Student-Generated Instructional Videos Facilitate Learning through Positive Emotions

Autor/inn/en	Pirhonen, Juhani; Rasi, Päivi
Titel	Student-Generated Instructional Videos Facilitate Learning through Positive Emotions
Quelle	In: Journal of Biological Education, 51 (2017) 3, S.215-227 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2016.1200647
Schlagwörter	Emotional Experience; Student Developed Materials; Video Technology; Learning Processes; Biological Sciences; Production Techniques; Questionnaires; Likert Scales; Regression (Statistics); Student Journals; Student Satisfaction; Learning Experience; College Students; Instructional Effectiveness; Teaching Methods; Foreign Countries; Statistical Analysis; Finland + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Abwasserbiologie; Production engineering; Produktionstechnik; Fragebogen; Likert-Skala; Regression; Regressionsanalyse; Studentenzeitung; Lernerfahrung; Collegestudent; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Statistische Analyse; Finnland
Abstract	The central focus of this study is a learning method in which university students produce instructional videos about the content matter as part of their learning process, combined with other learning assignments. The rationale for this is to promote a more multimodal pedagogy, and to provide students opportunities for a more learner-centred, motivating, active, engaging and productive role in their learning process. As such we designed a "video course" where the students needed to produce an instructional video which could be used for university teaching. In addition to producing the video, the students needed to write a literature review of the topic of the video and a learning journal. At the end of the course the students filled a questionnaire regarding their learning and emotions during the project. Based on the students' subjective answers, it appeared that producing a video, combined with writing the literature review can be an efficient way of learning. Most students found the project emotionally very positive and regarded it motivating to work on a video which they knew will have use in the future. This research suggests that a multimodal video project in a higher education setting enhances learning through increased motivation and positive emotions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01