Educational videos: After the why, the how

Abstract

Purpose: The introduction of educational videos into university education is an indisputable reality. Numerous scientific publications have outlined the advantages to students: flexibility, motivation, encouraging self-learning, lower costs, etc. The aim of this paper is to explore the steps required to make educational videos and highlight the need for educational institutions to provide teachers with the means to enable them to improve the quality of their multimedia material productions. Policies in this direction would help to improve the training of future professionals and enhance the opportunities offered by podcasts. Design/methodology: A literature review and a survey have been conducted. Starting in the first semester of the academic year 2012-2013, a questionnaire has been applied systematically to students and the corresponding population parameters estimated with a 95% confidence level. Findings: Students consider educational videos as supplementary material which complementtraditional methodologies and favour self-learning as well as offering flexibility at no additional cost. Teachers can produce their own high-quality multimedia material, which in turn requires a consistent evolutionary process in elaborating within the changing possibilities that information technologies offer.-902-Intangible Capital -https://doi.org/10.3926/ic.1042 Originality/value: This work deals with the treatment of technical issues and based on our studies suggests the process to be followed by teachers when making educational videos.References to this subject in the literature were found to be somewhat limited.

Aprendizaje Invertido en el desarrollo de habilidades de escucha en la asignatura de Inglés

“…La evolución de la tecnología y el acceso a los canales digitales que proporcionan videos se ha convertido en una de las herramientas principales para los docentes lo mencionan (Rajadell & Garriga-Garzón, 2017), en España, esta metodología de enseñanza se caracteriza por ser mucho más eficiente que cualquier otro recurso basado en textos.…”

Adaptasi Video dalam Pengajaran dan Pembelajaran

“…Antara faktor penyebab peningkatan motivasi tersebut dikaitkan dengan kemudahan pembelajaran menerusi video, keinginan untuk menyoal dan menimbulkan perasaan ingin tahu. Menerusi penggunaan video, tahap motivasi pelajar dapat dilihat menerusi peningkatan bilangan masa yang diperuntukkan untuk menonton kandungan multimedia (Rajadell & Garriga-Garzón, 2017). Salah satu penyebab peningkatan motivasi menerusi pembelajaran menggunakan video adalah disebabkan kebolehannya untuk berkomunikasi dengan penonton dan mencapai emosi daripada hasil tontonan orang lain (Cruse, t. th).…”

“…Semasa proses pembelajaran berlangsung, pelajar menganggap video sebagai bahan pelengkap yang mengisi ruang kaedah pembelajaran tradisional dan merupakan medium yang fleksibel dengan kos yang murah (Rajadell & Garriga-Garzón, 2017). Video mempunyai potensi sebagai medium yang berkesan jika digabungkan dengan peralatan pembelajaran tradisional (Choudhury, 2011) seperti contohnya yang dijalankan dalam pembelajaran 'blended learning'.…”

Community Development Education: Examining Students’ Video-Based Case Analysis on Community Issues, Indigenous Ethnic Protection and Empowerment

“…Many existing researches and studies address the educational benefits of using video in classrooms. Video is increasingly utilized as educational tool (Biard et al, 2018;Brame, 2016;Eady & Lockyer, 2013;Yip et al, 2019) as today's learners need different teaching methods and new literate forms compared to their predecessors (Bello-Bravo & Baoua, 2012;Greenberg & Zanetis, 2012;Liimatta, 2015;Oliveira, 2018, p. 298;Rajadell & Garriga-Garzón, 2017). Video as learning tool is used by various fields of studies, including economics (Kuhn et al, 2018), nutrition (Ramsay et al, 2012), education, medicine agriculture (Spolaôr et al, 2020), marketing (Lehmann et al, 2016;Orús et al, 2016), surgery (Green et al, 2019;Mota et al, 2018), neuroscience (Papathomas & Goldschmidt, 2017), English language (Masats et al, 2009;Nova et al, 2017), mechanical engineering (López et al, 2016), medical education (Hurtubise et al, 2013), mental health (Stiberg et al, 2012), language learning (Chan, 2014).…”