Abstract
Blended learning based on lecture videos and face-to-face teaching provides good opportunities for students for participation in education, regardless of time or place. The article describes a blended learning solution that is based on face-to-face teaching and the use of streaming lecture videos as it has developed in connection with master studies in mathematical information technology. The particular focus of this article is on the use of lecture videos and the impacts of blended learning on participation in education and on learning outcomes. According to the results, lecture videos have become very popular among students. Moreover the use of lecture videos increases participation activeness, and the increase in participation has a positive impact on completion of courses. However, the use of lecture videos does not seem to have any clear-cut effect on grades obtained.
Highlights
Due to rapid changes in work life, especially in the field of ICT, lifelong learning has an important role to play
This study describes a blended learning solution as well as to examines the impacts of the use of the videos on participation in lectures and on study results
The rest of this article is organized as follows: Section II reviews other related studies conducted elsewhere; Section III describes a blended learning solution for the Master Studies in Mathematical Information Technology, motivation for the use of blended learning and, briefly, the practice established for the production of videos; Chapter 4 classifies students and course participation on the basis of the amount of video use and, with the help of this, examines what the effects of the use of lecture videos on learning outcomes are
Summary
Due to rapid changes in work life, especially in the field of ICT, lifelong learning has an important role to play. Solution that is based on face-to-face teaching and streaming lecture videos offers the students a full range of opportunities to participate in education regardless of time and place and in accordance with their own needs. The rest of this article is organized as follows: Section II reviews other related studies conducted elsewhere; Section III describes a blended learning solution for the Master Studies in Mathematical Information Technology, motivation for the use of blended learning and, briefly, the practice established for the production of videos; Chapter 4 classifies students and course participation on the basis of the amount of video use and, with the help of this, examines what the effects of the use of lecture videos on learning outcomes are.
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