Research Article
Narin Nonthamand
CONT ED TECHNOLOGY, Volume 16, Issue 1, Article No: ep492
ABSTRACT
This study aims to design a video-based learning environment using workflow and scaffolding to enhance self-instructional video production ability of pre-service teacher and to explore the impacts of the use of the designed video-based learning environment on learning. The methodology was divided into two main phases. In the first phase, a video-based learning environment was designed using workflow and scaffolding. In the second phase, the impacts of the use of the developed video-based learning environment on learning were investigated. The samples were 47 undergraduate students at the School of Education, University of Phayao. The results were, as follows: (a) The design draft of the developed video-based learning environment was appropriate, and the revision was made according to six criteria: (1) instructional media, (2) content, (3) learning activities, (4) communication devices, (5) learning management systems, and (6) screen design. The analysis of related studies and documents, the instructional video production process consisted of three steps: (1) design, (2) development, and (3) video delivery. (b) The comparison of scores on the instructional video production knowledge test revealed that the pre-service teachers’ average post-test score was higher than the average pre-test score with a statistically significant difference at the .05 level. The assessment of instructional videos, it was found that the pre-service teachers in the field of humanities obtained a higher score than those in the field of science. Male pre-service teachers received a higher score than female pre-service teachers. The average suit-ability score indicated the overall appropriateness of the developed video-based learning environment.
Keywords: video-based learning environment, workflow, scaffolding, instructional videos, self-instructional video production ability
Research Article
Dichitchai Mettarikanon, Weeratian Tawanwongsri, Pitchaya Jaruvijitrattana, Sasipaka Sindhusen, Surinnart Charoenchitt, Patsaraporn Manunyanon
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep477
ABSTRACT
The informed consent process is integral to medical procedures, including skin biopsies, which are the definitive method for diagnosing challenging skin lesions. Educational videos are recognized for effective delivery of information for informed consent. This study aimed to evaluate the efficacy of an informed consent process using educational videos to improve patient understanding and reduce preprocedural anxiety. This multicenter, randomized controlled study was conducted during December 2021-June 2023. Participants were randomly assigned to either the video or verbal group in a 1:1 ratio. They completed knowledge and anxiety questionnaires before and after biopsy. The final analysis included 54 participants (verbal group: n=28; video group: n=26) with a mean age of 51.9 years (standard deviation [SD] 18.1), and a balanced gender distribution. Post-intervention knowledge scores (median 10.0; IQR 8.0-10.0) significantly increased compared to pre-intervention scores (median 6.0; IQR 4.0-9.0), p<0.001. Post-intervention Spielberger state-trait anxiety inventory (STAI) scores (median 5.0; interquartile range, IQR 5.0-6.0) significantly decreased compared to pre-intervention scores (median 7.0; IQR 5.0-10.0), p<0.001. Knowledge scores increased more in the video group (median, 2.5; IQR 1.0-5.0) than in the verbal group (median, 1.5; IQR 0.0-4.0), p=0.217. There was no significant difference in STAI score changes between the video group (median 1.0, IQR 0.0-4.0) and the verbal group (median 1.0, IQR 0.0-3.0), p=0.824. Despite statistical insignificance, educational videos exhibited greater effectiveness in enhancing comprehension and demonstrated comparable efficacy in reducing anxiety compared to conventional intervention.
Keywords: educational videos, comprehension, anxiety, informed consent, skin biopsy
Research Article
Gema Sánchez Medero, Gema Pastor Albaladejo, Juan Carlos Cuevas Lanchares, Oliver Soto Sainz, Julio Pérez Hernanz, María José García Solana, Jorge Resina de la Fuente, Pilar Mairal Medina
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep427
ABSTRACT
The creation of educational audio-visual materials has recently become popular. It is an innovative and entertaining practice, which can reach millions of people through social networks and YouTube. For this reason, this specific was designed for students enrolled in the following three modules: The Spanish political system, public administration in Spain, and institutions and decision-making structures in both the of joint degrees in law and political science and in public management and economic sciences, as well as degrees in public management and degrees in political science. Educational audio-visual materials were co-designed and co-created to define a Municipal Council, its workings and its organization. This was a three phased experiment.. In the first, under the supervision of teachers, students developed five videos showing how Municipal Councils work. This allowed university students to become involved in a collaborative learning activity through which they acquired a series of important skills for future use, in addition to reinforcing their learning by participating in creation of digital teaching material, and also establishing a new teaching methodology consisting of learning-by-doing. In the second, professors and students attended CEIP Severo Ochoa Primary School in Madrid showing videos and playing two practical games, thus promoting knowledge transfer. In the third, the teachers evaluated the impact of this activity and the degree of satisfaction of university and primary school students. The result was positive, because not only was an educational innovation successfully implemented, but also a large part of objectives were achieved.
Keywords: teaching materials, audio-visuals, collaborative learning, educational videos, knowledge transfer
Research Article
Maxim L. Grunis, Inna I. Golovanova, Galiya I. Kirilova, Elena Y. Levina, Zhanna M. Sizova
CONT ED TECHNOLOGY, Volume 13, Issue 1, Article No: ep289
ABSTRACT
The purpose of this work is to identify the transformations of communicative functions. These functions are associated with the subjects of communication in both fields: in pedagogical and organizational, also in the instrumental and design once during the process of creating digital video recordings for online courses. Questionnaires, observation, and factor analysis were used as research methods. It helped to formulate a popularity rating of digital tools for future teachers. The study was conducted at the Institute of Psychology and Education of Kazan (Volga region) Federal University. The study involved 120 people: teachers developing online courses and students studying at the pedagogical educational programs. Transforming indicators of pedagogical communicative competence are highlighted. These indicators are needed to be emphasized when improving teacher training. It will help future teachers to be able to effectively carry out their activities in digital educational environment. These indicators are: the ability to organize interactive cooperation during training, the ability to organize mutual exchange and development of students, the ability to create an open environment for analysis and improvement. The methodological aspects of the development of pedagogical communication functions in the dynamic environment of digital education and an interactive environment are disclosed on the basis of work with videos. Some recommendations for future teachers’ skills improving and development of training experience organization in the digital environment are given. These are a clearly-set-goal for educational video materials, adequate video content, skills for digital tools using, also the skill to choose adequate digital tools for a task fulfillment. The tool that can enhance enthusiasm, and stimulate students for productive work in a digital environment. The study allows improving video content and increasing the effectiveness of its use in the educational process. Also, the results of the experiment can become a basis for teacher training programs improving. Especially it can be useful for future teachers’ pedagogical communicative and digital competences development. The tasks developed within the frame of the research will be included in the assignments of pedagogical internship for pedagogical Master’s degree courses at the Institute of Psychology and Education of Kazan Federal University. These tasks for students include development and use of online courses with video materials.
Keywords: pedagogical communicative competence, digital educational environment, digital video recordings, educational videos, online courses
Research Article
Victoria V. Iskru, John Schulz
CONT ED TECHNOLOGY, Volume 12, Issue 2, Article No: ep276
ABSTRACT
Purpose of the study: The object of this paper is to explore the literature in order to discover on what conditions a video-mediated form of instruction can be a learning instrument, the one that enhances teaching, increases the potential of improving learners’ performance and leads to a change in students’ knowledge and behaviours. Methodology: This exploration is literature based and involves a critical discussion of articles on video-based instruction and video pedagogies. Main findings: Video-based forms of teaching and learning are steadily gaining popularity in the classroom and beyond and are supported by a growing body of academic and professional literature. However, while the pedagogical use of video within a lesson has been explored, what is missing is a focus on the pedagogy within the video – the pedagogical style or design of the video that leads to learning – the transformation of information. Applications of this study: Research involving university students suggests that students conceive of video as an important element of their learning process and they will often choose to use videos for support and clarification rather than any other form of digital instruction. The conducted analysis of the research subject will eliminate concerns of instructional designers over the video design and help employ video more consciously and efficiently. Novelty/Originality of this study: In the last decade, the majority of the literature focusing on creating video for learning purposes adopt a transmission of knowledge approach. Thus, the authors focus on a list of characteristics that will facilitate the transmission of content. Few of the articles focus on learning per se. This paper discusses the results of our review of the literature that support the transmission styles of learning, the “hygiene” principles and then it explores the literature to identify the elements that enable a more transformative learning pedagogy for video.
Keywords: video-based instruction, instructional methodology, learning videos, pedagogy, formal learning, digital elements, streaming technology
Research Article
Ekaterina Pechenkina, Amanda Scardamaglia, Janet Gregory
CONT ED TECHNOLOGY, Volume 9, Issue 4, pp. 405-422
ABSTRACT
This mixed method study involved twenty students enrolled in three consecutive intakes of an Australian Bachelor of Laws program’s introductory unit. Pioneering a multi-element blended design, the unit featured three key elements: summary videos, self-test online quizzes and interactive discussion boards. These elements were chosen based on evidence-based research into digital tools found effective in enhancing students’ face-to-face learning experience in blended and fully online designs. The study’s main goal was to evaluate how students utilized these elements and in what ways their previous experiences with blended designs influenced their learning process in this unit. A focus-group and online surveys were used to collect data. Based on literature review, four areas of student experience with this blended designs formed a particular focus of this study: student expectations, support, resources, and collaboration. It was found that students extensively used videos and quizzes for catch-up, revision, and clarification, while discussion boards were not perceived as useful, with students preferring to have discussions face-to-face, in and out of classroom. Findings also indicated that students’ expectations of and previous experiences with blended learning can be leveraged to strengthen blended designs.
Keywords: Blended learning, Videos, Quizzes, Discussion boards, Law program, Student experiences