Two Pedagogical Models of Video Integration in Multiparticipant Courses

Autor/in	Seifert, Tami
Titel	Two Pedagogical Models of Video Integration in Multiparticipant Courses
Quelle	In: Journal of Educators Online, 16 (2019) 1, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-500X
Schlagwörter	Educational Sociology; Video Technology; Teaching Methods; College Students; Student Attitudes; Lecture Method; Cognitive Style; Preferences; Attendance; Content Analysis; Learning Experience; Student Needs; Web Sites; Computer Assisted Instruction; Technology Integration; Foreign Countries; Comparative Analysis; Course Descriptions; Israel + Suchen Sie Ihr Suchwort? Bildungssoziologie; Erziehungssoziologie; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Schülerverhalten; Cognitive styles; Kognitiver Stil; Anwesenheit; Inhaltsanalyse; Lernerfahrung; Web-Design; Computer based training; Computerunterstützter Unterricht; Ausland; Kursstrukturplan
Abstract	To respond to needs arising from the field and institutional constrictions, various video-integrated teaching methods were offered to students in multiparticipant courses. Two hundred ninety-five students studying in two Sociology of Education courses agreed to participate in the research. One hundred sixty-two students participated in Course 1, in which all the lectures were recorded and three studio recordings were included in the course. One hundred twenty-three students participated in Course 2, in which only two lectures were recorded and four studio recordings were included in the course. The study aimed to identify the students' learning preferences, their attitudes regarding the use of video recording, and the extent to which recorded lectures influenced attendance. Students' video use patterns and attitudes were elicited from an online questionnaire, including 17 closed-ended questions and two open-ended questions. Quantitative data were analyzed with SPSS software and responses to open-ended questions underwent content analysis. The findings indicated that the students saw video-assisted learning as a positive experience that helped them to understand the learning materials. The recordings of the lectures that were uploaded to the course site responded to various student needs. These conclusions are significant given the intention to use video technology to improve teaching, provide improved teaching-learning experiences, and inform construction of video-assisted pedagogical models in teaching. (As Provided).
Anmerkungen	Journal of Educators Online. 500 University Drive, Dothan, AL 36303. Web site: http://www.thejeo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01