Video-Based Learning of Quantitative Courses In
      Higher Education

Ghilay, Yaron

doi:10.26634/jet.15.2.14302

Cited by 3 publications

(8 citation statements)

References 13 publications

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“…Video technology is excellent for online learning, especially as an asynchronous replacement for or supplement to face-to-face learning. The two main ways for producing video clips are using a camera or technology called video capture or screencast (Ghilay, 2018a;Ghilay, 2018b;Ghilay, 2017a;Ghilay, 2017b).…”

Section: General Backgroundmentioning

confidence: 99%

“…After recording a screencast, it can be edited to produce additional changes, including splitting and merging sections, hiding and exposing parts of the screen or adding photos, titles or subtitles (Ghilay, 2018a;Ghilay, 2017a;Ghilay, 2017b). A screencast is superior to a video camera recording and can give learners even more dynamic and exciting content (Ruffini, 2012).…”

Section: General Backgroundmentioning

confidence: 99%

“…The enormous increase in smartphones and tablets allows students to overcome constraints of time and location by watching educational videos anytime, anywhere (Campbell, Grossman, Kris, Kazer, & Rozgonyi, 2010;Ghilay, 2018a;Peterson, 2007). An additional advantage of screencasts is that digital video presents expert's actions simultaneously accompanied by their audio commentary (Wouters, Paas, & van Merrienboer, 2008) making screencasts pedagogically equivalent to face-to-face instruction.…”

Section: General Backgroundmentioning

confidence: 99%

“…Video-Based Learning (VBL) is a method in which a course syllabus is fully covered by video clips, either as a replacement for or as a supplement to live lectures. Recent studies indicate that the VBL model has significant advantages for learning quantitative subjects in higher education: The learning process ensures greater flexibility and higher satisfaction among learners (Ghilay, 2019;Ghilay, 2018a;Ghilay, 2018b).…”

Section: Text-based Video (Tbv): the Conceptual Framework Of The Studymentioning

confidence: 99%

“…The Text-Based Video (TBV) model is a particular case of the general VBL model wherein the curriculum is fully covered not only by high-quality videos but also by full texts (Ghilay, 2018a). In TBV, texts have several main functions: they are read by students, they are the basis for class lectures in face-to-face learning and they also serve as a basis for the videos.…”

Section: Text-based Video (Tbv): the Conceptual Framework Of The Studymentioning

confidence: 99%

See 4 more Smart Citations

Text-Based Video: The Effectiveness of Learning Math in Higher Education Through Videos and Texts

Ghilay¹

2021

JEL

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The Text-Based Video (TBV) model is a particular case of the more general Video-Based Learning (VBL) model in which an instructor’s curriculum is fully covered by high-quality videos and texts. The aim of this study is to test the effectiveness of the TBV model by examining and comparing its two main components: Videos and texts. The model is based on the creation of high-quality texts which form the basis for high-quality video clips. It is designed to improve learning in quantitative courses in higher education. The research was based on a sample of students  who enrolled in the course Mathematics for Business Administration at the Neri Bloomfield School of Design and Education, Haifa, Israel that was based on the TBV model. The course was given during the five academic years 2016-2021 using different teaching formats: face-to-face learning, distance learning and blended learning. Learners were asked to answer an online questionnaire that assessed the characteristics and advantages/disadvantages of TBV. The findings show that although students preferred watching videos based on texts over reading those texts alone, students opined that the combination of video and text was by far the most effective instructional method. All results were identical regardless of whether face-to-face, distance or blended learning was used.

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Section: General Backgroundmentioning

confidence: 99%

Section: General Backgroundmentioning

confidence: 99%

Section: General Backgroundmentioning

confidence: 99%

Section: Text-based Video (Tbv): the Conceptual Framework Of The Studymentioning

confidence: 99%

Section: Text-based Video (Tbv): the Conceptual Framework Of The Studymentioning

confidence: 99%

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Text-Based Video: The Effectiveness of Learning Math in Higher Education Through Videos and Texts

Ghilay¹

2021

JEL

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Enhancing learning and attitude toward statistics with a microlearning approach using an animated video

Huang,

Janakiraman

2024

Journal of Research on Technology in Education

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empleo de los recursos audiovisuales como herramienta de aprendizaje

Magadán-Díaz¹,

García²

2021

revTECHNO

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Esta investigación tiene como objetivo general analizar el rendimiento de aprendizaje de los estudiantes sobre el uso de los recursos audiovisuales. Para ello se aplica el método experimental a partir de dos muestras generadas aleatoriamente de los dos grupos (aulas virtuales) en que fueron divididos administrativamente los estudiantes matriculados. Los resultados obtenidos por el experimento evidencian una mejora significativa en el rendimiento de aprendizaje de los estudiantes. Finalmente, la percepción de los estudiantes sobre el uso de esta herramienta didáctica resultó ser muy positiva. La utilización de los recursos audiovisuales en el aula mejora los hábitos de estudio y, en consecuencia, se obtiene un mejor rendimiento académico.

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Video-Based Learning of Quantitative Courses In Higher Education

Cited by 3 publications

References 13 publications

Text-Based Video: The Effectiveness of Learning Math in Higher Education Through Videos and Texts

Text-Based Video: The Effectiveness of Learning Math in Higher Education Through Videos and Texts

Enhancing learning and attitude toward statistics with a microlearning approach using an animated video

empleo de los recursos audiovisuales como herramienta de aprendizaje

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