Experiences From Using Video in Learning Process

Sirkemaa, Seppo; Varpelaide, Heidi

doi:10.21125/edulearn.2016.1087

Cited by 2 publications

(2 citation statements)

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“…Concerning the qualitative part, the students" opinions about the YouTube channel project, were coded in a learning experience, innovative experience, and oral skills improvement, which fundamentally is linked to the current commonest form of learning at home, using technology, and a self-learning most likely than in a traditional classroom (Sirkemaa & Varpelaide, 2016).…”

Section: Discussionmentioning

confidence: 99%

Impact of a YouTube Channel on ESL Students' Oral Skills in a Peruvian Higher Institute

Gutiérrez- Huancayo

2024

WJEL

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According to experts and stakeholders, speaking English language skills are the most complex to learn and teach. Likewise, these skills are necessary and mandatory in this globalized world. One common strategy to overcome these difficulties is outside classroom activities such as recording videos and then comment them. In this way, the present paper presents the results of a YouTube channel project on Peruvian ESL students’ speaking skills in a higher technological institute. In addition, the perception and views of making and commenting on videos on a YouTube channel were researched bearing in mind three factors: oral skills, psychological aspects, and time availability. Therefore, a mixed-methods approach was applied to achieve these goals, and the data was gathered from 51 accounting students. A pre-experimental design was carried out to establish the YouTube project’s effects on oral skills, for this reason, a pre and post-test were carried out, moreover, a survey with 5-point Likert-type and open-ended questions was completed by the mentioned students and conducted immediately after the project. Among the highlights of the results were the meaningful improvement in these students’ oral skills on one hand, and on the other, positive perceptions about the completed project were noticeable.

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Section: Discussionmentioning

confidence: 99%

Impact of a YouTube Channel on ESL Students' Oral Skills in a Peruvian Higher Institute

Gutiérrez- Huancayo

2024

WJEL

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“…A very general application has been to make teachers' classes available to students so that they could watch them whenever and wherever they wanted and view again what they did not understand, for example (Sirkemaa & Varpelaide, 2016). Originally, these types of videos were direct recordings of the classes with some supporting slides or whiteboard material.…”

Section: Introductionmentioning

confidence: 99%

A novel taxonomy of student-generated video styles

Arruabarrena

Sánchez

Domínguez

et al. 2021

Int J Educ Technol High Educ

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Video is a medium increasingly used in education. The styles of videos produced for academic purposes have been studied in the literature based mainly on those initially designed by instructors for use in MOOCs. In this work, we define a novel taxonomy of academic video design styles based on the videos produced by students. We have defined 10 different styles after reviewing 105 student-generated videos over 5 years. These types of videos reflect the tastes of students when making a video, which do not necessarily coincide with those of instructors. Based on our classification, a comparative analysis was done between the types of videos developed by instructors and by students, and significant differences were found. The style most commonly used by instructors is similar to the presentation slides while students' videos are based on the integration of videos and images they search for on the Internet.

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Experiences From Using Video in Learning Process

Cited by 2 publications

References 0 publications

Impact of a YouTube Channel on ESL Students' Oral Skills in a Peruvian Higher Institute

Impact of a YouTube Channel on ESL Students' Oral Skills in a Peruvian Higher Institute

A novel taxonomy of student-generated video styles

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