The Changing Role of the Educational Video in Higher Distance Education

Laaser, Wolfram; Toloza, Eduardo Adrián

doi:10.19173/irrodl.v18i2.3067

Cited by 76 publications

(44 citation statements)

References 8 publications

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“…However, the results obtained provide high benefits for students in improving achievement. The scenario in the video that designed with specific sequences can be used to encourage the achievement of learning competencies [20,21].…”

Section: Discussionmentioning

confidence: 99%

Effects of the Flipped Classroom on Understanding the Thermodynamic Concept at High School Students

Basriyah¹,

Sulisworo²,

Maruto³

et al. 2020

ujer

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This study explains the increase in 11thgrade student achievement on the thermodynamic subject with a flipped classroom approach that was assisted by learning animation videos developed using Powtoon application. This research was a quasi-experimental design with a pretest-posttest control group design. The sample of this study was two classes from five classes of 11th-grade students. Instruments for collecting data on achievement used test instruments in the form of multiple choices. Nontest instruments in the form of questionnaires with a Likert scale were used to measure student learning motivation and numeric abilities. The statistical analysis techniques were T-test, ANOVA, and linear regression. The results of this study found that there was an increase in student achievement between before and after being taught with flipped classroom learning models assisted by learning animation videos. Also, there were also significant differences in achievement between students taught with flipped classroom learning models supported by learning animation videos compared to students who were taught conventionally. In this study numerical abilities can be used as predictors. The contribution of numerical ability to students who were taught with flipped classroom models was higher than in another group. The limitation of this study is that this study did not pay attention to the strategies paired on the development of animated videos. The selection of learning strategies that are attached to the animated video will be used to determine the effect on learning. In general, research on the flipped classroom does not emphasize the type of video used. This study highlights the attractiveness of the animation made in the learning video.

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Section: Discussionmentioning

confidence: 99%

Effects of the Flipped Classroom on Understanding the Thermodynamic Concept at High School Students

Basriyah¹,

Sulisworo²,

Maruto³

et al. 2020

ujer

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show abstract

“…Messages delivered through video media can also affect emotions and can achieve targeted results faster than other media (Dwyer, 2011;Alksne, 2016;Wang & Antonenko, 2017). Video-based learning media that is oriented in problem-solving will have a positive influence on learning activities (Agustina, 2012;Hund & Getrich, 2015;Laaser & Toloza, 2017;Hong & Yang, 2018) and the use of interactive video media provides more effective results than other learning media because it increases interest and arouses the audience's appeal to the material (Izzudin, Masugino, & Suharmanto, 2013;Hund & Getrich, 2015;Costley & Lange, 2017;Tackett, Slinn, Marshall, Gaglani, Waldman, & Desai, 2018). So that the use of video content marketing can be considered as a medium for transferring information about the green economy.…”

Section: Research Discussionmentioning

confidence: 99%

Does Green Economy Video Really Work? The Effectiveness of Using Video Content Marketing in Forming MSMEs Perception and Behavior to Implement Green Economy

Zulfikar

Mayvita

2019

JEMA

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This study aims to assess the effectiveness of the use of video content marketing in performing SMEs perceptions and behavior in implementing the concept of a green economy. The expected results of this research will make the using of video marketing content can be used as a material consideration for use in socialization and guidance to SMEs about the concept of green economy. This study was conducted in South Kalimantan province with the population, and the sample was SMEs in South Kalimantan province as much as 164 respondents. Researcher use purposive sampling as research method with one group pretest-posttest as research design. The data was collected using interviews and questionnaires. Data analysis technique are descriptive statistics and Wilcoxon Sign Rank Test. This study found that there is an average difference of perception and behavior of respondents about green economy before and after treatment with the video content marketing.

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“…Harrison's findings also challenge prior research on the ideal length of videos, suggesting that students find longer videos can be beneficial to their learning. Educational videos can be both produced and used in a variety of ways, ranging from the more didactic 'lecture capture' through to stimulus videos within interactive tasks (Laaser & Toloza, 2017). This study suggests that it is the quality of the teaching that matters to students rather than the quality of the technology.…”

Section: Which Comes First the Pedagogy Or The Digital Tool?mentioning

confidence: 96%

Which comes first, the pedagogy or the digital tool?

Rai

2020

Open Learning: The Journal of Open, Distance and e-Learning

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The Changing Role of the Educational Video in Higher Distance Education

Cited by 76 publications

References 8 publications

Effects of the Flipped Classroom on Understanding the Thermodynamic Concept at High School Students

Effects of the Flipped Classroom on Understanding the Thermodynamic Concept at High School Students

Does Green Economy Video Really Work? The Effectiveness of Using Video Content Marketing in Forming MSMEs Perception and Behavior to Implement Green Economy

Which comes first, the pedagogy or the digital tool?

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