Using Video Tutorials as a Carrot-and-Stick Approach to Learning

Autor/inn/en	Wells, J.; Barry, R. M.; Spence, A.
Titel	Using Video Tutorials as a Carrot-and-Stick Approach to Learning
Quelle	In: IEEE Transactions on Education, 55 (2012) 4, S.453-458 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2012.2187451
Schlagwörter	Foreign Countries; Video Technology; Multimedia Instruction; Student Surveys; College Students; Learner Controlled Instruction; Learner Engagement; Instructional Materials; Teaching Methods; Teaching Models; Teaching Styles; Student Evaluation; Cognitive Style; Introductory Courses; Student Improvement; Course Evaluation; Alignment (Education); Assignments; Computer Science Education; Programming; Educational Technology; Web Based Instruction; Engineering Education; Instructional Effectiveness; College Instruction; Tutorial Programs; Tutoring; Academic Failure; Australia + Suchen Sie Ihr Suchwort? Ausland; Multimediales Lernen; Schülerbefragung; Collegestudent; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Lehrstil; Unterrichtsstil; Schulnote; Studentische Bewertung; Cognitive styles; Kognitiver Stil; Einführungskurs; Assignment; Auftrag; Zuweisung; Computer science lessons; Informatikunterricht; Programmierung; Web Based Training; Ingenieurausbildung; Unterrichtserfolg; Hochschullehre; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderkonzept; Nachhilfeunterricht; Australien
Abstract	Traditional teaching styles practiced at universities do not generally suit all students' learning styles. For a variety of reasons, students do not always engage in learning in the courses in which they are enrolled. New methods to create and deliver educational material are available, but these do not always improve learning outcomes. Acknowledging these truths and developing and delivering educational material that provides diverse ways for students to learn is a constant challenge. This study examines the use of video tutorials within a university environment in an attempt to provide a teaching model that is valuable to all students, and in particular to those students who are not engaging in learning. The results of a three-year study have demonstrated that the use of well-designed, assessment-focused, and readily available video tutorials have the potential to improve student satisfaction and grades by enabling and encouraging students to learn how they want, when they want, and at a pace that suits their needs. (Contains 5 figures.) (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10