Guidelines for Creating Video Podcasts in Mathematics Higher Education

Autor/inn/en	Costa, Sidonie F.; Costa e Silva, Eliana; Correia, Aldina
Titel	Guidelines for Creating Video Podcasts in Mathematics Higher Education
Quelle	In: International Journal for Technology in Mathematics Education, 28 (2021) 2, S.93-105 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Costa, Sidonie F.) ORCID (Costa e Silva, Eliana) ORCID (Correia, Aldina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Mathematics Instruction; Teaching Methods; Audio Equipment; Video Technology; Higher Education; Student Attitudes; Integrated Learning Systems; Time Management; Technological Literacy; Mathematics Teachers; Course Descriptions; Behavior Patterns; Acoustics; Web Based Instruction; Undergraduate Students; Business Administration Education; Computer Science Education; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Audio-CD; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Zeitmanagement; Technisches Wissen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Kursstrukturplan; Akustik; Web Based Training; Computer science lessons; Informatikunterricht; Ausland
Abstract	b-Mat@plicada is a b-learning Mathematics course for Higher Education students, mainly composed of educational videos available in the institutional Moodie platform. These contents were created by following a set of guidelines, where three components are considered: the quality of students' learning, the teacher's time and computer skills, as well as the equipment made available by the institution. With the aim of evaluating the procedure used to make these videos, an experiment was carried out in classroom context, using a video on matrix multiplication which is included in the course syllabus. After its visualization, the 49 students who participated in the experiment completed a questionnaire assessing viewing behaviour, perception, attitudes, satisfaction, and learning performance. The findings demonstrate the importance of using video podcasts in Higher Education as complementary tools and the adequacy of the selected b-Mat@plicada video. Also, the results indicate that, from the students' perspective, the speech, sound, and image are the most important features in a video podcast. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01