Why Information Technologies Fail.

ERIC Educational Resources Information Center

Gayeski, Diane M.

1989-01-01

Discusses successes and failures in the field of instructional technology and suggests methods to design more appropriate systems that would present fewer barriers to adoption. Topics discussed include educational television; videotext; video technology; audiovisual aids; teleconferencing; computer assisted instruction; interactive video; CD-ROM;…

101 Criteria for Appraising Interactive Video. A Futuremedia Guide.

ERIC Educational Resources Information Center

Copeland, Peter

The criteria in this guide for evaluating interactive video instructional programs are based on principles of learning and motivation, and emphasize the design, production, presentation, and usage of interactive video programs. Presented in the format of a rating scale, the criteria are grouped into nine broad categories: (1) information about the…

Interactive Video Symposium: The Singer or the Song--An Extension of Clark's Media Research Discussion.

ERIC Educational Resources Information Center

Grabowski, Barbara L.

An introduction to a symposium on interactive video, this brief paper announces that the symposium will continue the debate on whether media are simply delivery vehicles for instruction by considering the inherent properties of interactive video and its impact on achievement, including the way in which the properties of this medium both dictate…

Experiences, Appearances, and Interprofessional Training: The Instructional Use of Video in Post-Simulation Debriefings

ERIC Educational Resources Information Center

Johansson, Elin; Lindwall, Oskar; Rystedt, Hans

2017-01-01

Through close analyses of the interaction that takes place between students and facilitators, this study investigates the instructional use of video in post-simulation debriefings. The empirical material consists of recordings of 40 debriefings that took place after simulation-based training scenarios in health care education. During the…

Interactive Video: A Cross Curriculum Computer Project.

ERIC Educational Resources Information Center

Grimm, Floyd M., III; And Others

Responding to the rapid development and often prohibitive costs of new classroom instruction technology, a group of interested faculty at Harford Community College (HCC), in Maryland, formed three Interactive Video (IV) Teams to explore the possibilities of using existing computer hardware and software at the college for interactive video…

The Promise of Interactive Video: An Affective Search.

ERIC Educational Resources Information Center

Hon, David

1983-01-01

Argues that factors that create a feeling of interactivity in the human situation--response time, spontaneity, lack of distractors--should be included as prime elements in the design of human/machine systems, e.g., computer assisted instruction and interactive video. A computer/videodisc learning system for cardio-pulmonary resuscitation and its…

Comparative effectiveness of instructional methods: oral and pharyngeal cancer examination.

PubMed

Clark, Nereyda P; Marks, John G; Sandow, Pamela R; Seleski, Christine E; Logan, Henrietta L

2014-04-01

This study compared the effectiveness of different methods of instruction for the oral and pharyngeal cancer examination. A group of thirty sophomore students at the University of Florida College of Dentistry were randomly assigned to three training groups: video instruction, a faculty-led hands-on instruction, or both video and hands-on instruction. The training intervention involved attending two sessions spaced two weeks apart. The first session used a pretest to assess students' baseline didactic knowledge and clinical examination technique. The second session utilized two posttests to assess the comparative effectiveness of the training methods on didactic knowledge and clinical technique. The key findings were that students performed the clinical examination significantly better with the combination of video and faculty-led hands-on instruction (p<0.01). All students improved their clinical exam skills, knowledge, and confidence in performing the oral and pharyngeal cancer examination independent of which training group they were assigned. Utilizing both video and interactive practice promoted greater performance of the clinical technique on the oral and pharyngeal cancer examination.

Educational Instruction via Interactive Video Network.

ERIC Educational Resources Information Center

Swan, Michael K.; Brehmer, Jeffery

Perceptions of secondary educators were examined regarding delivery of educational programs via interactive video networks (IVN). The population included all agricultural education instructors, principals, and superintendents employed in public secondary schools having an agricultural education program during the 1990-91 school year in a…

Toddlers' Word Learning from Contingent and Noncontingent Video on Touch Screens

ERIC Educational Resources Information Center

Kirkorian, Heather L.; Choi, Koeun; Pempek, Tiffany A.

2016-01-01

Researchers examined whether contingent experience using a touch screen increased toddlers' ability to learn a word from video. One hundred and sixteen children (24-36 months) watched an on-screen actress label an object: (a) without interacting, (b) with instructions to touch "anywhere" on the screen, or (c) with instructions to touch a…

Videodisc/Microcomputer Technology in Wildland Fire Behavior Training

Treesearch

M. J. Jenkins; K.Y. Matsumoto-Grah

1987-01-01

Interactive video is a powerful medium, bringing together the emotional impact of video and film and the interactive capabilities of the computer. Interactive videodisc instruction can be used as a tutorial, for drill and practice and in simulations, as well as for information storage. Videodisc technology is being used in industrial, military and medical applications...

Ratings within and across ethnic boundaries of methods of one on one reading instruction.

PubMed

Badon, Linda C; Oller, John W; Oller, Stephen D

2005-01-01

Selected video segments of eight instructional sessions were evaluated by 39 speech language pathologists (SLPs). Each involved one of four first grade female students at-risk for academic difficulties being instructed by an African American SLP. In half the videos instruction was focused on story content (whole language) and in the other half on form (sound-symbol correspondence). Raters judged the child's comprehension, and the clinician's clarity and enthusiasm. Videos appeared in a random order. Raters received no advance information about the orientation of instruction or demography. Two of the children were African Americans, one was Caucasian, and one Hispanic. All used American English as their home language. With respect to efficacy of methods, ratings significantly favored the content (whole language) orientation in agreement with an independent count of miscues and scores for story retelling. However, ratings across ethnic boundaries differed with quantitative measures suggesting possible stereotyping. As a result of reading this article, participants will be able to (1) discuss factors that may color interactions with at-risk clients, (2) distinguish surface oriented (sound-symbol) approaches to reading instruction from content (meaning) oriented approaches, (3) describe influences of ethnicity on qualitative judgments crucial to clinical interactions.

Transactions and Answer Judging in Multimedia Instruction: A Way to Transact with Features Appearing in Video and Graphic Images.

ERIC Educational Resources Information Center

Casey, Carl

1992-01-01

Discussion of transactions in computer-based instruction for ill-structured and visual domains focuses on two transactions developed for meteorology training that provide the capability to interact with video and graphic images at a very detailed level. Potential applications for the transactions are suggested, and early evaluation reports are…

Teaching Employment Interview Skills through Interactive Video Instruction.

ERIC Educational Resources Information Center

Shulman, Gary M.; And Others

An interactive video program, "The Screening Interview," has been developed at Miami University (Ohio) to help prepare college and university students for on-campus employment interviews with corporate recruiters. Within the context of the simulated interview situation provided by the program, students function as the alter ego of either…

Ready Set. . .Authoring Systems to Get You Started on Interactive Video Design.

ERIC Educational Resources Information Center

Rhodes, Dent M.; Azbell, Janet White

1986-01-01

Evaluates four authoring systems used to develop computer aided interactive video: The Instructor, InfoWriter, IDeAS, and ProCAL2. The information provided includes hardware requirements, compatibility with videotape and/or videodisc, instructional options available, user data-management capabilities, procedures for logging tapes, and access for…

Review of the Effectiveness of Video Media in Instruction

DTIC Science & Technology

1993-04-01

did beginners . This is consistent with the finding that directing attention to the relevant aspect of the video is more effective, because more...abstract or theoretical concepts with animated flowcharts or diagrams (Riches, 1990). Enhancing Practice. Animation can be used within interactive video and

Iowa Distance Education Alliance. Preliminary Evaluation Report, October 1995-May 1996.

ERIC Educational Resources Information Center

Sorensen, Chris; And Others

In 1992 and 1995, Iowa received statewide Star Schools grants to demonstrate the use of fiber-optic technology to provide live, two-way, full-motion interactive instruction which allows greater levels of interactivity than previous forms of distance instruction. The grant allowed the state to equip over 100 fully interactive video classrooms in…

34 CFR 464.3 - What kinds of activities may be assisted?

Code of Federal Regulations, 2010 CFR

2010-07-01

... instruction; (B) Video tapes; (C) Interactive systems; and (D) Data link systems; or (ii) Assessing learning style, screening for learning disabilities, and providing individualized remedial reading instruction...

Using Research-Based Interactive Video Vignettes to Enhance Out-of-Class Learning in Introductory Physics

NASA Astrophysics Data System (ADS)

Laws, Priscilla W.; Willis, Maxine C.; Jackson, David P.; Koenig, Kathleen; Teese, Robert

2015-02-01

Ever since the first generalized computer-assisted instruction system (PLATO1) was introduced over 50 years ago, educators have been adding computer-based materials to their classes. Today many textbooks have complete online versions that include video lectures and other supplements. In the past 25 years the web has fueled an explosion of online homework and course management systems, both as blended learning and online courses. Meanwhile, introductory physics instructors have been implementing new approaches to teaching based on the outcomes of Physics Education Research (PER). A common theme of PER-based instruction has been the use of active-learning strategies designed to help students overcome alternative conceptions that they often bring to the study of physics.2 Unfortunately, while classrooms have become more active, online learning typically relies on passive lecture videos or Kahn-style3 tablet drawings. To bring active learning online, the LivePhoto Physics Group has been developing Interactive Video Vignettes (IVVs) that add interactivity and PER-based elements to short presentations. These vignettes incorporate web-based video activities that contain interactive elements and typically require students to make predictions and analyze real-world phenomena.

Effects of Mastery Learning Strategies on Community College Mathematics Students' Achievement and Success Rate.

ERIC Educational Resources Information Center

Abadir, Laila; And Others

The effects of mastery learning strategies, interactive video mathematics (IVM), individualized instruction (IND), and the lecture method on mathematics achievement of community college students was studied. Interactions among instructional methods, gender, and age were examined; and the grade success rate was determined for each instructional…

The Development and Use of Interactive Videodisc Instruction for Navy Medical Corpsmen.

ERIC Educational Resources Information Center

Whitney, Marcia A.; Strub, Philip M.

The University of Maryland's Center for Instructional Development and Evaluation has developed interactive video material for the Navy Medical Department to teach Navy medical corpsmen appropriate response procedures for each of seven emergency medical conditions: angina pectoris, acute myocardial infarction, congestive heart failure, stroke,…

How Interactive Video (ITV) Web-Enhanced Format Affects Instructional Strategy and Instructor Satisfaction

ERIC Educational Resources Information Center

Moody, Catrina V.

2013-01-01

This qualitative study explored the quality of technology associated with interactive video (ITV) classes in distance education programs and the resulting satisfaction of the instructors teaching this format. The participants were full time instructors of a rural community college that used the ITV format. Community college ITV instructors are…

The Effects of Variations in Lesson Control and Practice on Learning from Interactive Video.

ERIC Educational Resources Information Center

Hannafin, Michael J.; Colamaio, MaryAnne E.

1987-01-01

Discussion of the effects of variations in lesson control and practice on the learning of facts, procedures, and problem-solving skills during interactive video instruction focuses on a study of graduates and advanced level undergraduates learning cardiopulmonary resuscitation (CPR). Embedded questioning methods and posttests used are described.…

34 CFR 464.3 - What kinds of activities may be assisted?

Code of Federal Regulations, 2012 CFR

2012-07-01

... literacy instructors in reading instruction and in— (i) Selecting and making the most effective use of... instruction; (B) Video tapes; (C) Interactive systems; and (D) Data link systems; or (ii) Assessing learning style, screening for learning disabilities, and providing individualized remedial reading instruction...

34 CFR 464.3 - What kinds of activities may be assisted?

Code of Federal Regulations, 2014 CFR

2014-07-01

... literacy instructors in reading instruction and in— (i) Selecting and making the most effective use of... instruction; (B) Video tapes; (C) Interactive systems; and (D) Data link systems; or (ii) Assessing learning style, screening for learning disabilities, and providing individualized remedial reading instruction...

34 CFR 464.3 - What kinds of activities may be assisted?

Code of Federal Regulations, 2011 CFR

2011-07-01

... literacy instructors in reading instruction and in— (i) Selecting and making the most effective use of... instruction; (B) Video tapes; (C) Interactive systems; and (D) Data link systems; or (ii) Assessing learning style, screening for learning disabilities, and providing individualized remedial reading instruction...

34 CFR 464.3 - What kinds of activities may be assisted?

Code of Federal Regulations, 2013 CFR

2013-07-01

... literacy instructors in reading instruction and in— (i) Selecting and making the most effective use of... instruction; (B) Video tapes; (C) Interactive systems; and (D) Data link systems; or (ii) Assessing learning style, screening for learning disabilities, and providing individualized remedial reading instruction...

Do-It-Yourself Whiteboard-Style Physics Video Lectures

NASA Astrophysics Data System (ADS)

Douglas, Scott Samuel; Aiken, John Mark; Greco, Edwin; Schatz, Michael; Lin, Shih-Yin

2017-01-01

Video lectures are increasingly being used in physics instruction. For example, video lectures can be used to "flip" the classroom, i.e., to deliver, via the Internet, content that is traditionally transmitted by in-class lectures (e.g., presenting concepts, working examples, etc.), thereby freeing up classroom time for more interactive instruction. To date, most video lectures are live lecture recordings or screencasts. The hand-animated "whiteboard" video is an alternative to these more common styles and affords unique creative opportunities such as stop-motion animation or visual "demonstrations" of phenomena that would be difficult to demo in a classroom. In the spring of 2013, a series of whiteboard-style videos were produced to provide video lecture content for Georgia Tech introductory physics instruction, including flipped courses and a MOOC. This set of videos (which also includes screencasts and live recordings) can be found on the "Your World is Your Lab" YouTube channel. In this article, we describe this method of video production, which is suitable for an instructor working solo or in collaboration with students; we explore students' engagement with these videos in a separate work. A prominent example of whiteboard animation is the "Minute Physics" video series by Henry Reich, whose considerable popularity and accessible, cartoony style were the original inspiration for our own video lectures.

A comparison of distance education instructional methods in occupational therapy.

PubMed

Jedlicka, Janet S; Brown, Sarah W; Bunch, Ashley E; Jaffe, Lynn E

2002-01-01

The progression of technology is rapidly bringing new opportunities to students and academic institutions, resulting in a need for additional information to determine the most effective strategies for teaching distance learners. The purpose of this study was to compare the effectiveness of three instructional strategies (two-way interactive video and audio, chat rooms, and independent learning) and student preferences regarding instructional methods in a mental health programming distance learning course. Precourse and postcourse surveys were completed by 22 occupational therapy students enrolled in the course. Effectiveness of the teaching methods was determined based on the results of students' examinations. The findings indicated that there were no statistically significant differences in student performance on multiple-choice examinations using the three instructional methods. Of students, 77% indicated a preference for two-way interactive video and audio instruction. To provide effective education via distance learning methods, faculty members need to structure assignments that facilitate interaction and communication among learners. As distance education becomes more commonplace, it is important to identify the methods of instruction that are the most effective in delivering essential course content and the methods that provide the atmosphere most conducive to learning.

Social stories, written text cues, and video feedback: effects on social communication of children with autism.

PubMed Central

Thiemann, K S; Goldstein, H

2001-01-01

This study investigated the effects of written text and pictorial cuing with supplemental video feedback on the social communication of 5 students with autism and social deficits. Two peers without disabilities participated as social partners with each child with autism to form five triads. Treatment was implemented twice per week and consisted of 10 min of systematic instruction using visual stimuli, 10 min of social interaction, and 10 min of self-evaluation using video feedback. Results showed increases in targeted social communication skills when the treatment was implemented. Some generalized treatment effects were observed across untrained social behaviors, and 1 participant generalized improvements within the classroom. In addition, naive judges reported perceived improvements in the quality of reciprocal interactions. These findings support recommendations for using visually cued instruction to guide the social language development of young children with autism as they interact with peers without disabilities. PMID:11800183

Visuals for Interactive Video: Old Fashioned Images for a New Fangled Technology.

ERIC Educational Resources Information Center

Braden, Roberts A.

Pointing out that interactive video (IAV) represents a synthesis of four primary technologies--computers, television, visual design, and instructional design--this paper discusses the what, why, and how of IAV visuals. The features and relevant aspects of each technology are briefly discussed, as well as the impact of each of these technologies…

The Impact of Video Modeling on Improving Social Skills in Children with Autism

ERIC Educational Resources Information Center

Alzyoudi, Mohammed; Sartawi, AbedAlziz; Almuhiri, Osha

2014-01-01

Children with autism often show a lack of the interactive social skills that would allow them to engage with others successfully. They therefore frequently need training to aid them in successful social interaction. Video modeling is a widely used instructional technique that has been applied to teach children with developmental disabilities such…

The Impact of Video Modelling on Improving Social Skills in Children with Autism

ERIC Educational Resources Information Center

Alzyoudi, Mohammed; Sartawi, AbedAlziz; Almuhiri, Osha

2015-01-01

Children with autism often show a lack of the interactive social skills that would allow them to engage with others successfully. They therefore frequently need training to aid them in successful social interaction. Video modelling is a widely used instructional technique that has been applied to teach children with developmental disabilities such…

The Effects of Lecture Diversity on Germane Load

ERIC Educational Resources Information Center

Costley, Jamie; Lange, Christopher

2017-01-01

An important aspect of MOOCs is the way students interact with video lectures. Instruction provided through video lectures should focus on ways to increase germane cognitive load, which directly contributes to learning. One approach that may lead to an increase of germane load may be to use video lectures with diverse forms of media, including…

Mathematics Teachers' Self-Captured Video and Opportunities for Learning

ERIC Educational Resources Information Center

Sherin, Miriam Gamoran; Dyer, Elizabeth B.

2017-01-01

Numerous video-based programs have been developed to support mathematics teachers in reflecting on and examining classrooms interactions without the immediate demands of instruction. An important premise of such work is that teacher learning occurs at the time that the video is viewed and discussed with teachers. Recent advances in technology,…

Acceptability of instructional videos.

PubMed

Rayyan, Mohammad; Elagra, Marwa; Alfataftah, Nida; Alammar, Amirah

2017-08-01

Over the past few decades, instructional videos have been incorporated as important tools in the dental classroom setting. This study aimed to investigate the acceptability of video demonstrations in comparison with live broadcasting and with the traditional face-to-face demonstrations in preclinical fixed prosthodontic classes. A group of dental students who have been exposed to three different methods of delivering practical demonstrations - face-to-face demonstrations, live broadcasting and recorded instructional videos - were included in the study. Preferences regarding these three methods were investigated using a questionnaire comprising a number of closed- and open-ended questions. Descriptive statistics were used to analyse the survey data using spss software. Survey comments were summarised and coded into categories. A total of 163 questionnaires were distributed, and 145 responses were returned (a response rate of 89%). Ninety-two students (63%) considered the recorded video demonstrations to be the most convenient. Moreover, ninety-seven students (67%) found live demonstrations to be the least convenient. The majority of students either agreed (67 students) or strongly agreed (60 students) that watching the video before the session made it easier for them to perform the procedure in the lab. Recorded instructional videos were the preferred method of delivering practical demonstrations for students in the preclinical courses of fixed prosthodontics. Instructors must focus on using the technological aids to increase their positive interaction with students. Instructional videos have been incorporated as important tools in the dental classroom setting. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Video Discs: Magic Lamps for Educators?

ERIC Educational Resources Information Center

Braun,

1978-01-01

This article focuses on electro-optical videodisc systems because of their educational advantages over electromechanical systems and specifically on the Philips/MCA system. Areas emerging for videodisc educational application are identified as lenear video, programed instruction, and interactive use with the computer. (CMV)

The Development and Evaluation of a Computer-Based System for Managing the Design and Pilot-Testing of Interactive Videodisc Programs. Training and Development Research Center, Project Number Forty-Three.

ERIC Educational Resources Information Center

Sayre, Scott Alan

The purpose of this study was to develop and validate a computer-based system that would allow interactive video developers to integrate and manage the design components prior to production. These components of an interactive video (IVD) program include visual information in a variety of formats, audio information, and instructional techniques,…

Speak fast, use jargon, and don't repeat yourself: a randomized trial assessing the effectiveness of online videos to supplement emergency department discharge instructions.

PubMed

Atzema, Clare L; Austin, Peter C; Wu, Libo; Brzozowski, Michael; Feldman, Michael J; McDonnell, Michael; Mazurik, Laurie

2013-01-01

Emergency department discharge instructions are variably understood by patients, and in the setting of emergency department crowding, innovations are needed to counteract shortened interaction times with the physician. We evaluated the effect of viewing an online video of diagnosis-specific discharge instructions on patient comprehension and recall of instructions. In this prospective, single-center, randomized controlled trial conducted between November 2011 and January 2012, we randomized emergency department patients who were discharged with one of 38 diagnoses to either view (after they left the emergency department) a vetted online video of diagnosis-specific discharge instructions, or to usual care. Patients were subsequently contacted by telephone and asked three standardized questions about their discharge instructions; one point was awarded for each correct answer. Using an intention-to-treat analysis, differences between groups were assessed using univariate testing, and with logistic regression that accounted for clustering on managing physician. A secondary outcome measure was patient satisfaction with the videos, on a 10-point scale. Among 133 patients enrolled, mean age was 46.1 (s.d.D. 21.5) and 55% were female. Patients in the video group had 19% higher mean scores (2.5, s.d. 0.7) than patients in the control group (2.1, s.d. 0.8) (p=0.002). After adjustment for patient age, sex, first language, triage acuity score, and clustering, the odds of achieving a fully correct score (3 out of 3) were 3.5 (95% CI, 1.7 to 7.2) times higher in the video group, compared to the control group. Among those who viewed the videos, median rating of the videos was 10 (IQR 8 to 10). In this single-center trial, patients who viewed an online video of their discharge instructions scored higher on their understanding of key concepts around their diagnosis and subsequent care. Those who viewed the videos found them to be a helpful addition to standard care. ClinicalTrials.gov NCT01361932 http://clinicaltrials.gov/ct2/show/NCT01361932?term=nct01361932&rank=1.

Brief Report: Effects of Video-Based Group Instruction on Spontaneous Social Interaction of Adolescents with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Plavnick, Joshua B.; Dueñas, Ana D.

2018-01-01

Four adolescents with autism spectrum disorder (ASD) were taught to interact with peers by asking social questions or commenting about others during game play or group activities. Participants were shown a video model and then given an opportunity to perform the social behavior depicted in the model when playing a game with one another. All…

A Taxonomy of Interaction for Instructional Multimedia.

ERIC Educational Resources Information Center

Schwier, Richard A.

This paper rejects the hardware-based "levels of interaction" made popular in interactive video literature to describe human-machine interaction in favor of a new taxonomy of learner-media interaction based on the type of cognitive engagement experienced by learners. Interaction can be described on three levels, based on the quality of…

Instructional design strategies for developing an interactive video educational program for pregnant teens: a pilot study.

PubMed

Levenson, P M; Morrow, J R; Smith, P

1984-01-01

One hundred forty-six teens attending an urban maternity hospital's prenatal clinic completed a questionnaire designed to assist in the development of educational programs utilizing computer-assisted television instruction or interactive video. Ninety-five percent of the teens agreed that additional information about desirable health behaviors during pregnancy would be helpful. Forty-six percent preferred obtaining information from a health professional at the hospital. Although 90% said that the race of the narrator for a film show was unimportant, responses regarding racial preference corresponded to the racial distribution of participants. Seventy-six percent of the teens preferred the narrator to be younger than 35 years of age, and 54% preferred a female narrator. Race was associated with video game experiences, preferences about the narrator's age and race, and favorite television shows. Age was not associated with responses to any of the questions. Although only 19% had ever used a computer, 98% stated they would like to try a computer with assistance. More than half (55%) knew how to type and 83% had played video games; of those who had played video games, 93% said they enjoyed doing so. Eighty-three percent of the respondents always or sometimes enjoyed cartoons. Favorite television shows and cartoon characters were identified. The design implications of the teens' preferences to the development of instruction using computers coupled with other emerging technologies are discussed.

A Usability Study of a Serious Game in Cognitive Rehabilitation: A Compensatory Navigation Training in Acquired Brain Injury Patients

PubMed Central

van der Kuil, Milan N. A.; Visser-Meily, Johanna M. A.; Evers, Andrea W. M.; van der Ham, Ineke J. M.

2018-01-01

Acquired brain injury patients often report navigation impairments. A cognitive rehabilitation therapy has been designed in the form of a serious game. The aim of the serious game is to aid patients in the development of compensatory navigation strategies by providing exercises in 3D virtual environments on their home computers. The objective of this study was to assess the usability of three critical gaming attributes: movement control in 3D virtual environments, instruction modality and feedback timing. Thirty acquired brain injury patients performed three tasks in which objective measures of usability were obtained. Mouse controlled movement was compared to keyboard controlled movement in a navigation task. Text-based instructions were compared to video-based instructions in a knowledge acquisition task. The effect of feedback timing on performance and motivation was examined in a navigation training game. Subjective usability ratings of all design options were assessed using questionnaires. Results showed that mouse controlled interaction in 3D environments is more effective than keyboard controlled interaction. Patients clearly preferred video-based instructions over text-based instructions, even though video-based instructions were not more effective in context of knowledge acquisition and comprehension. No effect of feedback timing was found on performance and motivation in games designed to train navigation abilities. Overall appreciation of the serious game was positive. The results provide valuable insights in the design choices that facilitate the transfer of skills from serious games to real-life situations. PMID:29922196

A Usability Study of a Serious Game in Cognitive Rehabilitation: A Compensatory Navigation Training in Acquired Brain Injury Patients.

PubMed

van der Kuil, Milan N A; Visser-Meily, Johanna M A; Evers, Andrea W M; van der Ham, Ineke J M

2018-01-01

Acquired brain injury patients often report navigation impairments. A cognitive rehabilitation therapy has been designed in the form of a serious game. The aim of the serious game is to aid patients in the development of compensatory navigation strategies by providing exercises in 3D virtual environments on their home computers. The objective of this study was to assess the usability of three critical gaming attributes: movement control in 3D virtual environments, instruction modality and feedback timing. Thirty acquired brain injury patients performed three tasks in which objective measures of usability were obtained. Mouse controlled movement was compared to keyboard controlled movement in a navigation task. Text-based instructions were compared to video-based instructions in a knowledge acquisition task. The effect of feedback timing on performance and motivation was examined in a navigation training game. Subjective usability ratings of all design options were assessed using questionnaires. Results showed that mouse controlled interaction in 3D environments is more effective than keyboard controlled interaction. Patients clearly preferred video-based instructions over text-based instructions, even though video-based instructions were not more effective in context of knowledge acquisition and comprehension. No effect of feedback timing was found on performance and motivation in games designed to train navigation abilities. Overall appreciation of the serious game was positive. The results provide valuable insights in the design choices that facilitate the transfer of skills from serious games to real-life situations.

Creating Digital Games as Interactive Learning Environments: Factors That Affect Palestinian Teachers' Success in Modifying Video Games for Instruction

ERIC Educational Resources Information Center

Younis, Bilal Khaleel

2012-01-01

The purpose of this study was to investigate the factors that might predict Palestinian teachers' success in modding games for instruction. An instructional game design model named Game Modding for Non-Professionals (GMNP) was created specifically for the training of Palestinian teachers during this study. This study addressed the question: To…

A Multilevel Analysis of Diverse Learners Playing Life Science Video Games: Interactions between Game Content, Learning Disability Status, Reading Proficiency, and Gender

ERIC Educational Resources Information Center

Israel, Maya; Wang, Shuai; Marino, Matthew T.

2016-01-01

Extant research reports differential effects related to the efficacy of video games as a means to enhance science instruction. However, there are very few studies examining differences in learning outcomes across student-level independent variables. This study used multilevel modeling to examine the effects of three video game-enhanced life…

Code inspection instructional validation

NASA Technical Reports Server (NTRS)

Orr, Kay; Stancil, Shirley

1992-01-01

The Shuttle Data Systems Branch (SDSB) of the Flight Data Systems Division (FDSD) at Johnson Space Center contracted with Southwest Research Institute (SwRI) to validate the effectiveness of an interactive video course on the code inspection process. The purpose of this project was to determine if this course could be effective for teaching NASA analysts the process of code inspection. In addition, NASA was interested in the effectiveness of this unique type of instruction (Digital Video Interactive), for providing training on software processes. This study found the Carnegie Mellon course, 'A Cure for the Common Code', effective for teaching the process of code inspection. In addition, analysts prefer learning with this method of instruction, or this method in combination with other methods. As is, the course is definitely better than no course at all; however, findings indicate changes are needed. Following are conclusions of this study. (1) The course is instructionally effective. (2) The simulation has a positive effect on student's confidence in his ability to apply new knowledge. (3) Analysts like the course and prefer this method of training, or this method in combination with current methods of training in code inspection, over the way training is currently being conducted. (4) Analysts responded favorably to information presented through scenarios incorporating full motion video. (5) Some course content needs to be changed. (6) Some content needs to be added to the course. SwRI believes this study indicates interactive video instruction combined with simulation is effective for teaching software processes. Based on the conclusions of this study, SwRI has outlined seven options for NASA to consider. SwRI recommends the option which involves creation of new source code and data files, but uses much of the existing content and design from the current course. Although this option involves a significant software development effort, SwRI believes this option will produce the most effective results.

Innovative Orientation Leads to Improved Success in Online Courses

ERIC Educational Resources Information Center

Taylor, Jean M.; Dunn, Margie; Winn, Sandra K.

2015-01-01

A team of instructional designers, educators, and the School of Liberal Arts (SLA) academic program coordinator from a nonprofit online college, collaborated on producing short voice-over videos with interactive elements that address the most common technology frustrations of beginning students. These videos were inserted into the "Start…

Multimedia Football Viewing: Embedded Rules, Practice, and Video Context in IVD Procedural Learning.

ERIC Educational Resources Information Center

Kim, Eunsoon; Young, Michael F.

This study investigated the effects of interactive video (IVD) instruction with embedded rules (production system rules) and practice with feedback on learners' academic achievement and perceived self efficacy in the domain of procedural knowledge for watching professional football. Subjects were 71 female volunteers from undergraduate education…

Video Game-Based Learning: An Emerging Paradigm for Instruction

ERIC Educational Resources Information Center

Squire, Kurt D.

2008-01-01

Interactive digital media, or video games, are a powerful new medium. They offer immersive experiences in which players solve problems. Players learn more than just facts--ways of seeing and understanding problems so that they "become" different kinds of people. "Serious games" coming from business strategy, advergaming, and entertainment gaming…

Video Game-Based Learning: An Emerging Paradigm for Instruction

ERIC Educational Resources Information Center

Squire, Kurt D.

2013-01-01

Interactive digital media, or video games, are a powerful new medium. They offer immersive experiences in which players solve problems. Players learn more than just facts--ways of seeing and understanding problems so that they "become" different kinds of people. "Serious games" coming from business strategy, advergaming, and entertainment gaming…

A Comparison of Four Simulation and Instructional Methods for Endodontic Review.

ERIC Educational Resources Information Center

Sandoval, Victor A.; And Others

1987-01-01

The effects of four different endodontic self-instructional review formats (slide-tape, latent-image simulation, computer text simulation, and computer-assisted video interactive simulation) on senior clinical endodontic performance are compared. Student evaluations, as well as comparative developmental expenditures, are discussed. (Author/MLW)

Medical student case presentation performance and perception when using mobile learning technology in the emergency department.

PubMed

Tews, Matthew; Brennan, Kimberly; Begaz, Tomer; Treat, Robert

2011-01-01

Hand-held mobile learning technology provides opportunities for clinically relevant self-instructional modules to augment traditional bedside teaching. Using this technology as a teaching tool has not been well studied. We sought to evaluate medical students' case presentation performance and perception when viewing short, just-in-time mobile learning videos using the iPod touch prior to patient encounters. Twenty-two fourth-year medical students were randomized to receive or not to receive instruction by video, using the iPod Touch, prior to patient encounters. After seeing a patient, they presented the case to their faculty, who completed a standard data collection sheet. Students were surveyed on their perceived confidence and effectiveness after using these videos. Twenty-two students completed a total of 67 patient encounters. There was a statistically significant improvement in presentations when the videos were viewed for the first time (p=0.032). There was no difference when the presentations were summed for the entire rotation (p=0.671). The reliable (alpha=0.97) survey indicated that the videos were a useful teaching tool and gave students more confidence in their presentations. Medical student patient presentations were improved with the use of mobile instructional videos following first time use, suggesting mobile learning videos may be useful in medical student education. Clinical educators should consider whether, in an instance where live bedside or direct interactive teaching is unavailable, using just-in-time educational videos on a handheld device might be useful as a supplemental instructional strategy.

Grounding the Flipped Classroom Approach in the Foundations of Educational Technology

ERIC Educational Resources Information Center

Lo, Chung Kwan

2018-01-01

The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing interest in the flipped classroom approach, no robust…

Feasibility of Incorporating Alternative Teaching Methods into Clinical Clerkships.

ERIC Educational Resources Information Center

Berman, Judith; And Others

1990-01-01

A study investigated the effectiveness of computer-assisted instruction, interactive video, and videotapes as alternative methods of instruction in clinical clerkship modules on diabetes and hypertension. The 17 participants were more interested in balancing time between patient contact and alternative teaching methods and had better knowledge,…

Examining the Flipped Classroom through Action Research

ERIC Educational Resources Information Center

Lo, Chung Kwan

2017-01-01

There is a growing interest in using a flipped classroom format in day-to-day teaching. Direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some…

Children's identification of faces from lineups: the effects of lineup presentation and instructions on accuracy.

PubMed

Beresford, Jayne; Blades, Mark

2006-09-01

The authors investigated whether the type of lineup and instructions given to children 6-7 or 9-10 years of age affected their identification accuracy. Children witnessed a man stealing property and were later asked to identify him in either photo or video lineups. Some lineups contained the target and some did not. Two lineup procedures were used (standard or elimination), and 2 types of instruction were used (standard or cautioning about false identification). Standard lineups with cautioning instructions decreased target-absent errors with no associated reduction in correct identifications, but elimination lineups did not. Lineup media had an interaction effect whereby correct identifications were reduced in video but not photo elimination lineups. The results are discussed in a forensic context. (c) 2006 APA, all rights reserved

Face Detection Technique as Interactive Audio/Video Controller for a Mother-Tongue-Based Instructional Material

NASA Astrophysics Data System (ADS)

Guidang, Excel Philip B.; Llanda, Christopher John R.; Palaoag, Thelma D.

2018-03-01

Face Detection Technique as a strategy in controlling a multimedia instructional material was implemented in this study. Specifically, it achieved the following objectives: 1) developed a face detection application that controls an embedded mother-tongue-based instructional material for face-recognition configuration using Python; 2) determined the perceptions of the students using the Mutt Susan’s student app review rubric. The study concludes that face detection technique is effective in controlling an electronic instructional material. It can be used to change the method of interaction of the student with an instructional material. 90% of the students perceived the application to be a great app and 10% rated the application to be good.

Army Learning Concept 2015: These Are Not the Droids You Are Looking For

DTIC Science & Technology

2011-06-07

instruction, gaming, video , interactive multimedia instruction, virtual worlds, massively multiplayer online games, simulations, and others.” A wide...games, buying stuff on E-Bay and surfing the net for porn ? “These are not the “an” droids we are looking for…” 24 ALC 2015 should enhance learning

Learning Effectiveness of the NASA Digital Learning Network

NASA Technical Reports Server (NTRS)

Hix, Billy

2005-01-01

Student participation in actual investigations which develop inquiry and intellectual skills has long been regarded as an essential component of science instructions (Schwab, 1962; White, 1999). Such investigations give students an opportunity to appreciate the spirit of science and promote an understanding of the nature of science. However, classroom research conducted over the past 20 years describes science teaching as primarily teacher centered. Typical instruction consists of whole class, noninteractive activities in which individual seatwork has constituted the bulk of classroom interactions (Tobin and Gallagher, 1997). Students typically learn science from textbooks and lectures. Their main motivation is to do reasonably well on tests and examinations (Layman, 1999). During the past five years, infrastructure constraints have reduced to the point that many schools systems can now afford low cost, high quality video conferencing equipment (International Society for Technology in Education, 2003). This study investigates the use of interactive video conferencing vs. face to face interaction with hands-on, inquiry based activities. Some basic questions to be addressed are: How does the delivery method impact the students understanding of the goals of the experiment? Are students explanation of the strategies of experimentation different based on the method of instruction that was provided. Do students engaged in a workshop with the instructor in the room vs. an instructor over video conferencing have different perception of the understanding of the subject materials?

2D and 3D stereoscopic videos used as pre-anatomy lab tools improve students' examination performance in a veterinary gross anatomy course.

PubMed

Al-Khalili, Sereen M; Coppoc, Gordon L

2014-01-01

The hypothesis for the research described in this article was that viewing an interactive two-dimensional (2D) or three-dimensional (3D) stereoscopic pre-laboratory video would improve efficiency and learning in the laboratory. A first-year DVM class was divided into 21 dissection teams of four students each. Primary variables were method of preparation (2D, 3D, or laboratory manual) and dissection region (thorax, abdomen, or pelvis). Teams were randomly assigned to a group (A, B, or C) in a crossover design experiment so that all students experienced each of the modes of preparation, but with different regions of the canine anatomy. All students were instructed to study normal course materials and the laboratory manual, the Guide, before coming to the laboratory session and to use them during the actual dissection as usual. Video groups were given a DVD with an interactive 10-12 minute video to view for the first 30 minutes of the laboratory session, while non-video groups were instructed to review the Guide. All groups were allowed 45 minutes to dissect the assigned section and find a list of assigned structures, after which all groups took a post-dissection quiz and attitudinal survey. The 2D groups performed better than the Guide groups (p=.028) on the post-dissection quiz, despite the fact that only a minority of the 2D-group students studied the Guide as instructed. There was no significant difference (p>.05) between 2D and 3D groups on the post-dissection quiz. Students preferred videos over the Guide.

Online instructional anatomy videos: Student usage, self-efficacy, and performance in upper limb regional anatomy assessment.

PubMed

Langfield, Tracey; Colthorpe, Kay; Ainscough, Louise

2017-12-04

Allied health professionals concur that a sound knowledge of practical gross anatomy is vital for the clinician, however, human anatomy courses in allied health programs have been identified as high-risk for attrition and failure. While anatomists and clinicians agree that learning anatomy via human cadaveric instruction is the preferred method, students vary in their reaction to the cadaveric learning experience and have differing levels of anatomy self-efficacy. This study investigated whether student self-efficacy had an effect on student usage of supplemental instructional videos and whether the use of videos had an impact on student self-efficacy and/or learning. Anatomy self-efficacy differed based on gender and prior performance. Student usage of the videos varied widely and students with lower self-efficacy were more inclined to use the resources. The provision of the videos did not improve overall cohort performance as compared to a historical cohort, however, those students that accessed all video sets experienced a greater normalized learning gain compared to students that used none or one of the four sets of videos. Student reports and usage patterns indicate that the videos were primarily used for practical class preparation and revision. Potentially, the videos represent a passive mode of teaching whereas active learning has been demonstrated to result in greater learning gains. Adapting the videos into interactive tutorials which will provide opportunity for feedback and the development of students' self-evaluation may be more appropriate. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

How to Improve Collaborative Learning with Video Tools in the Classroom? Social vs. Cognitive Guidance for Student Teams

ERIC Educational Resources Information Center

Zahn, Carmen; Krauskopf, Karsten; Hesse, Friedrich W.; Pea, Roy

2012-01-01

Digital video technologies offer a variety of functions for supporting collaborative learning in classrooms. Yet, for novice learners, such as school students, positive learning outcomes also depend centrally on effective social interactions. We present empirical evidence for the positive effects of instructive guidance on performance and on…

Texas Tech University's "Models of Teaching" over Satellite: A Description and Evaluation of College Credit Coursework Delivered via the TI-IN Interactive Satellite Network. A Report Submitted to the Office of the Academic Vice President.

ERIC Educational Resources Information Center

Platten, Marvin R.; Barker, Bruce O.

The Texas Interactive Instructional Network (TI-IN), a private satellite system that provides one-way video and two-way audio communication, was used for a two-year pilot project which was conducted to determine if satellite instruction could be used successfully to share educational resources among institutions. Models of Teaching, a graduate…

Build Engagement and Knowledge One Block at a Time with Minecraft

ERIC Educational Resources Information Center

Tromba, Peter

2013-01-01

The core of instruction is the interaction between the student, the content, and the teacher. Good instructional design accounts for the students' needs and interests by personalizing the core to each student. Video games and simulations are one way to meet student needs and leverage their interests for increased student learning. In the 2011-12…

The Role of Anchored Instruction in the Design of a Hypermedia Science Museum Exhibit.

ERIC Educational Resources Information Center

Bell, Benjamin; And Others

A hypermedia simulation, Sickle Cell Counselor, has been developed to anchor instruction for museum visitors using the task of advising couples about the decision to have children when there is a substantial genetic risk of sickle cell disease. A visitor can perform simulated laboratory tests and ask questions via interactive video. The anchored…

Providing Access to Academic Content for High-School Students with Significant Intellectual Disability through Interactive Videos

ERIC Educational Resources Information Center

Evmenova, Anya S.; Graff, Heidi J.; Behrmann, Michael M.

2017-01-01

There has been a slight increase in the number of studies focused on the strategies used to introduce content-based instruction to students with moderate/severe disability. However, interventions for students with significant intellectual disability (ID) are lacking adapted materials to make instruction available in all major academic areas…

YouTube™ as a Source of Instructional Videos on Bowel Preparation: a Content Analysis.

PubMed

Ajumobi, Adewale B; Malakouti, Mazyar; Bullen, Alexander; Ahaneku, Hycienth; Lunsford, Tisha N

2016-12-01

Instructional videos on bowel preparation have been shown to improve bowel preparation scores during colonoscopy. YouTube™ is one of the most frequently visited website on the internet and contains videos on bowel preparation. In an era where patients are increasingly turning to social media for guidance on their health, the content of these videos merits further investigation. We assessed the content of bowel preparation videos available on YouTube™ to determine the proportion of YouTube™ videos on bowel preparation that are high-content videos and the characteristics of these videos. YouTube™ videos were assessed for the following content: (1) definition of bowel preparation, (2) importance of bowel preparation, (3) instructions on home medications, (4) name of bowel cleansing agent (BCA), (5) instructions on when to start taking BCA, (6) instructions on volume and frequency of BCA intake, (7) diet instructions, (8) instructions on fluid intake, (9) adverse events associated with BCA, and (10) rectal effluent. Each content parameter was given 1 point for a total of 10 points. Videos with ≥5 points were considered by our group to be high-content videos. Videos with ≤4 points were considered low-content videos. Forty-nine (59 %) videos were low-content videos while 34 (41 %) were high-content videos. There was no association between number of views, number of comments, thumbs up, thumbs down or engagement score, and videos deemed high-content. Multiple regression analysis revealed bowel preparation videos on YouTube™ with length >4 minutes and non-patient authorship to be associated with high-content videos.

Using Research-Based Interactive Video Vignettes to Enhance Out-of-Class Learning in Introductory Physics

ERIC Educational Resources Information Center

Laws, Priscilla W.; Willis, Maxine C.; Jackson, David P.; Koenig, Kathleen; Teese, Robert

2015-01-01

Ever since the first generalized computer-assisted instruction system (PLATO) was introduced over 50 years ago, educators have been adding computer-based materials to their classes. Today many textbooks have complete online versions that include video lectures and other supplements. In the past 25 years the web has fueled an explosion of online…

An Investigation of Technological Innovation: Interactive Television.

ERIC Educational Resources Information Center

Robinson, Rhonda S.

A 5-year case study was implemented to evaluate the two-way Carroll Instructional Television Consortium, which utilizes a cable television network serving four school districts in Illinois. This network permits simultaneous video and audio interactive communication among four high schools. The naturalistic inquiry method employed included…

Evaluation of Interactive Computerized Training to Teach Parents to Implement Photographic Activity Schedules with Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Gerencser, Kristina R.; Higbee, Thomas S.; Akers, Jessica S.; Contreras, Bethany P.

2017-01-01

Training parents of children with autism spectrum disorder can be a challenge due to limited resources, time, and money. Interactive computerized training (ICT)--a self-paced program that incorporates instructions, videos, and interactive questions--is one method professionals can use to disseminate trainings to broader populations. This study…

The effects of instructions on mothers' ratings of child attention-deficit/hyperactivity disorder symptoms.

PubMed

Johnston, Charlotte; Weiss, Margaret; Murray, Candice; Miller, Natalie

2011-11-01

We examined whether instructional materials describing how to rate child ADHD symptoms would improve the accuracy of mothers' ratings of ADHD symptoms presented in standard child behavior stimuli, and whether instructions would be equally effective across a range of maternal depressive symptoms and family incomes. A community sample of 100 mothers with 5 to 12 year old sons were randomly assigned to either receive or not receive the instructions. All mothers watched standard video recordings of boys displaying nonproblem behavior, ADHD symptoms, ADHD plus oppositional behaviors, or ADHD plus anxious behaviors, and then rated the ADHD symptoms of the boys in the videos. These ratings were compared to ratings of the boys' ADHD symptoms made by objective coders. Results indicated an interaction such that the instructional materials improved the agreement between mothers' and coders' ratings, but only for mothers at lower family income levels. The instructional materials improved all mothers' open-ended responses regarding knowledge of ADHD. All mothers rated more ADHD symptoms in boys with comorbid oppositional or anxious behaviors, and this effect was not reduced by the instructional materials. The potential utility of these instructions to improve the accuracy of ratings of child ADHD symptoms is explored.

A Taxonomy of Asynchronous Instructional Video Styles

ERIC Educational Resources Information Center

Chorianopoulos, Konstantinos

2018-01-01

Many educational organizations are employing instructional videos in their pedagogy, but there is a limited understanding of the possible video formats. In practice, the presentation format of instructional videos ranges from direct recording of classroom teaching with a stationary camera, or screencasts with voiceover, to highly elaborate video…

Empowering People through Technology. Proceedings of the International Conference of the Association for the Development of Computer-Based Instructional Systems (34th, Norfolk, Virginia, November 8-11, 1992).

ERIC Educational Resources Information Center

Association for the Development of Computer-based Instructional Systems.

These proceedings present 74 selected abstracts and 47 selected formal papers under 14 special interest group headings. Topics addressed by the papers include constructing multimedia; interactive video; computers in secondary school mathematics; access in computer-based instruction; implementing computer-based technology; advisor development;…

Getting Started in Video Production for Instruction.

ERIC Educational Resources Information Center

Lipofsky, B. J.

Arguing that the use of video in science instruction is an effective way to infuse both action and emotion into the educational setting, this paper chronicles faculty efforts at Brevard Community College (BCC), in Cocoa, Florida, to develop videos for science instruction and provides recommendations for producing similar videos. Following a…

Interactive Media Instruction: Webcasting College Radio and Television Programs.

ERIC Educational Resources Information Center

Reppert, James E.

Recent innovations involving audio and video on the Internet allow for more creativity and flexibility in the broadcast education classroom. Despite the fact that Southern Arkansas University (SAU) has a modest budget allocated for its broadcast journalism program, significant interactive changes have taken place. At the outset of the fall 1999…

Attitude of patients, healthcare professionals, and noninjured lay persons towards online video instructions on mild traumatic brain injury: a cross-sectional study.

PubMed

Hoek, Amber E; Hamer, Maaike van den; Deelstra, Carianne K; Beeck, Ed F van; Dippel, Diederik W J; Haagsma, Juanita A; Rood, Pleunie P M

2017-12-01

The objective of this study was to determine the attitude of patients, healthcare professionals, and noninjured lay persons towards adding a video with discharge instructions to patient care for patients with mild traumatic brain injury (MTBI). A survey was conducted at the emergency department (ED). Participants consisted of MTBI patients (n = 50), healthcare professionals (n = 50), and noninjured lay persons (n = 50). The participants viewed a video with discharge instructions on MTBI and filled out a questionnaire that measured their attitude towards the use of a video as part of discharge instructions. Nearly all healthcare professionals (94%) and 70% of the noninjured lay persons considered the video to be a valuable addition to oral discharge instructions. For 84% of patients, verbal information from the doctor is of importance. And, 50% of patients would like to receive additional video discharge instructions. The majority of noninjured lay persons and healthcare professionals and half of the MTBI patients consider a video with discharge instructions to be a valuable addition to patient care. Video discharge instructions are a relative low-cost measure that could enhance patient care at the ED, provided that this does not compromise the personal contact between patient and healthcare professional.

A Comparison of the Effects of Video Modeling Other and Peer-Implemented Pivotal Response Training to Video Modeling Other on Positive Social Interactions of Young Children with Developmental Disabilities

ERIC Educational Resources Information Center

Kucskar, Maryssa

2017-01-01

Young children with developmental disabilities (DD) frequently have delays in social play skills. Students with DD may require social skills instruction in order to be successful in playing cooperatively with others. These opportunities to practice social play skills learned from specialized interventions must be available throughout the school…

Effect of implementing instructional videos in a physical examination course: an alternative paradigm for chiropractic physical examination teaching.

PubMed

Zhang, Niu; Chawla, Sudeep

2012-01-01

This study examined the effect of implementing instructional video in ophthalmic physical examination teaching on chiropractic students' laboratory physical examination skills and written test results. Instructional video clips of ophthalmic physical examination, consisting of both standard procedures and common mistakes, were created and used for laboratory teaching. The video clips were also available for student review after class. Students' laboratory skills and written test results were analyzed and compared using one-way analysis of variance (ANOVA) and post hoc multiple comparison tests among three study cohorts: the comparison cohort who did not utilize the instructional videos as a tool, the standard video cohort who viewed only the standard procedure of video clips, and the mistake-referenced video cohort who viewed video clips containing both standard procedure and common mistakes. One-way ANOVA suggested a significant difference of lab results among the three cohorts. Post hoc multiple comparisons further revealed that the mean scores of both video cohorts were significantly higher than that of the comparison cohort (p < .001). There was, however, no significant difference of the mean scores between the two video cohorts (p > .05). However, the percentage of students having a perfect score was the highest in the mistake-referenced video cohort. There was no significant difference of written test scores among all three cohorts (p > .05). The instructional video of the standard procedure improves chiropractic students' ophthalmic physical examination skills, which may be further enhanced by implementing a mistake-referenced instructional video.

Making It Work: Creating a Student-Friendly Repository of Instructional Videos

ERIC Educational Resources Information Center

Keba, Michelle; Segno, Jamie; Schofield, Michael

2015-01-01

This case study investigates how a team of librarians at Nova Southeastern University (NSU) worked together to assess and optimize their library's current instructional videos in order to create a mobile-first video hosting platform, known as LibraryLearn. Instructional library videos serve as invaluable resources for students who are not present…

Quality of audio-assisted versus video-assisted dispatcher-instructed bystander cardiopulmonary resuscitation: A systematic review and meta-analysis.

PubMed

Lin, Yu-You; Chiang, Wen-Chu; Hsieh, Ming-Ju; Sun, Jen-Tang; Chang, Yi-Chung; Ma, Matthew Huei-Ming

2018-02-01

This study aimed to conduct a systematic review and meta-analysis comparing the effect of video-assistance and audio-assistance on quality of dispatcher-instructed cardiopulmonary resuscitation (DI-CPR) for bystanders. Five databases were searched, including PubMed, Cochrane library, Embase, Scopus and NIH clinical trial, to find randomized control trials published before June 2017. Qualitative analysis and meta-analysis were undertaken to examine the difference between the quality of video-instructed and audio-instructed dispatcher-instructed bystander CPR. The database search yielded 929 records, resulting in the inclusion of 9 relevant articles in this study. Of these, 6 were included in the meta-analysis. Initiation of chest compressions was slower in the video-instructed group than in the audio-instructed group (median delay 31.5 s; 95% CI: 10.94-52.09). The difference in the number of chest compressions per minute between the groups was 19.9 (95% CI: 10.50-29.38) with significantly faster compressions in the video-instructed group than in the audio-instructed group (104.8 vs. 80.6). The odds ratio (OR) for correct hand positioning was 0.8 (95% CI: 0.53-1.30) when comparing the audio-instructed and video-instructed groups. The differences in chest compression depth (mm) and time to first ventilation (seconds) between the video-instructed group and audio-instructed group were 1.6 mm (95% CI: -8.75, 5.55) and 7.5 s (95% CI: -56.84, 71.80), respectively. Video-instructed DI-CPR significantly improved the chest compression rate compared to the audio-instructed method, and a trend for correctness of hand position was also observed. However, this method caused a delay in the commencement of bystander-initiated CPR in the simulation setting. Copyright © 2017 Elsevier B.V. All rights reserved.

Reduced spontaneous but relatively normal deliberate vicarious representations in psychopathy

PubMed Central

Meffert, Harma; Gazzola, Valeria; den Boer, Johan A.; Bartels, Arnold A. J.

2013-01-01

Psychopathy is a personality disorder associated with a profound lack of empathy. Neuroscientists have associated empathy and its interindividual variation with how strongly participants activate brain regions involved in their own actions, emotions and sensations while viewing those of others. Here we compared brain activity of 18 psychopathic offenders with 26 control subjects while viewing video clips of emotional hand interactions and while experiencing similar interactions. Brain regions involved in experiencing these interactions were not spontaneously activated as strongly in the patient group while viewing the video clips. However, this group difference was markedly reduced when we specifically instructed participants to feel with the actors in the videos. Our results suggest that psychopathy is not a simple incapacity for vicarious activations but rather reduced spontaneous vicarious activations co-existing with relatively normal deliberate counterparts. PMID:23884812

The Effect of Music in Video Mediated Instruction on Student Achievement.

ERIC Educational Resources Information Center

Talabi, J. K.

1986-01-01

Describes a study of secondary school students in Nigeria to determine whether use of musical accompaniment on videotape recordings used in instruction of economic geography had any effects on students' learning. Results offer inconclusive differences in effect between video instruction accompanied by music and video instruction without music.…

Biased lineup instructions and face identification from video images.

PubMed

Thompson, W Burt; Johnson, Jaime

2008-01-01

Previous eyewitness memory research has shown that biased lineup instructions reduce identification accuracy, primarily by increasing false-positive identifications in target-absent lineups. Because some attempts at identification do not rely on a witness's memory of the perpetrator but instead involve matching photos to images on surveillance video, the authors investigated the effects of biased instructions on identification accuracy in a matching task. In Experiment 1, biased instructions did not affect the overall accuracy of participants who used video images as an identification aid, but nearly all correct decisions occurred with target-present photo spreads. Both biased and unbiased instructions resulted in high false-positive rates. In Experiment 2, which focused on video-photo matching accuracy with target-absent photo spreads, unbiased instructions led to more correct responses (i.e., fewer false positives). These findings suggest that investigators should not relax precautions against biased instructions when people attempt to match photos to an unfamiliar person recorded on video.

The Hawaii Teleschool: An Evaluation of Distance Learning for Advanced Placement Calculus Instruction in "Paradise."

ERIC Educational Resources Information Center

Barker, Bruce O.; Bannon, James

This paper describes the Hawaii Interactive Television System (HITS) program and provides an evaluation of the first year of broadcasts for the advanced placement (AP) calculus course. HITS allows two-way video-audio interaction among origination sites, but the configuration used by the Department of Education for its Teleschool program is the…

The Use of Videos as a Cognitive Stimulator and Instructional Tool in Tertiary ESL Classroom

ERIC Educational Resources Information Center

Kaur, Dalwinder; Yong, Esther; Zin, Norhayati Mohd; DeWitt, Dorothy

2014-01-01

Even though technology is known to have a transformative effect on teaching and learning, videos are not widely used as an instructional tool in the classrooms in Malaysia. This paper focuses on using videos a cognitive stimulator and an instructional tool especially in tertiary ESL classrooms. This paper the potential of using videos for…

iDIY: Video-Based Instruction Using Ipads

ERIC Educational Resources Information Center

Weng, Pei-Lin; Savage, Melissa N.; Bouck, Emily C.

2014-01-01

Video-based instruction is technology-based instruction delivered through video clips in which a human model demonstrates target behaviors (Rayner, Denholm, & Sigafoos, 2009). It can be used to teach a variety of skills, including social communication and behavioral and functional skills (Cihak & Schrader, 2008). Despite the advantages,…

Utilization of a postoperative adenotonsillectomy teaching video: A pilot study.

PubMed

Khan, Sarah; Tumin, Dmitry; King, Adele; Rice, Julie; Jatana, Kris R; Tobias, Joseph D; Raman, Vidya T

2017-11-01

Pediatric tonsillectomies are increasingly being performed as an outpatient procedure thereby increasing the parental role in post-operative pain management. However, it is unclear if parents receive adequate teaching regarding pain management. We introduced a video teaching tool and compared its efficacy alone and in combination with the standard verbal instruction. A prospective study which randomized parents or caregivers of children undergoing tonsillectomy ± adenoidectomy into three groups: 1) standard verbal post-operative instructions; 2) watching the video teaching tool along with standard verbal instructions or 3) video teaching tool only. Parents completed pre and post-instruction assessments of their knowledge of post-operative pain management with responses scored from 0 to 8. Telephone assessments were conducted within 48 post-operative hours with a subjective rating of the helpfulness of the video teaching tool. The study cohort included 99 patients and their families. The median pre-instruction score was 5 of 8 points (Interquartile range [IQR]: 4, 6) and this remained at 5 following instruction. (IQR:4, 6; p = 0.702 difference from baseline). Baseline scores did not vary across the groups (p = 0.156) and there was no increase in the knowledge score from pre to post-test across the three groups. Groups B and C rated the helpfulness of the video teaching tool with a median score of 4 of 5. (IQR: 4, 5). A baseline deficit exists in parental understanding of post-operative pain management that did not statistically improve regardless of the form post-operative instruction used (verbal vs. video-based instruction). However, the high helpfulness scores in both video groups support the use of video instruction as an alternative to or to complement to verbal instruction. However, further identification of knowledge deficits is required for optimization of post-operative educational materials. Copyright © 2017 Elsevier B.V. All rights reserved.

Using Multiple Ways to Investigate Cognitive Load Theory in the Context of Physics Instruction

NASA Astrophysics Data System (ADS)

Zu, Tianlong

Cognitive load theory (CLT) (Sweller 1988, 1998, 2010) provides us a guiding framework for designing instructional materials. CLT differentiates three subtypes of cognitive load: intrinsic, extraneous, and germane cognitive load. The three cognitive loads are theorized based on the number of simultaneously processed elements in working memory. Intrinsic cognitive load depends upon the number of interacting elements in the instructional material that are related to the learning objective. Extraneous cognitive load is the mental resources allocated to processing unnecessary information which does not contribute to learning as caused by non- optimal instructional procedure. It is determined by the number of interacting elements which are not related to learning goal. Both intrinsic and extraneous load vary according to prior knowledge of learners. Germane cognitive load is indirectly related to interacting elements. It represents the cognitive resources deployed for processing intrinsic load, chunking information and constructing and automating schema. Germane cognitive load is related to level of motivation of the learner. Given this triarchic model of cognitive load and their different roles in learning activities, different learning outcomes can be expected depending upon the characteristics of the educational materials, learner characteristics, and instructional setting. In three experiments, we investigated cognitive load theory following different approaches. Given the triarchic nature of cognitive load construct, it is critical to find non- intrusive ways to measure cognitive load. In study one, we replicated and extended a previous landmark study to investigate the use of eye movements related metrics to measure the three kinds of cognitive load independently. We also collected working memory capacity of students using a cognitive operation-span task. Two of the three types of cognitive load (intrinsic and extraneous) were directly manipulated, and the third type of cognitive load (germane) was indirectly ascertained. We found that different eye-movement based parameters were most sensitive to different types of cognitive load. These results indicate that it is possible to monitor the three kinds of cognitive load separately using eye movement parameters. We also compared the up-to-date cognitive load theory model with an alternative model using a multi-level model analysis and we found that Sweller's (2010) up-to-date model is supported by our data. In educational settings, active learning based methodologies such as peer instruction have been shown to be effective in facilitating students' conceptual understanding. In study two, we discussed the effect of peer interaction on conceptual test performance of students from a cognitive load perspective. Based on the literature, a self-reported cognitive load survey was developed to measure each type of cognitive load. We found that a certain level of prior knowledge is necessary for peer interaction to work and that peer interaction is effective mainly through significantly decreasing the intrinsic load experienced by students, even though it may increase the extraneous load. In study three, we compared the effect of guided instruction in the form of worked examples using narrated-animated video solutions and semi-guided instruction using visual cues on students' performance, shift of visual attention during transfer, and extraneous cognitive load during learning. We found that multimedia video solutions can be more effective in promoting transfer performance of learners than visual cues. We also found evidence that guided instruction in the form of multimedia video solutions can decrease extraneous cognitive load of students during learning, more so than semi-guided instruction using visual cues.

Theme: Distance Education.

ERIC Educational Resources Information Center

Whittington, M. Susie, Ed.; And Others

1994-01-01

Includes "Next Best Thing to Being There" (Whittington); "Taking the Distance out of Distance Education" (Miller, King); "Preparing a Course for Distance Delivery" (Newcomb); "Team Teaching via Two-Way Interactive Video" (Nichols, Trout); "Using the Ag Ed Network" (Peal); "Student's Perspective" (Schoellhorn); "Need for Instruction in Agriculture…

A video approach to interactive patient education.

PubMed

Maller, C E; Twitty, V J; Sauve, A

1997-04-01

A quality improvement model presents the stages of designing and producing a preoperative videotape for improved patient satisfaction outcomes. PACU nurses formed an interdisciplinary team of providers and patients to update an existing preoperative sound/slide program into video. Improved patient outcomes were reflected in greater availability, accessibility, and consistency of preoperative instruction. A videotape program for home viewing was instituted to reach out to the surgical patient population served by the Albuquerque Veterans Affairs Medical Center in New Mexico. A quality improvement storyboard approach to videotape production met Joint Commission on Accreditation of Health Care Organization (JCAHO) standards for interactive patient education at a recent JCAHO survey. Preliminary evaluative data from patients supports a growing appeal of videos to patients and family members as an additional preoperative teaching strategy for adult surgical patients.

Video Games: Instructional Potential and Classification.

ERIC Educational Resources Information Center

Nawrocki, Leon H.; Winner, Janet L.

1983-01-01

Intended to provide a framework and impetus for future investigations of video games, this paper summarizes activities investigating the instructional use of such games, observations by the authors, and a proposed classification scheme and a paradigm to assist in the preliminary selection of instructional video games. Nine references are listed.…

Captioned Instructional Video: Effects on Content Comprehension, Vocabulary Acquisition and Language Proficiency

ERIC Educational Resources Information Center

BavaHarji, Madhubala; Alavi, Zhinoos Kamal; Letchumanan, Krishnaveni

2014-01-01

This experimental design study examined the effects of viewing captioned instructional videos on EFL learners' content comprehension, vocabulary acquisition and language proficiency. It also examined the participants' perception of viewing the captioned instructional videos. The 92 EFL students in two classes, who were undertaking the "Tape…

The efficacy of video feedback for learning the golf swing.

PubMed

Guadagnoli, M; Holcomb, W; Davis, M

2002-08-01

This study was designed to examine the efficacy of video instruction relative to that of verbal and self-guided instruction. Before training, 30 golfers were assigned at random to one of three groups: video, verbal or self-guided instruction. Video instruction was defined as a practice session in which the teacher was aided by the use of video. Verbal instruction was defined as practising with the teacher providing verbal feedback. Self-guided practice was defined as practising without the aid of a teacher. The participants had a pre-test, four 90 min practice sessions, an immediate post-test and a 2 week delayed post-test. During the pre-test and post-tests, all participants were required to strike 15 golf balls, with a 7-iron, from an artificial turf mat for distance and accuracy. The results showed that all groups were equal on the pre-test. On the first post-test, the two instruction groups performed worse than the self-guided group. However, on the second post-test, the two instruction groups performed better than the self-guided group, with the video group performing best. We interpret these results to mean that video analysis is an effective means of practice, but that the positive effects may take some time to develop.

The effect of four instructional methods, gender, and time of testing on the achievement of sixth graders learning to interpret graphs

NASA Astrophysics Data System (ADS)

Young, Jerry Wayne

The purpose of this study was to determine the effects of four instructional methods (direct instruction, computer-aided instruction, video observation, and microcomputer-based lab activities), gender, and time of testing (pretest, immediate posttest for determining the immediate effect of instruction, and a delayed posttest two weeks later to determine the retained effect of the instruction) on the achievement of sixth graders who were learning to interpret graphs of displacement and velocity. The dependent variable of achievement was reflected in the scores earned by students on a testing instrument of established validity and reliability. The 107 students participating in the study were divided by gender and were then randomly assigned to the four treatment groups, each taught by a different teacher. Each group had approximately equal numbers of males and females. The students were pretested and then involved in two class periods of the instructional method which was unique to their group. Immediately following treatment they were posttested and two weeks later they were posttested again. The data in the form of test scores were analyzed with a two-way split-plot analysis of variance to determine if there was significant interaction among technique, gender, and time of testing. When significant interaction was indicated, the Tukey HSD test was used to determine specific mean differences. The results of the analysis indicated no gender effect. Only students in the direct instruction group and the microcomputer-based laboratory group had significantly higher posttest-1 scores than pretest scores. They also had significantly higher posttest-2 scores than pretest scores. This suggests that the learning was retained. The other groups experienced no significant differences among pretest, posttest-1, and posttest-2 scores. Recommendations are that direct instruction and microcomputer-based laboratory activities should be considered as effective stand-alone methods for teaching sixth grade students to interpret graphs of displacement and velocity. However, video and computer instruction may serve as supplemental activities.

Engaging Pre-Service Teachers to Teach Science Contextually with Scientific Approach Instructional Video

NASA Astrophysics Data System (ADS)

Susantini, E.; Kurniasari, I.; Fauziah, A. N. M.; Prastowo, T.; Kholiq, A.; Rosdiana, L.

2018-01-01

Contextual teaching and learning/CTL presents new concepts in real-life experiences and situations where students can find out the meaningful relationship between abstract ideas and practical applications. Implementing contextual teaching by using scientific approach will foster teachers to find the constructive ways of delivering and organizing science content. This research developed an instructional video that represented a modeling of using a scientific approach in CTL. The aim of this research are to engage pre-service teachers in learning how to teach CTL and to show how pre-service teachers’ responses about learning how to teach CTL using an instructional video. The subjects of this research were ten pre-service teachers in Department of Natural Sciences, Universitas Negeri Surabaya, Indonesia. All subjects observed the instructional video which demonstrated contextual teaching and learning combined with the scientific approach as they completed a worksheet to analyze the video content. The results showed that pre-service teachers could learn to teach contextually as well as applying the scientific approach in science classroom through a modeling in the instructional video. They also responded that the instructional video could help them to learn to teach each component contextual teaching as well as scientific approach.

Qualitative and Quantitative Evaluation of Three Types of Student-Generated Videos as Instructional Support in Organic Chemistry Laboratories

ERIC Educational Resources Information Center

Box, Melinda C.; Dunnagan, Cathi L.; Hirsh, Lauren A. S.; Cherry, Clinton R.; Christianson, Kayla A.; Gibson, Radiance J.; Wolfe, Michael I.; Gallardo-Williams, Maria T.

2017-01-01

This study was designed to evaluate the effectiveness of student-generated videos as a supplement to teaching assistant (TA) instruction in an undergraduate organic chemistry laboratory. Three videos covering different aspects of lab instruction (experimental technique, use of instrumentation, and calculations) were produced using…

New Styles, New Technologies, New Possibilities in Jazz.

ERIC Educational Resources Information Center

Kuzmich, John, Jr.

1989-01-01

Focuses on the growth of jazz-related ensembles and jazz education. Covers trends that parallel technological developments including electronic keyboards, Musical Instrument Digital Interface (MIDI) systems, the computer, computer assisted instruction, interactive video, and the compact disc. Urges teachers to update their knowledge and experience…

Videotape Feedback. Make It More Effective.

ERIC Educational Resources Information Center

Jambor, Elizabeth A.; Weekes, Esther M.

1995-01-01

In physical education and athletics, teachers use video to help with instruction and demonstration. Interpersonal Process Recall lets students direct videotape viewing of their physical education activities so they can better comprehend their motor skill performance. Interactive discussions about the tapes help students evaluate their learning and…

The influence of selective attention to auditory and visual speech on the integration of audiovisual speech information.

PubMed

Buchan, Julie N; Munhall, Kevin G

2011-01-01

Conflicting visual speech information can influence the perception of acoustic speech, causing an illusory percept of a sound not present in the actual acoustic speech (the McGurk effect). We examined whether participants can voluntarily selectively attend to either the auditory or visual modality by instructing participants to pay attention to the information in one modality and to ignore competing information from the other modality. We also examined how performance under these instructions was affected by weakening the influence of the visual information by manipulating the temporal offset between the audio and video channels (experiment 1), and the spatial frequency information present in the video (experiment 2). Gaze behaviour was also monitored to examine whether attentional instructions influenced the gathering of visual information. While task instructions did have an influence on the observed integration of auditory and visual speech information, participants were unable to completely ignore conflicting information, particularly information from the visual stream. Manipulating temporal offset had a more pronounced interaction with task instructions than manipulating the amount of visual information. Participants' gaze behaviour suggests that the attended modality influences the gathering of visual information in audiovisual speech perception.

Use of recorded interactive seminars in orthodontic distance education.

PubMed

Miller, Kenneth T; Hannum, Wallace M; Morley, Tarrl; Proffit, William R

2007-09-01

Our objective was evaluate the effectiveness and acceptability of 3 methods of instructor interaction during distance learning with prerecorded seminars in orthodontic residencies and continuing education. After residents at 3 schools (Sydney, Australia; Winnipeg, Manitoba, Canada; and Manchester, United Kingdom) viewed a recorded interactive seminar, they discussed its content with the seminar leader at a distance via video conferencing, audio-only interaction by telephone, and Internet chat with Net Meeting software (Microsoft, Bellevue, Wash). The residents then completed evaluations containing both closed- and open-ended questions. In addition, attendees at the Iranian Orthodontic Congress also viewed a recorded seminar, had questions answered via an interpreter in a video conference, and completed summary evaluations. Video conferencing received the highest ratings and was never cited as the least favorite method of interaction. Telephone interaction was a close second in mean scores, and Internet chat was a distant third. All residents stated that they would like to be taught through distance education again. However, the Iranian orthodontists were less enthusiastic. Distance learning based on observation of recorded seminars and follow-up interaction is an acceptable method of instruction that can allow residents and practicing orthodontists access to various materials and experts, and perhaps help to ease the strains of current faculty shortages. More data are needed to determine whether video conferencing is worth the additional cost and complexity over audio-only interaction.

The Use of Animated Videos to Illustrate Oral Solid Dosage Form Manufacturing in a Pharmaceutics Course.

PubMed

Yellepeddi, Venkata Kashyap; Roberson, Charles

2016-10-25

Objective. To evaluate the impact of animated videos of oral solid dosage form manufacturing as visual instructional aids on pharmacy students' perception and learning. Design. Data were obtained using a validated, paper-based survey instrument designed to evaluate the effectiveness, appeal, and efficiency of the animated videos in a pharmaceutics course offered in spring 2014 and 2015. Basic demographic data were also collected and analyzed. Assessment data at the end of pharmaceutics course was collected for 2013 and compared with assessment data from 2014, and 2015. Assessment. Seventy-six percent of the respondents supported the idea of incorporating animated videos as instructional aids for teaching pharmaceutics. Students' performance on the formative assessment in 2014 and 2015 improved significantly compared to the performance of students in 2013 whose lectures did not include animated videos as instructional aids. Conclusions. Implementing animated videos of oral solid dosage form manufacturing as instructional aids resulted in improved student learning and favorable student perceptions about the instructional approach. Therefore, use of animated videos can be incorporated in pharmaceutics teaching to enhance visual learning.

The Use of Animated Videos to Illustrate Oral Solid Dosage Form Manufacturing in a Pharmaceutics Course

PubMed Central

Roberson, Charles

2016-01-01

Objective. To evaluate the impact of animated videos of oral solid dosage form manufacturing as visual instructional aids on pharmacy students’ perception and learning. Design. Data were obtained using a validated, paper-based survey instrument designed to evaluate the effectiveness, appeal, and efficiency of the animated videos in a pharmaceutics course offered in spring 2014 and 2015. Basic demographic data were also collected and analyzed. Assessment data at the end of pharmaceutics course was collected for 2013 and compared with assessment data from 2014, and 2015. Assessment. Seventy-six percent of the respondents supported the idea of incorporating animated videos as instructional aids for teaching pharmaceutics. Students’ performance on the formative assessment in 2014 and 2015 improved significantly compared to the performance of students in 2013 whose lectures did not include animated videos as instructional aids. Conclusions. Implementing animated videos of oral solid dosage form manufacturing as instructional aids resulted in improved student learning and favorable student perceptions about the instructional approach. Therefore, use of animated videos can be incorporated in pharmaceutics teaching to enhance visual learning. PMID:27899837

Humanizing Instructional Videos in Physics: When Less Is More

NASA Astrophysics Data System (ADS)

Schroeder, Noah L.; Traxler, Adrienne L.

2017-06-01

Many instructors in science, technology, engineering, and mathematics fields are striving to create active learning environments in their classrooms and in doing so are frequently moving the lecture portion of their course into online video format. In this classroom-based study, we used a two group randomized experimental design to examine the efficacy of an instructional video that incorporates a human hand demonstrating and modeling how to solve frictional inclined plane problems compared to an identical video that did not include the human hand. The results show that the learners who viewed the video without the human hand present performed significantly better on a learning test and experienced a significantly better training efficiency than the learners who viewed the video with the human hand present. Meanwhile, those who learned with the human hand present in the instructional video rated the instructor as being more humanlike and engaging. The results have implications for both theory and practice. Implications for those designing instructional videos are discussed, as well as the limitations of the current study.

Online Instructional Videos as a Complimentary Method of Teaching Practical Rehabilitation Skills for Groups and Individuals

ERIC Educational Resources Information Center

Cooper, Darren; Higgins, Steve; Beckmann, Nadin

2017-01-01

Online instructional videos are becoming increasingly common within education. This study adopts a quasi-experimental 2 × 2 crossover design (control and experimental groups) to evaluate the efficacy of instructional videos to teach practical rehabilitation skills. The students performed practical sessions in class and were formatively assessed by…

Earning a Master's of Science in Nursing through Distance Education.

ERIC Educational Resources Information Center

Tagg, Peggy Ingram; Arreola, Raoul A.

1996-01-01

The master's degree in nursing offered via distance education by the University of Tennessee requires educators to design instruction carefully. The most successful students are risk takers, assertive, and responsible for their own learning. Compressed interactive video has proven the most effective medium. (JOW)

English Works!

ERIC Educational Resources Information Center

Rubin, Joan; And Others

This set of materials include an interactive videotape and textbook program (tape not included here) for high-beginning and intermediate English-as-a-Second-Language (ESL) students in or about to enter the workplace. The materials provide instruction in communication skills essential for job success. The 10 video segments and corresponding student…

Electronics Worksite Training Project. Final Report.

ERIC Educational Resources Information Center

Hata, David M.; Morris, Richard D.

The Oregon Electronics Worksite Training Program created a system for delivering vocational education and training to individuals employed within the electronics and manufacturing industry in the Portland metropolitan area. The approach selected by Portland Community College was to use interactive video instructional materials in a self-study,…

Laparoscopy Instructional Videos: The Effect of Preoperative Compared With Intraoperative Use on Learning Curves.

PubMed

Broekema, Theo H; Talsma, Aaldert K; Wevers, Kevin P; Pierie, Jean-Pierre E N

Previous studies have shown that the use of intraoperative instructional videos has a positive effect on learning laparoscopic procedures. This study investigated the effect of the timing of the instructional videos on learning curves in laparoscopic skills training. After completing a basic skills course on a virtual reality simulator, medical students and residents with less than 1 hour experience using laparoscopic instruments were randomized into 2 groups. Using an instructional video either preoperatively or intraoperatively, both groups then performed 4 repetitions of a standardized task on the TrEndo augmented reality. With the TrEndo, 9 motion analysis parameters (MAPs) were recorded for each session (4 MAPs for each hand and time). These were the primary outcome measurements for performance. The time spent watching the instructional video was also recorded. Improvement in performance was studied within and between groups. Medical Center Leeuwarden, a secondary care hospital located in Leeuwarden, The Netherlands. Right-hand dominant medical student and residents with more than 1 hour experience operating any kind of laparoscopic instruments were participated. A total of 23 persons entered the study, of which 21 completed the study course. In both groups, at least 5 of 9 MAPs showed significant improvements between repetition 1 and 4. When both groups were compared after completion of repetition 4, no significant differences in improvement were detected. The intraoperative group showed significant improvement in 3 MAPs of the left-nondominant-hand, compared with one MAP for the preoperative group. No significant differences in learning curves could be detected between the subjects who used intraoperative instructional videos and those who used preoperative instructional videos. Intraoperative video instruction may result in improved dexterity of the nondominant hand. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Patient Preference for Instructional Reinforcement Regarding Prevention of Radiation Dermatitis.

PubMed

Laszewski, Pamela; Zelko, Cynthia; Andriths, Lena; Vera Cruz, Eva; Bauer, Carole; Magnan, Morris A

2016-04-01

Although patient preference is a core value within the context of patient-centered models of care, little attention has been paid to determining patient preference for instructional media. Nurses have traditionally used verbal face-to-face instruction as the mainstay of patient education, with written materials being used extensively as teaching guides to supplement verbal instruction or for instructional reinforcement. However, advances in technology have made possible the adding of video instruction to nurses' repertoire of instructional media. The purpose of this study was to determine patients' media preferences (verbal, video, written) when receiving instructional reinforcement about self-care needed to prevent radiation dermatitis. The current study was conducted as a secondary analysis of data from a process improvement initiative. In the parent study, patients received multimedia education related to skin care to prevent radiation dermatitis. This secondary analysis examined patient preference for verbal, video, or written education reinforcement at treatment weeks 1 and 3. Results suggest that, when given a choice, verbal and video reinforcement are preferred over written reinforcement.

Twelve tips for reducing production time and increasing long-term usability of instructional video.

PubMed

Norman, Marie K

2017-08-01

The use of instructional video is increasing across all disciplines and levels of education. Although video has a number of distinct advantages for course delivery and student learning, it can also be time-consuming and resource-intensive to produce, which imposes a burden on busy faculty. With video poised to play a larger role in medical education, we need strategies for streamlining video production and ensuring that the video we produce is of lasting value. This article draws on learning research and best practices in educational technology, along with the author's experience in online education and video production. It offers 12 practical tips for reducing the initial time investment in video production and creating video that can be reused long into the future. These tips can help faculty and departments create high-quality instructional video while using their time and resources more wisely.

Effects of Four Task Stressors on Blood Pressure Responses in Persons Differing in Type A Coronary Prone Behavior and Cognitive Complexity.

DTIC Science & Technology

1983-03-01

requirements are available. Video game task: a non-social, task-oriented setting in which the person works alone against different levels of experimentally...instructed to watch a video I screen. After the experimenter left the room, videotaped instructions for a video game (similar to Pac Man) were presented on...the screen. Instructions were detailed enough to allow all subjects, including those who had no previous experience with video games , to understand

A Home for Pearl. A Videotape Series about Wildlife Habitat for Elementary Students. Instructional Guide.

ERIC Educational Resources Information Center

Lambeth, Ellen; Westervelt, Miriam O.

This instructional guide (accompanied by a video) teaches children from ages 6 to 12 about wildlife habitats. The instructional guide is divided into four parts and consists of supplementary activities to enhance the video. Each section of the guide provides an overview, objectives, story summary, key words in the video, discussion questions,…

Effects of Video Game-Based Instruction on Writing Achievement and Motivation in Postsecondary Accelerated Degree Programs

ERIC Educational Resources Information Center

Lee, Michael C.

2017-01-01

The purpose of this quantitative experimental posttest-only control group research study was to determine the degree to which differences exist in outcomes between students using a video game-based instruction and students using a traditional non-video game-based instruction in accelerated degree program courses at a 4-year university in Illinois…

The Effect of Seeing an Instructor's Face within an Instructional Video on Connectedness, Attention, and Satisfaction

ERIC Educational Resources Information Center

Pierson, April

2017-01-01

Retention of online students is lower than that of students in face-to-face learning environments. With the growth in online learning, instructional video is becoming more common. This quantitative, experimental study examined the effect of seeing an instructor's face within an instructional video through a webcam recording. A convenience sample…

Do Instructional Videos on Sputum Submission Result in Increased Tuberculosis Case Detection? A Randomized Controlled Trial.

PubMed

Mhalu, Grace; Hella, Jerry; Doulla, Basra; Mhimbira, Francis; Mtutu, Hawa; Hiza, Helen; Sasamalo, Mohamed; Rutaihwa, Liliana; Rieder, Hans L; Seimon, Tamsyn; Mutayoba, Beatrice; Weiss, Mitchell G; Fenner, Lukas

2015-01-01

We examined the effect of an instructional video about the production of diagnostic sputum on case detection of tuberculosis (TB), and evaluated the acceptance of the video. Randomized controlled trial. We prepared a culturally adapted instructional video for sputum submission. We analyzed 200 presumptive TB cases coughing for more than two weeks who attended the outpatient department of the governmental Municipal Hospital in Mwananyamala (Dar es Salaam, Tanzania). They were randomly assigned to either receive instructions on sputum submission using the video before submission (intervention group, n = 100) or standard of care (control group, n = 100). Sputum samples were examined for volume, quality and presence of acid-fast bacilli by experienced laboratory technicians blinded to study groups. Median age was 39.1 years (interquartile range 37.0-50.0); 94 (47%) were females, 106 (53%) were males, and 49 (24.5%) were HIV-infected. We found that the instructional video intervention was associated with detection of a higher proportion of microscopically confirmed cases (56%, 95% confidence interval [95% CI] 45.7-65.9%, sputum smear positive patients in the intervention group versus 23%, 95% CI 15.2-32.5%, in the control group, p <0.0001), an increase in volume of specimen defined as a volume ≥3ml (78%, 95% CI 68.6-85.7%, versus 45%, 95% CI 35.0-55.3%, p <0.0001), and specimens less likely to be salivary (14%, 95% CI 7.9-22.4%, versus 39%, 95% CI 29.4-49.3%, p = 0.0001). Older age, but not the HIV status or sex, modified the effectiveness of the intervention by improving it positively. When asked how well the video instructions were understood, the majority of patients in the intervention group reported to have understood the video instructions well (97%). Most of the patients thought the video would be useful in the cultural setting of Tanzania (92%). Sputum submission instructional videos increased the yield of tuberculosis cases through better quality of sputum samples. If confirmed in larger studies, instructional videos may have a substantial effect on the case yield using sputum microscopy and also molecular tests. This low-cost strategy should be considered as part of the efforts to control TB in resource-limited settings. Pan African Clinical Trials Registry PACTR201504001098231.

Multimedia Instruction Puts Teachers in the Director's Chair.

ERIC Educational Resources Information Center

Trotter, Andrew

1990-01-01

Teachers can produce and direct their own instructional videos using computer-driven multimedia. Outlines the basics in combining audio and video technologies to produce videotapes that mix animated and still graphics, sound, and full-motion video. (MLF)

"Reel" Marketing for Your Movie Collections and Film Resources

ERIC Educational Resources Information Center

Germain, Carol Anne

2012-01-01

Foreign language films generate language acquisition, international cultural films help with global business interactions, medical videos teach students new medical procedures, and movies based on books encourage reading. Films can be instructional as well as FUN! Yet some of these cinematic materials receive little to no attention, not to mention…

Interactive Video Listening Comprehension in Foreign Language Instruction: Development and Evaluation.

ERIC Educational Resources Information Center

Fischer, Robert

The report details development, at Southwest Texas State University and later at Pennsylvania State University, of a computer authoring system ("Libra") enabling foreign language faculty to develop multimedia lessons focusing on listening comprehension. Staff at Southwest Texas State University first developed a Macintosh version of the…

Best Practices for Launching a Flipped Classroom

ERIC Educational Resources Information Center

Hall, Ashley A.; DuFrene, Debbie D.

2016-01-01

Popularity is growing for flipped classroom instruction, which replaces lectures with out-of-class delivery of streaming video, reading materials, online chats, and other modalities. Face-to-face class time is spent on instructor-student and student-student interaction, including small group problem solving and discussion. Classroom flipping has…

Restructuring from the Inside Out: Starring Roles for Classrooms.

ERIC Educational Resources Information Center

Carnow, Gary A.

1992-01-01

Describes five educational restructuring projects that have been taking place in the Alhambra School District in California. Includes descriptions of literature instruction, multimedia research in high school social science, notebook computers and high school at-risk students, LogoWriter for grades 7-8, and interactive video for fourth graders.…

Does Replacing Live Demonstration With Instructional Videos Improve Student Satisfaction and Osteopathic Manipulative Treatment Examination Performance?

PubMed

Seals, Ryan; Gustowski, Sharon M; Kominski, Carol; Li, Feiming

2016-11-01

Instructional videos for osteopathic manipulative treatment (OMT) are a potentially valuable resource for novice learners. To evaluate student experiences and the effectiveness of instructional videos in lieu of live faculty demonstration in a second-year osteopathic manipulative medicine course. Faculty created and produced written instructions and videos for selected Still and facilitated positional release techniques. These materials incorporated curricular design principles and psychomotor skills development strategies. During a second-year OMT skills laboratory session, students used the videos as the primary source for technique demonstration and instruction. Table trainers monitored and assisted students per their request or if errors were observed. Students completed surveys regarding their previous experiences in the OMT skills laboratory sessions (presession survey) and the video-based instructional one (postsession survey). One month after the survey, students were also asked to complete a postexamination survey. Student scores on the skills competency examination were compared with scores from the previous year. Of the 230 students, 162 (70%), 135 (59%), and 86 (37%) responded to the presession, postsession, and postexamination surveys, respectively. The majority of students indicated that the OMT videos helped them feel more prepared (98%) and more confident for their examination (78%), were a valuable addition to learning (97%), and would help increase confidence in using osteopathic manipulative medicine on patients (84%). Two-thirds of students indicated that the videos were superior to faculty demonstration from the stage. Compared with students from the previous year, no statistically significant improvement was noted on the total clinical competency examination scores. The faculty-created videos for teaching OMT techniques did not improve scores on the clinical competency examination but had subjective benefits as part of the OMT laboratory sessions. Instructional videos can serve as an alternative to live demonstration to allow more time in the laboratory for assessment and feedback.

A Comparison of Video Modeling, Text-Based Instruction, and No Instruction for Creating Multiple Baseline Graphs in Microsoft Excel

ERIC Educational Resources Information Center

Tyner, Bryan C.; Fienup, Daniel M.

2015-01-01

Graphing is socially significant for behavior analysts; however, graphing can be difficult to learn. Video modeling (VM) may be a useful instructional method but lacks evidence for effective teaching of computer skills. A between-groups design compared the effects of VM, text-based instruction, and no instruction on graphing performance.…

Opportunities and Challenges of Implementing Instructional Games in Mathematics Classrooms: Examining the Quality of Teacher-Student Interactions during the Cover-Up and Un-Cover Games

ERIC Educational Resources Information Center

Heshmati, Saeideh; Kersting, Nicole; Sutton, Taliesin

2018-01-01

This study explored the design and implementation of the Cover-up and Un-cover games, two manipulative-based fraction games, in 14 fifth-grade classrooms. We examined how the fraction concepts were integrated into the game design and explored the nature of teacher-student interactions during games using lesson videos. Our examination showed that…

Teaching assistant-student interactions in a modified SCALE-UP classroom

NASA Astrophysics Data System (ADS)

DeBeck, George; Demaree, Dedra

2012-02-01

In the spring term of 2010, Oregon State University (OSU) began using a SCALE-UP style classroom in the instruction of the introductory calculus-based physics series. Instruction in this classroom was conducted in weekly two-hour sessions facilitated by the primary professor and either two graduate teaching assistants (GTAs) or a graduate teaching assistant and an undergraduate learning assistant (LA). During the course of instruction, two of the eight tables in the room were audio and video recorded. We examine the practices of the GTAs in interacting with the students through both qualitative and quantitative analyses of these recordings. Quantitatively, significant differences are seen between the most experienced GTA and the rest. A major difference in confidence is also observed in the qualitative analysis of this GTA compared to a less experienced GTA.

Using a Video Split-Screen Technique To Evaluate Streaming Instructional Videos.

ERIC Educational Resources Information Center

Gibbs, William J.; Bernas, Ronan S.; McCann, Steven A.

The Media Center at Eastern Illinois University developed and streamed on the Internet 26 short (one to five minutes) instructional videos about WebCT that illustrated specific functions, including logging-in, changing a password, and using chat. This study observed trainees using and reacting to selections of these videos. It set out to assess…

A Case Study for Teaching Quantitative Biochemical Buffer Problems Using Group Work and "Khan Style" Videos

ERIC Educational Resources Information Center

Barreto, Jose; Reilly, John; Brown, David; Frost. Laura; Coticone, Sulekha Rao; Dubetz, Terry Ann; Beharry, Zanna; Davis-McGibony, C. Michele; Ramoutar, Ria; Rudd, Gillian

2014-01-01

New technological developments have minimized training, hardware expense, and distribution problems for the production and use of instructional videos, and any science instructor can now make instructional videos for their classes. We created short "Khan style" videos for the topic of buffers in biochemistry and assigned them as…

Examining Feedback in an Instructional Video Game Using Process Data and Error Analysis. CRESST Report 817

ERIC Educational Resources Information Center

Buschang, Rebecca E.; Kerr, Deirdre S.; Chung, Gregory K. W. K.

2012-01-01

Appropriately designed technology-based learning environments such as video games can be used to give immediate and individualized feedback to students. However, little is known about the design and use of feedback in instructional video games. This study investigated how feedback used in a mathematics video game about fractions impacted student…

Video-based instructions for surgical hand disinfection as a replacement for conventional tuition? A randomised, blind comparative study.

PubMed

Weber, Uwe; Constantinescu, Mihai A; Woermann, Ulrich; Schmitz, Felix; Schnabel, Kai

2016-01-01

Various different learning methods are available for planning tuition regarding the introduction to surgical hand disinfection. These learning methods should help to organise and deal with this topic. The use of a video film is an alternative to conventional tuition due to the real presentation possibilities of practical demonstration. This study examines by way of comparison which form of communication is more effective for learning and applying surgical hand disinfection for medical students in their first year of studies: video-based instruction or conventional tuition. A total of 50 first-year medical students were randomly allocated either to the "Conventional Instruction" (CI) study group or to the "Video-based Instruction" (VI) study group. The conventional instruction was carried out by an experienced nurse preceptor/nurse educator for the operating theatre who taught the preparatory measures and the actual procedure in a two-minute lesson. The second group watched a two-minute video sequence with identical content. Afterwards, both groups demonstrated practically the knowledge they had acquired at an individual practical test station. The quality (a) of the preparation and (b) of the procedure as well as (c) the quality of the results was assessed by 6 blind experts using a check list. The acceptability of the respective teaching method was also asked about using a questionnaire. The group performance did not differ either in the preparation (t=-78, p<0.44) or in the quality (t=-99, p<0.34). With respect to performance, it was possible to demonstrate a strong treatment effect. In the practical (t=-3.33, p<0.002, d=0.943) and in the total score (t=-2.65, p<0.011, d=0.751), the group with video-based instruction achieved a significantly better result. In response to the question as to which of the two learning methods they would prefer, the significant majority (60.4%) of students stated video instruction. In this study, the use of the video-based instruction emerged as the more effective teaching method for learning surgical hand disinfection for medical students and is preferable to conventional instruction. The video instruction is associated with a higher learning effectiveness, efficiency and acceptability.

The Transfer of North American Instructional Technology to Developing Nations. A Focus on Instructional Video.

ERIC Educational Resources Information Center

Nelson, John E.

Evolving from a television library begun in 1962, the Agency for Instructional Technology (AIT) was established by American and Canadian educators in 1973 to strengthen education through technology, and in cooperation with state and provincial agencies, it develops and distributes instructional video and computer materials. It has been active in…

The Effects of Video Modeling with Voiceover Instruction on Accurate Implementation of Discrete-Trial Instruction

ERIC Educational Resources Information Center

Vladescu, Jason C.; Carroll, Regina; Paden, Amber; Kodak, Tiffany M.

2012-01-01

The present study replicates and extends previous research on the use of video modeling (VM) with voiceover instruction to train staff to implement discrete-trial instruction (DTI). After staff trainees reached the mastery criterion when teaching an adult confederate with VM, they taught a child with a developmental disability using DTI. The…

Collaborative Learning: A Critical Success Factor in Distance Education.

ERIC Educational Resources Information Center

Levin, David S.; Ben-Jacob, Marion G.

This paper discusses the use of new technologies for distance learning-- including interactive video, computers, and the Internet-- at Mercy College (New York) and DePaul University (Illinois). The description of a course on discrete mathematics that is taught using the Mercy College Long-distance Instructional Network (MerLIN) focuses on the use…

Flipping the Calculus Classroom: An Evaluative Study

ERIC Educational Resources Information Center

Maciejewski, Wes

2016-01-01

Classroom flipping is the practice of moving new content instruction out of class time, usually packaging it as online videos and reading assignments for students to cover on their own, and devoting in-class time to interactive engagement activities. Flipping has garnered a large amount of hype from the popular education media and has been adopted…

Using Web-Conferencing with Primarily Interactive Television Courses.

ERIC Educational Resources Information Center

Collins, Mauri P.; Berge, Zane L.

Over the past seven years, Northern Arizona University (NAU) has implemented NAUnet, a professional-broadcast-quality, two-way audio, two-way video instructional television (IITV) system. The IITV system provides a face-to-face environment where students and faculty can see and hear each other and engage in discussion. Recently, several courses…

The Flipped Classroom in Further Education: Literature Review and Case Study

ERIC Educational Resources Information Center

Little, Christopher

2015-01-01

The flipped classroom seeks to remove didactic instruction from the classroom and deliver it via electronic videos outside of the classroom, leaving contact time free for more interactive and engaging teaching and learning activities. This paper has two distinct aims: (1) to conduct a literature review of published UK-based "flipped…

A Hypermedia System To Aid in Preservice Teacher Education: Instructional Design and Evaluation.

ERIC Educational Resources Information Center

Lambdin, Diana V.; And Others

This research investigated how use of an interactive videodisk information system, the Strategic Teaching Framework (STF), helped preservice teachers expand their visions of teaching, learning, and assessment in mathematics, and helped develop their skills in translating that vision into action in the classroom. STF consisted of videos of…

Implementing an Intervention in Special Education to Promote Social Skills in an Inclusive Setting

ERIC Educational Resources Information Center

Puckett, Kathleen; Mathur, Sarup R.; Zamora, Roxanne

2017-01-01

This study examined the effects of instruction, delivered in a special education classroom, to improve classroom behaviors and support the emergence of social skills in an inclusive classroom for two fourth grade male students with behavioral concerns. The intervention consisted of peer mentoring, interactive social narratives, video modeling and…

The Interaction between Multimedia Data Analysis and Theory Development in Design Research

ERIC Educational Resources Information Center

van Nes, Fenna; Doorman, Michiel

2010-01-01

Mathematics education researchers conducting instruction experiments using a design research methodology are challenged with the analysis of often complex and large amounts of qualitative data. In this paper, we present two case studies that show how multimedia analysis software can greatly support video data analysis and theory development in…

TEANGA 15: The Irish Yearbook of Applied Linguistics = Bliainiris na Teangeolaiochta Feidhmi in Eirinn.

ERIC Educational Resources Information Center

O Baoill, Donall P., Ed.

1995-01-01

Essays in applied linguistics include: "Meaningful Negotiation: A Study of the Pedagogical Value of Autotutor-An Interactive Video Learning Resource" (John Stephen Byrne); "Medium of Instruction in the L2 Classroom" (Wei Danhua); "The Story of Language Contact and Shift in Ireland: How Unique, How Universal?" (Markku,…

Show and Tell: Video Modeling and Instruction Without Feedback Improves Performance but Is Not Sufficient for Retention of a Complex Voice Motor Skill.

PubMed

Look, Clarisse; McCabe, Patricia; Heard, Robert; Madill, Catherine J

2018-02-02

Modeling and instruction are frequent components of both traditional and technology-assisted voice therapy. This study investigated the value of video modeling and instruction in the early acquisition and short-term retention of a complex voice task without external feedback. Thirty participants were randomized to two conditions and trained to produce a vocal siren over 40 trials. One group received a model and verbal instructions, the other group received a model only. Sirens were analyzed for phonation time, vocal intensity, cepstral peak prominence, peak-to-peak time, and root-mean-square error at five time points. The model and instruction group showed significant improvement on more outcome measures than the model-only group. There was an interaction effect for vocal intensity, which showed that instructions facilitated greater improvement when they were first introduced. However, neither group reproduced the model's siren performance across all parameters or retained the skill 1 day later. Providing verbal instruction with a model appears more beneficial than providing a model only in the prepractice phase of acquiring a complex voice skill. Improved performance was observed; however, the higher level of performance was not retained after 40 trials in both conditions. Other prepractice variables may need to be considered. Findings have implications for traditional and technology-assisted voice therapy. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills to Children with Autism

ERIC Educational Resources Information Center

Besler, Fatma; Kurt, Onur

2016-01-01

Video modeling is an evidence-based practice that can be used to provide instruction to individuals with autism. Studies show that this instructional practice is effective in teaching many types of skills such as self-help skills, social skills, and academic skills. However, in previous studies, videos used in the video modeling process were…

Pressurised metered dose inhaler-spacer technique in young children improves with video instruction.

PubMed

Shaw, Nicole; Le Souëf, Peter; Turkovic, Lidija; McCahon, Lucy; Kicic, Anthony; Sly, Peter D; Devadason, Sunalene; Schultz, André

2016-07-01

The importance of good device technique to maximise delivery of aerosolised medications is widely recognised. Pressurised metered dose inhaler (pMDI)-spacer technique was investigated in 122 children, aged 2-7 years, with asthma. Eight individual steps of device technique were evaluated before and after viewing an instructional video for correct device technique. Video measurements were repeated every three months for nine months. Device technique improved directly after video instruction at the baseline study visit (p < 0.001) but had no immediate effect at subsequent visits. Additionally, pMDI-spacer technique improved with successive visits over one year for the group overall as evidenced by increases in the proportion of children scoring maximal (p = 0.02) and near-maximal (p = 0.04) scores. Repeated video instruction over time improves inhaler technique in young children. • Correct device technique is considered essential for sufficient delivery of inhaled medication. • Poor inhaler use is common in young asthmatic children using pressurised metered dose inhalers and spacers. What is New: • Video instruction could be used as a strategy to improve device technique in young children.

The Effects of Captioning Videos on Academic Achievement and Motivation: Reconsideration of Redundancy Principle in Instructional Videos

ERIC Educational Resources Information Center

Ozdemir, Muzaffer; Izmirli, Serkan; Sahin-Izmirli, Ozden

2016-01-01

The purpose of the present study was to investigate the effect of captioned vs. non-captioned instructional videos on the motivation and achievement. To this end, a pre-test and post-test experimental design was used on 109 sophomores from a Turkish state university. Videos with and without captions of the unit in question were prepared by the…

An Exploratory Study of the Use of Video as an Instructional Tool in an Introductory C# Programming Course

ERIC Educational Resources Information Center

Sharp, Jason H.; Schultz, Leah A.

2013-01-01

This study examines the background of introductory programming concepts and the use of video as an instructional tool. Thirty-five students in an introductory C# class were administered a survey to report data on demographics, usage on video, and opinions about the video. Students were in online and face to face sections of the class. Data were…

YouTube as a Tool for Pain Management With Informal Caregivers of Cancer Patients: A Systematic Review

PubMed Central

Wittenberg-Lyles, Elaine; Oliver, Debra Parker; Demiris, George; Swarz, Jeff; Rendo, Matthew

2014-01-01

Context Cancer caregivers have information and support needs, especially about cancer pain management. With high Internet use reported among caregivers, YouTube may be an accessible option when looking for information on cancer pain management. Objectives The purpose of this study was to explore the availability and characteristics of instructional cancer pain management videos on YouTube and determine to what extent these videos addressed the role of informal caregivers in cancer pain management. Methods A systematic review of videos on YouTube resulting from search terms “pain and cancer,” “pain and hospice,” and “pain and palliative care” was conducted in May 2013. If the video addressed pain management, was in English, and was instructional, it was coded for the scope and design of instructional content that included caregivers. Results The search terms yielded 1118 unique videos and 43 videos met the inclusion criteria. Overall, 63% of videos were viewed 500 times or less and half of the videos received “like” ratings by viewers. Video instruction was primarily talk without any onscreen action (65%), user-generated amateur video (79%), and had poor quality sources of information. Videos were mainly clinician-centered (77%). Although the majority of videos addressed the need for caregiver pain assessment (35%) and caregiver education (23%), few actually addressed specific caregiver pain management barriers. Conclusion The majority of videos were primarily directed toward a clinical audience. Future research is necessary to determine if the platform is feasible and beneficial as a support tool for oncology caregivers. PMID:24793505

YouTube as a tool for pain management with informal caregivers of cancer patients: a systematic review.

PubMed

Wittenberg-Lyles, Elaine; Parker Oliver, Debra; Demiris, George; Swarz, Jeff; Rendo, Matthew

2014-12-01

Cancer caregivers have information and support needs, especially about cancer pain management. With high Internet use reported among caregivers, YouTube may be an accessible option when looking for information on cancer pain management. The purpose of this study was to explore the availability and characteristics of instructional cancer pain management videos on YouTube and determine to what extent these videos addressed the role of informal caregivers in cancer pain management. A systematic review of videos on YouTube resulting from search terms "pain and cancer," "pain and hospice," and "pain and palliative care" was conducted in May 2013. If the video addressed pain management, was in English, and was instructional, it was coded for the scope and design of instructional content that included caregivers. The search terms yielded 1118 unique videos, and 43 videos met the inclusion criteria. Overall, 63% of videos were viewed 500 times or less, and half of the videos received "like" ratings by viewers. Video instruction was primarily talk without any onscreen action (65%), user-generated amateur video (79%), and had poor quality sources of information. Videos were mainly clinician centered (77%). Although most videos addressed the need for caregiver pain assessment (35%) and caregiver education (23%), few actually addressed specific caregiver pain management barriers. Most videos were primarily directed toward a clinical audience. Future research is necessary to determine if the platform is feasible and beneficial as a support tool for oncology caregivers. Copyright © 2014 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.

A comparison of video modeling, text-based instruction, and no instruction for creating multiple baseline graphs in Microsoft Excel.

PubMed

Tyner, Bryan C; Fienup, Daniel M

2015-09-01

Graphing is socially significant for behavior analysts; however, graphing can be difficult to learn. Video modeling (VM) may be a useful instructional method but lacks evidence for effective teaching of computer skills. A between-groups design compared the effects of VM, text-based instruction, and no instruction on graphing performance. Participants who used VM constructed graphs significantly faster and with fewer errors than those who used text-based instruction or no instruction. Implications for instruction are discussed. © Society for the Experimental Analysis of Behavior.

Video-Mediated Physics Instruction from Preservice Teachers to Elementary Students: Experiences and Reflections

ERIC Educational Resources Information Center

Laherto, Antti; Laherto, Jussi

2018-01-01

Addressing the widely reported deficiencies in elementary teachers' competence in technology use and in inquiry-based science instruction, we present and assess a novel teaching experiment conducted in a university-school collaboration. Preservice elementary teachers planned and produced teaching videos in which they gave instructions on…

Taxes in U.S. History.

ERIC Educational Resources Information Center

McCorkle, Sarapage

This instructional series is designed to enhance the teaching of U.S. history in middle and junior high school classes. This particular school resource package is comprised of three instructional videos, a teacher utilization video, a poster, and other related print materials. Each 20-minute instructional program focuses on an important issue…

Using Biomedically Relevant Multimedia Content in an Introductory Physics Course for Life Science and Pre-health Students

NASA Astrophysics Data System (ADS)

Mylott, Elliot; Kutschera, Ellynne; Dunlap, Justin C.; Christensen, Warren; Widenhorn, Ralf

2016-04-01

We will describe a one-quarter pilot algebra-based introductory physics course for pre-health and life science majors. The course features videos with biomedical experts and cogent biomedically inspired physics content. The materials were used in a flipped classroom as well as an all-online environment where students interacted with multimedia materials online and prior to engaging in classroom activities. Pre-lecture questions on both the medical content covered in the video media and the physics concepts in the written material were designed to engage students and probe their understanding of physics. The course featured group discussion and peer-lead instruction. Following in-class instruction, students engaged with homework assignments which explore the connections of physics and the medical field in a quantitative manner. Course surveys showed a positive response by the vast majority of students. Students largely indicated that the course helped them to make a connection between physics and the biomedical field. The biomedical focus and different course format were seen as an improvement to previous traditional physics instruction.

Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis.

PubMed

Cook, David A; Levinson, Anthony J; Garside, Sarah

2010-12-01

Authors have claimed that Internet-based instruction promotes greater learning efficiency than non-computer methods. determine, through a systematic synthesis of evidence in health professions education, how Internet-based instruction compares with non-computer instruction in time spent learning, and what features of Internet-based instruction are associated with improved learning efficiency. we searched databases including MEDLINE, CINAHL, EMBASE, and ERIC from 1990 through November 2008. STUDY SELECTION AND DATA ABSTRACTION we included all studies quantifying learning time for Internet-based instruction for health professionals, compared with other instruction. Reviewers worked independently, in duplicate, to abstract information on interventions, outcomes, and study design. we identified 20 eligible studies. Random effects meta-analysis of 8 studies comparing Internet-based with non-Internet instruction (positive numbers indicating Internet longer) revealed pooled effect size (ES) for time -0.10 (p = 0.63). Among comparisons of two Internet-based interventions, providing feedback adds time (ES 0.67, p =0.003, two studies), and greater interactivity generally takes longer (ES 0.25, p = 0.089, five studies). One study demonstrated that adapting to learner prior knowledge saves time without significantly affecting knowledge scores. Other studies revealed that audio narration, video clips, interactive models, and animations increase learning time but also facilitate higher knowledge and/or satisfaction. Across all studies, time correlated positively with knowledge outcomes (r = 0.53, p = 0.021). on average, Internet-based instruction and non-computer instruction require similar time. Instructional strategies to enhance feedback and interactivity typically prolong learning time, but in many cases also enhance learning outcomes. Isolated examples suggest potential for improving efficiency in Internet-based instruction.

Preservice Elementary Teachers' Instructional Practices and the Teaching Science as Argument Framework

NASA Astrophysics Data System (ADS)

Boyer, Elisebeth

2016-12-01

The research reported in this study examines the very first time the participants planned for and enacted science instruction within a "best-case scenario" teacher preparation program. Evidence from this study indicates that, within this context, preservice teachers are capable of implementing several of the discursive practices of science called for in standards documents including engaging students in science investigations and constructing evidence-based explanations. The participants designed experiences that allowed their students to interact with natural phenomena, gather evidence, and craft explanations of natural phenomenon. The study contends that the participants were able to achieve such successes due to their participation in a teacher education program and field placement, which were designed using a comprehensive, conceptual framework. Video of the participant's teaching and annotated self-analysis videos served as the primary data for this study. Implications for future research and elementary science teacher education are discussed.

Active Learning in PhysicsTechnology and Research-based Techniques Emphasizing Interactive Lecture Demonstrations

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2010-10-01

Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). An active learning environment is often difficult to achieve in lecture sessions. This presentation will demonstrate the use of sequences of Interactive Lecture Demonstrations (ILDs) that use real experiments often involving real-time data collection and display combined with student interaction to create an active learning environment in large or small lecture classes. Interactive lecture demonstrations will be done in the area of mechanics using real-time motion probes and the Visualizer. A video tape of students involved in interactive lecture demonstrations will be shown. The results of a number of research studies at various institutions (including international) to measure the effectiveness of ILDs and guided inquiry conceptual laboratories will be presented.

Student Preferences and Concerns about Supplemental Instructional Material in CS0/CS1/CS2 Courses

ERIC Educational Resources Information Center

Vicenti, Giovanni; Hilberg, J. Scott; Braman, James

2017-01-01

The concept of flipping the classroom is slowly gaining tractions at all levels of education. An ever-growing set of resources gives unprecedented access to Information Technology (IT), Computer Science (CS), and Information Systems (IS) students to a significant amount of supplemental material. Videos, interactive demonstrations, and sandboxes…

And the Walls Came Tumbling Down: Augmenting the Distance Education Experience.

ERIC Educational Resources Information Center

Jones, Charles M.; Klopfenstein, Bruce C.

This project examined whether the quality of instruction delivered to both an on-site and a reception classroom could be equalized through the multimedia combination of interactive video and the Internet. The course was a telecommunications class offered by Bowling Green State University (Ohio). The transmission site was a tele-teaching room at…

Competitive Aggression without Interaction: Effects of Competitive versus Cooperative Instructions on Aggressive Behavior in Video Games.

ERIC Educational Resources Information Center

Anderson, Craig A.; Morrow, Melissa

1995-01-01

Extended and tested Deutsch's theory of competition effects. Predicted that people view competitive situations as inherently more aggressive than cooperative ones. Predicted that leading people to think of an aggressive situation in competitive terms would increase aggressive behavior. Increase of kill ratio occurred in absence of changes in…

Teaching Listening in Russian. Instructional Materials for the Less Commonly Taught Languages.

ERIC Educational Resources Information Center

American Council on the Teaching of Foreign Languages, Yonkers, NY.

The video-based exercises, designed at the Novice High to Intermediate High skill levels on the American Council on the Teaching of Foreign Languages language proficiency scale, are aimed at developing non-interactive listening comprehension. The tapes used contain authentic broadcast Russian. Nothing is adapted. The trick to using real Russian is…

Instructional video for teaching venepuncture.

PubMed

Pan, Michael; Harcharik, Sara; Moskalenko, Marina; Luber, Adam; Bernardo, Sebastian; Levitt, Jacob

2014-10-01

Safe venepuncture technique is a critical skill for health care professionals, to avoid accidental occupational injury. This study investigates whether watching an instructional video improves medical students' ability to perform venepuncture safely. This was a randomised, controlled, assessor-blinded trial that evaluated the utility of an instructional video, with the primary outcome of the ability to perform venepuncture safely. Forty-two second-year medical students were recruited and randomised to receive either video instruction (group A, n = 20) or no intervention (group B, n = 22). Prior to the study, all students attended an instructor-led workshop on venepuncture. During the study, students were paired and instructed to perform venepuncture on a partner. Performance was assessed using a points-based checklist. Pre- and post-study surveys were conducted to assess confidence with technique. The mean total checklist score was higher in group A than in group B, with values of 14.15 and 9.18, respectively (p < 0.0001, maximum 18 points). Mean scores were also higher in group A than in group B among students who performed first (p = 0.008) and students who performed second (p = 0.005) within the pair. From the post-procedure survey, only group A rated increased confidence in performing venepuncture after the study (p = 0.008). Students who watched an instructional video performed venepuncture more effectively and reported greater confidence with the technique. Medical students can benefit from having access to an instructional video on venepuncture as an adjunct to the standard curriculum. Safe venepuncture technique is a critical skill for health care professionals. © 2014 John Wiley & Sons Ltd.

Digital Audio/Video for Computer- and Web-Based Instruction for Training Rural Special Education Personnel.

ERIC Educational Resources Information Center

Ludlow, Barbara L.; Foshay, John B.; Duff, Michael C.

Video presentations of teaching episodes in home, school, and community settings and audio recordings of parents' and professionals' views can be important adjuncts to personnel preparation in special education. This paper describes instructional applications of digital media and outlines steps in producing audio and video segments. Digital audio…

Reviewing Instructional Studies Conducted Using Video Modeling to Children with Autism

ERIC Educational Resources Information Center

Acar, Cimen; Diken, Ibrahim H.

2012-01-01

This study explored 31 instructional research articles written using video modeling to children with autism and published in peer-reviewed journals. The studies in this research have been reached by searching EBSCO, Academic Search Complete, ERIC and other Anadolu University online search engines and using keywords such as "autism, video modeling,…

The Influence of Prior Knowledge and Viewing Repertoire on Learning from Video

ERIC Educational Resources Information Center

de Boer, Jelle; Kommers, Piet A. M.; de Brock, Bert; Tolboom, Jos

2016-01-01

Video is increasingly used as an instructional tool. It is therefore becoming more important to improve learning of students from video. We investigated whether student learning effects are influenced through an instruction about other viewing behaviours, and whether these learning effects depend on their prior knowledge. In a controlled…

Aim, Shoot, Ready! Future Teachers Learn to Do Video

ERIC Educational Resources Information Center

Hernandez-Ramos, Pedro

2007-01-01

This paper describes an intensive 2-hr workshop designed to introduce preservice teachers to digital video in the context of an instructional technology course or as a stand-alone activity. Acknowledging time constraints in most real-life instructional situations, this format takes novices with no or very limited knowledge of video making to the…

Economic Delivery of Video Teletraining.

ERIC Educational Resources Information Center

Sand, Mary; Chandler, Nick

1995-01-01

Discusses video teletraining as an alternative to traditional classroom education in terms of cost and program effectiveness; understanding the technology; support required to develop and deliver quality instruction; and the instructional design. (AEF)

Application of distance learning to interactive seminar instruction in orthodontic residency programs.

PubMed

Bednar, Eric D; Hannum, Wallace M; Firestone, Allen; Silveira, Anibal M; Cox, Thomas D; Proffit, William R

2007-11-01

A series of experiments involving 3 orthodontic departments has shown that distance learning can be acceptable to residents and effective in teaching concepts that are fundamental to orthodontic practice. Residents in each department participated in distance seminars, clinical conferences, and clinical seminars via high-speed Internet connections. The acceptability of this form of instruction was judged from evaluation forms completed by the residents. Its effectiveness was judged from pretests and posttests on the seminar topics. The improvement from pretest to posttest scores after observing a sequence of distance seminars was similar to that with direct instruction. Orthodontic residents rated the educational experiences positively. Live participation in seminars via video conferencing was preferred to live observation or later observation of a recording, but observation provided similar improvement in test scores. The acceptability of the distance seminars appeared to be influenced by the instructor's personality and teaching style in facilitating interaction, the seminar subject, the residents' comfort level in dealing with this technology, and the sequence for interaction vs observation. Further development of recorded seminars with live follow-up discussions has the potential to supplement instruction in graduate orthodontic programs and help with the impending shortage of experienced full-time orthodontic faculty.

Activity-Based Introductory Physics Reform *

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2004-05-01

Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to those of good traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). RealTime Physics promotes interaction among students in a laboratory setting and makes use of powerful real-time data logging tools to teach concepts as well as quantitative relationships. An active learning environment is often difficult to achieve in large lecture sessions and Workshop Physics and Scale-Up largely eliminate lectures in favor of collaborative student activities. Peer Instruction, Just in Time Teaching, and Interactive Lecture Demonstrations (ILDs) make lectures more interactive in complementary ways. This presentation will introduce these reforms and use Interactive Lecture Demonstrations (ILDs) with the audience to illustrate the types of curricula and tools used in the curricula above. ILDs make use real experiments, real-time data logging tools and student interaction to create an active learning environment in large lecture classes. A short video of students involved in interactive lecture demonstrations will be shown. The results of research studies at various institutions to measure the effectiveness of these methods will be presented.

Instructional Quality Features in Videotaped Biology Lessons: Content-Independent Description of Characteristics

NASA Astrophysics Data System (ADS)

Dorfner, Tobias; Förtsch, Christian; Boone, William; Neuhaus, Birgit J.

2017-09-01

A number of studies on single instructional quality features have been reported for mathematics and science instruction. For summarizing single instructional quality features, researchers have created a model of three basic dimensions (classroom management, supportive climate, and cognitive activation) of instructional quality mainly through observing mathematics instruction. Considering this model as valid for all subjects and as usable for describing instruction, we used it in this study which aimed to analyze characteristics of instructional quality in biology lessons of high-achieving and low-achieving classes, independently of content. Therefore, we used the data of three different previous video studies of biology instruction conducted in Germany. From each video study, we selected three high-achieving and three low-achieving classes (N = 18 teachers; 35 videos) for our multiple-case study, in which conspicuous characteristics of instructional quality features were qualitatively identified and qualitatively analyzed. The amount of these characteristics was counted in a quantitative way in all the videos. The characteristics we found could be categorized using the model of three basic dimensions of instructional quality despite some subject-specific differences for biology instruction. Our results revealed that many more characteristics were observable in high-achieving classes than in low-achieving classes. Thus, we believe that this model could be used to describe biology instruction independently of the content. We also make the claims about the qualities for biology instruction—working with concentration in a content-structured environment, getting challenged in higher order thinking, and getting praised for performance—that could have positive influence on students' achievement.

Teaching Shakespeare: Materials and Outcomes for Web-Based Instruction and Class Adjunct.

ERIC Educational Resources Information Center

Schwartz, Helen J.

Multimedia hypertext materials have instructional advantages when used as adjuncts in traditional classes and as the primary means of instruction, as illustrated in this case study of college-level Shakespeare classes. Plays become more accessible through use of audio and video resources, including video clips from play productions. Student work…

Turning Lemons into Lemonade: Teaching Assistive Technology through Wikis and Embedded Video

ERIC Educational Resources Information Center

Dreon, Oliver, Jr.; Dietrich, Nanette I.

2009-01-01

The authors teach instructional technology courses to pre-service teachers at Millersville University of Pennsylvania. The focus of the instructional technology courses is on the authentic use of instructional and assistive technology in the K-12 classroom. In this article, the authors describe how they utilize streaming videos in an educational…

YouTube: Educational Potentials and Pitfalls

ERIC Educational Resources Information Center

Jones, Troy; Cuthrell, Kristen

2011-01-01

The instructional potential of video technology in the classroom is promising, especially in light of the 21st Century Learning Framework (Siegle, 2009). Studies show positive gains in student outcomes as a result of the integration of video technology in instruction. This article explores potential uses of YouTube as an instructional aid in…

Use of Static Picture Prompts Versus Video Modeling during Simulation Instruction

ERIC Educational Resources Information Center

Alberto, Paul A.; Cihak, David F.; Gama, Robert I.

2005-01-01

The purpose of this study was to compare the effectiveness and efficiency of static picture prompts and video modeling as classroom simulation strategies in combination with in vivo community instruction. Students with moderate intellectual disabilities were instructed in the tasks of withdrawing money from an ATM and purchasing items using a…

"I Forgot I Wasn't Saving the World": the Use of Formative and Summative Assessment in Instructional Video Games for Undergraduate Biology

NASA Astrophysics Data System (ADS)

Lookadoo, Kathryn L.; Bostwick, Eryn N.; Ralston, Ryan; Elizondo, Francisco Javier; Wilson, Scott; Shaw, Tarren J.; Jensen, Matthew L.

2017-12-01

This study examined the role of formative and summative assessment in instructional video games on student learning and engagement. A 2 (formative feedback: present vs absent) × 2 (summative feedback: present vs absent) factorial design with an offset control (recorded lecture) was conducted to explore the impacts of assessment in video games. A total of 172 undergraduates were randomly assigned to one of four instructional video game conditions or the control. Results found that knowledge significantly increased from the pretest for players in all game conditions. Participants in summative assessment conditions learned more than players without summative assessment. In terms of engagement outcomes, formative assessment conditions did not significantly produce better learning engagement outcomes than conditions without formative assessment. However, summative assessment conditions were associated with higher temporal disassociation than non-summative conditions. Implications for future instructional video game development and testing are discussed in the paper.

Meet David, Our Teacher's Helper.

ERIC Educational Resources Information Center

Newell, William; And Others

1984-01-01

DAVID, Dynamic Audio Video Instructional Device, is composed of a conventional videotape recorder, a microcomputer, and a video controller, and has been successfully used for speech reading and sign language instruction with deaf students. (CL)

Best Practices in Using Video Technology to Promote Second Language Acquisition

ERIC Educational Resources Information Center

McNulty, Anastassia; Lazarevic, Bojan

2012-01-01

Inclusion of technology in the process of second language acquisition has always been a priority for both teachers and theoreticians. This paper reviews the current trends in using video-based language instruction in K-12 educational settings. Although it has been demonstrated for many years that the use of video as an instructional medium…

Closed-Captioned Video and the ESL Classroom: A Multi-Sensory Approach

ERIC Educational Resources Information Center

Rowland, James L.

2007-01-01

Traditional ESL instruction accepts the idea that a student's ability to visualize text and to create mental pictures of letters and whole words is important in comprehension. Closed-captioned video presentations can be useful in English as a Second Language (ESL) instruction. Video topics rich with the history and culture of the target language…

Seeing Is Believing: Peer Video Coaching as Professional Development Done with Me and for Me

ERIC Educational Resources Information Center

Cassada, Kate M.; Kassner, Laura D.

2018-01-01

As part of their graduate education, in-service teachers identified an area of instructional focus, video recorded their classroom instruction at two intervals in a semester-long course, formed peer groups, and shared their videos for the purpose of obtaining feedback for professional growth. After the conclusion of the course, participants were…

Computer-mediated instructional video: a randomised controlled trial comparing a sequential and a segmented instructional video in surgical hand wash.

PubMed

Schittek Janda, M; Tani Botticelli, A; Mattheos, N; Nebel, D; Wagner, A; Nattestad, A; Attström, R

2005-05-01

Video-based instructions for clinical procedures have been used frequently during the preceding decades. To investigate in a randomised controlled trial the learning effectiveness of fragmented videos vs. the complete sequential video and to analyse the attitudes of the user towards video as a learning aid. An instructional video on surgical hand wash was produced. The video was available in two different forms in two separate web pages: one as a sequential video and one fragmented into eight short clips. Twenty-eight dental students in the second semester were randomised into an experimental (n = 15) and a control group (n = 13). The experimental group used the fragmented form of the video and the control group watched the complete one. The use of the videos was logged and the students were video taped whilst undertaking a test hand wash. The videos were analysed systematically and blindly by two independent clinicians. The students also performed a written test concerning learning outcome from the videos as well as they answered an attitude questionnaire. The students in the experimental group watched the video significantly longer than the control group. There were no significant differences between the groups with regard to the ratings and scores when performing the hand wash. The experimental group had significantly better results in the written test compared with those of the control group. There was no significant difference between the groups with regard to attitudes towards the use of video for learning, as measured by the Visual Analogue Scales. Most students in both groups expressed satisfaction with the use of video for learning. The students demonstrated positive attitudes and acceptable learning outcome from viewing CAL videos as a part of their pre-clinical training. Videos that are part of computer-based learning settings would ideally be presented to the students both as a segmented and as a whole video to give the students the option to choose the form of video which suits the individual student's learning style.

Multimedia category preferences of working engineers

NASA Astrophysics Data System (ADS)

Baukal, Charles E.; Ausburn, Lynna J.

2016-09-01

Many have argued for the importance of continuing engineering education (CEE), but relatively few recommendations were found in the literature for how to use multimedia technologies to deliver it most effectively. The study reported here addressed this gap by investigating the multimedia category preferences of working engineers. Four categories of multimedia, with two types in each category, were studied: verbal (text and narration), static graphics (drawing and photograph), dynamic non-interactive graphics (animation and video), and dynamic interactive graphics (simulated virtual reality (VR) and photo-real VR). The results showed that working engineers strongly preferred text over narration and somewhat preferred drawing over photograph, animation over video, and simulated VR over photo-real VR. These results suggest that a variety of multimedia types should be used in the instructional design of CEE content.

A Case Study of Chinese University English as a Foreign Language (EFL) Students' Attitudes toward Learning Technologies

ERIC Educational Resources Information Center

Hayes, Kenneth Michael

2010-01-01

This qualitative case study investigates Chinese university English in the context of foreign language (EFL) learners' attitudes about video-aided instruction (VAI), video recording instruction, and mobile phone instruction (learning technologies). When I was working as an English teacher in Mainland China, several instructors and students stated…

Effectiveness of Student-Generated Video as a Teaching Tool for an Instrumental Technique in the Organic Chemistry Laboratory

ERIC Educational Resources Information Center

Jordan, Jeremy T.; Box, Melinda C.; Eguren, Kristen E.; Parker, Thomas A.; Saraldi-Gallardo, Victoria M.; Wolfe, Michael I.; Gallardo-Williams, Maria T.

2016-01-01

Multimedia instruction has been shown to serve as an effective learning aid for chemistry students. In this study, the viability of student-generated video instruction for organic chemistry laboratory techniques and procedure was examined and its effectiveness compared to instruction provided by a teaching assistant (TA) was evaluated. After…

Head-mounted display for use in functional endoscopic sinus surgery

NASA Astrophysics Data System (ADS)

Wong, Brian J.; Lee, Jon P.; Dugan, F. Markoe; MacArthur, Carol J.

1995-05-01

Since the introduction of functional endoscopic sinus surgery (FESS), the procedure has undergone rapid change with evolution keeping pace with technological advances. The advent of low cost charge coupled device 9CCD) cameras revolutionized the practice and instruction of FESS. Video-based FESS has allowed for documentation of the surgical procedure as well as interactive instruction during surgery. Presently, the technical requirements of video-based FESS include the addition of one or more television monitors positioned strategically in the operating room. Thought video monitors have greatly enhanced surgical endoscopy by re- involving nurses and assistants in the actual mechanics of surgery, video monitors require the operating surgeon to be focused on the screen instead of the patient. In this study, we describe the use of a new low-cost liquid crystal display (LCD) based device that functions as a monitor but is mounted on the head on a visor (PT-O1, O1 Products, Westlake Village, CA). This study illustrates the application of these HMD devices to FESS operations. The same surgeon performed the operation in each patient. In one nasal fossa, surgery was performed using conventional video FESS methods. The contralateral side was operated on while wearing the head mounted video display. The device had adequate resolution for the purposes of FESS. No adverse effects were noted intraoperatively. The results on the patients ipsalateral and contralateral sides were similar. The visor did eliminated significant torsion of the surgeon's neck during the operation, while at the same time permitted simultaneous viewing of both the patient and the intranasal surgical field.

Game Design Narrative for Learning: Appropriating Adventure Game Design Narrative Devices and Techniques for the Design of Interactive Learning Environments

ERIC Educational Resources Information Center

Dickey, Michele D.

2006-01-01

The purpose of this conceptual analysis is to investigate how contemporary video and computer games might inform instructional design by looking at how narrative devices and techniques support problem solving within complex, multimodal environments. Specifically, this analysis presents a brief overview of game genres and the role of narrative in…

Effect of Instructional vs. Authentic Video Materials on Introvert and Extrovert Iranian EFL Learners' Vocabulary Learning

ERIC Educational Resources Information Center

Isazadeh, Parya; Makui, Selma Mohammad Zadeh; Ansarian, Loghman

2016-01-01

The study delved into the effect of instructional video materials vs. authentic video materials on vocabulary learning of extrovert and introvert Iranian EFL learners. To this end, Nelson proficiency test was administered to one hundred eighty (n = 180) language learners. Considering 1 standard deviation above and below the mean score, one hundred…

The Effects of Instruction Enhanced by Video/Photo Blogs and Wikis on Learning the Distinctions of the Spanish Preterite and Imperfect

ERIC Educational Resources Information Center

Castaneda, Daniel A.

2011-01-01

This study investigated the differences in levels of achievement when learning the preterite and imperfect aspects in Spanish, at the recognition and production levels, between students who used instruction with video/photo blogs and wikis, compared to those who used instruction with traditional text-based technologies. Results revealed that there…

Stressor Effects in Lab and Life: Correspondences between the Effects of the Accident at Three Mile Island and Stress Responses in the Laboratory.

DTIC Science & Technology

1982-09-01

data as well as administra- tion requirements are available. Video game task: a non-social, task-oriented setting in which the person is working...dominant arm and the subject was instructed to watch a video screen. After the experimenter left the room, videotaped instructions for a video game (similar...with video games to understand the task. The task itself was selected for its general interest across divergent groups of potential subjects and

Writing Assignments in Disguise: Lessons Learned Using Video Projects in the Classroom

NASA Astrophysics Data System (ADS)

Wade, P.; Courtney, A.

2012-12-01

This study describes the instructional approach of using student-created video documentaries as projects in an undergraduate non-science majors' Energy Perspectives science course. Four years of teaching this course provided many reflective teaching moments from which we have enhanced our instructional approach to teaching students how to construct a quality Ken Burn's style science video. Fundamental to a good video documentary is the story told via a narrative which involves significant writing, editing and rewriting. Many students primarily associate a video documentary with visual imagery and do not realize the importance of writing in the production of the video. Required components of the student-created video include: 1) select a topic, 2) conduct research, 3) write an outline, 4) write a narrative, 5) construct a project storyboard, 6) shoot or acquire video and photos (from legal sources), 7) record the narrative, 8) construct the video documentary, 9) edit and 10) finalize the project. Two knowledge survey instruments (administered pre- and post) were used for assessment purposes. One survey focused on the skills necessary to research and produce video documentaries and the second survey assessed students' content knowledge acquired from each documentary. This talk will focus on the components necessary for video documentaries and the instructional lessons learned over the years. Additionally, results from both surveys and student reflections of the video project will be shared.

Computer-Based Video Instruction To Teach Persons with Moderate Intellectual Disabilities To Read Grocery Aisle Signs and Locate Items.

ERIC Educational Resources Information Center

Mechling, Linda C.; Gast, David L.; Langone, John

2002-01-01

A study evaluated use of computer-based video instruction to teach generalized reading of grocery store aisle signs and the location of the corresponding grocery items to four students (ages 9-17) mental retardation. The computer-based video program was successful in teaching generalized reading of signs and the location of items. (Contains…

The Pathway Active Learning Environment: An interactive web-based tool for physics education

NASA Astrophysics Data System (ADS)

Nakamura, Christopher Matthew

The work described here represents an effort to design, construct, and test an interactive online multimedia learning environment that can provide physics instruction to students in their homes. The system was designed with one-on-one human tutoring in mind as the mode of instruction. The system uses an original combination of a video-based tutor that incorporates natural language processing video-centered lessons and additional illustrative multimedia. Our Synthetic Interview (SI) tutor provides pre-recorded video answers from expert physics instructors in response to students' typed natural language questions. Our lessons cover Newton's laws and provide a context for the tutoring interaction to occur, connect physics ideas to real-world behavior of mechanical systems, and allow for quantitative testing of physics. Additional multimedia can be used to supplement the SI tutors' explanations and illustrate the physics of interest. The system is targeted at students of algebra-based and concept-based physics at the college and high school level. The system logs queries to the SI tutor, responses to lesson questions and several other interactions with the system, tagging those interactions with a username and timestamp. We have provided several groups of students with access to our system under several different conditions ranging from the controlled conditions of our interview facility to the naturalistic conditions of use at home. In total nearly two-hundred students have accessed the system. To gain insight into the ways students might use the system and understand the utility of its various components we analyzed qualitative interview data collected with 22 algebra-based physics students who worked with our system in our interview facility. We also performed a descriptive analysis of data from the system's log of user interactions. Finally we explored the use of machine learning to explore the possibility of using automated assessment to augment the interactive capabilities of the system as well as to identify productive and unproductive use patterns. This work establishes a proof-of-concept level demonstration of the feasibility of deploying this type of system. The impact of this work and the possibility of future research efforts are discussed in the context of Internet technologies that are changing rapidly.

Using Comprehensive Video-Module Instruction as an Alternative Approach for Teaching IUD Insertion.

PubMed

Garcia-Rodriguez, Juan Antonio; Donnon, Tyrone

2016-01-01

Family medicine clinicians and residents have increasing educational and work demands that have made it difficult to provide and access training on specific procedures such as IUD insertion. The purpose of this study was to determine whether the use of video-module instruction could provide residents with the necessary knowledge and skills to perform an IUD insertion correctly when compared with the traditional form of instruction, which is a lecture-demonstration session provided by an academic gynecologist. Thirty-nine family medicine residents participated in the study during the induction period at the beginning of their residency program in July 2012 at the University of Calgary. A randomized, two group pretest/posttest experimental research design was used to compare the procedural knowledge and skills performance (posttest only) of residents trained using an alternative instructional intervention (video-module teaching) with the traditional lecture-demonstration approach to teaching IUD insertion. Both teaching methods were effective in providing procedural knowledge instruction, and the paired-samples t tests results were almost identical: t (37)=1.35. On the other hand, performance scores were significantly higher in the video-module group: t (37)=2.37, 95% CI (0.61, 8.00), with a mean difference in performance of 4.31. There were no significant differences in residents' satisfaction scores, and there was no correlation between the different scores and sex or age or between performance and level of satisfaction. This video-module instruction is an effective method to provide comprehensive IUD insertion training, and the psychomotor skills gain (performance component) was significantly higher than the traditional method of instruction.

The Implementation of Blended Learning Using Android-Based Tutorial Video in Computer Programming Course II

NASA Astrophysics Data System (ADS)

Huda, C.; Hudha, M. N.; Ain, N.; Nandiyanto, A. B. D.; Abdullah, A. G.; Widiaty, I.

2018-01-01

Computer programming course is theoretical. Sufficient practice is necessary to facilitate conceptual understanding and encouraging creativity in designing computer programs/animation. The development of tutorial video in an Android-based blended learning is needed for students’ guide. Using Android-based instructional material, students can independently learn anywhere and anytime. The tutorial video can facilitate students’ understanding about concepts, materials, and procedures of programming/animation making in detail. This study employed a Research and Development method adapting Thiagarajan’s 4D model. The developed Android-based instructional material and tutorial video were validated by experts in instructional media and experts in physics education. The expert validation results showed that the Android-based material was comprehensive and very feasible. The tutorial video was deemed feasible as it received average score of 92.9%. It was also revealed that students’ conceptual understanding, skills, and creativity in designing computer program/animation improved significantly.

Medical student case presentation performance and perception when using mobile learning technology in the emergency department

PubMed Central

Tews, Matthew; Brennan, Kimberly; Begaz, Tomer; Treat, Robert

2011-01-01

Background Hand-held mobile learning technology provides opportunities for clinically relevant self-instructional modules to augment traditional bedside teaching. Using this technology as a teaching tool has not been well studied. We sought to evaluate medical students’ case presentation performance and perception when viewing short, just-in-time mobile learning videos using the iPod touch prior to patient encounters. Methods Twenty-two fourth-year medical students were randomized to receive or not to receive instruction by video, using the iPod Touch, prior to patient encounters. After seeing a patient, they presented the case to their faculty, who completed a standard data collection sheet. Students were surveyed on their perceived confidence and effectiveness after using these videos. Results Twenty-two students completed a total of 67 patient encounters. There was a statistically significant improvement in presentations when the videos were viewed for the first time (p=0.032). There was no difference when the presentations were summed for the entire rotation (p=0.671). The reliable (alpha=0.97) survey indicated that the videos were a useful teaching tool and gave students more confidence in their presentations. Conclusions Medical student patient presentations were improved with the use of mobile instructional videos following first time use, suggesting mobile learning videos may be useful in medical student education. If direct bedside teaching is unavailable, just-in-time iPod touch videos can be an alternative instructional strategy to improve first-time patient presentations by medical students. PMID:22013378

Computer-Based Video Instruction to Teach Students with Intellectual Disabilities to Verbally Respond to Questions and Make Purchases in Fast Food Restaurants

ERIC Educational Resources Information Center

Mechling, Linda C.; Pridgen, Leslie S.; Cronin, Beth A.

2005-01-01

Computer-based video instruction (CBVI) was used to teach verbal responses to questions presented by cashiers and purchasing skills in fast food restaurants. A multiple probe design across participants was used to evaluate the effectiveness of CBVI. Instruction occurred through simulations of three fast food restaurants on the computer using video…

Learner Outcomes and Satisfaction: A Comparison of Live Video-Streamed Instruction, Satellite Broadcast Instruction, and Face-to-Face Instruction

ERIC Educational Resources Information Center

Abdous, M'hammed; Yoshimura, Miki

2010-01-01

This study examined the final grade and satisfaction level differences among students taking specific courses using three different methods: face-to-face in class, via satellite broadcasting at remote sites, and via live video-streaming at home or at work. In each case, the same course was taught by the same instructor in all three delivery…

Educational Colonoscopy Video Enhances Bowel Preparation Quality and Comprehension in an Inner City Population.

PubMed

Pillai, Ajish; Menon, Radha; Oustecky, David; Ahmad, Asyia

2017-07-24

Quality of bowel preparation and patient knowledge remains a major barrier for completing colorectal cancer screening. Few studies have tested unique ways to impact patient understanding centering on interactive computer programs, pictures, and brochures. Two studies explored instructional videos but focused on patient compliance and anxiety as endpoints. Furthermore, excessive video length and content may limit their impact on a broad patient population. No study so far has studied a video's impact on preparation quality and patient understanding of the colonoscopy procedure. We conducted a single blinded prospective study of inner city patients presenting for a first time screening colonoscopy. During their initial visit patients were randomized to watch an instructional colonoscopy video or a video discussing gastroesophageal reflux disease (GERD). All patients watched a 6 minutes long video with the same spokesperson, completed a demographic questionnaire (Supplemental Digital Content 1, http://links.lww.com/JCG/A352) and were enrolled only if screened within 30 days of their visit. On the day of the colonoscopy, patients completed a 14 question quiz of their knowledge. Blinded endoscopist graded patient preparations based on the Ottawa scale. All authors had access to the study data and reviewed and approved the final manuscript. Among the 104 subjects enrolled in the study, 56 were in the colonoscopy video group, 48 were in GERD video group, and 12 were excluded. Overall, 48% were male and 52% female; 90% of patients had less than a high school education, 76% were African American, and 67% used a 4 L split-dose preparation. There were no differences between either video group with regard to any of the above categories. Comparisons between the 2 groups revealed that the colonoscopy video group had significantly better Ottawa bowel preparation score (4.77 vs. 6.85; P=0.01) than the GERD video group. The colonoscopy video group also had less-inadequate repeat bowel preparations versus the GERD video group (9% vs. 23%; P<0.01). The overall score on the knowledge questionnaire (Supplemental Digital Content 1, http://links.lww.com/JCG/A352) was significantly higher in the colonoscopy video group as compared with the GERD video group (12.77 vs. 11.08; P<0.001. In all patients the overall quiz score positively correlated with preparation quality (odds ratio, 2.31; confidence interval, 1.35-3.94; P<0.001). Our unique population represented an overwhelmingly under-educated (85% had a high school education or less) and minority group (76% African American). They are one of the most at risk of having multiple barriers such as comprehension and reading difficulties resulting in poor preparation examinations and no shows to procedures. Our instructional video proved to be high yield in this population. The patients assigned to watch the colonoscopy video showed a significant increase in "excellent" grade adequate bowel preparation quality by >23% and a significant decrease in "inadequate" bowel preparations by almost 50%. Our study proves that an educational video can improve both comprehension with regard to all aspects of colonoscopy. ClinicalTrials.gov number, NCT02906969.

Qualitative analysis of Parkinson's disease information on social media: the case of YouTube™.

PubMed

Al-Busaidi, Ibrahim Saleh; Anderson, Tim J; Alamri, Yassar

2017-09-01

There is a paucity of data pertaining to the usefulness of information presented on social media platforms on chronic neuropsychiatric conditions such as Parkinson's disease (PD). The aim of this study was to examine the quality of YouTube™ videos that deliver general information on PD and the availability and design of instructional videos addressing the caregiving role in PD. YouTube™ was searched using the keyword "Parkinson's disease" for relevant videos. Videos were assessed for usefulness and accuracy based on pre-defined criteria. Data on video characteristics including total viewership, duration, ratings, and source of videos were collated. Instructional PD videos that addressed the role of caregivers were examined closely for the design and scope of instructional content. A total of 100 videos met the inclusion criteria. Just under a third of videos (28%) was uploaded by trusted academic organisations. Overall, 15% of PD videos were found to be somewhat useful and only 4% were assessed as providing very useful PD information; 3% of surveyed videos were misleading. The mean number of video views (regardless of video source) was not significantly different between the different video ratings ( p  = 0.86). Although personal videos trended towards being less useful than videos from academic organisations, this association was not statistically significant ( p  = 0.13). To our knowledge, this is the first study to assess the usefulness of PD information on the largest video-sharing website, YouTube™. In general, the overall quality of information presented in the videos screened was mediocre. Viewership of accurate vs. misleading information was, however, very similar. Therefore, healthcare providers should direct PD patients and their families to the resources that provide reliable and accurate information.

Task Difficulty and Prior Videogame Experience: Their Role in Performance and Motivation in Instructional Videogames

DTIC Science & Technology

2007-06-01

Video game -based environments are an increasingly popular medium for training Soldiers. This research investigated how various strategies for...modifying task difficulty over the progression of an instructional video game impact learner performance and motivation. Further, the influence of prior... video game experience on these learning outcomes was examined, as well as the role prior experience played in determining the optimal approach for

"I Forgot I Wasn't Saving the World": The Use of Formative and Summative Assessment in Instructional Video Games for Undergraduate Biology

ERIC Educational Resources Information Center

Lookadoo, Kathryn L.; Bostwick, Eryn N.; Ralston, Ryan; Elizondo, Francisco Javier; Wilson, Scott; Shaw, Tarren J.; Jensen, Matthew L.

2017-01-01

This study examined the role of formative and summative assessment in instructional video games on student learning and engagement. A 2 (formative feedback: present vs absent) × 2 (summative feedback: present vs absent) factorial design with an offset control (recorded lecture) was conducted to explore the impacts of assessment in video games. A…

A Report and Evaluation of the OECA-Integrated Projects V.T.R. Project at Chinguacousy Public Library in Bramalea, Ontario, January 1974-June 1974.

ERIC Educational Resources Information Center

Henderson, John; And Others

In 1974, the Ontario Educational Communications Authority (OECA) undertook a study to measure the feasibility of loaning video tape recording equipment and video tapes to home users. A pilot program in one branch library found that, with the assistance of a video instruction package and an instructional booklet, users quickly mastered the…

Teaching social perception skills to adolescents with autism and intellectual disabilities using video-based group instruction.

PubMed

Stauch, Tiffany A; Plavnick, Joshua B; Sankar, Sudha; Gallagher, Annie C

2018-05-17

Few interventions focus on teaching social skills to adolescents with autism spectrum disorder (ASD) and intellectual disabilities (ID) that are consistently used during interactions with peers ( Carter et al., 2014). The present study evaluated the effects of video-based group instruction (VGI) on the acquisition of social perception skills of five adolescents with ASD or ID in a public school setting. Social perception involves observing affective behaviors of others, discriminating relevant environmental stimuli, and differentially reinforcing the affective behavior of another person. Typically developing peers supported VGI implementation as social partners for participants. A multiple probe design across behaviors demonstrated the effectiveness of VGI for teaching social perception skills. Four of five participants acquired and maintained the targeted social perception skills, and we observed some transfer to a nontreatment setting. Results of this study suggest VGI may support the acquisition of social perception among adolescents with ASD or ID. © 2018 Society for the Experimental Analysis of Behavior.

Unpacking the Complex Relationship Between Beliefs, Practice, and Change Related to Inquiry-Based Instruction of One Science Teacher

NASA Astrophysics Data System (ADS)

Lebak, Kimberly

2015-12-01

This case study examines the complex relationship between beliefs, practice, and change related to inquiry-based instruction of one science teacher teaching in a high-poverty urban school. This study explores how video-supported collaboration with peers can provide the catalyst for change. Transcribed collaborative dialogue sessions, written self-reflections, and videotapes of lessons were used to identify and isolate the belief systems that were critical to the teacher's decision making. The Interconnected Model of Professional Growth was then used to trace the trajectories of change of the individual belief systems. Analysis of the data revealed the relationship between beliefs and practices was complex in which initially espoused beliefs were often inconsistent with enacted practice and some beliefs emerged as more salient than others for influencing practice. Furthermore, this research indicates change in both beliefs and practice was an interactive process mediated by collaborative and self-reflection through participation in the video-supported process.

Machinima and Video-Based Soft-Skills Training for Frontline Healthcare Workers.

PubMed

Conkey, Curtis A; Bowers, Clint; Cannon-Bowers, Janis; Sanchez, Alicia

2013-02-01

Multimedia training methods have traditionally relied heavily on video-based technologies, and significant research has shown these to be very effective training tools. However, production of video is time and resource intensive. Machinima technologies are based on videogaming technology. Machinima technology allows videogame technology to be manipulated into unique scenarios based on entertainment or training and practice applications. Machinima is the converting of these unique scenarios into video vignettes that tell a story. These vignettes can be interconnected with branching points in much the same way that education videos are interconnected as vignettes between decision points. This study addressed the effectiveness of machinima-based soft-skills education using avatar actors versus the traditional video teaching application using human actors in the training of frontline healthcare workers. This research also investigated the difference between presence reactions when using avatar actor-produced video vignettes as compared with human actor-produced video vignettes. Results indicated that the difference in training and/or practice effectiveness is statistically insignificant for presence, interactivity, quality, and the skill of assertiveness. The skill of active listening presented a mixed result indicating the need for careful attention to detail in situations where body language and facial expressions are critical to communication. This study demonstrates that a significant opportunity exists for the exploitation of avatar actors in video-based instruction.

Delivery Systems for Distance Education. ERIC Digest.

ERIC Educational Resources Information Center

Schamber, Linda

This ERIC digest provides a brief overview of the video, audio, and computer technologies that are currently used to deliver instruction for distance education programs. The video systems described include videoconferencing, low-power television (LPTV), closed-circuit television (CCTV), instructional fixed television service (ITFS), and cable…

Does Multimedia Education with 3D Animation Impact Quality and Duration of Urologists' Interactions with their Prostate Cancer Patients?

PubMed

Peltier, Alexandre; Aoun, Fouad; Ameye, Filip; Andrianne, Robert; De Meerleer, Gert; Denis, Louis; Joniau, Steven; Lambrecht, Antoon; Billiet, Ignace; Vanderdonck, Frank; Roumeguère, Thierry; Van Velthoven, Roland

2015-09-01

This large multicenter study aimed to assess the impact of the use of multimedia tools on the duration and the quality of the conversation between healthcare providers (urologists, radiotherapists and nurses) and their patients. 30 urological centers in Belgium used either videos or other instructive tools in their consultation with prostate cancer patients. Each consultation was evaluated for duration and quality using a visual analog scale. In total, 905 patient visits were evaluated: 447 without and 458 with video support. During consultations with video support, an average of 2.3 videos was shown. Video support was judged to be practical and to improve the quality of consultations, without loss of time, regardless of patient age or stage of disease management (p > 0.05). Healthcare providers indicate that the use of videos improved patient comprehension about prostate cancer, as well as the quality information exchange, without increasing consultation time. The use of video material was feasible in daily practice, and was easy to understand, relevant and culturally appropriate, even for the most elderly men. Multimedia education also helped to empower men to actively participate in their healthcare and treatment discussions. Ipsen NV.

Inattentive Behavior in Boys with ADHD during Classroom Instruction: the Mediating Role of Working Memory Processes.

PubMed

Orban, Sarah A; Rapport, Mark D; Friedman, Lauren M; Eckrich, Samuel J; Kofler, Michael J

2018-05-01

Children with ADHD exhibit clinically impairing inattentive behavior during classroom instruction and in other cognitively demanding contexts. However, there have been surprisingly few attempts to validate anecdotal parent/teacher reports of intact sustained attention during 'preferred' activities such as watching movies. The current investigation addresses this omission, and provides an initial test of how ADHD-related working memory deficits contribute to inattentive behavior during classroom instruction. Boys ages 8-12 (M = 9.62, SD = 1.22) with ADHD (n = 32) and typically developing boys (TD; n = 30) completed a counterbalanced series of working memory tests and watched two videos on separate assessment days: an analogue math instructional video, and a non-instructional video selected to match the content and cognitive demands of parent/teacher-described 'preferred' activities. Objective, reliable observations of attentive behavior revealed no between-group differences during the non-instructional video (d = -0.02), and attentive behavior during the non-instructional video was unrelated to all working memory variables (r = -0.11 to 0.19, ns). In contrast, the ADHD group showed disproportionate attentive behavior decrements during analogue classroom instruction (d = -0.71). Bias-corrected, bootstrapped, serial mediation revealed that 59% of this between-group difference was attributable to ADHD-related impairments in central executive working memory, both directly (ER = 41%) and indirectly via its role in coordinating phonological short-term memory (ER = 15%). Between-group attentive behavior differences were no longer detectable after accounting for ADHD-related working memory impairments (d = -0.29, ns). Results confirm anecdotal reports of intact sustained attention during activities that place minimal demands on working memory, and indicate that ADHD children's inattention during analogue classroom instruction is related, in large part, to their underdeveloped working memory abilities.

A Comparison Study of the Effects of a Story-based Video Instructional Package Versus a Text-based Instructional Package in the Intermediate-level Foreign Language Classroom

ERIC Educational Resources Information Center

Herron, Carol; York, Holly; Corrie, Cathleen; Cole, Steven P.

2006-01-01

This study compared a story-based video instructional package, with a feature-length film as its focus, to a text-based program. It explored the effectiveness of each approach to enhance the listening and grammar performances of intermediate-level college French students. Twenty-seven students at two institutions participated. A pretest-posttest…

Patient-provider communications in outpatient clinic settings: a clinic-based evaluation of mobile device and multimedia mediated communications for patient education.

PubMed

Schooley, Benjamin; San Nicolas-Rocca, Tonia; Burkhard, Richard

2015-01-12

Many studies have provided evidence of the importance of quality provider-patient communications and have suggested improvements to patient understanding by using video-based instruction. The objective of this study was to understand how mobile information technology assisted video and three-dimensional (3D) image instruction, provided by a health care worker, influences two categories of outcome: (1) patient understanding of information about their condition and detailed medical discharge instructions; and (2) patient perceptions and attitudes toward their health care providers, which included physicians, nurses, and staff. We hypothesize that video and 3D image instruction, provided on a mobile, tablet hardware platform, will improve patient understanding about the diagnostic testing, diagnoses, procedures, medications, and health topics provided to them. We also propose that use of the tablet/video combination will result in improved attitudinal evaluation by patients of their providers and the treatment plan. This study evaluated a hospital clinic-based trial (patient N=284) of video and 3D image instruction, provided on a mobile, tablet hardware platform, and its potential to improve patient understanding about the diagnostic testing, diagnoses, procedures, medications, and health topics provided to them. Results showed strong evidence that the system was perceived as helpful for improving patient understanding, and that it improved communication between physicians and patients (P<.001). The advanced age of some patients had no effect on their perceptions of the tablet-based mediation. Physician comments provided useful insights on effective use of such systems in the future. Implications for further development and future research are discussed. This study added to the body of evidence that computer-assisted video instructional systems for patients can improve patient understanding of medical instructions from their health care providers and assist with patient compliance. In addition, such systems can be appealing to both patient and provider.

Patient-Provider Communications in Outpatient Clinic Settings: A Clinic-Based Evaluation of Mobile Device and Multimedia Mediated Communications for Patient Education

PubMed Central

Schooley, Benjamin; San Nicolas-Rocca, Tonia

2015-01-01

Background Many studies have provided evidence of the importance of quality provider-patient communications and have suggested improvements to patient understanding by using video-based instruction. Objective The objective of this study was to understand how mobile information technology assisted video and three-dimensional (3D) image instruction, provided by a health care worker, influences two categories of outcome: (1) patient understanding of information about their condition and detailed medical discharge instructions; and (2) patient perceptions and attitudes toward their health care providers, which included physicians, nurses, and staff. We hypothesize that video and 3D image instruction, provided on a mobile, tablet hardware platform, will improve patient understanding about the diagnostic testing, diagnoses, procedures, medications, and health topics provided to them. We also propose that use of the tablet/video combination will result in improved attitudinal evaluation by patients of their providers and the treatment plan. Methods This study evaluated a hospital clinic-based trial (patient N=284) of video and 3D image instruction, provided on a mobile, tablet hardware platform, and its potential to improve patient understanding about the diagnostic testing, diagnoses, procedures, medications, and health topics provided to them. Results Results showed strong evidence that the system was perceived as helpful for improving patient understanding, and that it improved communication between physicians and patients (P<.001). The advanced age of some patients had no effect on their perceptions of the tablet-based mediation. Physician comments provided useful insights on effective use of such systems in the future. Implications for further development and future research are discussed. Conclusions This study added to the body of evidence that computer-assisted video instructional systems for patients can improve patient understanding of medical instructions from their health care providers and assist with patient compliance. In addition, such systems can be appealing to both patient and provider. PMID:25583145

Motivating Calculus-Based Kinematics Instruction with Super Mario Bros

NASA Astrophysics Data System (ADS)

Nordine, Jeffrey C.

2011-09-01

High-quality physics instruction is contextualized, motivates students to learn, and represents the discipline as a way of investigating the world rather than as a collection of facts and equations. Inquiry-oriented pedagogy, such as problem-based instruction, holds great promise for both teaching physics content and representing the process of doing real science.2 A challenge for physics teachers is to find instructional contexts that are meaningful, accessible, and motivating for students. Today's students are spending a growing fraction of their lives interacting with virtual environments, and these environments—physically realistic or not—can provide valuable contexts for physics explorations3-5 and lead to thoughtful discussions about decisions that programmers make when designing virtual environments. In this article, I describe a problem-based approach to calculus-based kinematics instruction that contextualizes students' learning within the Super Mario Bros. video game—a game that is more than 20 years old, but still remarkably popular with today's high school and college students.

Increasing Use of Instructional Television Programming.

ERIC Educational Resources Information Center

Harbison, Elaine S.

1989-01-01

Discusses the use of instructional television and video materials in the classroom and suggests what the role of the library/media specialist should be in increasing the use of these materials. Topics discussed include matching video materials with current curriculum needs; computer database programs; needs assessment forms; promotional…

Effect of Computer-Based Video Games on Children: An Experimental Study

ERIC Educational Resources Information Center

Chuang, Tsung-Yen; Chen, Wei-Fan

2009-01-01

This experimental study investigated whether computer-based video games facilitate children's cognitive learning. In comparison to traditional computer-assisted instruction (CAI), this study explored the impact of the varied types of instructional delivery strategies on children's learning achievement. One major research null hypothesis was…

Use of static picture prompts versus video modeling during simulation instruction.

PubMed

Alberto, Paul A; Cihak, David F; Gama, Robert I

2005-01-01

The purpose of this study was to compare the effectiveness and efficiency of static picture prompts and video modeling as classroom simulation strategies in combination with in vivo community instruction. Students with moderate intellectual disabilities were instructed in the tasks of withdrawing money from an ATM and purchasing items using a debit card. Both simulation strategies were effective and efficient at teaching the skills. The two simulation strategies were not functionally different in terms of number of trials to acquisition, number of errors, and number of instructional sessions to criterion.

Engaging pre-service teachers to teach science contextually with scientific approach instructional video

NASA Astrophysics Data System (ADS)

Susantini, E.; Kurniasari, I.; Fauziah, A. N. M.; Prastowo, T.; Kholiq, A.; Rosdiana, L.

2018-01-01

Contextual teaching and learning (CTL) present new concepts in real experiences and situations, where students can find out the meaningful relationship between abstract ideas and practical applications. Implementation of CTL using scientific approach fosters teachers to find constructive ways of delivering and organizing science contents in science classroom settings. An instructional video for modelling by using a scientific approach in CTL was then developed. Questionnaires with open-ended questions were used to, asking whether modelling through instructional video could help them to teach science contextually with a scientific approach or not. Data for pre-service teachers’ views were analyzed descriptively. The aims of this research are to engage pre-service teachers in learning how to teach CTL and to show how their responses to learning and how to teach CTL using the video. The study showed that ten pre-service teachers in science department were involved, all observed through videos that demonstrated a combined material of CTL and scientific approach and completed worksheets to analyze the video contents. The results show that pre-service teachers could learn to teach contextual teaching and make use of scientific approach in science classroom settings with the help of model in the video.

Effect of Stereoscopic Anaglyphic 3-Dimensional Video Didactics on Learning Neuroanatomy.

PubMed

Goodarzi, Amir; Monti, Sara; Lee, Darrin; Girgis, Fady

2017-11-01

The teaching of neuroanatomy in medical education has historically been based on didactic instruction, cadaveric dissections, and intraoperative experience for students. Multiple novel 3-dimensional (3D) modalities have recently emerged. Among these, stereoscopic anaglyphic video is easily accessible and affordable, however, its effects have not yet formally been investigated. This study aimed to investigate if 3D stereoscopic anaglyphic video instruction in neuroanatomy could improve learning for content-naive students, as compared with 2-dimensional (2D) video instruction. A single-site controlled prospective case control study was conducted at the School of Education. Content knowledge was assessed at baseline, followed by the presentation of an instructional neuroanatomy video. Participants viewed the video in either 2D or 3D format and then completed a written test of skull base neuroanatomy. Pretest and post-test performances were analyzed with independent Student's t-tests and analysis of covariance. Our study was completed by 249 subjects. At baseline, the 2D (n = 124, F = 97) and 3D groups (n = 125, F = 96) were similar, although the 3D group was older by 1.7 years (P = 0.0355) and the curricula of participating classes differed (P < 0.0001). Average scores for the 3D group were higher for both pretest (2D, M = 19.9%, standard deviation [SD] = 12.5% vs. 3D, M = 23.9%, SD = 14.9%, P = 0.0234) and post-test performances (2D, M = 68.5%, SD = 18.6% vs. 3D, M = 77.3%, SD = 18.8%, P = 0.003), but the magnitude of improvement across groups did not reach statistical significance (2D, M = 48.7%, SD = 21.3%, vs. 3D, M = 53.5%, SD = 22.7%, P = 0.0855). Incorporation of 3D video instruction into curricula without careful integration is insufficient to promote learning over 2D video. Published by Elsevier Inc.

Systematic Review of Video-Based Instruction Component and Parametric Analyses

ERIC Educational Resources Information Center

Bennett, Kyle D.; Aljehany, Mashal Salman; Altaf, Enas Mohammednour

2017-01-01

Video-based instruction (VBI) has a substantial amount of research supporting its use with individuals with autism spectrum disorder and other developmental disabilities. However, it has typically been implemented as a treatment package containing multiple interventions. Additionally, there are procedural variations of VBI. Thus, it is difficult…

Characteristics of Instructional Videos

ERIC Educational Resources Information Center

Beheshti, Mobina; Taspolat, Ata; Kaya, Omer Sami; Sapanca, Hamza Fatih

2018-01-01

Nowadays, video plays a significant role in education in terms of its integration into traditional classes, the principal delivery system of information in classes particularly in online courses as well as serving as a foundation of many blended classes. Hence, education is adopting a modern approach of instruction with the target of moving away…

New Media Resistance: Barriers to Implementation of Computer Video Games in the Classroom

ERIC Educational Resources Information Center

Rice, John W.

2007-01-01

Computer video games are an emerging instructional medium offering strong degrees of cognitive efficiencies for experiential learning, team building, and greater understanding of abstract concepts. As with other new media adopted for use by instructional technologists for pedagogical purposes, barriers to classroom implementation have manifested…

A study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools

NASA Astrophysics Data System (ADS)

Kaur, Berinderjeet; Tay, Eng Guan; Toh, Tin Lam; Leong, Yew Hoong; Lee, Ngan Hoe

2018-03-01

A study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools is a programmatic research project at the National Institute of Education (NIE) funded by the Ministry of Education (MOE) in Singapore through the Office of Education Research (OER) at NIE. The main goal of the project is to collect a set of data that would be used by two studies to research the enacted secondary school mathematics curriculum. The project aims to examine how competent experienced secondary school teachers implement the designated curriculum prescribed by the MOE in the 2013 revision of curriculum. It does this firstly by examining the video recordings of the classroom instruction and interactions between secondary school mathematics teachers and their students, as it is these interactions that fundamentally determine the nature of the actual mathematics learning and teaching that take place in the classroom. It also examines content through the instructional materials used—their preparation, use in classroom and as homework. The project comprises a video segment and a survey segment. Approximately 630 secondary mathematics teachers and 600 students are participating in the project. The data collection for the video segment of the project is guided by the renowned complementary accounts methodology while the survey segment adopts a self-report questionnaire approach. The findings of the project will serve several purposes. They will provide timely feedback to mathematics specialists in the MOE, inform pre-service and professional development programmes for mathematics teachers at the NIE and contribute towards articulation of "Mathematics pedagogy in Singapore secondary schools" that is evidence based.

A research strategy for the dynamic study of students' concepts and problem solving strategies using science software

NASA Astrophysics Data System (ADS)

Krajcik, Joseph S.; Simmons, Patricia E.; Lunetta, Vincent N.

Microcomputers and appropriate software have the potential to help students learn. They can also serve as appropriate media for investigating how students learn. In this article we describe a research strategy examining learning and behavior when students interacted with microcomputers and software. Results from two preliminary studies illustrate the strategy.A major feature of the strategy included recording students interacting with microcomputer software interfaced with a VCR. The VCR recorded the video output from a microcomputer and students' verbal commentary via microphone input. This technique allowed students' comments about their observations, perceptions, predictions, explanations, and decisions to be recorded simultaneously with their computer input and the display on the microcomputer monitor.The research strategy described can provide important information about cognitive and affective behaviors of students engaged in using instructional software. Research studies utilizing this strategy can enhance our understanding of how students develop and employ important concepts and scientific relationships, how students develop problem-solving skills and solve problems, and how they interact with instructional software. Results of such studies have important implications for teaching and for the design of instructional software.

Video prompting versus other instruction strategies for persons with Alzheimer's disease.

PubMed

Perilli, Viviana; Lancioni, Giulio E; Hoogeveen, Frans; Caffó, Alessandro; Singh, Nirbhay; O'Reilly, Mark; Sigafoos, Jeff; Cassano, Germana; Oliva, Doretta

2013-06-01

Two studies assessed the effectiveness of video prompting as a strategy to support persons with mild and moderate Alzheimer's disease in performing daily activities. In study I, video prompting was compared to an existing strategy relying on verbal instructions. In study II, video prompting was compared to another existing strategy relying on static pictorial cues. Video prompting and the other strategies were counterbalanced across tasks and participants and compared within alternating treatments designs. Video prompting was effective in all participants. Similarly effective were the other 2 strategies, and only occasional differences between the strategies were reported. Two social validation assessments showed that university psychology students and graduates rated the patients' performance with video prompting more favorably than their performance with the other strategies. Video prompting may be considered a valuable alternative to the other strategies to support daily activities in persons with Alzheimer's disease.

Improving Web-Based Student Learning Through Online Video Demonstrations

NASA Astrophysics Data System (ADS)

Miller, Scott; Redman, S.

2010-01-01

Students in online courses continue to lag their peers in comparable face-to-face (F2F) courses (Ury 2004, Slater & Jones 2004). A meta-study of web-based vs. classroom instruction by Sitzmann et al (2006) discovered that the degree of learner control positively influences the effectiveness of instruction: students do better when they are in control of their own learning. In particular, web-based courses are more effective when they incorporate a larger variety of instructional methods. To address this need, we developed a series of online videos to demonstrate various astronomical concepts and provided them to students enrolled in an online introductory astronomy course at Penn State University. We found that the online students performed worse than the F2F students on questions unrelated to the videos (t = -2.84), but that the online students who watched the videos performed better than the F2F students on related examination questions (t = 2.11). We also found that the online students who watched the videos performed significantly better than those who did not (t = 3.43). While the videos in general proved helpful, some videos were more helpful than others. We will discuss our thoughts on why this might be, and future plans to improve upon this study. These videos are freely available on iTunesU, YouTube, and Google Video.

Quality of Widely Available Video Instructional Materials for Point-of-Care Ultrasound-Guided Procedure Training in Internal Medicine.

PubMed

Khandelwal, Aditi; Devine, Luke A; Otremba, Mirek

2017-07-01

Many instructional materials for point-of-care ultrasound (US)-guided procedures exist; however, their quality is unknown. This study assessed widely available educational videos for point-of-care US-guided procedures relevant to internal medicine: central venous catheterization, thoracentesis, and paracentesis. We searched Ovid MEDLINE, YouTube, and Google to identify videos for point-of-care US-guided paracentesis, thoracentesis, and central venous catheterization. Videos were evaluated with a 5-point scale assessing the global educational value and a checklist based on consensus guidelines for competencies in point-of-care US-guided procedures. For point-of-care US-guided central venous catheterization, 12 videos were found, with an average global educational value score ± SD of 4.5 ± 0.7. Indications to abort the procedure were discussed in only 3 videos. Five videos described the indications and contraindications for performing central venous catheterization. For point-of-care US-guided thoracentesis, 8 videos were identified, with an average global educational value score of 4.0 ± 0.9. Only one video discussed indications to abort the procedure, and 3 videos discussed sterile technique. For point-of-care US-guided paracentesis, 7 videos were included, with an average global educational value score of 4.1 ± 0.9. Only 1 video discussed indications to abort the procedure, and 2 described the location of the inferior epigastric artery. The 27 videos reviewed contained good-quality general instruction. However, we noted a lack of safety-related information in most of the available videos. Further development of resources is required to teach internal medicine trainees skills that focus on the safety of point-of-care US guidance. © 2017 by the American Institute of Ultrasound in Medicine.

Direct ophthalmoscopy on YouTube: analysis of instructional YouTube videos' content and approach to visualization.

PubMed

Borgersen, Nanna Jo; Henriksen, Mikael Johannes Vuokko; Konge, Lars; Sørensen, Torben Lykke; Thomsen, Ann Sofia Skou; Subhi, Yousif

2016-01-01

Direct ophthalmoscopy is well-suited for video-based instruction, particularly if the videos enable the student to see what the examiner sees when performing direct ophthalmoscopy. We evaluated the pedagogical effectiveness of instructional YouTube videos on direct ophthalmoscopy by evaluating their content and approach to visualization. In order to synthesize main themes and points for direct ophthalmoscopy, we formed a broad panel consisting of a medical student, junior and senior physicians, and took into consideration book chapters targeting medical students and physicians in general. We then systematically searched YouTube. Two authors reviewed eligible videos to assess eligibility and extract data on video statistics, content, and approach to visualization. Correlations between video statistics and contents were investigated using two-tailed Spearman's correlation. We screened 7,640 videos, of which 27 were found eligible for this study. Overall, a median of 12 out of 18 points (interquartile range: 8-14 key points) were covered; no videos covered all of the 18 points assessed. We found the most difficulties in the approach to visualization of how to approach the patient and how to examine the fundus. Time spent on fundus examination correlated with the number of views per week (Spearman's ρ=0.53; P=0.029). Videos may help overcome the pedagogical issues in teaching direct ophthalmoscopy; however, the few available videos on YouTube fail to address this particular issue adequately. There is a need for high-quality videos that include relevant points, provide realistic visualization of the examiner's view, and give particular emphasis on fundus examination.

The USL NASA PC R and D interactive presentation development system

NASA Technical Reports Server (NTRS)

Dominick, Wayne D. (Editor); Moreau, Dennis R.

1984-01-01

The Interactive Presentation Development System (IPFS) is a highly interactive system for creating, editing, and displaying video presentation sequences, e.g., for developing and presenting displays of instructional material similiar to overhead transparency or slide presentations. However, since this system is PC-based, users (instructors) can step through sequences forward or backward, focusing attention to areas of the display with special cursor pointers. Additionally, screen displays may be dynamically modified during the presentation to show assignments or to answer questions, much like a traditional blackboard. This system is now implemented at the University of Southwestern Louisiana for use within the piloting phases of the NASA contract work.

Social marketing campaign promoting the use of respiratory protection devices among farmers.

PubMed

Pounds, Lea; Duysen, Ellen; Romberger, Debra; Cramer, Mary E; Wendl, Mary; Rautiainen, Risto

2014-01-01

This article describes the formal use of marketing concepts in a systematic approach to influence farmers to voluntarily increase respiratory protective device (RPD) use. The planning process for the project incorporated six key decision or action points, each informed by formative research or health behavior theory. The planning process included developing behavior change strategies based on a 4P model (product, price, place, and promotion). The resulting campaign elements included print and e-mail messages that leveraged motivators related to family and health in order to increase farmers' knowledge about the risks of exposure to dusty environments, four instructional videos related to the primary barriers identified in using RPDs, and a brightly colored storage bag to address barriers to using RPDs related to mask storage. Campaign implementation included a series of e-mails using a bulk e-mail subscription service, use of social media in the form of posting instructional videos on a YouTube channel, and in-person interactions with members of the target audience at farm shows throughout the Central States Center for Agricultural Safety and Health seven-state region. Evaluation of the e-mail campaigns indicated increased knowledge about RPD use and intent to use RPDs in dusty conditions. YouTube analytic data indicated continuing exposure of the instructional videos beyond the life of the campaign. The project demonstrates the efficacy of a planning process that incorporates formative research and clear decision points throughout. This process could be used to plan health behavior change interventions to address other agriculture-related health and safety issues.

Use of Videos as Supplemental Education Tools Across the Cancer Trajectory.

PubMed

Frentsos, Jeanne M

2015-12-01

Patients who are dealing with life changes as a result of a cancer diagnosis often search for information about the disease and its treatment. Knowledge gained from this information helps patients with cancer during survivorship and improves their active participation with the healthcare team. To provide patients with the information they need, healthcare providers must offer various methods for the delivery of educational materials. The use of video as a delivery mechanism should be considered as one option for patient content acquisition. This article describes the use of videos as supplemental education tools before, during, or after one-on-one patient teaching interactions. A literature review was performed that focused on locating, reviewing, and synthesizing published data from clinical studies related to the use of video in patient education. Videos deliver material in a way that is flexible and often familiar to patients. For example, delivery can occur via smartphone, electronic health record, computer, DVD, or television, and it does not require reading or a high level of literacy. Healthcare providers in oncology settings should consider establishing a process for instructional video development as part of a multimedia patient education library.

Videos as an Instructional Tool in Pre-Service Science Teacher Education

ERIC Educational Resources Information Center

Sonmez, Duygu; Hakverdi-Can, Meral

2012-01-01

Problem Statement: Student teaching is an integral part of teacher education. While it provides preservice teachers with real classroom experience, though, it is limited in that it does not provide shared experience. Used as instructional tools, videos provide a shared common experience in a controlled environment to pre-service teachers in…

Learning via Video in Higher Education: An Exploration of Instructor and Student Perceptions

ERIC Educational Resources Information Center

Miner, Steven; Stefaniak, Jill E.

2018-01-01

The purpose of this study was to compare instructors and students perceptions regarding the use of video during instruction. Background research exploring student opinions regarding their "perceived gains" in learning may identify learning behaviors that could be exploited by those providing instruction to increase student learning. The…

From Seeing to Believing: Using Instructional Video to Develop Culturally Responsive Teaching

ERIC Educational Resources Information Center

Fullam, Jordan P.

2017-01-01

Purpose: This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU's Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally…

A Rapid Auto-Indexing Technology for Designing Readable E-Learning Content

ERIC Educational Resources Information Center

Yu, Pao-Ta; Liao, Yuan-Hsun; Su, Ming-Hsiang; Cheng, Po-Jen; Pai, Chun-Hsuan

2012-01-01

A rapid scene indexing method is proposed to improve retrieval performance for students accessing instructional videos. This indexing method is applied to anchor suitable indices to the instructional video so that students can obtain several small lesson units to gain learning mastery. The method also regulates online course progress. These…

CyGaMEs Selene Player Log Dataset: Gameplay Assessment, Flow Dimensions and Non-Gameplay Assessments

ERIC Educational Resources Information Center

Reese, Debbie Denise

2015-01-01

The "Selene: A Lunar Construction GaME" instructional video game is a robust research environment (institutional review board approved) for investigating learning, affect, and the CyGaMEs Metaphorics approach to instructional video game design, embedded assessment, and informatics analysis and reporting. CyGaMEs applies analogical…

Optimizing Instructional Video for Preservice Teachers in an Online Technology Integration Course

ERIC Educational Resources Information Center

Ibrahim, Mohamed; Callaway, Rebecca; Bell, David

2014-01-01

This study assessed the effect of design instructional video based on the Cognitive Theory of Multimedia Learning by applying segmentation and signaling on the learning outcome of students in an online technology integration course. The study assessed the correlation between students' personal preferences (preferred learning styles and area…

Learning from Errors in Dual Vocational Education: Video-Enhanced Instructional Strategies

ERIC Educational Resources Information Center

Cattaneo, Alberto A. P.; Boldrini, Elena

2017-01-01

Purpose: Starting from the identification of some theoretically driven instructional principles, this paper presents a set of empirical cases based on strategies to learn from errors. The purpose of this paper is to provide first evidence about the feasibility and the effectiveness for learning of video-enhanced error-based strategies in…

Impact of Video Self-Monitoring with Graduated Training on Implementation of Embedded Instructional Learning Trials

ERIC Educational Resources Information Center

Bishop, Crystal D.; Snyder, Patricia A.; Crow, Robert E.

2015-01-01

We used a multi-component single-subject experimental design across three preschool teachers to examine the effects of video self-monitoring with graduated training and feedback on the accuracy with which teachers monitored their implementation of embedded instructional learning trials. We also examined changes in teachers' implementation of…

Preparing Instructional Designers for Game-Based Learning: Part 1

ERIC Educational Resources Information Center

Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd; Van Eck, Richard

2010-01-01

Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. For the most part, instructional designers know little about game development and video game…

Prospective Teachers' Views about Video-Enhanced General Biology Instruction

ERIC Educational Resources Information Center

Çetin, Gülcan

2014-01-01

The aim of the study is to determine the views of the prospective physics and chemistry teachers about the video-enhanced General Biology instruction. The participants included 19 second-year prospective teachers (10 in Physics and 9 in Chemistry Education) at Necatibey Faculty of Education, Balikesir University, Turkey in the 2011-2012 academic…

Student-Generated Instructional Videos Facilitate Learning through Positive Emotions

ERIC Educational Resources Information Center

Pirhonen, Juhani; Rasi, Päivi

2017-01-01

The central focus of this study is a learning method in which university students produce instructional videos about the content matter as part of their learning process, combined with other learning assignments. The rationale for this is to promote a more multimodal pedagogy, and to provide students opportunities for a more learner-centred,…

Lights, Camera, Action: Facilitating the Design and Production of Effective Instructional Videos

ERIC Educational Resources Information Center

Di Paolo, Terry; Wakefield, Jenny S.; Mills, Leila A.; Baker, Laura

2017-01-01

This paper outlines a rudimentary process intended to guide faculty in K-12 and higher education through the steps involved to produce video for their classes. The process comprises four steps: planning, development, delivery and reflection. Each step is infused with instructional design information intended to support the collaboration between…

Differences in Fidelity of Implementation Measures: What Videos and Surveys Reveal about Algebra Instruction

ERIC Educational Resources Information Center

Durkin, Kelley; Pollack, Courtney; Star, Jon R.; Rittle-Johnson, Bethany

2012-01-01

The current paper investigated the following research questions regarding measures of fidelity: (1) Is there a significant relationship between two different measures of fidelity of implementation: a survey of instructional practices and coded videos of classroom lessons? Does the strength of this relationship differ between treatment and control…

Effect of the Use of Instructional Anatomy Videos on Student Performance

ERIC Educational Resources Information Center

Saxena, Varun; Natarajan, Pradeep; O'Sullivan, Patricia S.; Jain, Sharad

2008-01-01

Medical schools have reduced the time allotted to anatomy instruction. Consequently, schools engage students in more independent settings using information and communication technologies (ICT). There has been limited research in the use of video aids, a type of ICT, to enhance anatomy examination performance. The objective of this study is to…

THE EFFECTS OF VIDEO MODELING WITH VOICEOVER INSTRUCTION ON ACCURATE IMPLEMENTATION OF DISCRETE-TRIAL INSTRUCTION

PubMed Central

Vladescu, Jason C; Carroll, Regina; Paden, Amber; Kodak, Tiffany M

2012-01-01

The present study replicates and extends previous research on the use of video modeling (VM) with voiceover instruction to train staff to implement discrete-trial instruction (DTI). After staff trainees reached the mastery criterion when teaching an adult confederate with VM, they taught a child with a developmental disability using DTI. The results showed that the staff trainees' accurate implementation of DTI remained high, and both child participants acquired new skills. These findings provide additional support that VM may be an effective method to train staff members to conduct DTI. PMID:22844149

The effects of video modeling with voiceover instruction on accurate implementation of discrete-trial instruction.

PubMed

Vladescu, Jason C; Carroll, Regina; Paden, Amber; Kodak, Tiffany M

2012-01-01

The present study replicates and extends previous research on the use of video modeling (VM) with voiceover instruction to train staff to implement discrete-trial instruction (DTI). After staff trainees reached the mastery criterion when teaching an adult confederate with VM, they taught a child with a developmental disability using DTI. The results showed that the staff trainees' accurate implementation of DTI remained high, and both child participants acquired new skills. These findings provide additional support that VM may be an effective method to train staff members to conduct DTI.

Earth Observation from the International Space Station -Remote Sensing in Schools-

NASA Astrophysics Data System (ADS)

Schultz, Johannes; Rienow, Andreas; Graw, Valerie; Heinemann, Sascha; Selg, Fabian; Menz, Gunter

2016-04-01

Since spring 2014, the NASA High Definition Earth Viewing (HDEV) mission at the International Space Station (ISS) is online. HDEV consists of four cameras mounted at ESA's Columbus laboratory and is recording the earth 24/7. The educational project 'Columbus Eye - Live-Imagery from the ISS in Schools' has published a learning portal for earth observation from the ISS (www.columbuseye.uni-bonn.de). Besides a video live stream, the portal contains an archive providing spectacular footage, web-GIS and an observatory with interactive materials for school lessons. Columbus Eye is carried out by the University of Bonn and funded by the German Aerospace Center (DLR) Space Administration. Pupils should be motivated to work with the footage in order to learn about patterns and processes of the coupled human-environment system like volcano eruptions or deforestation. The material is developed on the experiences of the FIS (German abbreviation for "Remote Sensing in Schools") project and its learning portal (http://www.fis.uni-bonn.de). Based on the ISS videos three different teaching material types are developed. The simplest teaching type are provided by worksheets, which have a low degree of interactivity. Alongside a short didactical commentary for teachers is included. Additionally, videos, ancillary information, maps, and instructions for interactive school experiments are provided. The observatory contains the second type of the Columbus Eye teaching materials. It requires a high degree of self-organisation and responsibility of the pupils. Thus, the observatory provides the opportunity for pupils to freely construct their own hypotheses based on a spatial analysis tool similar to those provided by commercial software. The third type are comprehensive learning and teaching modules with a high degree of interactivity, including background information, interactive animations, quizzes and different analysis tools (e.g. change detection, classification, polygon or NDVI tool). All materials and modules are developed based on the school curricular and can be used in lessons that are mainly based on self-reliant learning and require only minimal lead and instruction by the teacher. The poster presents new tools and strategies to educate pupils and to enhance their fascination of earth observation imagery in the light of problem-based learning in everyday school lessons.

Virtual environments for the transfer of navigation skills in the blind: a comparison of directed instruction vs. video game based learning approaches.

PubMed

Connors, Erin C; Chrastil, Elizabeth R; Sánchez, Jaime; Merabet, Lotfi B

2014-01-01

For profoundly blind individuals, navigating in an unfamiliar building can represent a significant challenge. We investigated the use of an audio-based, virtual environment called Audio-based Environment Simulator (AbES) that can be explored for the purposes of learning the layout of an unfamiliar, complex indoor environment. Furthermore, we compared two modes of interaction with AbES. In one group, blind participants implicitly learned the layout of a target environment while playing an exploratory, goal-directed video game. By comparison, a second group was explicitly taught the same layout following a standard route and instructions provided by a sighted facilitator. As a control, a third group interacted with AbES while playing an exploratory, goal-directed video game however, the explored environment did not correspond to the target layout. Following interaction with AbES, a series of route navigation tasks were carried out in the virtual and physical building represented in the training environment to assess the transfer of acquired spatial information. We found that participants from both modes of interaction were able to transfer the spatial knowledge gained as indexed by their successful route navigation performance. This transfer was not apparent in the control participants. Most notably, the game-based learning strategy was also associated with enhanced performance when participants were required to find alternate routes and short cuts within the target building suggesting that a ludic-based training approach may provide for a more flexible mental representation of the environment. Furthermore, outcome comparisons between early and late blind individuals suggested that greater prior visual experience did not have a significant effect on overall navigation performance following training. Finally, performance did not appear to be associated with other factors of interest such as age, gender, and verbal memory recall. We conclude that the highly interactive and immersive exploration of the virtual environment greatly engages a blind user to develop skills akin to positive near transfer of learning. Learning through a game play strategy appears to confer certain behavioral advantages with respect to how spatial information is acquired and ultimately manipulated for navigation.

Virtual environments for the transfer of navigation skills in the blind: a comparison of directed instruction vs. video game based learning approaches

PubMed Central

Connors, Erin C.; Chrastil, Elizabeth R.; Sánchez, Jaime; Merabet, Lotfi B.

2014-01-01

For profoundly blind individuals, navigating in an unfamiliar building can represent a significant challenge. We investigated the use of an audio-based, virtual environment called Audio-based Environment Simulator (AbES) that can be explored for the purposes of learning the layout of an unfamiliar, complex indoor environment. Furthermore, we compared two modes of interaction with AbES. In one group, blind participants implicitly learned the layout of a target environment while playing an exploratory, goal-directed video game. By comparison, a second group was explicitly taught the same layout following a standard route and instructions provided by a sighted facilitator. As a control, a third group interacted with AbES while playing an exploratory, goal-directed video game however, the explored environment did not correspond to the target layout. Following interaction with AbES, a series of route navigation tasks were carried out in the virtual and physical building represented in the training environment to assess the transfer of acquired spatial information. We found that participants from both modes of interaction were able to transfer the spatial knowledge gained as indexed by their successful route navigation performance. This transfer was not apparent in the control participants. Most notably, the game-based learning strategy was also associated with enhanced performance when participants were required to find alternate routes and short cuts within the target building suggesting that a ludic-based training approach may provide for a more flexible mental representation of the environment. Furthermore, outcome comparisons between early and late blind individuals suggested that greater prior visual experience did not have a significant effect on overall navigation performance following training. Finally, performance did not appear to be associated with other factors of interest such as age, gender, and verbal memory recall. We conclude that the highly interactive and immersive exploration of the virtual environment greatly engages a blind user to develop skills akin to positive near transfer of learning. Learning through a game play strategy appears to confer certain behavioral advantages with respect to how spatial information is acquired and ultimately manipulated for navigation. PMID:24822044

Fostering Teacher Candidates' Reflective Practice through Video Editing

ERIC Educational Resources Information Center

Trent, Margaret; Gurvitch, Rachel

2015-01-01

Recently, interest in using video to promote the reflective practice in preservice teacher education has increased. Video recordings of teaching incidents inspire the reflective practice in preservice teachers by allowing them to analyze instruction and view teaching in an objective light. As an extension of video recording, video editing has…

Learning from Online Video Lectures

ERIC Educational Resources Information Center

Brecht, H. David

2012-01-01

This study empirically examines the instructional value of online video lectures--videos that a course's instructor prepares to supplement classroom or online-broadcast lectures. The study examines data from a classroom course, where the videos have a slower, more step-by-step lecture style than the classroom lectures; student use of videos is…

Using Video-Based Modeling to Promote Acquisition of Fundamental Motor Skills

ERIC Educational Resources Information Center

Obrusnikova, Iva; Rattigan, Peter J.

2016-01-01

Video-based modeling is becoming increasingly popular for teaching fundamental motor skills to children in physical education. Two frequently used video-based instructional strategies that incorporate modeling are video prompting (VP) and video modeling (VM). Both strategies have been used across multiple disciplines and populations to teach a…

IBES: a tool for creating instructions based on event segmentation

PubMed Central

Mura, Katharina; Petersen, Nils; Huff, Markus; Ghose, Tandra

2013-01-01

Receiving informative, well-structured, and well-designed instructions supports performance and memory in assembly tasks. We describe IBES, a tool with which users can quickly and easily create multimedia, step-by-step instructions by segmenting a video of a task into segments. In a validation study we demonstrate that the step-by-step structure of the visual instructions created by the tool corresponds to the natural event boundaries, which are assessed by event segmentation and are known to play an important role in memory processes. In one part of the study, 20 participants created instructions based on videos of two different scenarios by using the proposed tool. In the other part of the study, 10 and 12 participants respectively segmented videos of the same scenarios yielding event boundaries for coarse and fine events. We found that the visual steps chosen by the participants for creating the instruction manual had corresponding events in the event segmentation. The number of instructional steps was a compromise between the number of fine and coarse events. Our interpretation of results is that the tool picks up on natural human event perception processes of segmenting an ongoing activity into events and enables the convenient transfer into meaningful multimedia instructions for assembly tasks. We discuss the practical application of IBES, for example, creating manuals for differing expertise levels, and give suggestions for research on user-oriented instructional design based on this tool. PMID:24454296

IBES: a tool for creating instructions based on event segmentation.

PubMed

Mura, Katharina; Petersen, Nils; Huff, Markus; Ghose, Tandra

2013-12-26

Receiving informative, well-structured, and well-designed instructions supports performance and memory in assembly tasks. We describe IBES, a tool with which users can quickly and easily create multimedia, step-by-step instructions by segmenting a video of a task into segments. In a validation study we demonstrate that the step-by-step structure of the visual instructions created by the tool corresponds to the natural event boundaries, which are assessed by event segmentation and are known to play an important role in memory processes. In one part of the study, 20 participants created instructions based on videos of two different scenarios by using the proposed tool. In the other part of the study, 10 and 12 participants respectively segmented videos of the same scenarios yielding event boundaries for coarse and fine events. We found that the visual steps chosen by the participants for creating the instruction manual had corresponding events in the event segmentation. The number of instructional steps was a compromise between the number of fine and coarse events. Our interpretation of results is that the tool picks up on natural human event perception processes of segmenting an ongoing activity into events and enables the convenient transfer into meaningful multimedia instructions for assembly tasks. We discuss the practical application of IBES, for example, creating manuals for differing expertise levels, and give suggestions for research on user-oriented instructional design based on this tool.

Impact of Video Discharge Instructions for Pediatric Fever and Closed Head Injury from the Emergency Department.

PubMed

Ismail, Shareen; McIntosh, Mark; Kalynych, Colleen; Joseph, Madeline; Wylie, Todd; Butterfield, Ryan; Smotherman, Carmen; Kraemer, Dale F; Osian, Sarah R

2016-03-01

Lack of understanding of diagnosis and disease process remains a major complaint of caregivers who bring their children to the pediatric emergency department (PED). Misunderstanding of diagnosis and discharge instructions can lead to unnecessary return visits and health disparities. We attempted to determine if video discharge instructions when added to standard of care written and verbal instruction improved caregivers' comprehension of their child's diagnosis, disease process, and discharge instructions. Caregivers who presented to the PED with a child's chief complaint of fever or closed head injury (CHI) were included and randomized into a control or intervention group. Each group received standard discharge instructions, and the intervention group additionally viewed a video. Participants completed a post-test on knowledge and were followed 2 weeks post-visit to determine follow-up care. Sixty-three caregivers participated in the study. Eleven participants had less than a high school (HS) education and 52 had more than a HS education. Thirty-one children presented with fever and 32 with CHI. The intervention group had significantly higher percentage of correct answers on postintervention tests (median [Mdn] = 88.89) than the control (Mdn = 75.73; p < 0.0001). Participants in the intervention group with less than a HS education (Mdn = 89.47) and more than HS education (Mdn = 88.89) had similar test scores (p = 0.13), whereas those in the control group with less than a HS education (Mdn = 66.67) had significantly lower test scores than those with more than a HS education (Mdn = 77.78; p = 0.03). For caregivers with children who presented to the PED with fever and CHI, video discharge instructions improved caregiver comprehension of the child's diagnosis and disease process when added to verbal and written instructions. Copyright © 2016 Elsevier Inc. All rights reserved.

Training with video imaging improves the initial intubation success rates of paramedic trainees in an operating room setting.

PubMed

Levitan, R M; Goldman, T S; Bryan, D A; Shofer, F; Herlich, A

2001-01-01

Video imaging of intubation as seen by the laryngoscopist has not been a part of traditional instruction methods, and its potential impact on novice intubation success rates has not been evaluated. We prospectively tracked the success rates of novice intubators in paramedic classes who were required to watch a 26-minute instructional videotape made with a direct laryngoscopy imaging system (video group). We compared the prospectively obtained intubation success rate of the video group against retrospectively collected data from prior classes of paramedic students (traditional group) in the same training program. All classes received the same didactic airway instruction, same mannequin practice time, same paramedic textbook, and were trained in the same operating room with the same teaching staff. The traditional group (n=113, total attempts 783) had a mean individual intubation success rate of 46.7% (95% confidence interval 42.2% to 51.3%). The video group (n=36, total attempts 102) had a mean individual intubation success rate of 88.1% (95% confidence interval 79.6% to 96.5%). The difference in mean intubation success rates between the 2 groups was 41.4% (95% confidence interval 31.1% to 50.7%, P <.0001). The 2 groups did not differ in respect to age, male sex, or level of education. An instructional videotape made with the direct laryngoscopy video system significantly improved the initial success rates of novice intubators in an operating room setting.

Improving Secondary School Students' Achievement and Retention in Biology through Video-Based Multimedia Instruction

ERIC Educational Resources Information Center

Gambari, Amosa Isiaka; Yaki, Akawo Angwal; Gana, Eli S.; Ughovwa, Queen Eguono

2014-01-01

The study examined the effects of video-based multimedia instruction on secondary school students' achievement and retention in biology. In Nigeria, 120 students (60 boys and 60 girls) were randomly selected from four secondary schools assigned either into one of three experimental groups: Animation + Narration; Animation + On-screen Text;…

Laying the Foundations for Video-Game Based Language Instruction for the Teaching of EFL

ERIC Educational Resources Information Center

Galvis, Héctor Alejandro

2015-01-01

This paper introduces video-game based language instruction as a teaching approach catering to the different socio-economic and learning needs of English as a Foreign Language students. First, this paper reviews statistical data revealing the low participation of Colombian students in English as a second language programs abroad (U.S. context…

3-D Computer Animation vs. Live-Action Video: Differences in Viewers' Response to Instructional Vignettes

ERIC Educational Resources Information Center

Smith, Dennie; McLaughlin, Tim; Brown, Irving

2012-01-01

This study explored computer animation vignettes as a replacement for live-action video scenarios of classroom behavior situations previously used as an instructional resource in teacher education courses in classroom management strategies. The focus of the research was to determine if the embedded behavioral information perceived in a live-action…

The Resonance Factor: Probing the Impact of Video on Student Retention in Distance Learning

ERIC Educational Resources Information Center

Geri, Nitza

2012-01-01

Teaching and instructing is one of the challenging manifestations of informing, within which distance learning is considered harder than face-to-face instruction. Student retention is one of the major challenges of distance learning. Current innovative technologies enable widespread use of video lectures that may ease the loneliness of the…

Teacher-Created Videos in a Flipped Mathematics Class: Digital Curriculum Materials or Lesson Enactments?

ERIC Educational Resources Information Center

de Araujo, Zandra; Otten, Samuel; Birisci, Salih

2017-01-01

The rise of digital resources has had profound effects on mathematics curricula and there has been a concurrent increase in teachers flipping their instruction--that is, assigning instructional videos or multimedia for students to watch as homework and completing problem or exercise sets in class rather than vice versa. These changes have created…

Impact of Using Instructional Video Games as an on EFL Learners' Vocabulary Retention

ERIC Educational Resources Information Center

Salavati, Maryam; Salehi, Hadi

2016-01-01

This study aimed at investigating the impact of Instructional Video Games (IVGs) on the vocabulary retention of Iranian language learners. To do so, 32 male and 43 female, between the ages thirteen to thirty one years old, in Padideh Derakhshan Institute, Sahinshahr, Isfahan, Iran were selected as a whole population. First, the World English…

An Evaluation of Video Modeling with Embedded Instructions to Teach Implementation of Stimulus Preference Assessments

ERIC Educational Resources Information Center

Rosales, Rocío; Gongola, Leah; Homlitas, Christa

2015-01-01

A multiple baseline design across participants was used to evaluate the effects of video modeling with embedded instructions on training teachers to implement 3 preference assessments. Each assessment was conducted with a confederate learner or a child with autism during generalization probes. All teachers met the predetermined mastery criterion,…

Foreign Language Instructional Technology Conference. Proceedings (3rd, Monterey, California, September 21-24, 1982).

ERIC Educational Resources Information Center

Defense Language Inst., Monterey, CA.

Twenty-five conference papers are presented along with the conference agenda, two welcoming speeches, and lists of conference speakers and participants. The conference focused on the use of video and computer technology in foreign language instruction. The individual papers address such topics as: (1) video design and methodology for foreign…

Effects of Translation Methods in Imported Instructional Video Programs on Taiwan Fourth Graders' Memory.

ERIC Educational Resources Information Center

Tyan, Nay-ching Nancy; Hu, Yi-chain

The purpose of this study was to investigate the effects of various translation methods used in imported instructional video programs on Taiwan elementary school students' visual and verbal memory. Following pretesting, 128 fourth grade students from an urban public elementary school in northern Taiwan participated. The students in 4 experimental…

Leveraging Analysis of Students' Disciplinary Thinking in a Video Club to Promote Student-Centered Science Instruction

ERIC Educational Resources Information Center

Barnhart, Tara; van Es, Elizabeth

2018-01-01

Recent policy reports and standards documents advocate for science teachers to adopt more student-centered instructional practices. Four secondary science teachers from one school district participated in a semester-long video club focused on honing attention to students' evidence-based reasoning and creating opportunities to make students'…

Teachers' Experiences with Use of Instructional Video to Bridge Fingerspelling and English Print

ERIC Educational Resources Information Center

Isoke, Rukiya V.

2017-01-01

Young deaf learners often have difficulty mastering the important skill of decoding print and developing phonological awareness necessary to become successful readers. The research question for the study was: How do K-2 deaf learners demonstrate literacy development when teachers of the deaf use instructional video with visual portrayals of…

Baking together-the coordination of actions in activities involving people with dementia.

PubMed

Majlesi, Ali Reza; Ekström, Anna

2016-08-01

This study explores interaction and collaboration between people with dementia and their spouses in relation to the performance of household chores with the focus on instruction as an interactional context to engage the person with dementia in collaboration to accomplish joint activities. Dementia is generally associated with pathological changes in people's cognitive functions such as diminishing memory functions, communicative abilities and also diminishing abilities to take initiative as well as to plan and execute tasks. Using video recordings of everyday naturally occurring activities, we analyze the sequential organization of actions (see Schegloff, 2007) oriented toward the accomplishment of a joint multi-task activity of baking. The analysis shows the specific ways of collaboration through instructional activities in which the person with dementia exhibits his competence and skills in accomplishing the given tasks through negotiating the instructions with his partner and carrying out instructed actions. Although the driving force of the collaboration seems to be a series of directive sequences only initiated by the partner throughout the baking activity, our analyses highlight how the person with dementia can actively use the material environment-including collaborating partners-to compensate for challenges and difficulties encountered in achieving everyday tasks. The sequential organization of instructions and instructed actions are in this sense argued to provide an interactional environment wherein the person with dementia can make contributions to the joint activity in an efficient way. While a collaborator has been described as necessary for a person with dementia to be able to partake in activities, this study shows that people with dementia are not only guided by their collaborators in joint activities but they can also actively use their collaborators in intricate compensatory ways. Copyright © 2016 Elsevier Inc. All rights reserved.

Exploring physics students' engagement with online instructional videos in an introductory mechanics course

NASA Astrophysics Data System (ADS)

Lin, Shih-Yin; Aiken, John M.; Seaton, Daniel T.; Douglas, Scott S.; Greco, Edwin F.; Thoms, Brian D.; Schatz, Michael F.

2017-12-01

The advent of new educational technologies has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created and were incorporated into a one-semester flipped introductory mechanics course at the Georgia Institute of Technology. We found that students were more engaged with videos that supported laboratory activities than with videos that presented lecture content. In particular, the percentage of students accessing laboratory videos was consistently greater than 80% throughout the semester. On the other hand, the percentage of students accessing lecture videos dropped to less than 40% by the end of the term. Moreover, the fraction of students accessing the entirety of a video decreases when videos become longer in length, and this trend is more prominent for the lecture videos than the laboratory videos. The results suggest that students may access videos based on perceived value: students appear to consider the laboratory videos as essential for successfully completing the laboratories while they appear to consider the lecture videos as something more akin to supplemental material. In this study, we also found that there was little correlation between student engagement with the videos and their incoming background. There was also little correlation found between student engagement with the videos and their performance in the course. An examination of the in-video content suggests that students engaged more with concrete information that is explicitly required for assignment completion (e.g., actions required to complete laboratory work, or formulas or mathematical expressions needed to solve particular problems) and less with content that is considered more conceptual in nature. It was also found that students' in-video accesses usually increased toward the embedded interaction points. However, students did not necessarily access the follow-up discussion of these interaction points. The results of the study suggest ways in which instructors may revise courses to better support student learning. For example, external intervention that helps students see the value of accessing videos may be required in order for this resource to be put to more effective use. In addition, students may benefit more from a clicker question that reiterates important concepts within the question itself, rather than a clicker question that leaves some important concepts to be addressed only in the discussion afterwards.

Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten Programs

PubMed Central

Downer, Jason; Pianta, Robert; Fan, Xitao; Hamre, Bridget; Mashburn, Andrew; Justice, Laura

2012-01-01

As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity-building in early childhood education. In this paper, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on language and literacy development during pre-kindergarten for 1338 children in 161 teachers’ classrooms. High levels of support for teachers’ implementation of language/literacy activities showed modest but significant effects for improving early language and literacy for children in classrooms in which English was the dominant language spoken by the students and teachers. The combination of web-based supports, including video-based consultation and web-based video teaching exemplars, was more effective at improving children’s literacy and language skills than was only making available to teachers a set of instructional materials and detailed lesson guides. These results suggest the importance of targeted, practice-focused supports for teachers in designing professional development systems for effective teaching in early childhood programs. PMID:23144591

Teaching health assessment in the virtual classroom.

PubMed

Lashley, Mary

2005-08-01

Health assessment skills are vital to professional nursing practice. Health assessment has traditionally been taught using lecture, teacher-developed tests, practice and live demonstration, and interactive and computer-based learning materials. Rapid advances in information technology during the past decade have greatly expanded distance learning options in higher education. Although much nursing education now uses the Internet, there has been limited use of the Web to teach psychomotor and clinical skills. This article describes how online instruction can be integrated into a health assessment course to teach physical examination skills. The development of instructional videos that can be digitally streamed onto the Web for ready and repeated access can also enhance online learning of technical and clinical skills. Student evaluation of this Web-enhanced course revealed that online assignments enabled them to pace their learning, thereby promoting greater flexibility and independence. Students were able to master the technical skills of working online with minimal difficulty and reported that working online was no more stressful than attending class. The most helpful aspect of the online course was the instructor-developed video that was digitally streamed online.

Applying an observational lens to identify parental behaviours associated with children's homework motivation.

PubMed

Pino-Pasternak, Deborah

2014-09-01

Extant research has traditionally associated children's achievement motivation with socio-emotional parental behaviours such as demonstrations of affect, responsiveness, and the degree of parental control. This study explored the extent to which parental socio-emotional and instructional behaviours (including the contingency of instructional scaffolding) both related to children's mastery and performance tendencies towards homework-like activities. The study involved nine underachieving primary-aged children and their parents, with four children showing predominantly mastery-oriented behaviours in the homework context and five showing predominantly performance-oriented behaviours. An in-depth observational analysis of video-recorded parent-child interactions during four homework-like sessions was carried out for each case. Socio-emotional and instructional parental behaviours were coded and subjected to nonparametric quantitative analyses. Subsequently, thick descriptions of parent-child interactions were used to identify critical aspects of parental assistance. Moderate cognitive demand was associated with mastery orientation, while negative affect was related to performance orientation. As revealed quantitatively and qualitatively, socio-emotional and instructional parental behaviours were also associated with each other, forming distinct profiles of parental behaviours related to children's homework motivation. The findings support the idea that instructional parental behaviours are as important as socio-emotional ones in the analysis of children's homework motivation. The value of observational methods in investigating the target variables is discussed. © 2014 The British Psychological Society.

How do I look? Self-focused attention during a video chat of women with social anxiety (disorder).

PubMed

Vriends, Noortje; Meral, Yasemin; Bargas-Avila, Javier A; Stadler, Christina; Bögels, Susan M

2017-05-01

We investigated the role of self-focused attention (SFA) in social anxiety (disorder) in an ecologically valid way. In Experiment 1 high (n = 26) versus low (n = 25) socially anxious single women between 18 and 30 years had a video ("Skype") conversation with an attractive male confederate, while seeing themselves and the confederate on-screen. The conversation was divided in four phases: (I) warm-up, (II) positive (confederate was friendly to the participant), (III) critical (confederate was critical to the participant), and (IV) active (participant was instructed to ask questions to the confederate). Participant's SFA was measured by eye-tracked gaze duration at their own image relative to the confederates' video image and other places at the computer screen. Results show that high socially anxious participants were more self-focused in the critical phase, but less self-focused in the active phase than low socially anxious participants. In Experiment 2 women diagnosed with SAD (n = 32) and controls (n = 30) between 18 and 30 years conducted the same experiment. Compared to controls participants with SAD showed increased SFA across all four phases of the conversation, and SFA predicted increased self-rated anxiety during the conversation. In conclusion, in subclinical social anxiety SFA is high only when the interaction partner is critical, whereas instructions to ask questions to the confederate reduces subclinical socially anxious' SFA, while clinical SAD is characterized by heightened self-focused attention throughout the interaction. Results support theories that social anxiety disorder is maintained by SFA, and imply that interventions that lower SFA may help prevent and treat social anxiety disorder, but that SFA can also be adaptive in certain types of interaction, such as when receiving compliments. Copyright © 2017 Elsevier Ltd. All rights reserved.

An innovative textbook: design and implementation.

PubMed

Ortega, Rafael; Akhtar-Khavari, Vafa; Barash, Paul; Sharar, Sam; Stock, M Christine

2017-12-01

The 'flipped classroom' instructional strategy has gained much momentum in educational discourse, yet no single educational offering exists in postgraduate medical education (PME) to systematically replace the lecture element of didactic sessions. This article describes the design and implementation of Clinical Anesthesia Fundamentals, the first known textbook in PME addressing this gap in resources through the integration of full-length interactive multimedia-enhanced video lectures. The 'flipped classroom' instructional strategy has gained much momentum in educational discourse INNOVATION: The textbook was developed in alignment with the content outline for the specialty provided by the American Board of Anesthesiology. Its accompanying video lectures, produced at the Media Lab in the Department of Anesthesiology at Boston University Medical Center (BUMC), cover the topics in each chapter of the textbook and include review questions featuring explanatory feedback. Following a 5-month trial period at the BUMC Anesthesiology Residency Program, the complete resident class (25 of 25; 100%) participated in an anonymous, Institutional Review Board (IRB) -approved, five-point Likert-type scale survey assessing an underlying variable of preference for the use of multimedia learning tools. Survey results suggest that residents favour technology-enhanced learning environments in which textbooks are coupled with interactive multimedia, and the 'flipped classroom' approach is employed. Although the development of digital videos requires time and financial investment, the improved accessibility and uniform delivery of didactic content are two positive outcomes. This textbook provides an example for educators wishing to learn how to capitalise on advances in technology to further enhance learning and accessibility. Further studies could address the impact of this approach on the academic performance of residents. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Enabling a Comprehensive Teaching Strategy: Video Lectures

ERIC Educational Resources Information Center

Brecht, H. David; Ogilby, Suzanne M.

2008-01-01

This study empirically tests the feasibility and effectiveness of video lectures as a form of video instruction that enables a comprehensive teaching strategy used throughout a traditional classroom course. It examines student use patterns and the videos' effects on student learning, using qualitative and nonparametric statistical analyses of…

Using Digital Videos to Enhance Teacher Preparation

ERIC Educational Resources Information Center

Dymond, Stacy K.; Bentz, Johnell L.

2006-01-01

The technology to produce high quality, digital videos is widely available, yet its use in teacher preparation remains largely overlooked. A digital video library was created to augment instruction in a special education methods course for preservice elementary education teachers. The videos illustrated effective strategies for working with…

Direct ophthalmoscopy on YouTube: analysis of instructional YouTube videos’ content and approach to visualization

PubMed Central

Borgersen, Nanna Jo; Henriksen, Mikael Johannes Vuokko; Konge, Lars; Sørensen, Torben Lykke; Thomsen, Ann Sofia Skou; Subhi, Yousif

2016-01-01

Background Direct ophthalmoscopy is well-suited for video-based instruction, particularly if the videos enable the student to see what the examiner sees when performing direct ophthalmoscopy. We evaluated the pedagogical effectiveness of instructional YouTube videos on direct ophthalmoscopy by evaluating their content and approach to visualization. Methods In order to synthesize main themes and points for direct ophthalmoscopy, we formed a broad panel consisting of a medical student, junior and senior physicians, and took into consideration book chapters targeting medical students and physicians in general. We then systematically searched YouTube. Two authors reviewed eligible videos to assess eligibility and extract data on video statistics, content, and approach to visualization. Correlations between video statistics and contents were investigated using two-tailed Spearman’s correlation. Results We screened 7,640 videos, of which 27 were found eligible for this study. Overall, a median of 12 out of 18 points (interquartile range: 8–14 key points) were covered; no videos covered all of the 18 points assessed. We found the most difficulties in the approach to visualization of how to approach the patient and how to examine the fundus. Time spent on fundus examination correlated with the number of views per week (Spearman’s ρ=0.53; P=0.029). Conclusion Videos may help overcome the pedagogical issues in teaching direct ophthalmoscopy; however, the few available videos on YouTube fail to address this particular issue adequately. There is a need for high-quality videos that include relevant points, provide realistic visualization of the examiner’s view, and give particular emphasis on fundus examination. PMID:27574393

Evaluating a prevention program for teenagers on sexual coercion: a differential effectiveness approach.

PubMed

Pacifici, C; Stoolmiller, M; Nelson, C

2001-06-01

The authors evaluated a coeducational program for teenagers on preventing sexual coercion in dating situations. Students examined individual and social attitudes underlying coercive sexual behavior and learned communication skills aimed at preventing or dealing with unwanted sexual advances. Instruction was enhanced by video and an interactive video "virtual date." Outcomes were assessed using sexual attitude scales with a sample of 458 high school students. Student health education classes were randomly assigned to either a treatment or a control condition. Findings, based on a latent variable model of differential effectiveness, showed that students in the treatment group with initial coercive attitude scores at or above the mean benefited significantly more than students with the same range of scores in the control group.

Computer-Based Video Instruction to Teach Students with Intellectual Disabilities to Use Public Bus Transportation

ERIC Educational Resources Information Center

Mechling, Linda; O'Brien, Eileen

2010-01-01

This study investigated the effectiveness of computer-based video instruction (CBVI) to teach three young adults with moderate intellectual disabilities to push a "request to stop bus signal" and exit a city bus in response to target landmarks. A multiple probe design across three students and one bus route was used to evaluate effectiveness of…

Utilizing Simulation-Based Training of Video Clip Instruction for the Store Service Operations Practice Course

ERIC Educational Resources Information Center

Lin, Che-Hung; Yen, Yu-Ren; Wu, Pai-Lu

2015-01-01

The aim of this study was to develop a store service operations practice course based on simulation-based training of video clip instruction. The action research of problem-solving strategies employed for teaching are by simulated store operations. The counter operations course unit used as an example, this study developed 4 weeks of subunits for…

Effects of Video-Based Cooperative, Competitive and Individualized Instructional Strategies on the Performance of Senior Secondary Schools Students in Geometry

ERIC Educational Resources Information Center

Gambari, Amosa Isiaka; Shittu, Ahmed Tajudeen; Daramola, Florence Olutunu; James, Moses

2016-01-01

This study examined the effects of video-based cooperative, competitive and individualized instructional strategies on the performance of senior secondary schools' students in geometry in Nigeria. It also examined the influence of gender on students' achievement. Pretest, posttest, experimental control group design was adopted for this study.…

Effects of Video-Based and Applied Problems on the Procedural Math Skills of Average- and Low-Achieving Adolescents.

ERIC Educational Resources Information Center

Bottge, Brian A.; Heinrichs, Mary; Chan, Shih-Yi; Mehta, Zara Dee; Watson, Elizabeth

2003-01-01

This study examined effects of video-based, anchored instruction and applied problems on the ability of 11 low-achieving (LA) and 26 average-achieving (AA) eighth graders to solve computation and word problems. Performance for both groups was higher during anchored instruction than during baseline, but no differences were found between instruction…

Development and Implementation of a Simple, Engaging Acid Rain Neutralization Experiment and Corresponding Animated Instructional Video for Introductory Chemistry Students

ERIC Educational Resources Information Center

Rand, Danielle; Yennie, Craig J.; Lynch, Patrick; Lowry, Gregory; Budarz, James; Zhu, Wenlei; Wang, Li-Qiong

2016-01-01

Here we describe an acid rain neutralization laboratory experiment and its corresponding instructional video. This experiment has been developed and implemented for use in the teaching laboratory of a large introductory chemistry course at Brown University. It provides a contextually relevant example to introduce beginner-level students with…

Using Video Vignettes of Historical Episodes for Promoting Pre-Service Teachers' Ideas about the Nature of Science

ERIC Educational Resources Information Center

Cakmakci, Gultekin

2017-01-01

This study used video vignettes of historical episodes from documentary films as a context and instructional tool to promote pre-service science teachers' (PSTs) conceptions of the nature of science (NOS). The participants received explicit-reflective NOS instruction, and were introduced to techniques to be able to use scenes from documentary…

Computer- and Video-Based Instruction of Food-Preparation Skills: Acquisition, Generalization, and Maintenance

ERIC Educational Resources Information Center

Ayres, Kevin; Cihak, David

2010-01-01

The purpose of this study was to evaluate the effects of a computer-based video instruction (CBVI) program to teach life skills. Three middle school-aged students with intellectual disabilities were taught how to make a sandwich, use a microwave, and set the table with a CBVI software package. A multiple probe across behaviors design was used to…

Examining the Effects of SRSD in Combination with Video Self-Modeling on Writing by Third Grade Students with Learning Disabilities

ERIC Educational Resources Information Center

Miller, Katie M.; Little, Mary E.

2018-01-01

The purpose of this study was to determine the effectiveness of an instructional package, Self-Regulated Strategy Development, a cognitive strategy instructional model (POW + TREE), in combination with video self-modeling (VSM) on the improvement on the written expression of three third-grade students with learning disabilities (LD). This…

Uncovering Student Learning Profiles with a Video Annotation Tool: Reflective Learning with and without Instructional Norms

ERIC Educational Resources Information Center

Mirriahi, Negin; Liaqat, Daniyal; Dawson, Shane; Gaševic, Dragan

2016-01-01

This study explores the types of learning profiles that evolve from student use of video annotation software for reflective learning. The data traces from student use of the software were analysed across four undergraduate courses with differing instructional conditions. That is, the use of graded or non-graded self-reflective annotations. Using…

Evaluating the Effects of Flexible Learning about Aseptic Compounding on First-year Students in a Pharmacy Skills Laboratory.

PubMed

Neville, Michael W; Palmer, Russ; Elder, Deborah; Fulford, Michael; Morris, Steve; Sappington, Kellie

2015-08-25

To evaluate how flexible learning via online video review affects the ability and confidence of first-year (P1) pharmacy students to accurately compound aseptic preparations. Customary instructions and assignments for aseptic compounding were provided to students, who were given unlimited access to 5 short review videos in addition to customary instruction. Student self-confidence was assessed online, and faculty members evaluated students' aseptic technique at the conclusion of the semester. No significant difference on final assessment scores was observed between those who viewed videos and those who did not. Student self-confidence scores increased significantly from baseline, but were not significantly higher for those who viewed videos than for those who did not. First-year students performed well on final aseptic compounding assessments, and those who viewed videos had a slight advantage. Student self-confidence improved over the semester regardless of whether or not students accessed review videos.

Integration of Video-Based Demonstrations to Prepare Students for the Organic Chemistry Laboratory

NASA Astrophysics Data System (ADS)

Nadelson, Louis S.; Scaggs, Jonathan; Sheffield, Colin; McDougal, Owen M.

2015-08-01

Consistent, high-quality introductions to organic chemistry laboratory techniques effectively and efficiently support student learning in the organic chemistry laboratory. In this work, we developed and deployed a series of instructional videos to communicate core laboratory techniques and concepts. Using a quasi-experimental design, we tested the videos in five traditional laboratory experiments by integrating them with the standard pre-laboratory student preparation presentations and instructor demonstrations. We assessed the influence of the videos on student laboratory knowledge and performance, using sections of students who did not view the videos as the control. Our analysis of pre-quizzes revealed the control group had equivalent scores to the treatment group, while the post-quiz results show consistently greater learning gains for the treatment group. Additionally, the students who watched the videos as part of their pre-laboratory instruction completed their experiments in less time.

A Learning Design for Student-Generated Digital Storytelling

ERIC Educational Resources Information Center

Kearney, Matthew

2011-01-01

The literature on digital video in education emphasises the use of pre-fabricated, instructional-style video assets. Learning designs for supporting the use of these expert-generated video products have been developed. However, there has been a paucity of pedagogical frameworks for facilitating specific genres of learner-generated video projects.…

Peeking Beneath the Caldera: Communicating Subsurface Knowledge of Newberry Volcano

NASA Astrophysics Data System (ADS)

Mark-Moser, M.; Rose, K.; Schultz, J.; Cameron, E.

2016-12-01

"Imaging the Subsurface: Enhanced Geothermal Systems and Exploring Beneath Newberry Volcano" is an interactive website that presents a three-dimensional subsurface model of Newberry Volcano developed at National Energy Technology Laboratory (NETL). Created using the Story Maps application by ArcGIS Online, this format's dynamic capabilities provide the user the opportunity for multimedia engagement with the datasets and information used to build the subsurface model. This website allows for an interactive experience that the user dictates, including interactive maps, instructive videos and video capture of the subsurface model, and linked information throughout the text. This Story Map offers a general background on the technology of enhanced geothermal systems and the geologic and development history of Newberry Volcano before presenting NETL's modeling efforts that support the installation of enhanced geothermal systems. The model is driven by multiple geologic and geophysical datasets to compare and contrast results which allow for the targeting of potential EGS sites and the reduction of subsurface uncertainty. This Story Map aims to communicate to a broad audience, and provides a platform to effectively introduce the model to researchers and stakeholders.

The impact of complete denture making instructional videos on self-directed learning of clinical skills.

PubMed

Kon, Haruka; Botelho, Michael George; Bridges, Susan; Leung, Katherine Chiu Man

2015-04-01

The aim of this research was to evaluate the effectiveness of a clinical instructional video with a structured worksheet for independent self-study in a complete denture program. 47 multilingual dental students completed a task by watching an instructional video with subtitles regarding clinical complete denture procedures. After completion, students evaluated their learning experience, and 11 students participated in focus group interviews to gain further insight. A mixed-methods approach to data collection and analysis provided descriptive statistical results and a grounded theory approach to coding identified key concepts and categories from the qualitative data. Over 70% of students had favorable opinions of the learning experience and indicated that the speed and length of the video were appropriate. Highly positive and conflicting negative comments regarding the use of subtitles showed both preferences for subtitles over audio and vice versa. The use of a video resource was considered valuable as the replay and review functions allowed better visualization of the procedures, which was considered a good recap tool for the clinical demonstration. It was also a better revision aid than textbooks. So, if the students were able to view these videos at will, they believed that videos supplemented their self-study. Despite the positive response, videos were not considered to replace live clinical demonstrations. While students preferred live demonstrations over the clinical videos they did express a realization of these as a supplemental learning material for self-study based on their ease of access, use for revision, and prior to clinical preparation. Copyright © 2015 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.

Behavioral and neural markers of cigarette-craving regulation in young-adult smokers during abstinence and after smoking.

PubMed

Ghahremani, Dara G; Faulkner, Paul; M Cox, Chelsea; London, Edythe D

2018-06-01

Cigarette craving contributes substantially to the maintenance of tobacco use disorder. Behavioral strategies to regulate craving may facilitate smoking cessation but remain underexplored. We adapted an emotion-regulation strategy, using proximal/distal self-positioning, to the context of cigarette craving to examine craving regulation in 42, daily smokers (18-25 years old). After overnight abstinence from smoking, before and after smoking their first cigarette of the day, participants viewed videos of natural scenes presenting young adults who were either smoking cigarettes ("smoke") or not ("non-smoke"). Before each video, participants were instructed to imagine themselves either immersed in the scene ("close") or distanced from it ("far"). They rated their craving after each video. Task-based fMRI data are presented for a subsample of participants (N = 21). We found main effects of smoking, instruction, and video type on craving-lower ratings after smoking than before, following the "far" vs. "close" instructions, and when viewing non-smoke vs. smoke videos. Before smoking, "smoke" vs. "non-smoke" videos elicited activation in, orbitofrontal cortex, anterior cingulate, lateral parietal cortex, mid-occipital cortex, ventral striatum, dorsal caudate, and midbrain. Smoking reduced activation in anterior cingulate, left inferior frontal gyrus, and bilateral temporal poles. Activation was reduced in the ventral striatum and medial prefrontal cortex after the "far" vs. the "close" instruction, suggesting less engagement with the stimuli during distancing. The results indicate that proximal/distal regulation strategies impact cue-elicited craving, potentially via downregulation of the ventral striatum and medial prefrontal cortex, and that smoking during abstinence may increase cognitive control capacity during craving regulation.

Through the Looking Glass: The Multiple Layers of Multimedia.

ERIC Educational Resources Information Center

D'Ignazio, Fred

1990-01-01

Describes possible future uses of multimedia computers for instructional applications. Highlights include databases; publishing; telecommunications; computers and videocassette recorders (VCRs); audio and video digitizing; video overlay, or genlock; still-image video; videodiscs and CD-ROM; and hypermedia. (LRW)

Video on Diet Before Outpatient Colonoscopy Does Not Improve Quality of Bowel Preparation: A Prospective, Randomized, Controlled Trial.

PubMed

Rice, Sean C; Higginbotham, Tina; Dean, Melanie J; Slaughter, James C; Yachimski, Patrick S; Obstein, Keith L

2016-11-01

Successful outpatient colonoscopy (CLS) depends on many factors including the quality of a patient's bowel preparation. Although education on consumption of the pre-CLS purgative can improve bowel preparation quality, no study has evaluated dietary education alone. We have created an educational video on pre-CLS dietary instructions to determine whether dietary education would improve outpatient bowel preparation quality. A prospective randomized, blinded, controlled study of patients undergoing outpatient CLS was performed. All patients received a 4 l polyethylene glycol-based split-dose bowel preparation and standard institutional pre-procedure instructions. Patients were then randomly assigned to an intervention arm or to a no intervention arm. A 4-min educational video detailing clear liquid diet restriction was made available to patients in the intervention arm, whereas those randomized to no intervention did not have access to the video. Patients randomized to the video were provided with the YouTube video link 48-72 h before CLS. An attending endoscopist blinded to randomization performed the CLS. Bowel preparation quality was scored using the Boston Bowel Preparation Scale (BBPS). Adequate preparation was defined as a BBPS total score of ≥6 with all segment scores ≥2. Wilcoxon rank-sum and Pearson's χ 2 -tests were performed to assess differences between groups. Ninety-two patients were randomized (video: n=42; control: n=50) with 47 total video views being tallied. There were no demographic differences between groups. There was no statistically significant difference in adequate preparation between groups (video=74%; control=68%; P=0.54). The availability of a supplementary patient educational video on clear liquid diet alone was insufficient to improve bowel preparation quality when compared with standard pre-procedure instruction at our institution.

Video-recorded simulated patient interactions: can they help develop clinical and communication skills in today's learning environment?

PubMed

Seif, Gretchen A; Brown, Debora

2013-01-01

It is difficult to provide real-world learning experiences for students to master clinical and communication skills. The purpose of this paper is to describe a novel instructional method using self- and peer-assessment, reflection, and technology to help students develop effective interpersonal and clinical skills. The teaching method is described by the constructivist learning theory and incorporates the use of educational technology. The learning activities were incorporated into the pre-clinical didactic curriculum. The students participated in two video-recording assignments and performed self-assessments on each and had a peer-assessment on the second video-recording. The learning activity was evaluated through the self- and peer-assessments and an instructor-designed survey. This evaluation identified several themes related to the assignment, student performance, clinical behaviors and establishing rapport. Overall the students perceived that the learning activities assisted in the development of clinical and communication skills prior to direct patient care. The use of video recordings of a simulated history and examination is a unique learning activity for preclinical PT students in the development of clinical and communication skills.

Does the Model Matter? Comparing Video Self-Modeling and Video Adult Modeling for Task Acquisition and Maintenance by Adolescents with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Cihak, David F.; Schrader, Linda

2009-01-01

The purpose of this study was to compare the effectiveness and efficiency of learning and maintaining vocational chain tasks using video self-modeling and video adult modeling instruction. Four adolescents with autism spectrum disorders were taught vocational and prevocational skills. Although both video modeling conditions were effective for…

The Design of Video-Based Professional Development: An Exploratory Experiment Intended to Identify Effective Features

ERIC Educational Resources Information Center

Beisiegel, Mary; Mitchell, Rebecca; Hill, Heather C.

2018-01-01

Although video cases and video clubs have become popular forms of teacher professional development, there have been few systematic investigations of designs for such programs. Programs may vary according to (a) whether teachers watch videos of their own/their peers' instruction, or whether teachers watch stock video of unknown teachers; and (b)…

A Cost Comparison of Alternative Approaches to Distance Education in Developing Countries

NASA Technical Reports Server (NTRS)

Ventre, Gerard G.; Kalu, Alex

1996-01-01

This paper presents a cost comparison of three approaches to two-way interactive distance learning systems for developing countries. Included are costs for distance learning hardware, terrestrial and satellite communication links, and designing instruction for two-way interactive courses. As part of this project, FSEC is developing a 30-hour course in photovoltaic system design that will be used in a variety of experiments using the Advanced Communications Technology Satellite (ACTS). A primary goal of the project is to develop an instructional design and delivery model that can be used for other education and training programs. Over two-thirds of the world photovoltaics market is in developing countries. One of the objectives of this NASA-sponsored project was to develop new and better energy education programs that take advantage of advances in telecommunications and computer technology. The combination of desktop video systems and the sharing of computer applications software is of special interest. Research is being performed to evaluate the effectiveness of some of these technologies as part of this project. The design of the distance learning origination and receive sites discussed in this paper were influenced by the educational community's growing interest in distance education. The following approach was used to develop comparative costs for delivering interactive distance education to developing countries: (1) Representative target locations for receive sites were chosen. The originating site was assumed to be Cocoa, Florida, where FSEC is located; (2) A range of course development costs were determined; (3) The cost of equipment for three alternative two-way interactive distance learning system configurations was determined or estimated. The types of system configurations ranged from a PC-based system that allows instructors to originate instruction from their office using desktop video and shared application software, to a high cost system that uses a electronic classroom; (4) A range of costs for both satellite and terrestrial communications was investigated; (5) The costs of equipment and operation of the alternative configurations for the origination and receive sites were determined; (6) A range of costs for several alternative delivery scenarios (i.e., a mix of live-interactive; asynchronous interactive;use of videotapes) was determined; and (7) A preferred delivery scenario, including cost estimate, was developed.

Effects of Computer-Based Video Instruction on the Acquisition and Generalization of Grocery Purchasing Skills for Students with Intellectual Disability

ERIC Educational Resources Information Center

Goo, Minkowan; Therrien, William J.; Hua, Youjia

2016-01-01

The purpose of this study was to evaluate the effects of computer-based video instruction (CBVI) on teaching grocery purchasing skills to students with moderate intellectual disability (ID). Four high school students with mild to moderate ID participated in the study. A multiple-probe design across students was used to examine the effects. Results…

Computer-Based Video Instruction to Teach the Use of Augmentative and Alternative Communication Devices for Ordering at Fast-Food Restaurants

ERIC Educational Resources Information Center

Mechling, Linda C.; Cronin, Beth

2006-01-01

In the study reported on here, the authors used computer-based video instruction (CBVI) to teach 3 high school students with moderate or severe intellectual disabilities how to order in fast-food restaurants by using an augmentative, alternative communication device. The study employed a multiple probe design to institute CBVI as the only…

Using Representations of Practice to Elicit Mathematics Teachers' Tacit Knowledge of Practice: A Comparison of Responses to Animations and Videos

ERIC Educational Resources Information Center

Herbst, Patricio; Kosko, Karl W.

2014-01-01

This study compared conversations among groups of teachers of high school geometry that had been elicited by a representation of instruction (either a video or an animation) and facilitated with an open-ended agenda. All artifacts used represented instruction scenarios that departed from what, according to prior work, had been hypothesized as…

Using Video Self-Modelling to Increase Active Learning Responses during Small-Group Reading Instruction for Primary School Pupils with Social Emotional and Mental Health Difficulties

ERIC Educational Resources Information Center

Young-Pelton, Cheryl A.; Bushman, Samantha L.

2015-01-01

Effectiveness of a video self-modelling (VSM) intervention was examined with primary schoolchildren who attended a full-time special education programme for pupils with social emotional and behavioural difficulties and who exhibited inappropriate behaviour during small-group reading instruction. A randomised multiple-probe baseline design was used…

Toward Better Goal Clarity in Instruction: How Focus on Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices

ERIC Educational Resources Information Center

Alles, Martina; Seidel, Tina; Gröschner, Alexander

2018-01-01

Goal clarity is an essential element of classroom dialogue and a component of effective instruction. Until now, teachers have been struggling to implement goal clarity in the classroom dialogue. In the present study, we investigated the classroom practice of teachers in a video-based intervention called the Dialogic Video Cycle (DVC) and compared…

Predictors of student satisfaction in distance-delivered graduate nursing courses: what matters most?

PubMed

Debourgh, Gregory A

2003-01-01

This article describes a study designed to investigate graduate nursing students' satisfaction with a course taught via interactive video teleconferencing (IVT) and the World Wide Web/Internet (WWW/INT). A correlational research design examined the relationships among 5 learner attributes and 3 instructional variables and student satisfaction. Regression analyses identified learner attributes and instructional variables predictive of student satisfaction. Forty-three graduate nurse students were surveyed using a 59-item Student Satisfaction Survey (SSS). Learner attribute predictors included: (1) previous technology courses, (2) technology competence, (3) between-class technology usage, (4) age, and (5) remote-site group size. Instructional predictors were clustered into 3 dimensions: instructor/instruction, technology, and course management. Student satisfaction was a composite of overall satisfaction with the course and comparison with conventional classroom courses. Instructor/instruction explained 21 percent of the variance in course satisfaction scores. Overall instructor rating strongly correlated with satisfaction. The most potent finding was that good pedagogy is important to students' perceived satisfaction with distance education. Students acclimate to the instructional reality-traditional, campus-based face-to-face instruction, or technology-mediated distance education-and once accustomed, it is the quality and effectiveness of instructor and instruction, not the technology, that is associated with satisfaction. The findings of this study provide essential information to faculty responsible for the design and delivery of effective instruction and to students pursuing flexible and convenient options for advanced education.

Video. A Guide to the Use of Portable Video Equipment.

ERIC Educational Resources Information Center

Rowatt, Robert W.

This guide describes the portable equipment necessary for preparing a video production, and recommends ways of using that equipment to create a video program. Step by step instructions are provided for setting up the equipment for battery operation or with a mains electricity supply. Information is also given on procedures for recording, playing…

Using Video Modeling and Video Prompting to Teach Core Academic Content to Students with Learning Disabilities

ERIC Educational Resources Information Center

Kellems, Ryan O.; Edwards, Sean

2016-01-01

Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with…

Using Behavioral Skills Training and Video Rehearsal to Teach Blackjack Skills

ERIC Educational Resources Information Center

Speelman, Ryan C.; Whiting, Seth W.; Dixon, Mark R.

2015-01-01

A behavioral skills training procedure that consisted of video instructions, video rehearsal, and video testing was used to teach 4 recreational gamblers a specific skill in playing blackjack (sometimes called "card counting"). A multiple baseline design was used to evaluate intervention effects on card-counting accuracy and chips won or…

Infants Learn Baby Signs From Video

PubMed Central

Dayanim, Shoshana; Namy, Laura L.

2014-01-01

There is little evidence that infants learn from infant-oriented educational videos and television programming. This four week longitudinal experiment investigated 15-month-olds’ (N=92) ability to learn ASL signs (e.g., patting head for hat) from at-home viewing of instructional video, either with or without parent support, compared to traditional parent instruction and a no-exposure control condition. Forced choice, elicited production, and parent report measures indicate learning across all three exposure conditions, with a trend towards more robust learning in the parent support conditions, regardless of medium. There were no differences between experimental and control conditions in the acquisition of corresponding verbal labels. This constitutes the first experimental evidence of infants’ ability to learn expressive communication from commercially available educational videos. PMID:25622926

Incorporating electronic-based and computer-based strategies: graduate nursing courses in administration.

PubMed

Graveley, E; Fullerton, J T

1998-04-01

The use of electronic technology allows faculty to improve their course offerings. Four graduate courses in nursing administration were contemporized to incorporate fundamental computer-based skills that would be expected of graduates in the work setting. Principles of adult learning offered a philosophical foundation that guided course development and revision. Course delivery strategies included computer-assisted instructional modules, e-mail interactive discussion groups, and use of the electronic classroom. Classroom seminar discussions and two-way interactive video conferencing focused on group resolution of problems derived from employment settings and assigned readings. Using these electronic technologies, a variety of courses can be revised to accommodate the learners' needs.

Integrated Reading-Writing Instruction for Elementary School Emergent Bilingual Students

ERIC Educational Resources Information Center

Malova, Irina

2017-01-01

This comparative case study investigated integrated reading-writing instruction (IRWI) as an approach for writing instruction implemented after the adoption of Common Core State Standards (NGA & CCSSO, 2010a). Specifically, I explored the nature of IRWI through video-recorded observations of writing instruction, teachers' perspectives towards…

Making good physics videos

NASA Astrophysics Data System (ADS)

Lincoln, James

2017-05-01

Online videos are an increasingly important way technology is contributing to the improvement of physics teaching. Students and teachers have begun to rely on online videos to provide them with content knowledge and instructional strategies. Online audiences are expecting greater production value, and departments are sometimes requesting educators to post video pre-labs or to flip our classrooms. In this article, I share my advice on creating engaging physics videos.

The use of scientific direct instruction model with video learning of ethnoscience to improve students’ critical thinking skills

NASA Astrophysics Data System (ADS)

Sudarmin, S.; Mursiti, S.; Asih, A. G.

2018-04-01

In this disruption era, students are encouraged to develop critical thinking skills and important cultural conservation characters. Student's thinking skill in chemistry learning has not been developed because learning chemistry in schools still uses teacher-centered, lecture method, is less interesting and does not utilize local culture as a learning resource. The purpose of this research is to know the influence of the application of direct Instruction (DI) model with video learning of ethnoscience on the improvement of students’ critical thinking skills. This study was experimental research. The population was the students from class XI MIPA MA Negeri Gombong with the sample chosen by purposive random sampling. The material of local wisdom as the study of ethnosciences which was the focus of the research was the production of genting, dawet, lanting, and sempor reservoirs which is integrated with colloidal chemical contents. The learning video of ethnoscience before being applied was validated by experts. Students’ critical thinking skills were revealed through the concept of conceptualizing test instruments. The data analysis technique used was the test of proportion and Kolmogorov-Smirnov test. The results of this study suggested that the experimental class that was treated by scientific direct instruction model with the learning video of ethnoscience shows cognitive learning and critical thinking which were better than the control class. Besides, the students indicated their interest in the application of scientific direct instruction model with ethnoscience learning video.

Effectiveness of Instruction and Video Feedback on Staff's Use of Prompts and Children's Adaptive Responses during One-to-One Training in Children with Severe to Profound Intellectual Disability

ERIC Educational Resources Information Center

van Vonderen, Annemarie; de Swart, Charlotte; Didden, Robert

2010-01-01

Although relatively many studies have addressed staff training and its effect on trainer behavior, the effects of staff training on trainee's adaptive behaviors have seldomly been examined. We therefore assessed effectiveness of staff training, consisting of instruction and video feedback, on (a) staff's response prompting, and (b) staff's trainer…

An evaluation of video modeling with embedded instructions to teach implementation of stimulus preference assessments.

PubMed

Rosales, Rocío; Gongola, Leah; Homlitas, Christa

2015-01-01

A multiple baseline design across participants was used to evaluate the effects of video modeling with embedded instructions on training teachers to implement 3 preference assessments. Each assessment was conducted with a confederate learner or a child with autism during generalization probes. All teachers met the predetermined mastery criterion, and 2 of the 3 demonstrated skill maintenance at 1-month follow-up.

'Just wait then and see what he does': a speech act analysis of healthcare professionals' interaction coaching with parents of children with autism spectrum disorders.

PubMed

McKnight, Lindsay M; O'Malley-Keighran, Mary-Pat; Carroll, Clare

2016-11-01

There is evidence indicating that parent training programmes including interaction coaching of parents of children with autism spectrum disorders (ASD) can increase parental responsiveness, promote language development and social interaction skills in children with ASD. However, there is a lack of research exploring precisely how healthcare professionals use language in interaction coaching. To identify the speech acts of healthcare professionals during individual video-recorded interaction coaching sessions of a Hanen-influenced parent training programme with parents of children with ASD. This retrospective study used speech act analysis. Healthcare professional participants included two speech-language therapists and one occupational therapist. Sixteen videos were transcribed and a speech act analysis was conducted to identify the form and functions of the language used by the healthcare professionals. Descriptive statistics provided frequencies and percentages for the different speech acts used across the 16 videos. Six types of speech acts used by the healthcare professionals during coaching sessions were identified. These speech acts were, in order of frequency: Instructing, Modelling, Suggesting, Commanding, Commending and Affirming. The healthcare professionals were found to tailor their interaction coaching to the learning needs of the parents. A pattern was observed in which more direct speech acts were used in instances where indirect speech acts did not achieve the intended response. The study provides an insight into the nature of interaction coaching provided by healthcare professionals during a parent training programme. It identifies the types of language used during interaction coaching. It also highlights additional important aspects of interaction coaching such as the ability of healthcare professionals to adjust the directness of the coaching in order to achieve the intended parental response to the child's interaction. The findings may be used to increase the awareness of healthcare professionals about the types of speech acts used during interaction coaching as well as the manner in which coaching sessions are conducted. © 2016 Royal College of Speech and Language Therapists.

Learning basic life support (BLS) with tablet PCs in reciprocal learning at school: are videos superior to pictures? A randomized controlled trial.

PubMed

Iserbyt, Peter; Charlier, Nathalie; Mols, Liesbet

2014-06-01

It is often assumed that animations (i.e., videos) will lead to higher learning compared to static media (i.e., pictures) because they provide a more realistic demonstration of the learning task. To investigate whether learning basic life support (BLS) and cardiopulmonary resuscitation (CPR) from video produce higher learning outcomes compared to pictures in reciprocal learning. A randomized controlled trial. A total of 128 students (mean age: 17 years) constituting eight intact classes from a secondary school learned BLS in reciprocal roles of doer and helper with tablet PCs. Student pairs in each class were randomized over a Picture and a Video group. In the Picture group, students learned BLS by means of pictures combined with written instructions. In the Video group, BLS was learned through videos with on-screen instructions. Informational equivalence was assured since instructions in both groups comprised exactly the same words. BLS assessment occurred unannounced, three weeks following intervention. Analysis of variance demonstrated no significant differences in chest compression depths between the Picture group (M=42 mm, 95% CI=40-45) and the Video group (M=39 mm, 95% CI=36-42). In the Picture group significantly higher percentages of chest compressions with correct hand placement were achieved (M=67%, CI=58-77) compared to the Video group (M=53%, CI=43-63), P=.03, η(p)(2)=.03. No other significant differences were found. Results do not support the assumption that videos are superior to pictures for learning BLS and CPR in reciprocal learning. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Comparing the effectiveness of video self-instruction versus traditional classroom instruction targeted at cardiopulmonary resuscitation skills for laypersons: a prospective randomised controlled trial.

PubMed

Chung, C H; Siu, Axel Y C; Po, Lucia L K; Lam, C Y; Wong, Peter C Y

2010-06-01

To determine whether in the local lay Hong Kong population, video self-instruction about cardiopulmonary resuscitation has comparable results to traditional classroom instructions. Prospective randomised single-blind controlled trial. A first-aid training organisation in Hong Kong. Cantonese applicants for cardiopulmonary resuscitation courses aged between 18 and 70 years were recruited into the study. They were randomised into two groups. Those selected for self-learning were given a kit (consisting of a mini-manikin, a video compact disc, and an instruction manual) and sent home. The other group underwent usual classroom training. Both groups were examined together; the examiners remained blinded to the background training of the subjects. Those who passed were asked to come back for re-examination after 1 year. The examination passing rates initially and after 1 year. During a 1-year period between 1 April 2007 to 31 March 2008, 256 subjects were recruited into this study, 124 for self-learning and 132 for classroom training. The age range was 18 to 62 (mean, 39; standard deviation, 10) years. There was no significant difference in passing rate between the two groups at the initial examination or at the re-examination after 1 year. Notably, 28 (23%) of the participants of the self-learning group taught cardiopulmonary resuscitation to relatives and friends. Video self-learning resulted in cardiopulmonary resuscitation performance as good as traditional classroom training.

What Leadership Looks Like: Videos Help Aspiring Leaders Get the Picture

ERIC Educational Resources Information Center

Clark, Lynn V.

2012-01-01

Finding out what instructional leadership looks like is at the center of a new trend in leadership development: videos of practice. These range from minimally edited videos of a leader's own practice to highly edited clips that focus on successful leadership actions in authentic school settings. While videos of practice are widely used in teacher…

Using Video Modeling to Teach Young Children with Autism Developmentally Appropriate Play and Connected Speech

ERIC Educational Resources Information Center

Scheflen, Sarah Clifford; Freeman, Stephanny F. N.; Paparella, Tanya

2012-01-01

Four children with autism were taught play skills through the use of video modeling. Video instruction was used to model play and appropriate language through a developmental sequence of play levels integrated with language techniques. Results showed that children with autism could successfully use video modeling to learn how to play appropriately…

Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy

ERIC Educational Resources Information Center

van Es, Elizabeth A.; Cashen, Mary; Barnhart, Tara; Auger, Anamarie

2017-01-01

Video is used extensively in teacher preparation, raising questions about what and how preservice teachers learn through video observation and analysis. We investigate the development of candidates' noticing of ambitious mathematics pedagogy in the context of a video-based course designed to cultivate ways of seeing and interpreting classroom…

Using Video Modeling via Handheld Computers to Improve Geometry Skills for High School Students with Learning Disabilities

ERIC Educational Resources Information Center

Cihak, David F.; Bowlin, Tammy

2009-01-01

The researchers examined the use of video modeling by means of a handheld computer as an alternative instructional delivery system for learning basic geometry skills. Three high school students with learning disabilities participated in this study. Through video modeling, teacher-developed video clips showing step-by-step problem solving processes…

Comparison of Screen Sizes When Using Video Prompting to Teach Adolescents with Autism

ERIC Educational Resources Information Center

Bennett, Kyle D.; Gutierrez, Anibal, Jr.; Loughrey, Tara O.

2016-01-01

Recently, researchers have compared the effectiveness of video-based instruction (VBI), particularly video modeling, when using smaller versus larger screen sizes with positive, but mixed results. Using an adapted alternating treatments design, we compared two different screen sizes (i.e., iPhone 5 versus iPad 2) using video prompting as the VBI…

This Rock 'n' Roll Video Teaches Math

ERIC Educational Resources Information Center

Niess, Margaret L.; Walker, Janet M.

2009-01-01

Mathematics is a discipline that has significantly advanced through the use of digital technologies with improved computational, graphical, and symbolic capabilities. Digital videos can be used to present challenging mathematical questions for students. Video clips offer instructional possibilities for moving students from a passive mode of…

Making Good Physics Videos

ERIC Educational Resources Information Center

Lincoln, James

2017-01-01

Online videos are an increasingly important way technology is contributing to the improvement of physics teaching. Students and teachers have begun to rely on online videos to provide them with content knowledge and instructional strategies. Online audiences are expecting greater production value, and departments are sometimes requesting educators…

Evaluating the Effects of Flexible Learning about Aseptic Compounding on First-year Students in a Pharmacy Skills Laboratory

PubMed Central

Palmer, Russ; Elder, Deborah; Fulford, Michael; Morris, Steve; Sappington, Kellie

2015-01-01

Objective. To evaluate how flexible learning via online video review affects the ability and confidence of first-year (P1) pharmacy students to accurately compound aseptic preparations. Design. Customary instructions and assignments for aseptic compounding were provided to students, who were given unlimited access to 5 short review videos in addition to customary instruction. Student self-confidence was assessed online, and faculty members evaluated students’ aseptic technique at the conclusion of the semester. Assessment. No significant difference on final assessment scores was observed between those who viewed videos and those who did not. Student self-confidence scores increased significantly from baseline, but were not significantly higher for those who viewed videos than for those who did not. Conclusion. First-year students performed well on final aseptic compounding assessments, and those who viewed videos had a slight advantage. Student self-confidence improved over the semester regardless of whether or not students accessed review videos. PMID:26430278

Physics Instruction for Radiologic Technologists

ERIC Educational Resources Information Center

Chaney, Edward L.; And Others

1974-01-01

Discusses the Denver collaborative training program in radiologic technology with emphasis upon identification of core topics, preparation of quality instructional materials, and use of innovative teaching techniques, such as computer-assisted instruction and video tape presentations. Included is a 10-week course outline. (CC)

Multi-media authoring - Instruction and training of air traffic controllers based on ASRS incident reports

NASA Technical Reports Server (NTRS)

Armstrong, Herbert B.; Roske-Hofstrand, Renate J.

1989-01-01

This paper discusses the use of computer-assisted instructions and flight simulations to enhance procedural and perceptual motor task training. Attention is called to the fact that incorporating the accident and incident data contained in reports filed with the Aviation Safety Reporting System (ASRS) would be a valuable training tool which the learner could apply for other situations. The need to segment the events is emphasized; this would make it possible to modify events in order to suit the needs of the training environment. Methods were developed for designing meaningful scenario development on runway incursions on the basis of analysis of ASRS reports. It is noted that, while the development of interactive training tools using the ASRS and other data bases holds much promise, the design and production of interactive video programs and laser disks are very expensive. It is suggested that this problem may be overcome by sharing the costs of production to develop a library of materials available to a broad range of users.

Comparison of Computer Based Instruction to Behavior Skills Training for Teaching Staff Implementation of Discrete-Trial Instruction with an Adult with Autism

ERIC Educational Resources Information Center

Nosik, Melissa R.; Williams, W. Larry; Garrido, Natalia; Lee, Sarah

2013-01-01

In the current study, behavior skills training (BST) is compared to a computer based training package for teaching discrete trial instruction to staff, teaching an adult with autism. The computer based training package consisted of instructions, video modeling and feedback. BST consisted of instructions, modeling, rehearsal and feedback. Following…

Improving pedagogic competence using an e-learning approach for pre-service mathematics teachers

NASA Astrophysics Data System (ADS)

Retnowati, E.; Murdiyani, N. M.; Marsigit; Sugiman; Mahmudi, A.

2018-03-01

This article reported a classroom action research that was aimed to improve student’s pedagogic competence during a course namely Methods of Mathematics Instruction. An asynchronous e-learning approach was provided as supplementary material to the main lecture. This e-learning consisted of selected references and educational website addresses and also facilitated online discussions about various methods of mathematics instructions. The subject was twenty-six pre-service teachers in the Department of Mathematics Education, Yogyakarta State University, Indonesia, conducted by the researchers. The research completed three cycles, where each cycle consisted of plan-action-reflection. Through observation, documentation, and interview, it was concluded that asynchronous e-learning might be used to improve pedagogic competence when direct instruction is also applied in the classroom. Direct instruction in this study provided review, explanation, scheme, and examples which could be used by students to select relevant resources in the e-learning portal. Moreover, the pedagogic competence improved after students accomplished assignments to identify aspects of pedagogic instruction either from analyzing videos in e-learning course or simulating in the classroom with direct commentaries. Supporting factors were enthusiasm, discipline, and interactions among students and lecturer that were built throughout the lectures.

Student Hotline Procedural Manual. Instructional Technology and Design. Rio Salado Community College. Revised.

ERIC Educational Resources Information Center

Rio Salado Community Coll., AZ.

Rio Salado Community College offers a variety of alternative delivery courses utilizing different forms of instructional technology (e.g., broadcast and cable television, radio, audio and video cassettes, and computer-managed instruction) for both credit and non-credit instruction. This manual provides information for student operators of a…

A web-based instruction module for interpretation of craniofacial cone beam CT anatomy.

PubMed

Hassan, B A; Jacobs, R; Scarfe, W C; Al-Rawi, W T

2007-09-01

To develop a web-based module for learner instruction in the interpretation and recognition of osseous anatomy on craniofacial cone-beam CT (CBCT) images. Volumetric datasets from three CBCT systems were acquired (i-CAT, NewTom 3G and AccuiTomo FPD) for various subjects using equipment-specific scanning protocols. The datasets were processed using multiple software to provide two-dimensional (2D) multiplanar reformatted (MPR) images (e.g. sagittal, coronal and axial) and three-dimensional (3D) visual representations (e.g. maximum intensity projection, minimum intensity projection, ray sum, surface and volume rendering). Distinct didactic modules which illustrate the principles of CBCT systems, guided navigation of the volumetric dataset, and anatomic correlation of 3D models and 2D MPR graphics were developed using a hybrid combination of web authoring and image analysis techniques. Interactive web multimedia instruction was facilitated by the use of dynamic highlighting and labelling, and rendered video illustrations, supplemented with didactic textual material. HTML coding and Java scripting were heavily implemented for the blending of the educational modules. An interactive, multimedia educational tool for visualizing the morphology and interrelationships of osseous craniofacial anatomy, as depicted on CBCT MPR and 3D images, was designed and implemented. The present design of a web-based instruction module may assist radiologists and clinicians in learning how to recognize and interpret the craniofacial anatomy of CBCT based images more efficiently.

Early Childhood Training Workbook [and Videos].

ERIC Educational Resources Information Center

Magna Systems, Inc., Barrington, IL.

This early childhood training workbook and three accompanying video series provide instruction for early childhood caregivers and teachers in the areas of guidance and discipline, math, and diversity. The video series "Guidance and Discipline" demonstrates the ways in which teachers help children become self disciplined. The three videos…

Librarians Flip for Students: Teaching Searching Skills to Medical Students Using a Flipped Classroom Approach.

PubMed

Minuti, Aurelia; Sorensen, Karen; Schwartz, Rachel; King, Winifred S; Glassman, Nancy R; Habousha, Racheline G

2018-01-01

This article describes the development of a flipped classroom instructional module designed by librarians to teach first- and second-year medical students how to search the literature and find evidence-based articles. The pre-class module consists of an online component that includes reading, videos, and exercises relating to a clinical case. The in-class sessions, designed to reinforce important concepts, include various interactive activities. The specifics of designing both components are included for other health sciences librarians interested in presenting similar instruction. Challenges encountered, particularly in the live sessions, are detailed, as are the results of evaluations submitted by the students, who largely enjoyed the online component. Future plans are contingent on solving technical problems encountered during the in-class sessions.

Factors influencing the development and use of interactive video in nursing education. A Delphi study.

PubMed

Rizzolo, M A

1990-01-01

The purpose of this study was to identify factors impeding development and use of interactive video (IAV) in nursing education in order to specify actions that would facilitate its development and use. Nurse educators with experience in development of IAV programs were defined as the experts, and a three-round Delphi study was conducted. Study findings revealed that participants were aware of obstacles to development and were able to suggest some ways to overcome them. Subjects clearly identified content they want in IAV programs, and were especially united on applications for simulations. They agreed on benefits of IAV for students, but were less certain about how it might affect faculty roles, and were undecided about measurable advantages of IAV. Conservative predictions were made about how evolving IAV technology might change the process of nurse education in the future. To promote IAV development and use the author recommends cooperative efforts between nurse educators and developers in the business sector and an educational thrust targeted for specific groups. Moving beyond existing nursing roles and institutional models, the author makes two major suggestions: establishment of a new nursing specialist, the nurse/instructional designer, and the creation of an information center staffed by these new specialists who will design and develop programs, provide education and consultation, maintain a clearinghouse for IAV programs, research, and technology, and take a leadership role in the integration of this powerful instructional delivery system into the entire health field.

Strategies for Teaching Children with Autism to Imitate Response Chains Using Video Modeling

ERIC Educational Resources Information Center

Tereshko, Lisa; MacDonald, Rebecca; Ahearn, William H.

2010-01-01

Video modeling has been found to be an effective procedure for teaching a variety of skills to persons with autism, however, some individuals do not learn through video instruction. The purpose of the current investigation was to teach children with autism, who initially did not imitate a video model, to construct three toy structures through the…

Use of Student Created Video Podcasts to Promote Foreign Language Grammar Acquisition in Middle School

ERIC Educational Resources Information Center

Parra, Sergio

2016-01-01

The use of video podcasts in education has emerged as a phenomenon that has gained a considerable amount of attention over the last few years. Although video podcasting is becoming a well-established technology in higher education, new multimedia instructional strategies such as student-created video podcasts in grades K-12 are under-researched.…

Take Off! Aeronautics and Aviation Science: Careers and Opportunities

NASA Technical Reports Server (NTRS)

1998-01-01

Funded by National Aeronautic and Space Administration's High Performance Computing and Communications/ Learning Technologies Project (HPCC/LTP) Cooperative Agreement, Aeronautics and aviation Science: Careers and Opportunities was operative from July 1995 through July 1998. This project operated as a collaboration with Massachusetts Corporation for Educational Telecommunications, the Federal Aviation Administration, Bridgewater State College and four targeted "core sites" in the greater Boston area: Dorchester, Malden, East Boston and Randolph. In its first and second years, a video series with a participatory website on aeronautics and aviation science was developed and broadcast via "live, interactive" satellite feed. Accompanying teacher and student supplementary instructional materials for grades 6-12 were produced and disseminated by the Massachusetts Corporation for Educational Telecommunications (MCET). In year three, the project team redesigned the website, edited 14 videos to a five part thematic unit, and developed a teacher's guide to the video and web materials supplement for MAC and PC platforms, aligned with national standards. In the MCET grant application it states that project Take Off! in its initial phase would recruit and train teachers at "core" sites in the greater Boston area, as well as opening participation to other on-line users of MCET's satellite feeds. "Core site" classrooms would become equipped so that teachers and students might become engaged in an interactive format which aimed at not only involving the students during the "live" broadcast of the instructional video series, but which would encourage participation in electronic information gathering and sharing among participants. As a Take Off! project goal, four schools with a higher than average proportion of minority and underrepresented youth were invited to become involved with the project to give these students the opportunity to consider career exploration and development in the field of science aviation and aeronautics. The four sites chosen to participate in this project were East Boston High School, Dorchester High School, Randolph Junior-Senior High School and Malden High School. In year 3 Dorchester was unable to continue to fully participate and exited out. Danvers was added to the "core site" list in year 3.

Using tablet technology and instructional videos to enhance preclinical dental laboratory learning.

PubMed

Gadbury-Amyot, Cynthia C; Purk, John H; Williams, Brian Joseph; Van Ness, Christopher J

2014-02-01

The purpose of this pilot study was to examine if tablet technology with accompanying instructional videos enhanced the teaching and learning outcomes in a preclinical dental laboratory setting. Two procedures deemed most challenging in Operative Dentistry II were chosen for the development of instructional videos. A random sample of thirty students was chosen to participate in the pilot. Comparison of faculty evaluations of the procedures between the experimental (tablet) and control (no tablet) groups resulted in no significant differences; however, there was a trend toward fewer failures in the experimental group. Examination of the ability to accurately self-assess was compared by exploring correlations between faculty and student evaluations. While correlations were stronger in the experimental group, the control group had significant correlations for all three procedures, while the experimental group had significant correlations on only two of the procedures. Students strongly perceived that the tablets and videos helped them perform better and more accurately self-assess their work products. Students did not support requiring that they purchase/obtain a specific brand of technology. As a result of this pilot study, further development of ideal and non-ideal videos are in progress, and the school will be implementing a "Bring Your Own Device" policy with incoming students.

Instructional analysis of lecture video recordings and its application for quality improvement of medical lectures.

PubMed

Baek, Sunyong; Im, Sun Ju; Lee, Sun Hee; Kam, Beesung; Yune, So Joung; Lee, Sang Soo; Lee, Jung A; Lee, Yuna; Lee, Sang Yeoup

2011-12-01

The lecture is a technique for delivering knowledge and information cost-effectively to large medical classes in medical education. The aim of this study was to analyze teaching quality, based on triangle analysis of video recordings of medical lectures, to strengthen teaching competency in medical school. The subjects of this study were 13 medical professors who taught 1st- and 2nd-year medical students and agreed to a triangle analysis of video recordings of their lectures. We first performed triangle analysis, which consisted of a professional analysis of video recordings, self-assessment by teaching professors, and feedback from students, and the data were crosschecked by five school consultants for reliability and consistency. Most of the distress that teachers experienced during the lecture occurred in uniform teaching environments, such as larger lecture classes. Larger lectures that primarily used PowerPoint as a medium to deliver information effected poor interaction with students. Other distressing factors in the lecture were personal characteristics and lack of strategic faculty development. Triangle analysis of video recordings of medical lectures gives teachers an opportunity and motive to improve teaching quality. Faculty development and various improvement strategies, based on this analysis, are expected to help teachers succeed as effective, efficient, and attractive lecturers while improving the quality of larger lecture classes.

Seeing the Instructor in Two Video Styles: Preferences and Patterns

ERIC Educational Resources Information Center

Bhat, Suma; Chinprutthiwong, Phakpoom; Perry, Michelle

2015-01-01

Instructional content designers of online learning platforms are concerned about optimal video design guidelines that ensure course effectiveness, while keeping video production time and costs at reasonable levels. In order to address the concern, we use clickstream data from one Coursera course to analyze the engagement, motivational and…

Learning from Video Modeling Examples: Does Gender Matter?

ERIC Educational Resources Information Center

Hoogerheide, Vincent; Loyens, Sofie M. M.; van Gog, Tamara

2016-01-01

Online learning from video modeling examples, in which a human model demonstrates and explains how to perform a learning task, is an effective instructional method that is increasingly used nowadays. However, model characteristics such as gender tend to differ across videos, and the model-observer similarity hypothesis suggests that such…

National Plant Diagnostic Network, Taxonomic training videos: Introduction to AphID

USDA-ARS?s Scientific Manuscript database

Training is a critical part of aphid (Hemiptera: Aphididae) identification. This video provides visual instruction on the use of the expert system, AphID, for aphid examination and identification. The video demonstrates the use of different training modules that allow the user to gain familiarity wi...

Would You Watch It? Creating Effective and Engaging Video Tutorials

ERIC Educational Resources Information Center

Martin, Nichole A.; Martin, Ross

2015-01-01

Video tutorials are a common form of library instruction used with distance learners. This paper combines professional experience and literature reviews from multiple disciplines to provide a contextual overview of recommendations and findings for effective and engaging videos. The tools for tutorials appear in five main categories: screencasts,…

Fuels Performance | Transportation Research | NREL

Science.gov Websites

. Video Promotes Safe CNG Tank Decommissioning Practices A video on CNG fuel tank defueling instruct transit agencies and others about safe CNG tank end-of-life practices. The video was previewed at Biodiesel Performance in Modern Engines NREL is working cooperatively with the National Biodiesel Board on

Do-It-Yourself Whiteboard-Style Physics Video Lectures

ERIC Educational Resources Information Center

Douglas, Scott Samuel; Aiken, John Mark; Greco, Edwin; Schatz, Michael; Lin, Shih-Yin

2017-01-01

Video lectures are increasingly being used in physics instruction. For example, video lectures can be used to "flip" the classroom, i.e., to deliver, via the Internet, content that is traditionally transmitted by in-class lectures (e.g., presenting concepts, working examples, etc.), thereby freeing up classroom time for more interactive…

Does Video-Autotutorial Instruction Improve College Student Achievement?

ERIC Educational Resources Information Center

Fisher, K. M.; And Others

1977-01-01

Compares student achievement in an upper-division college introductory course taught by the video-autotutorial method with that in two comparable courses taught by the lecture-discussion method. Pre-post tests of 623 students reveal that video-autotutorial students outperform lecture/discussion participants at all ability levels and that in…

Video Games: A Human Factors Guide to Visual Display Design and Instructional System Design

DTIC Science & Technology

1984-04-01

Electronic video games have many of the same technological and psychological characteristics that are found in military computer-based systems. For...both of which employ video games as experimental stimuli, are presented here. The first research program seeks to identify and exploit the...characteristics of video games in the design of game-based training devices. The second program is designed to explore the effects of electronic video display

Innovative Methods for Providing Instruction to Distance Students Using Technology.

ERIC Educational Resources Information Center

Pival, Paul R.; Tunon, Johanna

2001-01-01

Examines three innovative methods tried at Nova Southeastern University for providing quality bibliographic instruction to distance students: one synchronous, one asynchronous, and one that combined features from both synchronous and asynchronous methods of delivering instruction. Topics include compressed video, collaborative groupware, streaming…

CLEAR Instructional Reports Series, Numbers 1-7.

ERIC Educational Resources Information Center

Center for Applied Linguistics, Washington, DC. Center for Language Education and Research.

The complete Instructional Reports Series of the Center for Language Education and Research (CLEAR) is presented. Included are (1) "Using Video in the Foreign Language Classroom" (Ingrid Berdahl); (2) "Strategies for Integrating Language and Content Instruction: Art, Music, and Physical Education" (Carolyn Andrade, Carol Ann…

Early childhood numeracy in a multiage setting

NASA Astrophysics Data System (ADS)

Wood, Karen; Frid, Sandra

2005-10-01

This research is a case study examining numeracy teaching and learning practices in an early childhood multiage setting with Pre-Primary to Year 2 children. Data were collected via running records, researcher reflection notes, and video and audio recordings. Video and audio transcripts were analysed using a mathematical discourse and social interactions coding system designed by MacMillan (1998), while the running records and reflection notes contributed to descriptions of the children's interactions with each other and with the teachers. Teachers used an `assisted performance' approach to instruction that supported problem solving and inquiry processes in mathematics activities, and this, combined with a child-centred pedagogy and specific values about community learning, created a learning environment designed to stimulate and foster learning. The mathematics discourse analysis showed a use of explanatory language in mathematics discourse, and this language supported scaffolding among children for new mathematics concepts. These and other interactions related to peer sharing, tutoring and regulation also emerged as key aspects of students' learning practices. However, the findings indicated that multiage grouping alone did not support learning. Rather, effective learning was dependent upon the teacher's capacities to develop productive discussion among children, as well as implement developmentally appropriate curricula that addressed the needs of the different children.

Using an Animated Cartoon Hero in Video Instruction to Improve Bathroom-Related Skills of a Student with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Ohtake, Yoshihisa; Takahashi, Ayaka; Watanabe, Kentaro

2015-01-01

The present study investigated the effectiveness of video hero modeling (VHM) for building four bathroom-related behaviors of an elementary-aged student with autism spectrum disorder. In the VHM intervention, the participant watched a video immediately before going to the bathroom he typically used. In the video, an animated face of a cartoon hero…

Bridging the Field Trip Gap: Integrating Web-Based Video as a Teaching and Learning Partner in Interior Design Education

ERIC Educational Resources Information Center

Roehl, Amy

2013-01-01

This study utilizes web-based video as a strategy to transfer knowledge about the interior design industry in a format that interests the current generation of students. The model of instruction developed is based upon online video as an engaging, economical, and time-saving alternative to a field trip, guest speaker, or video teleconference.…

Me, My Self, and Eye: The Teacher as Producer.

ERIC Educational Resources Information Center

Journal of Special Education Technology, 1982

1982-01-01

A video production model designed to help teachers produce individualized instructional video/programs for severely handicapped students is described. The project's development, equipment design, and field verification approaches are reviewed. (CL)

Using web-based video to enhance physical examination skills in medical students.

PubMed

Orientale, Eugene; Kosowicz, Lynn; Alerte, Anton; Pfeiffer, Carol; Harrington, Karen; Palley, Jane; Brown, Stacey; Sapieha-Yanchak, Teresa

2008-01-01

Physical examination (PE) skills among U.S. medical students have been shown to be deficient. This study examines the effect of a Web-based physical examination curriculum on first-year medical student PE skills. Web-based video clips, consisting of instruction in 77 elements of the physical examination, were created using Microsoft Windows Moviemaker software. Medical students' PE skills were evaluated by standardized patients before and after implementation of the Internet-based video. Following implementation of this curriculum, there was a higher level of competency (from 87% in 2002-2003 to 91% in 2004-2005), and poor performances on standardized patient PE exams substantially diminished (from a 14%-22%failure rate in 2002-2003, to 4% in 2004-2005. A significant improvement in first-year medical student performance on the adult PE occurred after implementing Web-based instructional video.

Development of a novel empathy-related video-feedback intervention to improve empathic accuracy of nursing students: A pilot study.

PubMed

Lobchuk, Michelle; Halas, Gayle; West, Christina; Harder, Nicole; Tursunova, Zulfiya; Ramraj, Chantal

2016-11-01

Stressed family carers engage in health-risk behaviours that can lead to chronic illness. Innovative strategies are required to bolster empathic dialogue skills that impact nursing student confidence and sensitivity in meeting carers' wellness needs. To report on the development and evaluation of a promising empathy-related video-feedback intervention and its impact on student empathic accuracy on carer health risk behaviours. A pilot quasi-experimental design study with eight pairs of 3rd year undergraduate nursing students and carers. Students participated in perspective-taking instructional and practice sessions, and a 10-minute video-recorded dialogue with carers followed by a video-tagging task. Quantitative and qualitative approaches helped us to evaluate the recruitment protocol, capture participant responses to the intervention and study tools, and develop a tool to assess student empathic accuracy. The instructional and practice sessions increased student self-awareness of biases and interest in learning empathy by video-tagging feedback. Carers felt that students were 'non-judgmental', inquisitive, and helped them to 'gain new insights' that fostered ownership to change their health-risk behaviour. There was substantial Fleiss Kappa agreement among four raters across five dyads and 67 tagged instances. In general, students and carers evaluated the intervention favourably. The results suggest areas of improvement to the recruitment protocol, perspective-taking instructions, video-tagging task, and empathic accuracy tool. Copyright © 2016 Elsevier Ltd. All rights reserved.

Development of a video-delivered relaxation treatment of late-life anxiety for veterans.

PubMed

Gould, Christine E; Zapata, Aimee Marie L; Bruce, Janine; Bereknyei Merrell, Sylvia; Wetherell, Julie Loebach; O'Hara, Ruth; Kuhn, Eric; Goldstein, Mary K; Beaudreau, Sherry A

2017-10-01

Behavioral treatments reduce anxiety, yet many older adults may not have access to these efficacious treatments. To address this need, we developed and evaluated the feasibility and acceptability of a video-delivered anxiety treatment for older Veterans. This treatment program, BREATHE (Breathing, Relaxation, and Education for Anxiety Treatment in the Home Environment), combines psychoeducation, diaphragmatic breathing, and progressive muscle relaxation training with engagement in activities. A mixed methods concurrent study design was used to examine the clarity of the treatment videos. We conducted semi-structured interviews with 20 Veterans (M age = 69.5, SD = 7.3 years; 55% White, Non-Hispanic) and collected ratings of video clarity. Quantitative ratings revealed that 100% of participants generally or definitely could follow breathing and relaxation video instructions. Qualitative findings, however, demonstrated more variability in the extent to which each video segment was clear. Participants identified both immediate benefits and motivation challenges associated with a video-delivered treatment. Participants suggested that some patients may need encouragement, whereas others need face-to-face therapy. Quantitative ratings of video clarity and qualitative findings highlight the feasibility of a video-delivered treatment for older Veterans with anxiety. Our findings demonstrate the importance of ensuring patients can follow instructions provided in self-directed treatments and the role that an iterative testing process has in addressing these issues. Next steps include testing the treatment videos with older Veterans with anxiety disorders.

Evaluation of interactive computerized training to teach parents to implement photographic activity schedules with children with autism spectrum disorder.

PubMed

Gerencser, Kristina R; Higbee, Thomas S; Akers, Jessica S; Contreras, Bethany P

2017-07-01

Training parents of children with autism spectrum disorder can be a challenge due to limited resources, time, and money. Interactive computerized training (ICT)-a self-paced program that incorporates instructions, videos, and interactive questions-is one method professionals can use to disseminate trainings to broader populations. This study extends previous research on ICT by assessing the effect of ICT to teach three parents how to implement a photographic activity schedule using a systematic prompting procedure with their child. Following ICT, all parents increased their fidelity to implementation of an activity schedule during role-play sessions with an adult. Fidelity remained high during implementation with their child and maintained during a 2-week follow-up. © 2017 Society for the Experimental Analysis of Behavior.

Using Self-Reflection To Increase Science Process Skills in the General Chemistry Laboratory

NASA Astrophysics Data System (ADS)

Veal, William R.; Taylor, Dawne; Rogers, Amy L.

2009-03-01

Self-reflection is a tool of instruction that has been used in the science classroom. Research has shown great promise in using video as a learning tool in the classroom. However, the integration of self-reflective practice using video in the general chemistry laboratory to help students develop process skills has not been done. Immediate video feedback and direct instruction were employed in a general chemistry laboratory course to improve students' mastery and understanding of basic and advanced process skills. Qualitative results and statistical analysis of quantitative data proved that self-reflection significantly helped students develop basic and advanced process skills, yet did not seem to influence the general understanding of the science content.

Attention to and Memory for Audio and Video Information in Television Scenes.

ERIC Educational Resources Information Center

Basil, Michael D.

A study investigated whether selective attention to a particular television modality resulted in different levels of attention to and memory for each modality. Two independent variables manipulated selective attention. These were the semantic channel (audio or video) and viewers' instructed focus (audio or video). These variables were fully…

From Watching Newsreels to Making Videos

ERIC Educational Resources Information Center

Hammond, Thomas C.; Lee, John

2009-01-01

From filmstrips to documentaries to Hollywood movies, social studies teachers have a long tradition of using video in the classroom. In fact, some of the earliest films made were purposefully adapted for social studies instruction as photoplays depicting pivotal events in U.S. history. A key difference between digital video and its predecessors is…

Avez-vous vu la meme chose que les Francais? Stereotypes et documents authentiques video. (Did You See the Same Thing as the French? Stereotypes and Authentic Video Documents).

ERIC Educational Resources Information Center

Wilczynska, Weronika

1990-01-01

This discussion treats cultural stereotypes as a significant issue in second-language instruction, and examines the role of video documents from the mass media in helping students perceive and understand such stereotypes. (MSE)

Learning Sociolinguistically Appropriate Language through the Video Drama "Connect with English"

ERIC Educational Resources Information Center

Hwang, Caroline C.

2005-01-01

Video provides (1) simultaneous audio/visual input, and (2) complete and contextualized conversations, and thus proves to be a rich vehicle in foreign language instruction. The video drama "Connect with English" (a.k.a. "Rebecca's Dream"), created to promote English language learning, is particularly outstanding in that it contains an captivating…

Variability in the Effectiveness of a Video Modeling Intervention Package for Children with Autism

ERIC Educational Resources Information Center

Plavnick, Joshua B.; MacFarland, Mari C.; Ferreri, Summer J.

2015-01-01

Video modeling is an evidence-based instructional strategy for teaching a variety of skills to individuals with autism. Despite the effectiveness of this strategy, there is some uncertainty regarding the conditions under which video modeling is likely to be effective. The present investigation examined the differential effectiveness of video…

Video Games as Tillers of Soil

ERIC Educational Resources Information Center

Arena, Dylan

2015-01-01

Video games are pervasive in today's culture, and the time kids spend playing them may seem, from a teacher's perspective, as time that is lost to education. Sometimes, sadly, this is true. But many good video games, although not explicitly educational in focus, provide powerful experiences that are rich fodder for subsequent instruction. Looking…

Retrospective Video Analysis: A Reflective Tool for Teachers and Teacher Educators

ERIC Educational Resources Information Center

Mosley Wetzel, Melissa; Maloch, Beth; Hoffman, James V.

2017-01-01

Teachers may need tools to use video for reflection toward ongoing toward education and teacher leadership. Based on Goodman's (1996) notion of retrospective miscue analysis, a method of reading instruction that revalues the reader and his or her strategies, retrospective video analysis guides teachers in appreciating and understanding their own…

Relationships between Student Achievement and Use of Power Videos Digital Educational Videos

ERIC Educational Resources Information Center

Sorrells, Rick D.

2009-01-01

In classrooms with limited instructional time and many resources, teachers must decide which resources positively affect student achievement. Power Videos (PV), produced by DCS, is one such product used at the 373 elementary campuses in the greater Dallas, Texas, area. This research examined the relationship between teachers' usage of the DCS…

Infants Learn Baby Signs from Video

ERIC Educational Resources Information Center

Dayanim, Shoshana; Namy, Laura L.

2015-01-01

There is little evidence that infants learn from infant-oriented educational videos and television programming. This 4-week longitudinal experiment investigated 15-month-olds' (N = 92) ability to learn American Sign Language signs (e.g., patting head for hat) from at-home viewing of instructional video, either with or without parent support,…

Fostering Curiosity in Science Classrooms: Inquiring into Practice Using Cogenerative Dialoguing

ERIC Educational Resources Information Center

Higgins, Joanna; Moeed, Azra

2017-01-01

Developing students' scientific literacy requires teachers to use a variety of pedagogical approaches including video as a form of instruction. In addition, using video is a way of engaging students in science ideas not otherwise accessible to them. This study investigated the merit of video clips representing scientific ideas in a secondary…

Content Area Vocabulary Videos in Multiple Contexts: A Pedagogical Tool

ERIC Educational Resources Information Center

Webb, C. Lorraine; Kapavik, Robin Robinson

2015-01-01

The authors challenged pre-service teachers to digitally define a social studies or mathematical vocabulary term in multiple contexts using a digital video camera. The researchers sought to answer the following questions: 1. How will creating a video for instruction affect pre-service teachers' attitudes about teaching with technology, if at all?…

Mediated realism and the representation of a health care controversy.

PubMed

Petraglia, J

1994-01-01

Psychologists have recently identified "situated cognition" as an important issue for educators across disciplines. Accordingly, instructional technologists have been working on ways to make classroom materials more true-to-life and affectively engaging. In this article I review a study designed to investigate the ways in which differing realism conditions (delivered through interactive video) influenced users' understanding of the issue of euthanasia and the case of Dax Cowart. Based on the study's findings, I raise the issue of a possible trade-off between traditional values of objectivity and authenticity.

Patient portal doldrums: does an exam room promotional video during an office visit increase patient portal registrations and portal use?

PubMed

North, Frederick; Hanna, Barbara K; Crane, Sarah J; Smith, Steven A; Tulledge-Scheitel, Sidna M; Stroebel, Robert J

2011-12-01

The patient portal is a web service which allows patients to view their electronic health record, communicate online with their care teams, and manage healthcare appointments and medications. Despite advantages of the patient portal, registrations for portal use have often been slow. Using a secure video system on our existing exam room electronic health record displays during regular office visits, the authors showed patients a video which promoted use of the patient portal. The authors compared portal registrations and portal use following the video to providing a paper instruction sheet and to a control (no additional portal promotion). From the 12,050 office appointments examined, portal registrations within 45 days of the appointment were 11.7%, 7.1%, and 2.5% for video, paper instructions, and control respectively (p<0.0001). Within 6 months following the interventions, 3.5% in the video cohort, 1.2% in the paper, and 0.75% of the control patients demonstrated portal use by initiating portal messages to their providers (p<0.0001).

How useful are closed captions for learning mathematics via online video?

NASA Astrophysics Data System (ADS)

Tisdell, Chris; Loch, Birgit

2017-02-01

Closed captioning of instructional videos is a topic that has not seen much discussion despite its importance for hearing-impaired students and recent legal ramifications if videos are not appropriately captioned. In particular, it is unclear what best practice in captioning videos should be to benefit all learners in disciplines such as mathematics with a reliance on the development of visual explanation while providing audio narration. In this paper, we report on a study undertaken at an Australian university, to investigate the perceived level of usefulness of captions and their automatic translations in a mathematics course. We discovered that students broadly agreed that captions are a useful learning feature: to allow flexibility of where and when a video is watched, but also to help understand speaker accents, and clarify explanations that are difficult to hear in the recording. Due to the high levels of use and perceived educational benefits of closed captions in online video but limited literature, there is a significant need for new research in this area. An urgent discussion is needed to explore how students engage with closed captions, how they may support learning, and to investigate implications on instructional design of mathematical videos.

The Comparative Instructional Effectiveness of Print-Based and Video-Based Instructional Materials for Teaching Practical Skills at a Distance

ERIC Educational Resources Information Center

Donkor, Francis

2010-01-01

Print-based instructional materials have been more popular than any other medium for teaching practical skills during the delivery of technical and vocational education and training via distance learning. However, the approach has its shortcomings and in recent times alternatives have been sought. The comparative instructional effectiveness of one…

Preparing Instructional Designers for Game-Based Learning: Part III. Game Design as a Collaborative Process

ERIC Educational Resources Information Center

Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd; Van Eck, Richard

2010-01-01

In this three part series, four professors who teach graduate level courses on the design of instructional video games discuss their perspectives on preparing instructional designers to optimize game-based learning. Part I set the context for the series and one of four panelists discussed what he believes instructional designers should know about…

ITV Utilization Ideabook, 1986. A Collection of Outstanding Utilization Practices That Support Classroom Use of Instructional Television.

ERIC Educational Resources Information Center

TeMaat, Agatha, Ed.

In 1985 the Agency for Instructional Technology conducted its second national contest to search out the best promotion and utilization ideas that instructional television (ITV) agencies use to increase use of instructional video materials; and this 1986 compilation of the award-winning ideas is intended to serve as a reference for instructional…

Syracuse University's Center for Instructional Development; Its Role, Organization, and Procedures.

ERIC Educational Resources Information Center

Diamond, Robert M.

A brief report on the Syracuse University Center for Instructional Development is presented which describes the Center's organizational structure and operational procedures. The center combines support services for video, audio, graphics and photographic preparation of materials for instructional use; a research and evaluation unit to assess…

Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teaching–learning Task

PubMed Central

Takeuchi, Naoyuki; Mori, Takayuki; Suzukamo, Yoshimi; Izumi, Shin-Ichi

2017-01-01

Human teaching is a social interaction that supports reciprocal and dynamical feedback between the teacher and the student. The prefrontal cortex (PFC) is a region of particular interest due to its demonstrated role in social interaction. In the present study, we evaluated the PFC activity simultaneously in two individuals playing the role of a teacher and student in a video game teaching–learning task. For that, we used two wearable near-infrared spectroscopy (NIRS) devices in order to elucidate the neural mechanisms underlying cognitive interactions between teachers and students. Fifteen teacher–student pairs in total (N = 30) participated in this study. Each teacher was instructed to teach the video game to their student partner, without speaking. The PFC activity was simultaneously evaluated in both participants using a wearable 16-channel NIRS system during the video game teaching–learning task. Two sessions, each including a triplet of a 30-s teaching–learning task, were performed in order to evaluate changes in PFC activity after advancement of teaching–learning state. Changes in the teachers’ left PFC activity between the first and second session positively correlated with those observed in students (r = 0.694, p = 0.004). Moreover, among teachers, multiple regression analysis revealed a correlation between the left PFC activity and the assessment gap between one’s own teaching and the student’s understanding (β = 0.649, p = 0.009). Activity in the left PFC changed synchronously in both teachers and students after advancement of the teaching–learning state. The left PFC of teachers may be involved in integrating information regarding one’s own teaching process and the student’s learning state. The present observations indicate that simultaneous recording and analysis of brain activity data during teacher–student interactions may be useful in the field of educational neuroscience. PMID:28119650

New Vistas: Videotaped Art Instruction.

ERIC Educational Resources Information Center

Malsam, Margaret

1979-01-01

This article describes VISTA (Video Instruction for Students in the Teaching of Art), a pilot program which presents videotaped art lessons to kindergarten through third-grade children in School District #12, Adams County, Colorado. (Author/SJL)

Student assessment of the educational benefits of using a CD-ROM for instruction of basic surgical skills.

PubMed

Howe, Lisa M; Boothe, Harry W; Hartsfield, Sandee M

2005-01-01

At Texas A&M University, introductory-level surgical lecture and laboratory notes were converted to a CD-ROM format that included illustrative photographs as well as instructional videos demonstrating the basic surgical skills that all students were required to master. The CD-ROM was distributed to all students in place of traditional paper notes in the second-year surgical class in the professional veterinary curriculum. The study reported here was designed to evaluate the educational benefits of the use of the CD-ROM in place of traditional paper notes by examining the attitudes and practices of students before and after exposure to the CD-ROM format. An anonymous survey was distributed to students in the second-year introductory surgery course on the first day of class and again on the last day of class. Responses to questions were tabulated, response frequencies determined, and Chi-square analysis performed to determine differences between initial and final responses. On the final survey, 89 per cent of students responded that the instructional videos definitely helped them prepare for the laboratory, and 77 per cent responded that they were more likely to practice techniques learned from the CD-ROM videos than those learned from traditional study materials. The majority of students believed that the CD-ROM improved both the course (60 per cent) and their learning experience (62 per cent) as compared to traditional paper notes. Including instructional videos on the CD-ROM enhanced the educational experience of the students by promoting preparedness for laboratories and promoting practice of techniques learned from the videos outside of the laboratory.

Teaching Splinting Techniques Using a Just-in-Time Training Instructional Video.

PubMed

Cheng, Yu-Tsun; Liu, Deborah R; Wang, Vincent J

2017-03-01

Splinting is a multistep procedure that is seldom performed by primary care physicians. Just-in-time training (JITT) is an emerging teaching modality and can be an invaluable asset for infrequently performed procedures or in locations where teaching resources and trained professionals are limited. Our objective was to determine the utility of JITT for teaching medical students the short-arm (SA) volar splinting technique. This was a prospective randomized controlled pilot study. An instructional video on SA volar splinting was produced. Students viewed the video or had access to standard medical textbooks (control group) immediately before applying an SA volar splint. The students were assessed for the quality of the splint via a standard 6-point skills checklist. The times required for presplinting preparation and for completion of the splint were also measured. Just-in-time training group students scored higher on the splint checklist (mean [SD], 5.45 [1.06]; 95% confidence interval [CI], 4.99-5.92 vs mean [SD], 1.58 [1.12]; 95% CI, 1.04-2.12; P < 0.0001), had higher pass rates (73%; 95% CI, 53%-93% vs 0%; P < 0.0001), and required less time (minutes) for presplinting preparation (mean [SD], 7.86 [2.45]; 95% CI, 6.78-8.94 vs mean [SD], 9.89 [0.46]; 95% CI, 9.67-10.12; P < 0.0001) compared with the control group. No difference was seen in the time required to complete a splint, successful or not. In comparison with reading standard textbooks, watching a brief JITT instructional video before splinting yielded faster learning times combined with more successful procedural skills. The use of a JITT instructional video may have potential applications, including globally, as an alternative resource for teaching and disseminating procedural skills, such as SA volar splinting.

A supplemental video teaching tool enhances splinting skills.

PubMed

Mehrpour, Saeed Reza; Aghamirsalim, Mohamadreza; Motamedi, Seyed Mohammad Kalantar; Ardeshir Larijani, Fatemeh; Sorbi, Reza

2013-02-01

The ability to apply casts and splints is a technical skill that requires practice and understanding of basic principles of musculoskeletal medicine. A video in which a given procedure is simulated on a dummy can represent reality under controlled conditions. A decrease in physician competency in musculoskeletal medicine is the result of educational deficiencies at the medical school level. We asked whether (1) a supplemental video educational program enhances performance of medical students' musculoskeletal clinical skills and (2) factors such as the proportion of orthopaedic professors to students, sex, age, and previous scores of medical students affected the clinical skills of medical students. We allocated 474 medical students into one of two groups: all participants received 90 minutes of lecture instruction on how to splint and cast but one group viewed the supplemental instructional video and the other did not. There were no differences in terms of sex, age, basic science exam scores, or grade point average of the groups. Thirteen specific skills in splinting an injured limb were evaluated. We recorded grade point averages. We developed a 10-point scoring system and graded each student on their splinting skills 6 months after the lectures. The medical students who watched the video had an average score of 7.6, whereas the control group's average score was 2.0. We observed a positive association between watching the educational video and clinical exam score. A higher professor-to-student ratio was associated with lower student Objective Structured Clinical Examination score. Our observations suggest a supplemental video instructional program improved the performance of musculoskeletal clinical skills in comparison to only a traditional lecture series.

Teaching acute care nurses cognitive assessment using LOCFAS: what's the best method?

PubMed

Flannery, J; Land, K

2001-02-01

The Levels of Cognitive Functioning Assessment Scale (LOCFAS) is a behavioral checklist used by nurses in the acute care setting to assess the level of cognitive functioning in severely brain-injured patients in the early post-trauma period. Previous research studies have supported the reliability and validity of LOCFAS. For LOCFAS to become a more firmly established method of cognitive assessment, nurses must become familiar with and proficient in the use of this instrument. The purpose of this study was to find the most effective method of instruction by comparing three methods: a self-directed manual, a teaching video, and a classroom presentation. Videotaped vignettes of actual brain-injured patients were presented at the end of each training session, and participants were required to categorize these videotaped patients by using LOCFAS. High levels of reliability were observed for both the self-directed manual group and the teaching video group, but an overall lower level of reliability was observed for the classroom presentation group. Examination of the accuracy of overall LOCFAS ratings revealed a significant difference for instructional groups; the accuracy of the classroom presentation group was significantly lower than that of either the self-directed manual group or the teaching video group. The three instructional groups also differed on the average accuracy of ratings of the individual behaviors; the accuracy of the classroom presentation group was significantly lower than that of the teaching video group, whereas the self-directed manual group fell in between. Nurses also rated the instructional methods across a number of evaluative dimensions on a 5-point Likert-type scale. Evaluative statements ranged from average to good, with no significant differences among instructional methods.

Improving physics instruction by analyzing video games

NASA Astrophysics Data System (ADS)

Beatty, Ian D.

2013-01-01

Video games can be very powerful teaching systems, and game designers have become adept at optimizing player engagement while scaffolding development of complex skills and situated knowledge. One implication is that we might create games to teach physics. Another, which I explore here, is that we might learn to improve classroom physics instruction by studying effective games. James Gee, in his book What Video Games Have to Teach Us About Learning and Literacy (2007), articulates 36 principles that make good video games highly effective as learning environments. In this theoretical work, I identify 16 themes running through Gee's principles, and explore how these themes and Gee's principles could be applied to the design of an on-campus physics course. I argue that the process pushes us to confront aspects of learning that physics instructors and even physics education researchers generally neglect, and suggest some novel ideas for course design.

Nanotechnology and Closed Captioned Videos: Improving Opportunities for Teaching Science to ESL Students

ERIC Educational Resources Information Center

Kumar, David Devraj; Scarola, Kimberly

2006-01-01

This paper argues in favor of Closed Captioned Video technology for incorporating nanotechnology as part of teaching science to English as a Second Language (ESL) students. Nanotechnology deals with particles with diameters 1-50 nm and provides a macro-context for science instruction. Closed Captioned Videos provide an effective tool for…

Video and Second Language Learning. Special Issue.

ERIC Educational Resources Information Center

Gillespie, Junetta B., Ed.

1985-01-01

The extent to which video has come of age with respect to language learning is the focus of this special issue, which provides information on sources of materials and offers practical ideas for the effective and creative use of those materials in second language instruction. Articles include: "Video and Language Learning: A Medium Comes of Age"…

The Center/TRACON Automation System (CTAS): A video presentation

NASA Technical Reports Server (NTRS)

Green, Steven M.; Freeman, Jeannine

1992-01-01

NASA Ames, working with the FAA, has developed a highly effective set of automation tools for aiding the air traffic controller in traffic management within the terminal area. To effectively demonstrate these tools, the video AAV-1372, entitled 'Center/TRACON Automation System,' was produced. The script to the video is provided along with instructions for its acquisition.

Using Video To Promote and To Enhance Active Student Participation in English Literature Classes.

ERIC Educational Resources Information Center

Finkelstein, Marci

1995-01-01

Video is an effective educational tool in English Literature classes when the teacher is creative in its application. Video has five specific properties which make it an effective instructional device: (1) condensing or expanding an experience; (2) making the invisible visible; (3) taking the viewers where they could not go; (4) eliciting…

Exploring Physics Students' Engagement with Online Instructional Videos in an Introductory Mechanics Course

ERIC Educational Resources Information Center

Lin, Shih-Yin; Aiken, John M.; Seaton, Daniel T.; Douglas, Scott S.; Greco, Edwin F.; Thoms, Brian D.; Schatz, Michael F.

2017-01-01

The advent of new educational technologies has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created and were incorporated into a one-semester flipped introductory mechanics course at the Georgia Institute of Technology. We found that students were…

Video as a Professional Development Tool to Support Novice Teachers as They Learn to Teach English Language Learners

ERIC Educational Resources Information Center

Estapa, Anne; Pinnow, Rachel J.; Chval, Kathryn B.

2016-01-01

This two-year study investigated how an innovative video tool enhanced novice-teacher noticing abilities and instructional practice in relation to teaching mathematics to English language learners in third grade classrooms. Specifically, teachers viewed videos of their mathematics lessons that were filmed by Latino English language learners who…

Video in Distance Education: ITFS vs. Web-Streaming--Evaluation of Student Attitudes

ERIC Educational Resources Information Center

Reisslein, Jana; Seeling, Patrick; Reisslein, Martin

2005-01-01

The use of video in distance education courses has a long tradition, with many colleges and universities having been delivering distance education courses with video since the 80's using the Instructional Television Fixed Service (ITFS) and cable television. With the emergence of the Internet and the increased access bandwidths from private homes…

Another Way of Tracking Moving Objects Using Short Video Clips

ERIC Educational Resources Information Center

Vera, Francisco; Romanque, Cristian

2009-01-01

Physics teachers have long employed video clips to study moving objects in their classrooms and instructional labs. A number of approaches exist, both free and commercial, for tracking the coordinates of a point using video. The main characteristics of the method described in this paper are: it is simple to use; coordinates can be tracked using…

Failing to Prepare Is Preparing to Fail: A Single-Blinded, Randomized Controlled Trial to Determine the Impact of a Preoperative Instructional Video on the Ability of Residents to Perform Laparoscopic Right Colectomy.

PubMed

Crawshaw, Benjamin P; Steele, Scott R; Lee, Edward C; Delaney, Conor P; Mustain, W Conan; Russ, Andrew J; Shanmugan, Skandan; Champagne, Bradley J

2016-01-01

Laparoscopic colorectal resection is an index case for advanced skills training, yet many residents struggle to reach proficiency by graduation. Current methods to reduce the learning curve for residents remain expensive, time consuming, and poorly validated. The purpose of this study was to assess the impact of the addition of a preprocedural instructional video to improve the ability of a general surgery resident to perform laparoscopic right colectomy when compared with standard preparation. This was a single-blinded, randomized control study. Four university-affiliated teaching hospitals were included in the study. General surgery residents in postgraduation years 2 through 5 participated. Residents were randomly assigned to preparation with a narrated instructional video versus standard preparation. Resident performance, scored by a previously validated global assessment scale, was measured. Fifty-four residents were included. Half (n = 27) were randomly assigned to view the training video and half (n = 27) to standard preparation. There were no differences between groups in terms of training level or previous operative experience or in patient demographics (all p > 0.05). Groups were similar in the percentage of the case completed by residents (p = 0.39) and operative time (p = 0.74). Residents in the video group scored significantly higher in total score (mean: 46.8 vs 42.3; p = 0.002), as well as subsections directly measuring laparoscopic skill (vascular control mean: 11.3 vs 9.7, p < 0.001; mobilization mean: 7.6 vs. 7.0, p = 0.03) and overall performance score (mean: 4.0 vs 3.1; p < 0.001). Statistical significance persisted across training levels. There is potential for Hawthorne effect, and the study is underpowered at the individual postgraduate year level. The simple addition of a brief, narrated preprocedural video to general surgery resident case preparation significantly increased trainee ability to successfully perform a laparoscopic right colectomy. In an era of shortened hours and less exposure to cases, incorporating a brief but effective instructional video before surgery may improve the learning curve of trainees and ultimately improve safety.

The Effect of Using Three Types of Instructional Media on Comprehension and Motivation of Korean College Students in an Online Course

ERIC Educational Resources Information Center

Heo, JeongChul

2012-01-01

The primary purpose of this study was to examine the effectiveness of three types of instructional media to deliver online lectures for motivation and content-related comprehension in the online course of Health Counseling Psychology. This study examined whether one instructional media (e.g., video-based instruction) was better than another (e.g.,…

Examining the Impact of Video Modeling Techniques on the Efficacy of Clinical Voice Assessment.

PubMed

Werner, Cara; Bowyer, Samantha; Weinrich, Barbara; Gottliebson, Renee; Brehm, Susan Baker

2017-01-01

The purpose of the current study was to determine whether or not presenting patients with a video model improves efficacy of the assessment as defined by efficiency and decreased variability in trials during the acoustic component of voice evaluations. Twenty pediatric participants with a mean age of 7.6 years (SD = 1.50; range = 6-11 years), 32 college-age participants with a mean age of 21.32 years (SD = 1.61; range = 18-30 years), and 17 adult participants with a mean age of 54.29 years (SD = 2.78; range = 50-70 years) were included in the study and divided into experimental and control groups. The experimental group viewed a training video prior to receiving verbal instructions and performing acoustic assessment tasks, whereas the control group received verbal instruction only prior to completing the acoustic assessment. Primary measures included the number of clinician cues required and instructional time. Standard deviations of acoustic measurements (eg, minimum and maximum frequency) were also examined to determine effects on stability. Individuals in the experimental group required significantly less cues, P = 0.012, compared to the control group. Although some trends were observed in instructional time and stability of measurements, no significant differences were observed. The findings of this study may be useful for speech-language pathologists in regard to improving assessment of patients' voice disorders with the use of video modeling. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

The Cutting Edge: Workplace English. Instructional Guide.

ERIC Educational Resources Information Center

El Paso Community Coll., TX. Literacy Center.

The instructional guide for the Cutting Edge workplace literacy program, a cooperative project of El Paso Community College (Texas) and Levi Strauss and Company, is an expanded version of one appendix the project handbook. It describes and provides an instructional model for the three-part, job-specific, video-based program of English as a Second…

Effects of Developed Electronic Instructional Medium on Students' Achievement in Biology

ERIC Educational Resources Information Center

Chinna, Nsofor Caroline; Dada, Momoh Gabriel

2013-01-01

The study investigated the effects of developed electronic instructional medium (video DVD instructional package) on students' achievement in Biology. It was guided by two research questions and two hypotheses, using a quasi-experimental, pretest-postest control group design. The sample comprised of 180 senior secondary, year two students from six…

Using Blogs to Improve Differentiated Instruction

ERIC Educational Resources Information Center

Colombo, Michaela W.; Colombo, Paul D.

2007-01-01

The authors discuss how the instructional impact of science teachers can be extended by using blogs, a technology popular among students that allows teachers to differentiate their instruction for students with diverse needs. Software now makes it easy for teachers to establish class blogs, Web sites that contain text, audio, and video postings on…

Environmental scan and evaluation of best practices for online systematic review resources.

PubMed

Parker, Robin M N; Boulos, Leah M; Visintini, Sarah; Ritchie, Krista; Hayden, Jill

2018-04-01

Online training for systematic review methodology is an attractive option due to flexibility and limited availability of in-person instruction. Librarians often direct new reviewers to these online resources, so they should be knowledgeable about the variety of available resources. The objective for this project was to conduct an environmental scan of online systematic review training resources and evaluate those identified resources. The authors systematically searched for electronic learning resources pertaining to systematic review methods. After screening for inclusion, we collected data about characteristics of training resources and assigned scores in the domains of (1) content, (2) design, (3) interactivity, and (4) usability by applying a previously published evaluation rubric for online instruction modules. We described the characteristics and scores for each training resource and compared performance across the domains. Twenty training resources were evaluated. Average overall score of online instructional resources was 61%. Online courses (n=7) averaged 73%, web modules (n=5) 64%, and videos (n=8) 48%. The top 5 highest scoring resources were in course or web module format, featured high interactivity, and required a longer (>5hrs) time commitment from users. This study revealed that resources include appropriate content but are less likely to adhere to principles of online training design and interactivity. Awareness of these resources will allow librarians to make informed recommendations for training based on patrons' needs. Future online systematic review training resources should use established best practices for e-learning to provide high-quality resources, regardless of format or user time commitment.

Patient-provider interaction during medication encounters: A study in outpatient pharmacies in the Netherlands.

PubMed

Koster, Ellen S; van Meeteren, Marijke M; van Dijk, Marloes; van de Bemt, Bart J F; Ensing, Hendrikus T; Bouvy, Marcel L; Blom, Lyda; van Dijk, Liset

2015-07-01

To describe communication between pharmacy staff and patients at the counter in outpatient pharmacies. Both content and communication style were investigated. Pharmaceutical encounters in three outpatient pharmacies in the Netherlands were video-recorded. Videos were analyzed based on an observation protocol for the following information: content of encounter, initiator of a theme and pharmacy staff's communication style. In total, 119 encounters were recorded which concerned 42 first prescriptions, 16 first refill prescriptions and 61 follow-up refill prescriptions. During all encounters, discussion was mostly initiated by pharmacy staff (85%). In first prescription encounters topics most frequently discussed included instructions for use (83%) and dosage instructions (95%). In first refill encounters, patient experiences such as adverse effects (44%) and beneficial effects (38%) were regularly discussed in contrast to follow-up refills (7% and 5%). Patients' opinion on medication was hardly discussed. Pharmacy staff in outpatient pharmacies generally provide practical information, less frequently they discuss patients' experiences and seldom discuss patients' perceptions and preferences about prescribed medication. This study shows there is room for improvement, as communication is still not according to professional guidelines. To implement professional guidelines successfully, it is necessary to identify underlying reasons for not following the guidelines. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Vodcasts and active-learning exercises in a "flipped classroom" model of a renal pharmacotherapy module.

PubMed

Pierce, Richard; Fox, Jeremy

2012-12-12

To implement a "flipped classroom" model for a renal pharmacotherapy topic module and assess the impact on pharmacy students' performance and attitudes. Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures. Students' performance on the final examination significantly improved compared to performance of students the previous year who completed the same module in a traditional classroom setting. Students' opinions of the POGIL activity and the flipped classroom instructional model were mostly positive. Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach. Some of the factors that may have contributed to students' improved scores included: student mediated contact with the course material prior to classes, benchmark and formative assessments administered during the module, and the interactive class activities.

Documenting and Interpreting Ways to Engage Students in `Thinking Like a Physicist'

NASA Astrophysics Data System (ADS)

van Zee, Emily; Manogue, Corinne

2010-10-01

The Paradigms in Physics Program at Oregon State University has adapted a variety of interactive pedagogies to engage students in `thinking like a physicist.' Video recordings of class sessions document what the students and instructor say and do. This paper discusses development of narrative interpretations of such videos. Examples are drawn from two detailed narratives of activities during which the main ideas emerged during the wrap-up discussions rather than during the tasks that the students had been doing in their small groups. The goal of these `compare and contrast' wrap-up discussions was to help the students envision connections among geometric and algebraic representations of the mathematics they would be using during the coming weeks of instruction in quantum mechanics. The purpose of the narratives is to provide examples of wrap-up discussions with commentary about ways in which the instructor was choosing to guide this process.

Incorporating Video Modeling into a School-Based Intervention for Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Wilson, Kaitlyn P.

2013-01-01

Purpose: Video modeling is an intervention strategy that has been shown to be effective in improving the social and communication skills of students with autism spectrum disorders, or ASDs. The purpose of this tutorial is to outline empirically supported, step-by-step instructions for the use of video modeling by school-based speech-language…

The Effects of Cultural Video Resources on Teaching and Learning Korean Language

ERIC Educational Resources Information Center

Roh, Jaemin

2011-01-01

This dissertation sought to evaluate the potential of a customized, video-based instructional method, the Cultural Video Project (CVP), which was designed to meet the needs of both heritage and non-heritage students learning Korean as a second language in a university setting. The goal of this study was to design and create the CVP, document the…

The Use of Video Prompting on the Acquisition, Maintenance, and Generalization of a Line Dance by Adolescents with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Gies, Maria Louise

2012-01-01

Educators are in need of appropriate interventions for teaching individuals with autism spectrum disorders (ASD). A widely used (Bellini & Akullian, 2007; Delano, 2007) and evidence-based (Horner et al., 2005) instructional intervention for individuals with ASD is video modeling. Video modeling involves the learner viewing a video…

Using Supplementary Video in Multimedia Instruction as a Teaching Tool to Increase Efficiency of Learning and Quality of Experience

ERIC Educational Resources Information Center

Ljubojevic, Milos; Vaskovic, Vojkan; Stankovic, Srecko; Vaskovic, Jelena

2014-01-01

The main objective of this research is to investigate efficiency of use of supplementary video content in multimedia teaching. Integrating video clips in multimedia lecture presentations may increase students' perception of important information and motivation for learning. Because of that, students can better understand and remember key points of…

Use of Video Modeling to Teach Adolescents with an Intellectual Disability to Film Their Own Video Prompts

ERIC Educational Resources Information Center

Shepley, Sally B.; Smith, Katie A.; Ayres, Kevin M.; Alexander, Jennifer L.

2017-01-01

Self-instruction for individuals with an intellectual disability can be viewed as a pivotal skill in that once learned this skill has collateral effects on future behaviors in various environments. This study used a multiple probe across participants design to evaluate video modeling to teach high school students with an intellectual disability to…

Web App- and Text Message-Based Patient Education in Mohs Micrographic Surgery-A Randomized Controlled Trial.

PubMed

Hawkins, Spencer D; Koch, Sarah B; Williford, Phillip M; Feldman, Steven R; Pearce, Daniel J

2018-07-01

Consent and wound care (WC) videos are used for education in Mohs micrographic surgery (MMS). Postoperative text messaging is poorly studied. Develop and evaluate perioperative resources for MMS patients-video modules (DermPatientEd.com) and postoperative text messaging (DermTexts.com). A study was conducted on 90 MMS patients. Patients were randomized 1:1:1:1 to videos with text messages, videos-only, text messages-only, or control. Primary outcomes included preoperative anxiety and knowledge of MMS and postoperative care. The secondary outcome included helpfulness/preference of interventions. Patients experienced a 19% reduction in anxiety as measured by a visual analog scale after the MMS video (p = .00062). There was no difference in knowledge after the WC video (p = .21498). Patients were more likely to report the WC video "very helpful" when compared with the pamphlet in understanding postoperative WC (p = .0016). Patients in text messaging groups were not more likely to report the service as "very helpful" when compared with the pamphlet (p = .3566), but preferred to receive WC instructions by text message for future visits (p = .0001). These resources proved helpful and effective in reducing preoperative anxiety. Patients prefer text message-based WC instructions over pamphlets after experiencing the service, but do not find them more helpful.

Water Quality Instructional Resources Information System (IRIS): A Compilation of Abstracts to Water Quality and Water Resources Materials, Supplement 30, 1987.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus, OH. Information Reference Center for Science, Mathematics, and Environmental Education.

The Environmental Quality Instructional Resources Center acquires, reviews, indexes, and announces both print (books, modules, units, etc.) and non-print (films, slides, video tapes, etc.) materials related to water quality and water resources education and instruction. This publication contains abstracts and indexes to selected materials related…

Technology-Assisted Sheltered Instruction: Instructional Streaming Video in an EFL Multi-Purpose Computer Course

ERIC Educational Resources Information Center

Huang, Yun-Hsuan; Chuang, Tsung-Yen

2016-01-01

Content-based instruction (CBI) has been widely adopted for decades. However, existing CBI models cannot always be effectively put into practice, especially for learners of lower English proficiency in English as a foreign language (EFL) context. This study examined an animation design course adopting CBI to promote reading abilities of English…

Compressed Natural Gas Installation. A Video-Based Training Program for Vehicle Conversion. Instructor's Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This instructor's guide contains the materials required to teach four competency-based course units of instruction in installing compressed natural gas (CNG) systems in motor vehicles. It is designed to accompany an instructional videotape (not included) on CNG installation. The following competencies are covered in the four instructional units:…

An Investigation of Learner-Control Variables in Vocabulary Learning Using Traditional Instruction and Two Forms of Computer-Based Instruction.

ERIC Educational Resources Information Center

Balajthy, Ernest

1988-01-01

Investigates college students' ability to monitor learner-controlled vocabulary instruction when performed in traditional workbook-like tasks and in two different computer-based formats: video game and text game exercises. Suggests that developmental reading students are unable to monitor their own vocabulary development accurately. (MM)

Observation of Instruction via Distance Learning: The Need for a New Evaluation Paradigm.

ERIC Educational Resources Information Center

Malone, Bobby G.; Malm, Loren D.; Nay, Fred W.; Oliver, Brad E.; Saunders, Nancy G.; Thompson, Jay C.

The evaluation of instruction via distance learning at the high school and college level offers special challenges, particularly the evaluation of one-way video--two-way audio instructional programs. The role of the teacher is radically changed and teaching strategies and course design are particularly important in a distance leaning environment.…

Web-Delivered Supplemental Instruction: Dynamic Customizing of Search Algorithms to Enhance Independent Learning for Developmental Mathematics Students

ERIC Educational Resources Information Center

Taksa, Isak; Goldberg, Robert

2004-01-01

Traditional peer-to-peer Supplemental Instruction (SI) was introduced into higher education over a quarter of a century ago and promptly became an integral part of the developmental mathematics curricula in many senior and community colleges. Later, some colleges introduced Video-based Supplemental Instruction (VSI) and, in recent years,…

Reviews of STS Instructional Units.

ERIC Educational Resources Information Center

Reporter, 1987

1987-01-01

Provides reviews of instructional modules suitable for use in a Science-Technology-Society (STS) approach. Includes reviews of print and video materials dealing with clean water, investigating environmental issues, acid rain, toxic waste, scientific decision making, radioactive waste, and consumerism. (TW)

Students' experiences with interactivity and learning in a high school physics multimedia distance learning course

NASA Astrophysics Data System (ADS)

Villarreal-Stewart, Irene

The purpose guiding this research has been to learn about and describe the phenomena of interactivity from the learners' perspectives and to learn which of the interactivity affordances and practices were actually used by students and why in the process of learning physics using an interactive multimedia distance learning course system. The bigger purpose behind learning about and describing interactivity has been to gain knowledge and perspective for its instructional design to benefit the learner, the school as curriculum implementer, and instructional media designers to create better products. Qualitative methodology in the interpretivist tradition was used, that is, in-depth interviews and on-site observations, to gain understanding of interactivity from the learners' perspective and to gain understanding of the student learning context impacting and shaping the students' interactivity experiences. NVivo was used to sort, organize and index data. All data were read on three levels: literally, interpretively, and reflexively; and were read comparatively to other perspectives to get descriptions and interpretations that were holistic to the implementation and had potential insight to improve practice for instructional designers, teachers, administrators, specifically to improve the learning experience for students. Site-Specific Findings: Students watched videos, resisted using phone and e-mail, and worked math problems to demonstrate learning, which resulted in very little interactivity, virtually no dialogue about physics, no physical activity, one-way communication, multifaceted dissatisfaction, student need for teacher involvement in the learning enterprise, student appreciation for interactivity, and expressed desire for a real, live teacher. I also found that some students did experience the system as interactive, did experience learner control and self-directed learning, and despite dissatisfaction, liked and appreciated the course. Wider Applications: Interactivity, a design element, requires scaffolding and nurturing in implementation. The variable and changing context of implementation suggests the requirement for its consideration in design work. The study suggests that during implementation the integrity of design as a whole and flexibility within the design are important continuing considerations. Recommendations. (1) implementation supervision by the school district, (2) use of a language and activity-based theory of learning and teaching and (3) dialogic inquiry (Wells, 1999) to continue learning about interactivity.

The Quality of Open-Access Video-Based Orthopaedic Instructional Content for the Shoulder Physical Exam is Inconsistent.

PubMed

Urch, Ekaterina; Taylor, Samuel A; Cody, Elizabeth; Fabricant, Peter D; Burket, Jayme C; O'Brien, Stephen J; Dines, David M; Dines, Joshua S

2016-10-01

The internet has an increasing role in both patient and physician education. While several recent studies critically appraised the quality and accuracy of web-based written information available to patients, no studies have evaluated such parameters for open-access video content designed for provider use. The primary goal of the study was to determine the accuracy of internet-based instructional videos featuring the shoulder physical examination. An assessment of quality and accuracy of said video content was performed using the basic shoulder examination as a surrogate for the "best-case scenario" due to its widely accepted components that are stable over time. Three search terms ("shoulder," "examination," and "shoulder exam") were entered into the four online video resources most commonly accessed by orthopaedic surgery residents (VuMedi, G9MD, Orthobullets, and YouTube). Videos were captured and independently reviewed by three orthopaedic surgeons. Quality and accuracy were assessed in accordance with previously published standards. Of the 39 video tutorials reviewed, 61% were rated as fair or poor. Specific maneuvers such as the Hawkins test, O'Brien sign, and Neer impingement test were accurately demonstrated in 50, 36, and 27% of videos, respectively. Inter-rater reliability was excellent (mean kappa 0.80, range 0.79-0.81). Our results suggest that information presented in open-access video tutorials featuring the physical examination of the shoulder is inconsistent. Trainee exposure to such potentially inaccurate information may have a significant impact on trainee education.

A comparison of two forms of teaching instruction: video vs. live lecture for education in clinical periodontology.

PubMed

Ramlogan, S; Raman, V; Sweet, J

2014-02-01

This crossover controlled study aimed to compare the knowledge and skill attained by third-year dental students in three clinical exercises in the discipline of periodontology through video and live lecture instruction. Students (n = 35) segregated into two group either viewed a video or attended a live lecture repeated over three clinical teaching sessions. Pre-test and post-test written assessments were completed and comparisons between video and live lecture done (analysis of variance, P < 0.05). Students were assessed on clinic by a simple checklist. A questionnaire was administered after all three sessions to determine preferences and opinions on video and live lecture. For the combined three sessions, both video (n = 48) and live lecture (n = 47) groups attained similar mean pre-test scores. The mean post-test score was statistically significantly greater (P = 0.049) for the live lecture (74.9%, SD 14.9) compared to the video group (68.6%, SD 16.3). All students attained clinical proficiency via the simple checklist. In adding to their clinical skill, more students favoured video (97%) vs. live lecture (78.8%). Most students (97%) favoured a future combination of video and lecture. While students were deemed clinically competent via a simple checklist, the live lecture group performed better than the video group via the in-depth post-test assessment. Students had a preference for video and would like it integrated in the lecture rather than act as a substitute for the lecture. The use of video alone in clinical periodontology training may have limitations unless supplemented by appropriate learning activities. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The Case for Authentic Materials on Videodisc.

ERIC Educational Resources Information Center

Saint-Leon, Claire Brandicourt

1988-01-01

Foreign language video is invaluable for enhancing foreign language instruction, particularly when combined with laser videodisc technology, which allows learners to study minute details. Authentic materials should be made available on videodisks to fully exploit the resources of foreign language video. (Author/CB)

National Plant Diagnostic Network, Taxonomic training videos: Introduction to Aphids - Part 1

USDA-ARS?s Scientific Manuscript database

Training is a critical part of aphid (Hemiptera: Aphididae) identification. This video provides visual instruction on important subject areas for aphid examination and identification. Aphid topics such as classification, morphology, plant disease transmission, and references are discussed. This dis...

Computer-Delivered Social Norm Message Increases Pain Tolerance

PubMed Central

Pulvers, Kim; Schroeder, Jacquelyn; Limas, Eleuterio F.; Zhu, Shu-Hong

2013-01-01

Background Few experimental studies have been conducted on social determinants of pain tolerance. Purpose This study tests a brief, computer-delivered social norm message for increasing pain tolerance. Methods Healthy young adults (N=260; 44 % Caucasian; 27 % Hispanic) were randomly assigned into a 2 (social norm)×2 (challenge) cold pressor study, stratified by gender. They received standard instructions or standard instructions plus a message that contained artifically elevated information about typical performance of others. Results Those receiving a social norm message displayed significantly higher pain tolerance, F(1, 255)=26.95, p<.001, ηp2=.10 and pain threshold F(1, 244)=9.81, p=.002, ηp2=.04, but comparable pain intensity, p>.05. There were no interactions between condition and gender on any outcome variables, p>.05. Conclusions Social norms can significantly increase pain tolerance, even with a brief verbal message delivered by a video. PMID:24146086

Physiological and cognitive consequences of suppressing and expressing emotion in dyadic interactions.

PubMed

Peters, Brett J; Overall, Nickola C; Jamieson, Jeremy P

2014-10-01

Engaging in emotional suppression typically has negative consequences. However, relatively little is known about response-focused emotion regulation processes in dyadic interactions. We hypothesized that interacting with suppressive partners would be more threatening than interacting with expressive partners. To test predictions, two participants independently watched a negatively-valenced video and then discussed their emotional responses. One participant (the regulator) was assigned to express/suppress affective signals during the interaction. Their partner was given no special instructions prior to the interaction. Engaging in suppression versus expression elicited physiological responses consistent with threat-sympathetic arousal and increased vasoconstriction-in anticipation of and during dyadic interactions. Partners of emotional suppressors also exhibited more threat responses during the interaction, but not before, compared to partners of emotional expressors. Partner and interaction appraisals mirrored physiological findings. Emotional suppressors found the task more uncomfortable and intense while their partners reported them as being poor communicators. This work broadens our understanding of connections between emotion regulation, physiological responses, and cognitive processes in dyads. Copyright © 2014 Elsevier B.V. All rights reserved.

Student Perceptions of Value Added in an Active Learning Experience: Producing, Reviewing and Evaluating a Sales Team Video Presentation

ERIC Educational Resources Information Center

Corbett, James J.; Kezim, Boualem; Stewart, James

2010-01-01

This study investigates the effectiveness of a video team-based activity as a learning experience in a sales management course. Students perceived this learning activity approach as a beneficial and effective instructional technique. The benefits of making a video in a marketing course reinforce the understanding and the use of the sales process…

An Analysis of the Cost Effectiveness of Various Electronic Alternatives for Delivering Distance Education Compared to the Travel Costs for Live Instruction.

ERIC Educational Resources Information Center

Caffarella, Edward; And Others

The feasibility and relative costs of four telecommunication systems for delivering university courses to distant locations in Colorado were compared. The four systems were compressed video, vertical blanking interval video, satellite video, and audiographic systems. Actual costs to install and operate each for a 5-year period were determined,…

Introducing an Information-Seeking Skill in a School Library to Students with Autism Spectrum Disorder: Using Video Modeling and Least-to-Most Prompts

ERIC Educational Resources Information Center

Markey, Patricia T.

2015-01-01

This study investigated the effectiveness of a video peer modeling and least-to-most prompting intervention in the school library setting, targeting the instructional delivery of an information-literacy skill to students with Autism Spectrum Disorder (ASD). Research studies have evaluated the effectiveness of video-modeling procedures in the…

Study of School Uses of Television and Video. 1996-1997 School Year Summary Report.

ERIC Educational Resources Information Center

Corporation for Public Broadcasting, Washington, DC.

This summary provides an overview of the findings from the 1997 Study of School Uses of Television and Video, which surveyed principals (n=1,059) and teachers (n=1,285) throughout the U.S. The study analyzed key measures of the use of television and video for instruction in U.S. schools in terms of availability of equipment, programming, support,…

Studying medical communication with video vignettes: a randomized study on how variations in video-vignette introduction format and camera focus influence analogue patients' engagement.

PubMed

Visser, Leonie N C; Bol, Nadine; Hillen, Marij A; Verdam, Mathilde G E; de Haes, Hanneke C J M; van Weert, Julia C M; Smets, Ellen M A

2018-01-19

Video vignettes are used to test the effects of physicians' communication on patient outcomes. Methodological choices in video-vignette development may have far-stretching consequences for participants' engagement with the video, and thus the ecological validity of this design. To supplement the scant evidence in this field, this study tested how variations in video-vignette introduction format and camera focus influence participants' engagement with a video vignette showing a bad news consultation. Introduction format (A = audiovisual vs. B = written) and camera focus (1 = the physician only, 2 = the physician and the patient at neutral moments alternately, 3 = the physician and the patient at emotional moments alternately) were varied in a randomized 2 × 3 between-subjects design. One hundred eighty-one students were randomly assigned to watch one of the six resulting video-vignette conditions as so-called analogue patients, i.e., they were instructed to imagine themselves being in the video patient's situation. Four dimensions of self-reported engagement were assessed retrospectively. Emotional engagement was additionally measured by recording participants' electrodermal and cardiovascular activity continuously while watching. Analyses of variance were used to test the effects of introduction format, camera focus and their interaction. The audiovisual introduction induced a stronger blood pressure response during watching the introduction (p = 0.048, [Formula: see text]= 0.05) and the consultation part of the vignette (p = 0.051, [Formula: see text]= 0.05), when compared to the written introduction. With respect to camera focus, results revealed that the variant focusing on the patient at emotional moments evoked a higher level of electrodermal activity (p = 0.003, [Formula: see text]= 0.06), when compared to the other two variants. Furthermore, an interaction effect was shown on self-reported emotional engagement (p = 0.045, [Formula: see text]= 0.04): the physician-only variant resulted in lower emotional engagement if the vignette was preceded by the audiovisual introduction. No effects were shown on the other dimensions of self-reported engagement. Our findings imply that using an audiovisual introduction combined with alternating camera focus depicting patient's emotions results in the highest levels of emotional engagement in analogue patients. This evidence can inform methodological decisions during the development of video vignettes, and thereby enhance the ecological validity of future video-vignettes studies.

Water Quality Instructional Resources Information System (IRIS): A Compilation of Abstracts to Water Quality and Water Resources materials. Supplement 31, 1987.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus, OH. Information Reference Center for Science, Mathematics, and Environmental Education.

The Environmental Quality Instructional Resources Center in Columbus, Ohio, acquires, reviews, indexes, and announces both print (books, modules, units, etc.) and non-print (films, slides, video tapes, etc.) materials related to water quality and water resources education and instruction. This publication contains abstracts and indexes to selected…

Water Quality Instructional Resources Information System (IRIS): A Compilation of Abstracts to Water Quality and Water Resources Materials. Supplement 33, 1988.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus, OH. Information Reference Center for Science, Mathematics, and Environmental Education.

The Environmental Quality Instructional Resources Center in Columbus, Ohio, acquires, reviews, indexes, and announces both print (books, modules, units, etc.) and non-print (films, slides, video tapes, etc.) materials related to water quality and water resources education and instruction. In addition some materials related to hazardous materials,…

Water Quality Instructional Resources Information System (IRIS): A Compilation of Abstracts to Water Quality and Water Resources Materials. Supplement 32, 1987.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus, OH. Information Reference Center for Science, Mathematics, and Environmental Education.

The Environmental Quality Instructional Resources Center in Columbus, Ohio, acquires, reviews, indexes, and announces both print (books, modules, units, etc.) and non-print (films, slides, video tapes, etc.) materials related to water quality and water resources education and instruction. In addition some materials related to pesticides, hazardous…

Water Quality Instructional Resources Information System (IRIS): A Compilation of Abstracts to Water Quality and Water Resources Materials. Supplement 34, 1988.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus, OH. Information Reference Center for Science, Mathematics, and Environmental Education.

The Environmental Quality Instructional Resources Center in Columbus, Ohio, acquires, reviews, indexes, and announces both print (books, modules, units, etc.) and non-print (films, slides, video tapes, etc.) materials related to water quality and water resources education and instruction. In addition some materials related to pesticides, hazardous…

Training Pre-Service Chinese Language Teachers to Create Instructional Video to Enhance Classroom Instruction

ERIC Educational Resources Information Center

Wang, Lih-Ching Chen; Wang, Ming-Chian Ken

2014-01-01

Foreign language instruction is a complex and challenging task made even more so by situations in which the learner's native language is radically different from the foreign language being mastered. Nowhere is this more evident than in the case of native English speakers seeking to learn Mandarin Chinese. The rapid increase in the availability and…

Flipping Preservice Elementary Teachers' Mathematics Anxieties

ERIC Educational Resources Information Center

Dove, Anthony; Dove, Emily

2017-01-01

In preparing future elementary educators in mathematics, helping them overcome their anxieties of mathematics and teaching mathematics is paramount. This study examined how different instructional practices (in-class lecture, flipped learning with teacher-created videos, flipped classroom with Khan Academy videos) compared in improving students'…

Caring for Aging Skin.

PubMed

Kirkland-Kyhn, Holly; Zaratkiewicz, Sunniva; Teleten, Oleg; Young, Heather M

2018-02-01

: This article is part of a series, Supporting Family Caregivers: No Longer Home Alone, published in collaboration with the AARP Public Policy Institute. Results of focus groups, conducted as part of the AARP Public Policy Institute's No Longer Home Alone video project, supported evidence that family caregivers aren't given the information they need to manage the complex care regimens of family members. This series of articles and accompanying videos aims to help nurses provide caregivers with the tools they need to manage their family member's health care at home.The articles in this new installment of the series provide simple and useful instructions that nurses should reinforce with family caregivers who perform wound care tasks. Each article also includes an informational tear sheet-Information for Family Caregivers-that contains links to instructional videos. To use this series, nurses should read the article first, so they understand how best to help family caregivers, and then encourage caregivers to watch the videos and ask questions. For additional information, see Resources for Nurses.

Ostomy Care at Home.

PubMed

Kirkland-Kyhn, Holly; Martin, Sanaz; Zaratkiewicz, Sunniva; Whitmore, Morgan; Young, Heather M

2018-04-01

: This article is part of a series, Supporting Family Caregivers: No Longer Home Alone, published in collaboration with the AARP Public Policy Institute. Results of focus groups, conducted as part of the AARP Public Policy Institute's No Longer Home Alone video project, supported evidence that family caregivers aren't given the information they need to manage the complex care regimens of family members. This series of articles and accompanying videos aims to help nurses provide caregivers with the tools they need to manage their family member's health care at home.The articles in this new installment of the series provide simple and useful instructions that nurses should reinforce with family caregivers who perform wound care tasks. Each article also includes an informational tear sheet-Information for Family Caregivers-that contains links to instructional videos. To use this series, nurses should read the article first, so they understand how best to help family caregivers, and then encourage caregivers to watch the videos and ask questions. For additional information, see Resources for Nurses.

Teaching Wound Care to Family Caregivers.

PubMed

Kirkland-Kyhn, Holly; Generao, Stephanie Anne; Teleten, Oleg; Young, Heather M

2018-03-01

: This article is part of a series, Supporting Family Caregivers: No Longer Home Alone, published in collaboration with the AARP Public Policy Institute. Results of focus groups, conducted as part of the AARP Public Policy Institute's No Longer Home Alone video project, supported evidence that family caregivers aren't given the information they need to manage the complex care regimens of family members. This series of articles and accompanying videos aims to help nurses provide caregivers with the tools they need to manage their family member's health care at home.The articles in this new installment of the series provide simple and useful instructions that nurses should reinforce with family caregivers who perform wound care tasks. Each article also includes an informational tear sheet-Information for Family Caregivers-that contains links to instructional videos. To use this series, nurses should read the article first, so they understand how best to help family caregivers, and then encourage caregivers to watch the videos and ask questions. For additional information, see Resources for Nurses.

Interactive computer training to teach discrete-trial instruction to undergraduates and special educators in Brazil: A replication and extension.

PubMed

Higbee, Thomas S; Aporta, Ana Paula; Resende, Alice; Nogueira, Mateus; Goyos, Celso; Pollard, Joy S

2016-12-01

Discrete-trial instruction (DTI) is a behavioral method of teaching young children with autism spectrum disorders (ASD) that has received a significant amount of research support. Because of a lack of qualified trainers in many areas of the world, researchers have recently begun to investigate alternative methods of training professionals to implement behavioral teaching procedures. One promising training method is interactive computer training, in which slides with recorded narration, video modeling, and embedded evaluation of content knowledge are used to teach a skill. In the present study, the effectiveness of interactive computer training developed by Pollard, Higbee, Akers, and Brodhead (2014), translated into Brazilian Portuguese, was evaluated with 4 university students (Study 1) and 4 special education teachers (Study 2). We evaluated the effectiveness of training on DTI skills during role-plays with research assistants (Study 1) and during DTI sessions with young children with ASD (Studies 1 and 2) using a multiple baseline design. All participants acquired DTI skills after interactive computer training, although 5 of 8 participants required some form of feedback to reach proficiency. Responding generalized to untaught teaching programs for all participants. We evaluated maintenance with the teachers in Study 2, and DTI skills were maintained with 3 of 4 participants. © 2016 Society for the Experimental Analysis of Behavior.

Video-Based Learning vs Traditional Lecture for Instructing Emergency Medicine Residents in Disaster Medicine Principles of Mass Triage, Decontamination, and Personal Protective Equipment.

PubMed

Curtis, Henry A; Trang, Karen; Chason, Kevin W; Biddinger, Paul D

2018-02-01

Introduction Great demands have been placed on disaster medicine educators. There is a need to develop innovative methods to educate Emergency Physicians in the ever-expanding body of disaster medicine knowledge. The authors sought to demonstrate that video-based learning (VBL) could be a promising alternative to traditional learning methods for teaching disaster medicine core competencies. Hypothesis/Problem The objective was to compare VBL to traditional lecture (TL) for instructing Emergency Medicine residents in the American College of Emergency Physicians (ACEP; Irving, Texas USA) disaster medicine core competencies of patient triage and decontamination. A randomized, controlled pilot study compared two methods of instruction for mass triage, decontamination, and personal protective equipment (PPE). Emergency Medicine resident learning was measured with a knowledge quiz, a Likert scale measuring comfort, and a practical exercise. An independent samples t-test compared the scoring of the VBL with the TL group. Twenty-six residents were randomized to VBL (n=13) or TL (n=13). Knowledge score improvement following video (14.9%) versus lecture (14.1%) did not differ significantly between the groups (P=.74). Comfort score improvement also did not differ (P=.64) between video (18.3%) and lecture groups (15.8%). In the practical skills assessment, the VBL group outperformed the TL group overall (70.4% vs 55.5%; P<.0001), with significantly better performance in donning PPE and decontamination. Although not part of the original study design, a three-month post-hoc analysis was performed. When comparing the pre-intervention and three-month post-hoc performances, there were no significant differences in knowledge increases between VBL versus TL (P=.41) or in comfort (P=.39). Video modules can be as effective as TL when utilized to train Emergency Medicine residents in the ACEP disaster medicine core competencies of patient triage and decontamination. Curtis HA , Trang K , Chason KW , Biddinger PD . Video-based learning vs traditional lecture for instructing emergency medicine residents in disaster medicine principles of mass triage, decontamination, and personal protective equipment. Prehosp Disaster Med. 2018;33(1):7-12.

Usefulness of a mobile phone with video telephony in identifying the correct landmark for performing needle thoracocentesis.

PubMed

You, J S; Park, S; Chung, S P; Park, J W

2009-03-01

A needle thoracocentesis should be performed with maximal safety and optimal efficacy in mind. Mobile video telephony (VT) could be used to facilitate instructions for the accurate performance of needle thoracocentesis in an emergency setting. This new communication method will increase the accuracy of identifying the relevant anatomical site during the decompression technique. A prospective randomised manikin study was performed to investigate the effectiveness of using VT as a method of instruction for the identification of anatomical landmarks during the performance of needle thoracocentesis. The overall success rate was significantly higher in the VT group which performed needle thoracocentesis under the guidance of VT than in the non-VT group who performed the procedure without VT-aided instruction. The instrument difficulty score and procedure satisfaction score were significantly lower in the VT group than in the non-VT group. Identification of the correct anatomical landmark for needle thoracocentesis can be performed with instructions provided via VT because a dispatcher can monitor every step and provide correct instructions. This new technology will improve critical care medicine.

Using video-oriented instructions to speed up sequence comparison.

PubMed

Wozniak, A

1997-04-01

This document presents an implementation of the well-known Smith-Waterman algorithm for comparison of proteic and nucleic sequences, using specialized video instructions. These instructions, SIMD-like in their design, make possible parallelization of the algorithm at the instruction level. Benchmarks on an ULTRA SPARC running at 167 MHz show a speed-up factor of two compared to the same algorithm implemented with integer instructions on the same machine. Performance reaches over 18 million matrix cells per second on a single processor, giving to our knowledge the fastest implementation of the Smith-Waterman algorithm on a workstation. The accelerated procedure was introduced in LASSAP--a LArge Scale Sequence compArison Package software developed at INRIA--which handles parallelism at higher level. On a SUN Enterprise 6000 server with 12 processors, a speed of nearly 200 million matrix cells per second has been obtained. A sequence of length 300 amino acids is scanned against SWISSPROT R33 (1,8531,385 residues) in 29 s. This procedure is not restricted to databank scanning. It applies to all cases handled by LASSAP (intra- and inter-bank comparisons, Z-score computation, etc.

Collaborative online projects for English language learners in science

NASA Astrophysics Data System (ADS)

Terrazas-Arellanes, Fatima E.; Knox, Carolyn; Rivas, Carmen

2013-12-01

This paper summarizes how collaborative online projects (COPs) are used to facilitate science content-area learning for English Learners of Hispanic origin. This is a Mexico-USA partnership project funded by the National Science Foundation. A COP is a 10-week thematic science unit, completely online, and bilingual (Spanish and English) designed to provide collaborative learning experiences with culturally and linguistically relevant science instruction in an interactive and multimodal learning environment. Units are integrated with explicit instructional lessons that include: (a) hands-on and laboratory activities, (b) interactive materials and interactive games with immediate feedback, (c) animated video tutorials, (d) discussion forums where students exchange scientific learning across classrooms in the USA and in Mexico, and (e) summative and formative assessments. Thematic units have been aligned to U.S. National Science Education Standards and are under current revisions for alignment to the Common Core State Standards. Training materials for the teachers have been integrated into the project website to facilitate self-paced and independent learning. Preliminary findings of our pre-experimental study with a sample of 53 students (81 % ELs), distributed across three different groups, resulted in a 21 % statistically significant points increase from pretest to posttest assessments of science content learning, t( 52) = 11.07, p = .000.

Design, development, and evaluation of an interactive simulator for engineering ethics education (SEEE).

PubMed

Chung, Christopher A; Alfred, Michael

2009-06-01

Societal pressures, accreditation organizations, and licensing agencies are emphasizing the importance of ethics in the engineering curriculum. Traditionally, this subject has been taught using dogma, heuristics, and case study approaches. Most recently a number of organizations have sought to increase the utility of these approaches by utilizing the Internet. Resources from these organizations include on-line courses and tests, videos, and DVDs. While these individual approaches provide a foundation on which to base engineering ethics, they may be limited in developing a student's ability to identify, analyze, and respond to engineering ethics situations outside of the classroom environment. More effective approaches utilize a combination of these types of approaches. This paper describes the design and development of an internet based interactive Simulator for Engineering Ethics Education. The simulator places students in first person perspective scenarios involving different types of ethical situations. Students must gather data, assess the situation, and make decisions. This requires students to develop their own ability to identify and respond to ethical engineering situations. A limited comparison between the internet based interactive simulator and conventional internet web based instruction indicates a statistically significant improvement of 32% in instructional effectiveness. The simulator is currently being used at the University of Houston to help fulfill ABET requirements.

Utilizing New Audiovisual Resources

ERIC Educational Resources Information Center

Miller, Glen

1975-01-01

The University of Arizona's Agriculture Department has found that video cassette systems and 8 mm films are excellent audiovisual aids to classroom instruction at the high school level in small gasoline engines. Each system is capable of improving the instructional process for motor skill development. (MW)

Using Video Modeling with Voice-over Instruction to Train Public School Staff to Implement a Preference Assessment.

PubMed

Bovi, Gina M Delli; Vladescu, Jason C; DeBar, Ruth M; Carroll, Regina A; Sarokoff, Randi A

2017-03-01

The identification of putative reinforcers is a critical component of programming for individuals with disabilities. A multiple stimulus without replacement preference assessment is one option for identifying putative reinforcers; however, staff must be trained on the steps necessary to conduct the assessment for it to be useful in practice. This study examined the effectiveness of using video modeling with voice-over instruction (VMVO) to train two public school staff to conduct this assessment. Results demonstrate that VMVO was effective in training, producing generalized responding, maintenance, and high social validity ratings.

Post Game Analysis: Using Video-Based Coaching for Continuous Professional Development

PubMed Central

Hu, Yue-Yung; Peyre, Sarah E.; Arriaga, Alexander F.; Osteen, Robert T.; Corso, Katherine A.; Weiser, Thomas G.; Swanson, Richard S.; Ashley, Stanley W.; Raut, Chandrajit P.; Zinner, Michael J.; Gawande, Atul A.; Greenberg, Caprice C.

2011-01-01

Background The surgical learning curve persists for years after training, yet existing CME efforts targeting this are limited. We describe a pilot study of a scalable video-based intervention, providing individualized feedback on intra-operative performance. Study Design Four complex operations performed by surgeons of varying experience – a chief resident accompanied by the operating senior surgeon, a surgeon with <10 years in practice, another with 20–30 years, and a surgeon with >30 years of experience – were video-recorded. Video playback formed the basis of 1-hour coaching sessions with a peer-judged surgical expert. These sessions were audio-recorded, transcribed, and thematically coded. Results The sessions focused on operative technique, both technical aspects and decision-making. With increasing seniority, more discussion was devoted to the optimization of teaching and facilitation of the resident’s technical performance. Coaching sessions with senior surgeons were peer-to-peer interactions, with each discussing his preferred approach. The coach alternated between directing the session (asking probing questions) and responding to specific questions brought by the surgeons, depending on learning style. At all experience levels, video review proved valuable in identifying episodes of failure-to-progress and troubleshooting alternative approaches. All agreed this tool is a powerful one. Inclusion of trainees seems most appropriate when coaching senior surgeons; it may restrict the dialogue of more junior attendings. Conclusions Video-based coaching is an educational modality that targets intra-operative judgment, technique, and teaching. Surgeons of all levels found it highly instructive. This may provide a practical, much needed approach for continuous professional development. PMID:22192924

Interactive film scenes for tutor training in problem-based learning (PBL): dealing with difficult situations

PubMed Central

2010-01-01

Background In problem-based learning (PBL), tutors play an essential role in facilitating and efficiently structuring tutorials to enable students to construct individual cognitive networks, and have a significant impact on students' performance in subsequent assessments. The necessity of elaborate training to fulfil this complex role is undeniable. In the plethora of data on PBL however, little attention has been paid to tutor training which promotes competence in the moderation of specific difficult situations commonly encountered in PBL tutorials. Methods Major interactive obstacles arising in PBL tutorials were identified from prior publications. Potential solutions were defined by an expert group. Video clips were produced addressing the tutor's role and providing exemplary solutions. These clips were embedded in a PBL tutor-training course at our medical faculty combining PBL self-experience with a non-medical case. Trainees provided pre- and post-intervention self-efficacy ratings regarding their PBL-related knowledge, skills, and attitudes, as well as their acceptance and the feasibility of integrating the video clips into PBL tutor-training (all items: 100 = completely agree, 0 = don't agree at all). Results An interactive online tool for PBL tutor training was developed comprising 18 video clips highlighting difficult situations in PBL tutorials to encourage trainees to develop and formulate their own intervention strategies. In subsequent sequences, potential interventions are presented for the specific scenario, with a concluding discussion which addresses unresolved issues. The tool was well accepted and considered worth the time spent on it (81.62 ± 16.91; 62.94 ± 16.76). Tutors considered the videos to prepare them well to respond to specific challenges in future tutorials (75.98 ± 19.46). The entire training, which comprised PBL self-experience and video clips as integral elements, improved tutor's self-efficacy with respect to dealing with problematic situations (pre: 36.47 ± 26.25, post: 66.99 ± 21.01; p < .0001) and significantly increased appreciation of PBL as a method (pre: 61.33 ± 24.84, post: 76.20 ± 20.12; p < .0001). Conclusions The interactive tool with instructional video clips is designed to broaden the view of future PBL tutors in terms of recognizing specific obstacles to functional group dynamics and developing individual intervention strategies. We show that this tool is well accepted and can be successfully integrated into PBL tutor-training. Free access is provided to the entire tool at http://www.medizinische-fakultaet-hd.uni-heidelberg.de/fileadmin/PBLTutorTraining/player.swf. PMID:20604927

Environmental scan and evaluation of best practices for online systematic review resources

PubMed Central

Parker, Robin M. N.; Boulos, Leah M.; Visintini, Sarah; Ritchie, Krista; Hayden, Jill

2018-01-01

Objective Online training for systematic review methodology is an attractive option due to flexibility and limited availability of in-person instruction. Librarians often direct new reviewers to these online resources, so they should be knowledgeable about the variety of available resources. The objective for this project was to conduct an environmental scan of online systematic review training resources and evaluate those identified resources. Methods The authors systematically searched for electronic learning resources pertaining to systematic review methods. After screening for inclusion, we collected data about characteristics of training resources and assigned scores in the domains of (1) content, (2) design, (3) interactivity, and (4) usability by applying a previously published evaluation rubric for online instruction modules. We described the characteristics and scores for each training resource and compared performance across the domains. Results Twenty training resources were evaluated. Average overall score of online instructional resources was 61%. Online courses (n=7) averaged 73%, web modules (n=5) 64%, and videos (n=8) 48%. The top 5 highest scoring resources were in course or web module format, featured high interactivity, and required a longer (>5hrs) time commitment from users. Conclusion This study revealed that resources include appropriate content but are less likely to adhere to principles of online training design and interactivity. Awareness of these resources will allow librarians to make informed recommendations for training based on patrons’ needs. Future online systematic review training resources should use established best practices for e-learning to provide high-quality resources, regardless of format or user time commitment. PMID:29632443

Video Game Learning Dynamics: Actionable Measures of Multidimensional Learning Trajectories

ERIC Educational Resources Information Center

Reese, Debbie Denise; Tabachnick, Barbara G.; Kosko, Robert E.

2015-01-01

Valid, accessible, reusable methods for instructional video game design and embedded assessment can provide actionable information enhancing individual and collective achievement. Cyberlearning through game-based, metaphor-enhanced learning objects (CyGaMEs) design and embedded assessment quantify player behavior to study knowledge discovery and…

National Plant Diagnostic Network, Taxonomic training videos: Introduction to Aphids - Part 2

USDA-ARS?s Scientific Manuscript database

Training is a critical part of aphid (Hemiptera: Aphididae) identification. This video provides visual instruction on important subject areas for aphid regulatory issues. Here the subject of aphids as they relate to disease transmission, biology, identification, and pathways is addressed. Aphid topi...

Job-Seeking Interview Skills Training: A Comparison of Four Instructional Techniques.

ERIC Educational Resources Information Center

Speas, Carol Mendenhall

1979-01-01

Compared model exposure (MOD), role playing (RP), model exposure plus role playing (MRP), and model exposure role playing with videotape feedback (VIDEO). MRP and VIDEO treatments were greater than control procedures. RP treatment was more effective than control procedures on two criteria. (Author/BEF)

Presenting Science in a Video-Delivered, Web-based Format: Comparing Learning Settings To Get the Most Out of Teaching.

ERIC Educational Resources Information Center

Urven, Lance E.; Yin, L. Roger; Eshelman, Bruce D.; Bak, John D.

2000-01-01

Describes a high school course entitled "Science Technology in Society". High school students use live video presentations and world wide web courseware. Concludes that distance learning students performed as well as traditionally instructed students. (SAH)

Teaching Introductory Chemistry with Videocassette Presentations.

ERIC Educational Resources Information Center

Enger, John; And Others

Reported here is the development and evaluation of an extensive series of video-cassette presentations developed for introductory chemical education. In measures of course achievement, students instructed by the video-cassette-discussion format received higher average scores than those taught by live lecture methods. A survey showed that the…

Advanced Video Activity Analytics (AVAA): Human Performance Model Report

DTIC Science & Technology

2017-12-01

NOTICES Disclaimers The findings in this report are not to be construed as an official Department of the Army position unless so designated by other...estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data...Video Activity Analytics (AVAA) system. AVAA was designed to help US Army Intelligence Analysts exploit full-motion video more efficiently and

MO-DE-BRA-01: Enhancing Radiation Physics Instruction Through Gamification and E-Learning

DOE Office of Scientific and Technical Information (OSTI.GOV)

Driewer, J; Lei, Y; Morgan, B

Purpose: This project sought to “gamify” the instruction of radiation interaction physics concepts for technology students. Gamification applies game mechanics and user interactions in active learning contexts. In one part of this project, a self-guided eModule was developed for conceptual radiation interaction instruction. In a second part, a web-based game, Particle Launch (http://particle-launcher.ist.unomaha.edu), was created to challenge students to quickly apply radiation interaction concepts in a way that is stimulating and motivating. Methods: The eModule, focused on conceptual interaction physics, was designed in Adobe Captivate and incorporates animation, web videos, and assessment questions in order to generate student interest. Navigatingmore » the whole module takes 40 minutes for beginners. Assessments after three main sections are comprised of 3–4 questions randomly selected from a question pool. In collaboration with the University of Nebraska at Omaha’s College of Information Science and Technology, the Particle Launch game was created with the Unity gaming engine and designed with a game-play look and feel. The object of the game is to utilize different particles, energies, and directions to destroy a target given a limited number of resources and time to complete the task. A rewards system encourages accurate shots. Results: The eModule part of the project encourages a flipped classroom model in which class time is devoted to application of concepts rather than information-based lectures. Currently, eModule assessments are not tracked but this feature could be incorporated to encourage participation. Furthermore, in a class of five technology students, the game was found to be fun and engaging and had the effect of reinforcing basic concepts from the eModule. Conclusion: Gamification has significant potential to alter medical physics instruction. Game-play feedback is an important part of the learning process. Students found Particle Launch inviting and challenging and further research could help game design. This project was generously supported by the Office of the Vice-Chancellor for Academic Affairs and the University of Nebraska Medical Center.« less

Video Elicitation Interviews: A Qualitative Research Method for Investigating Physician-Patient Interactions

PubMed Central

Henry, Stephen G.; Fetters, Michael D.

2012-01-01

We describe the concept and method of video elicitation interviews and provide practical guidance for primary care researchers who want to use this qualitative method to investigate physician-patient interactions. During video elicitation interviews, researchers interview patients or physicians about a recent clinical interaction using a video recording of that interaction as an elicitation tool. Video elicitation is useful because it allows researchers to integrate data about the content of physician-patient interactions gained from video recordings with data about participants’ associated thoughts, beliefs, and emotions gained from elicitation interviews. This method also facilitates investigation of specific events or moments during interactions. Video elicitation interviews are logistically demanding and time consuming, and they should be reserved for research questions that cannot be fully addressed using either standard interviews or video recordings in isolation. As many components of primary care fall into this category, high-quality video elicitation interviews can be an important method for understanding and improving physician-patient interactions in primary care. PMID:22412003

Video elicitation interviews: a qualitative research method for investigating physician-patient interactions.

PubMed

Henry, Stephen G; Fetters, Michael D

2012-01-01

We describe the concept and method of video elicitation interviews and provide practical guidance for primary care researchers who want to use this qualitative method to investigate physician-patient interactions. During video elicitation interviews, researchers interview patients or physicians about a recent clinical interaction using a video recording of that interaction as an elicitation tool. Video elicitation is useful because it allows researchers to integrate data about the content of physician-patient interactions gained from video recordings with data about participants' associated thoughts, beliefs, and emotions gained from elicitation interviews. This method also facilitates investigation of specific events or moments during interactions. Video elicitation interviews are logistically demanding and time consuming, and they should be reserved for research questions that cannot be fully addressed using either standard interviews or video recordings in isolation. As many components of primary care fall into this category, high-quality video elicitation interviews can be an important method for understanding and improving physician-patient interactions in primary care.

Instructional Design. [SITE 2002 Section].

ERIC Educational Resources Information Center

2002

This document contains the following papers on instructional design from the SITE (Society for Information Technology & Teacher Education) 2002 conference: "Faculty Guidelines for the Video Development Process" (Ronald J. Abate and Kathleen Benghiat); "Evolution of an Online Graduate Course in Educational Multimedia" (Peter Albion); "PT3…

Reaching Students through Distance Education.

ERIC Educational Resources Information Center

Blakesley, Lynn; Zahn, Steve

In an effort to improve access to education and to better serve residents of its 600 square mile district, Waubonsee Community College (WCC), in Sugar Grove, Illinois, utilizes telecourses, audiocourses, and live classes via microwave transmission to deliver instruction. Video and audio courses utilize prerecorded instructional materials,…

Crafting a Masterpiece

ERIC Educational Resources Information Center

Fumagalli, Mike

2016-01-01

Facing state assessments, new standards, and instructional shifts, teachers are often left with the DIY ("do it yourself") version of science teaching. Unfortunately, answering the question "What does quality science instruction look like in the classroom?" is not as easy as watching a few videos online. Fortunately, the EQuIP…

Instructional Tendencies in the Teaching of Reading Comprehension: A Portrait of Practice in the Measures of Effective Teaching (MET) Database

ERIC Educational Resources Information Center

Davis, Dennis S.; Bippert, Kelli; Villarreal, Lorena

2015-01-01

Using videos from 63 teachers in grades 4-8 who were part of the Measures of Effective Teaching study, we identified five tendencies in the teaching of reading comprehension that can inform future work on the design and implementation of reading instruction. The five tendencies are: (1) Instruction is generally text-centric, but dominated by…

Female high school biology students' biofilm-focused learning: The contributions of three instructional strategies to patterns in understanding and motivation

NASA Astrophysics Data System (ADS)

Ales, Jo Dale Hill

2000-12-01

This exploratory study examined three instructional strategies used with female high school biology students. The relative contributions of the strategies to student understanding of microbiology and motivation in science were analyzed. The science education community targeted underachievement in science by implementing changes in content and practices (NRC, 1996). Research suggested that teachers facilitate learnirig environments based on human constructivism (Mintzes, Wandersee, & Novak, 1997) that is rooted in meaningful learning theory (Ausubel, Novak & Hanesian, 1978). Teachers were advised to use both visual and verbal instructional strategies (Paivio, 1983) and encourage students to construct understandings by connecting new experiences to prior knowledge. The American Society for Microbiology supports the study of microorganisms because of their prominence in the biosphere (ASK 1997). In this study, two participating teachers taught selected microbiology concepts while focused on the cutting edge science of biofilms. Biology students accessed digitized biofilm images on an ASM web page and adapted them into products, communicated with biofilm researchers, and adapted a professional-quality instructional video for cross-age teaching. The study revealed improvements in understanding as evidenced on a written test; however, differences in learnirig outcomes were not significant. Other data, including student journal reflections, observations of student interactions, and student clinical interviews indicate that students were engaged in cutting edge science and adapted biofilm images in ways that increased understanding of microbiology (with respect to both science content and as a way of knowing) and motivation. An ASM CD-ROM of the images did not effectively enhance learning and this study provides insights into what could make it more successful. It also identifies why, in most cases, students' E-mail communication with biofilm researchers was unsuccessful. The positive experiences of successful students indicate that teacher management could maximize the benefits of experiencing cutting edge science this way. Cutting edge science can be used to make science more relevant to students, enhance science learning, and insure a more scientifically literate society. Cross-age teachers effectively adapted an instructional video, communicated science, and increased their understanding of selected microbiology concepts and self-confidence. They also increased or maintained their motivation to study science.

76 FR 66889 - Closed Captioning of Internet Protocol-Delivered Video Programming: Implementation of the Twenty...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-28

... FEDERAL COMMUNICATIONS COMMISSION 47 CFR Parts 15 and 79 [MB Docket No. 11-154; DA 11-1766] Closed... Communications and Video Accessibility Act of 2010 AGENCY: Federal Communications Commission. ACTION: Proposed... . Follow the instructions for submitting comments. Federal Communications Commission's Electronic Comment...

Observer Training Revisited: A Comparison of in Vivo and Video Instruction

ERIC Educational Resources Information Center

Dempsey, Carrie M.; Iwata, Brian A.; Fritz, Jennifer N.; Rolider, Natalie U.

2012-01-01

We compared the effects of 2 observer-training procedures. In vivo training involved practice during actual treatment sessions. Video training involved practice while watching progressively more complex simulations. Fifty-nine undergraduate students entered 1 of the 2 training conditions sequentially according to an ABABAB design. Results showed…

The Effects of Reviews in Video Tutorials

ERIC Educational Resources Information Center

van der Meij, H.; van der Meij, J.

2016-01-01

This study investigates how well a video tutorial for software training that is based on Demonstration-Based Teaching supports user motivation and performance. In addition, it is studied whether reviews significantly contribute to these measures. The Control condition employs a tutorial with instructional features added to a dynamic task…

Gamified Approach to Teaching Introductory Astronomy Online

ERIC Educational Resources Information Center

Barringer, Daniel F.; Plummer, Julia D.; Kregenow, Julia; Palma, Christopher

2018-01-01

[This paper is part of the Focused Collection on Astronomy Education Research.] An increased interest in using video games in educational contexts has led to many innovations in both formal and informal environments. Educational researchers, instructional designers, and educators have sought and developed ways to incorporate video games or…

Narrated Animated Solution Videos in a Mastery Setting

ERIC Educational Resources Information Center

Schroeder, Noah; Gladding, Gary; Gutmann, Brianne; Stelzer, Timothy

2015-01-01

Narrated animated solution videos were implemented in a clinical study that compared a mastery setting that employed repeated cycles of testing with instructional support to a group that had a single opportunity to experience the materials. The mastery setting students attempted sequential questions sets on a topic, with animated solutions between…

Closed-Captioned Educational Video: Implications for Post-Secondary Students.

ERIC Educational Resources Information Center

Lee, Yung-Bin Benjamin; Meyer, Martha J.

The effects of closed-captioned educational video as an instructional tool for improving reading comprehension and learning retention for students in college developmental studies programs were studied. Subjects were 168 students in Developmental Studies English and reading classes at a regional university in the Southeast and 168 first-year…

Strategies for Defining and Understanding Critical Technology Integration Terms

ERIC Educational Resources Information Center

Fagehi, Ahmed Yahya

2013-01-01

Educational technology scholars believe that teachers should understand how to effectively integrate technology in their teaching. This study identified key terms related to integrating technology in education and investigated the effectiveness of three online instructional strategies (Text-only, Text plus Video, and Text plus Video plus Question)…

Video-Modeling and Pre-Performance Apprehension: Ignorance Is Bliss.

ERIC Educational Resources Information Center

Newburger, Craig; Hemphill, Michael

A study examined the effect of successful and unsuccessful video models on pre-performance public speaking anxiety of students enrolled in basic communication courses. Two hundred twenty-five students enrolled in the basic communication courses served as participants. Subjects were divided into four conditions according to how the instructions for…

The Operating Technician's Role in Video Distance Learning.

ERIC Educational Resources Information Center

Olesinski, Raymond L.; And Others

Operating technicians play a number of roles in video, or televised, distance learning programs, the most obvious being the operation and support of the technology itself. Very little information exists, however, about the non-technical activities of technicians that may influence the instruction process. This paper describes these activities…

Video Based Developmental Mathematics Learning System For Community College Students.

ERIC Educational Resources Information Center

Gormley, Tyrone D.

The University of Maine at Augusta uses an individualized video-taped mathematics instructional system to eliminate students' math weaknesses before they attempt college math. The course, "1 Mth Developmental Mathematics," is part of the Educational Assistance Program and teaches basic skills and concepts of arithmetic and algebra. The…

Comparing Pictures and Videos for Teaching Action Labels to Children with Communication Delays

ERIC Educational Resources Information Center

Schebell, Shannon; Shepley, Collin; Mataras, Theologia; Wunderlich, Kara

2018-01-01

Children with communication delays often display difficulties labeling stimuli in their environment, particularly related to actions. Research supports direct instruction with video and picture stimuli for increasing children's action labeling repertoires; however, no studies have compared which type of stimuli results in more efficient,…

Utilizing Modern Technology in Adult and Continuing Education Programs.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Curriculum Development.

This publication, designed as a supplement to the manual entitled "Managing Programs for Adults" (1983), provides guidelines for establishing or expanding the use of video and computers by administration and staff of adult education programs. The first section presents the use of video technology for program promotion, instruction, and staff…

PROJECT NOTIFY--NEEDED OCCUPATIONAL TELEVISION INSTRUCTION FOR YOUTH.

ERIC Educational Resources Information Center

BANCROFT, JOHN; LAWSON, WILLIAM H.

AN EVALUATION WAS MADE OF THE EFFECTIVENESS OF VIDEO TAPES AS A MEANS OF DISSEMINATING OCCUPATIONAL INFORMATION TO HIGH SCHOOL STUDENTS. AFTER CRITERIA FOR SELECTION WERE DETERMINED, SEVEN OCCUPATIONAL AREAS WERE CHOSEN FOR PRESENTATION BY VIDEO TAPE. THE TELEVISION PROGRAMS WERE DESIGNED TO IDENTIFY ENTRY LEVEL JOBS IN THE OCCUPATIONAL AREAS…

Children's strategies to handle cancer: a video ethnography of imaginal coping.

PubMed

Rindstedt, C

2014-07-01

This article explores how children use fantasy, play, and coping (imaginal coping) in order to handle chronic illness. Imaginal coping, as a theoretical construct, is defined as the use of imagination to deal with the hardships of illness. The overarching aim has been to investigate the various ways in which categories of staff members (doctors, nurses, play therapists, and hospital clowns) and parents support children in their coping. Focus has thus been on collaborative or interactive aspects of playful coping. A large proportion of the data collected consists of 93 h of video-recorded interactions between children, parents and staff. The collection of data involved fieldwork carried out with the use of a video ethnographic method, making it possible thereby to analyse and work with data in greater detail. For more than one year, five children with leukaemia were followed as each made their regular visits to a children's cancer clinic in a children's hospital in Sweden. Collaborative storytelling, humorous treatment practices, playful rituals, as well as role-reversal play, were all types of events involving staff-child collaboration and creative improvisation. Staff, along with parents, played a significant role in the coping process. In various ways, the staff members helped the parents to respond to their children in ways adaptive for coping. It can be seen that imaginal coping is a highly interactional business. In this study it is shown that parents socialize coping; this is sometimes undertaken explicitly, for example, through coaching (in the form of instructions or suggestions) and teaching. But often it is achieved through modelling or intent participation, with the child observing staff members' treatment practices. © 2013 John Wiley & Sons Ltd.

Digital Video: Scaffolding Fieldworking Skills for Research Writing

ERIC Educational Resources Information Center

Remler, Nancy

2011-01-01

While many freshman composition textbooks offer cursory instruction on how to conduct field research, very little information exists on teaching undergraduates field research methods. Such instruction often occurs during graduate school. However, in order to become polished writers and researchers, and to see firsthand how research enhances…

News | National Agricultural Library

Science.gov Websites

Skip to main content Home National Agricultural Library United States Department of Agriculture Ag Instruction Series on the National Agricultural Library's YouTube channel. These video tutorials review much our Ag Data Commons User Instruction Series on the National Agricultural Library's YouTube channel

Advances in Projection Technology for On-Line Instruction.

ERIC Educational Resources Information Center

Davis, H. Scott; Miller, Marsha

This document consists of supplemental information designed to accompany a presentation on the application of projection technology, including video projectors and liquid crystal display (LCD) devices, in the online catalog library instruction program at the Indiana State University libraries. Following an introductory letter, the packet includes:…

Captions, Whiteboards, Animation, and Videos: Technology Improves Access

ERIC Educational Resources Information Center

Beal-Alvarez, Jennifer S.; Cannon, Joanna E.

2015-01-01

The field of deaf education lacks rigorous research that supports any singular instructional practice (Luckner, Sebold, Cooney, Young III, & Muir 2005/2006; Easterbrooks & Stephenson, 2012). However studies indicate that technology, frequently used during instruction with students who are deaf or hard of hearing (Easterbrooks, Stephenson,…

The Value of Video in Online Instruction

ERIC Educational Resources Information Center

Rudd, Denis P., II.; Rudd, Denis P.

2014-01-01

Online educational instruction has become more prevalent in American and international educational institutions and is increasingly the chosen format for many academic programs. The use of web conferencing, virtual classrooms, and computer-based training are becoming the common platform in which schools provide education in online teaching. This…

Interactive Videos Enhance Learning about Socio-Ecological Systems

ERIC Educational Resources Information Center

Smithwick, Erica; Baxter, Emily; Kim, Kyung; Edel-Malizia, Stephanie; Rocco, Stevie; Blackstock, Dean

2018-01-01

Two forms of interactive video were assessed in an online course focused on conservation. The hypothesis was that interactive video enhances student perceptions about learning and improves mental models of social-ecological systems. Results showed that students reported greater learning and attitudes toward the subject following interactive video.…

Studying the Positive Influence of the Use of Video in Teaching & Learning Environments, Focusing on Registration of the Directions Where It Improves the PBL Effectiveness: A Systematic Literature Review

ERIC Educational Resources Information Center

Aronis, Alexis

2016-01-01

Previous studies report the involvement of the use of video in the frameworks of problem-based learning (PBL), case-based learning, and project-based learning. This systematic literature review, through two research questions, explores the positive influence of the use of video in those instructional methods, and, while focusing on PBL, identifies…

Vodcasts and Active-Learning Exercises in a “Flipped Classroom” Model of a Renal Pharmacotherapy Module

PubMed Central

Fox, Jeremy

2012-01-01

Objective. To implement a “flipped classroom” model for a renal pharmacotherapy topic module and assess the impact on pharmacy students’ performance and attitudes. Design. Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures. Assessment. Students’ performance on the final examination significantly improved compared to performance of students the previous year who completed the same module in a traditional classroom setting. Students’ opinions of the POGIL activity and the flipped classroom instructional model were mostly positive. Conclusion. Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach. Some of the factors that may have contributed to students’ improved scores included: student mediated contact with the course material prior to classes, benchmark and formative assessments administered during the module, and the interactive class activities. PMID:23275661

Skype me! Socially Contingent Interactions Help Toddlers Learn Language

PubMed Central

Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick

2013-01-01

Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This paper focuses on whether social contingency might support word learning. Toddlers aged 24- to 30-months (N=36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and non-contingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). The current study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology. PMID:24112079

Effectiveness of interactive, online games in learning neuroscience and students' perception of the games as learning tools. A pre-experimental study.

PubMed

Thompson, Marilyn E; Ford, Ruth; Webster, Andrew

2011-01-01

Neurological concepts applicable to a doctorate in occupational therapy are often challenging to comprehend, and students are required to demonstrate critical reasoning skills beyond simply recalling the information. To achieve this, various learning and teaching strategies are used, including the use of technology in the classroom. The availability of technology in academic settings has allowed for diverse and active teaching approaches. This includes videos, web-based instruction, and interactive online games. In this quantitative pre-experimental analysis, the learning and retention of neuroscience concepts by 30 occupational therapy doctoral students, who participated in an interactive online learning experience, were assessed. The results suggest that student use of these tools may enhance their learning of neuroscience. Furthermore, the students felt that the sites were appropriate, beneficial to them, and easy to use. Thus, the use of online, interactive neuroscience games may be effective in reinforcing lecture materials. This needs to be further assessed in a larger sample size.

Learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences for continuing engineering education instructional design

NASA Astrophysics Data System (ADS)

Baukal, Charles Edward, Jr.

A literature search revealed very little information on how to teach working engineers, which became the motivation for this research. Effective training is important for many reasons such as preventing accidents, maximizing fuel efficiency, minimizing pollution emissions, and reducing equipment downtime. The conceptual framework for this study included the development of a new instructional design framework called the Multimedia Cone of Abstraction (MCoA). This was developed by combining Dale's Cone of Experience and Mayer's Cognitive Theory of Multimedia Learning. An anonymous survey of 118 engineers from a single Midwestern manufacturer was conducted to determine their demographics, learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences. The learning strategy preference profile and verbal-visual cognitive styles of the sample were statistically significantly different than the general population. The working engineers included more Problem Solvers and were much more visually-oriented than the general population. To study multimedia preferences, five of the seven levels in the MCoA were used. Eight types of multimedia were compared in four categories (types in parantheses): text (text and narration), static graphics (drawing and photograph), non-interactive dynamic graphics (animation and video), and interactive dynamic graphics (simulated virtual reality and real virtual reality). The first phase of the study examined multimedia preferences within a category. Participants compared multimedia types in pairs on dual screens using relative preference, rating, and ranking. Surprisingly, the more abstract multimedia (text, drawing, animation, and simulated virtual reality) were preferred in every category to the more concrete multimedia (narration, photograph, video, and real virtual reality), despite the fact that most participants had relatively little prior subject knowledge. However, the more abstract graphics were only slightly preferred to the more concrete graphics. In the second phase, the more preferred multimedia types in each category from the first phase were compared against each other using relative preference, rating, and ranking and overall rating and ranking. Drawing was the most preferred multimedia type overall, although only slightly more than animation and simulated virtual reality. Text was a distant fourth. These results suggest that instructional content for continuing engineering education should include problem solving and should be highly visual.

New Integrated Video and Graphics Technology: Digital Video Interactive.

ERIC Educational Resources Information Center

Optical Information Systems, 1987

1987-01-01

Describes digital video interactive (DVI), a new technology which combines the interactivity of the graphics capabilities in personal computers with the realism of high-quality motion video and multitrack audio in an all-digital integrated system. (MES)