection of educational videos, especially on STEM subjects, available for free on the internet. Professional panoramic video cameras are expensive and usually not easy to carry because of the large size of the equipment. Recently, at least two companies have launched a new type of product that enabled panoramic video for certain smartphone users. The aim of this article is to analyze how panoramic video can be adopted, how attractive it is for actual everyday use, how it is used today, and how technology and other solutions should develop to become popular and accessible for mainstream users in learning applications. This research is based on the qualitative research method, namely content analysis. The analysis involved 1595 panoramic videos that users posted to two panoramic video sites. The videos represent a snapshot of videos from the beginning of the panoramic video sites. The videos were classified in 22 groups. In addition, the comments and discussions related to each of the videos were analyzed. Based on the study, it is concluded that panoramic videos are not yet widely used for learning, even though they have much potential for this purpose. Panoramic videos are good for documenting complex interaction situations in settings where a lower image quality is sufficient. Typical social media features are present in panoramic video sites, but they do not provide any extra support for learning or collaboration. 相似文献
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Nathan Garrett 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):318-336
Segmentation reduces learners’ cognitive load by inserting system-controlled pauses into instructional animations and video. However, many previous studies focus on conceptual knowledge, and do not allow users control over the pacing of instruction. This two-part experiment attempted to validate segmentation in the context of procedural software instruction by applying it to an Excel conditional formatting tutorial. Learners assigned to segmented video failed to show either improved knowledge transfer or decreased cognitive load. Instead, learners using the videos were able to successfully use the pause and rewind features to manage their own cognitive load. This study shows the importance of providing users with control over the pacing of instruction, and with testing educational theories when applying them in a new context. 相似文献