Literaturnachweis - Detailanzeige
| Autor/inn/en | Weinberg, Aaron; Thomas, Matthew |
|---|---|
| Titel | Student Learning and Sense-Making from Video Lectures |
| Quelle | In: International Journal of Mathematical Education in Science and Technology, 49 (2018) 6, S.922-943 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Weinberg, Aaron) ORCID (Thomas, Matthew) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0020-739X |
| DOI | 10.1080/0020739X.2018.1426794 |
| Schlagwörter | Academic Achievement; Comprehension; Video Technology; Lecture Method; Undergraduate Students; Introductory Courses; Statistics; Online Courses; Blended Learning; Educational Technology; Teaching Methods; College Mathematics; Mathematics Instruction; Probability; Mathematical Concepts; Interviews |
| Abstract | While 'flipped' classrooms have been heralded as a valuable tool for student learning, little is known about the process by which students learn from the out-of-class resources. This study investigates 12 undergraduate students' sense-making activities while watching videos about topics in introductory statistics. Analysis of interview data indicated that the students made sense of the videos in very different ways and that the challenges students faced varied widely from person to person. These results highlight the need to take into account the wide variety in students' background knowledge and sense-making practices when creating videos. These results also suggest the importance of structuring students' interactions with videos so that video lectures may become more useful instructional tools for a larger number of students. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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