The effectiveness of online instructional videos in the acquisition and demonstration of cognitive, affective and psychomotor rehabilitation skills

Abstract

Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThe use of instructional videos to teach clinical skills is an ever growing area of e-learning based upon observational learning which is cited as one of the most basic yet powerful learning strategies. The aim of the current study is to evaluate the effectiveness of online instructional videos for the acquisition and demonstration of cognitive, affective and psychomotor skills amongst Undergraduate students, throughout formative assessments with two different durations of instructional videos. The research suggests that the use of videos to support traditional learning should be encouraged, whilst a conclusive evidencebase for their usage has not yet been established they are a medium which is likely to benefit a proportion of a cohort, and it is very unlikely that they will be harmful to students' learning.What is already known about this topic:  E-learning is becoming increasingly popular within educational domains.  Observational learning is one of the most powerful learning strategies for humans that can be enabled further by technology.  As technology becomes ubiquitous there are less barriers for the delivery of e-learning. What this paper adds: Instructional videos can be used to successfully aid traditional learning for cognitive, affective and psychomotor skill acquisition.  There is a trivial difference between two different duration of instructional videos, both having positive effects overall  Formative assessment throughout the experimental phase each Pre-print version of: Cooper, D. and Higgins, S. (Early view/2014) The effectiveness of online instructional videos in the acquisition and demonstration of cognitive, affective and psychomotor rehabilitation skills British Journal of Educational Technology http://dx

Students’ Perspectives of the Impact of Online Streaming Media on Teaching and Learning at the College of Education at Kuwait University

“…Their motivation and reasons for using online streaming media services in education was also significantly positive among all subgroups, with a high mean score (M = 4.32, and SD = 0.32). These findings are consistent with the results of earlier studies conducted within the previous 10 years in several geographic regions and a variety of disciplines (Boster, Meyer, Roberto, Inge, & Strom, 2006;Cascaval et al, 2008;Chang, 2004;Cooper & Higgins, 2014;Fredriksen, 2015;Green et al, 2003;Hartsell & Yuen, 2006;Leijen et al, 2009;Mardis, 2009;Sowan & Abu Idhail, 2014;Trier, 2007a;Trier, 2007b;Wang et al, 2010;Yunus et al, 2006). The results also confirm the hypotheses presented earlier in this paper.…”

An innovative educational approach in using instructional videos to teach dental local anaesthetic skills

“…7,8 The use of instructional videos in addition to traditional classroom instructions has proven to be effective in developing cognitive skills, enhancing psychomotor skills and improving knowledge retention. 9 Additionally, video recordings ensure consistency of message and content when multiple learning sessions are required to accommodate student numbers. This reduces fatigue for the teaching staff and provides didactic rigour.…”

Challenging Teachers’ Pedagogic Practice and Assumptions about Social Media

“…For example, in a study of iPad use in higher education, Nguyen, Barton and Nguyen (2015) found that iPads enhanced the learning experience of students but did not lead to improved learning outcomes. Cooper and Higgins (2015) found that they could not conclude that online instructional videos for undergraduate students improved learning and teaching. Tsekleves, Cosmas, and Aggoun (2016) examined the barriers to the use of serious games in higher education and concluded that it was unclear how games could be incorporated within formal education systems.…”