Micro-Videos as a Learning Tool for Professional Practice during the Post-COVID Era: An Educational Experience

Abstract

With the arrival of the pandemic, many education students in higher education classrooms saw how their internships were cancelled, making it impossible for them to access real contexts that would let them know how their everyday professional life would be. Consequently, it was necessary to make a methodological change. To bridge the gap between theoretical and practical training, we conducted an educational experience at a private university where several educational videos were used to reflect the implementation of different educational methodologies in teaching mathematics by expert teachers. In the recorded practices, it was shown how four different methodologies were implemented in several contexts during the day-to-day classes: International Baccalaureate (IB), gamification, flipped classroom and project-based learning. We studied each methodology to measure their impact on primary students’ learning and guarantee that higher education students had visualized effective practices through micro-videos. The results of our study show that, in certain aspects of mathematics, the students’ own teaching capabilities have greater influence than the theoretical methodological instruction they generally receive in the classroom. Further, concerning students’ perceptions, we can conclude that their motivation increased towards the use of micro-videos, since they became active agents of their own learning.

Revitalizing English Language Teaching (ELT): Unveiling Evolving Pedagogies and AI-Driven Dynamics in the Post-Pandemic Era

“…The study emphasizes that educators' pedagogical expertise remains central, guiding AI's integration for holistic and effective learning experiences. This aligns with the findings of Ester, Morales, and Herrero (2023), who explored the use of micro-videos as a learning tool, highlighting the importance of pedagogical approaches in leveraging technology for learning. In synthesizing the responses to these research questions, this study provides valuable insights into the multifaceted implications of AI integration in post-pandemic English Language Teaching (ELT).…”

Blended Learning and Flipped Classroom in Higher Engineering Education: Case Study and Students’ Perception in the Post-COVID-19 Period

“…As a result, completing the next steps in the exercises required reading a short instructional video and using it to enter appropriate settings and operating parameters for devices at laboratory stands. The educational goal of this approach is to develop students' skills in critical and creative use of publicly available training materials, technical tutorials, in the implementation of programming procedures and integration of building automation functions [77]. An example of such an instruction is shown in Figure 3.…”

“…The second innovative approach is organization of two lectures in the FC formula. For this purpose, fully interactive video materials were prepared using scripts of the H5P tool of the UPEL platform (Moodle) [24,77,78]. For the first lecture, the author recorded two approximately 40-minute tutorials, each with several interactive links to additional information and a summary with review questions.…”