Online Video Tutorials Research Articles

A Content Analysis Study of Distortion's Influence on Drum and Bass Music Production

This study uses content analysis and draws upon aesthetic theory and technological determinism as theoretical frameworks to explore contemporary approaches to the use of distortion within drum and bass production. To achieve this, it investigates online video tutorials created by professional drum and bass producers and online content creators in order to extract insights into their common working practice when using distortion in their work. The analysis highlights a prevalent use of aggressive distortion to transform bass timbres, which is a trend originating in the 1990s that continues to shape the genre's evolving aesthetic. This research provides unique insights into the evolution. and impact of distortion and shows how established techniques persist while subtly evolving within the ever-changing production ecosystem.

Chinese Undergraduate’s Motivation And Attitudes Towards Learning English on TikTok

The rise of new media has accelerated the dissemination of information, enabling people to access news and knowledge quickly. Online platforms such as TikTok offer a wealth of educational content, facilitating widespread access to resources such as online courses and video tutorials. This research aims to study the motivations and attitudes of Chinese undergraduates towards English learning on TikTok by using the questionnaire method. The study found that Chinese undergraduates have a positive attitude towards learning English on TikTok and intrinsic and extrinsic motivation. This paper also discusses some problems with English short videos on TikTok, providing students with valuable suggestions to help them better identify and select high-quality knowledge short videos to achieve the expected learning results. Keywords: bloggers, Chinese student, English, educational resources, learning English, TikTok.

EXPLORING YOUTUBE IN TEACHING COOKERY TO SECONDARY STUDENTS: A REVIEW

This review explores the role of online video tutorials in developing cooking skills, particularly in the context of senior high school culinary arts education shift to online learning necessitated the use of technology in education, with the Department of Education (DepEd) promoting platforms like YouTube for instructional content. While research directly on online video tutorials for cooking skills is limited, related fields highlight the benefits of video technology for skill development. These benefits include visual repetition, flexible access, and enhanced engagement. This review further examines student preferences for online video tutorials, focusing on YouTube as a primary platform. Students value the increased comprehension and cost-effectiveness compared to traditional methods. The review concludes by advocating for responsible use of online video tutorials to improve culinary education. Recommendations include promoting student engagement with online resources, ensuring tutorial quality, and providing ethical use guidance. Parental support is also identified as a critical factor in student success. Overall, this review emphasizes the potential of online video tutorials to transform culinary education while underscoring the need for responsible utilization and support mechanisms for optimal learning outcomes in the digital age.

Using Online Tutorials to Teach Citation: A Work in Progress

After receiving troubling data about graduating students’ abilities to cite their work, the librarians at Cal Poly Pomona sought to respond to these findings by creating a suite of online video tutorials to aid student learning. These tutorials included brief assessment quizzes to aid in gauging student understanding. The onset of the COVID-19 pandemic in spring 2020 greatly accelerated the process of tutorial creation and implementation, as they became a key tool for instructional outreach during pandemic lockdowns. This article will discuss the process of planning, implementation and piloting of these citation tutorials during the early months of COVID-19.

Challenges of Non-English Major Teachers in Teaching Senior High School English Subjects

This inquiry aimed to determine the challenges experienced by non-English major teachers in teaching Senior High School English subjects and their utilized coping mechanisms. It also sought to determine the relationship between the challenges encountered and the coping mechanisms applied. Moreover, the study aimed to discover the differences between teachers’ baccalaureate courses, challenges, and coping mechanisms. The patterns and associations of the variables were ascertained by using descriptive-correlational design. The extent of challenges faced and coping mechanisms applied were revealed through the descriptive tool. Spearman Rank Correlation Coefficient was used to know the relationship between the said challenges and coping mechanisms, and the differences between the variables and teachers’ baccalaureate courses were identified using the Kruskal-Wallis H Test. The study also employed the purposive sampling technique. The respondents of the study were the 50 teachers from Tanjay City Division, teaching in Tanjay City and Pamplona, Negros Oriental, Philippines. The researcher utilized a self-made questionnaire. The study revealed that non-English major teachers have challenges in teaching Senior High School English subjects specifically in the following areas: (a) teaching academic writing, (b) teaching writing one scene for one-act play applying the various elements, techniques, and literary devices, (c) teaching writing craft essay; (d) teaching speech writing; (e) selection of relevant resources specifically on choosing materials that are aligned in lesson objectives; and (f) deciding for curriculum-appropriate materials to use. The data also showed that online video tutorials, allowing colleagues/school heads/supervisors to observe their classes, and monitoring students’ performance are the most utilized coping mechanisms. The study concluded that despite the challenges encountered by non-English major teachers in teaching Senior High School English subjects, these teachers are still tough in facing their daily battles, which provide them chances to learn outside their comfort zones.

Informal Learning Trends on YouTube during the COVID‐19 Pandemic: A Topic Modeling Analysis

ABSTRACTThis study explores the impact of the COVID‐19 pandemic on informal online learning behavior through the lens of online video tutorials hosted on YouTube. Over 40,000 YouTube comments were collected for topic modeling analysis and uncovered thirteen latent topics related to three learning behavior types, that is, environment structuring, help‐seeking, and self‐evaluation. These learning behaviors underwent varying degrees of change after the pandemic declaration and normalized after that, highlighting the importance of adapting teaching methods to meet the changing needs of learners in response to any learning disruptions.

Exploring Information Technology Industry Programming Language Trends with Non-Negative Matrix Factorization Topic Modelling

The study aimed to determine the preferred programming language among information technology professionals using non-negative matrix factorization topic modelling technique. The results showed that the majority of participants were software developers and programmers who commonly used C#, Java, and Python, and agreed that Java, C, or C++ would be the best language to start with when learning programming. The application of topic modelling revealed key themes such as online video tutorials as effective learning resources, hands-on activities as key to learning programming, importance of feedback, effective teaching strategies, and problem-solving skills as crucial for success in programming. Results of the study may serve as baseline data for the improvement of curricular offerings.

Teaching Basic Calculations in an Introductory Biology Lab.

ABSTRACTQuantitative reasoning is one of the core competencies identified as a priority for transforming the undergraduate biology curriculum. However, first-year biology majors often lack confidence in their quantitative skills. We revised an introductory biology lab to emphasize the teaching of basic laboratory calculations, utilizing multiple teaching tools, including online prelab quizzes, minilab lectures, calculation worksheets, and online video tutorials. In addition, we implemented a repetitive assessment approach whereby three types of basic calculations—unit conversions, calculating molar concentrations, and calculating dilutions—were assessed on all quizzes and exams throughout the semester. The results showed that learning improved for each of the three quantitative problem types assessed and that these learning gains were statistically significant, both from first assessment to midterm and, notably, from midterm to final. Additionally, the most challenging problem type for students, calculating molar concentrations, showed the greatest normalized learning gains in the second half of the semester. The latter result suggests that persistent assessment resulted in continued learning even after formal, in-class teaching of these approaches had ended. This approach can easily be applied to other courses in the curriculum and, given the learning gains achieved, could provide a powerful means to target other quantitative skills.

MENINGKATKAN KEMAMPUAN SKILL LAB SYRINGE PUMP MELALUI VIDEO TUTORIAL

Introduction. The syringe pump lab skill is one of the nurse's professional student competencies. However, many students have difficulty mastering these competencies, especially during the COVID-19 pandemic which makes it impossible to meet directly between students and lecturers. The purpose of this study was to prove the effect of online video tutorials on the ability of nursing profession students' lab skills. Methods. This study uses a one group pre-post test design. The population in this study were students of Nursing Professional Education, Faculty of Health Sciences, Tribhuwana Tunggadewi University. A sample of 53 respondents was taken randomly. The independent variable in this study was an online video tutorial, while the dependent variable was the ability of the syringe pump lab skill. The research instrument used an observation sheet. Data were analyzed using paired t test with =0.05. Results. The results of this study found that the average value of the syringe pump lab skills of professional students before being given an online video tutorial was 68.82 (SD = 8.93), the average value of the syringe pump lab skill of professional students after being given an online video tutorial was 78.55 (SD=4.58) and there was a significant effect of online tutorial videos on the ability of the syringe pump lab skills (p=0.000; = -9.73; SD=6.60; r=0.699). Discussions. Online video tutorials can be an effective option in teaching various lab skills to nursing professional students.

Multimodal analysis of mathematics video tutorials : orchestration of modes

Based on the multimodal discourse analysis, the contribution attempts to describe the genre of online video tutorial, focusing primarily on the involved modes and their interplay. The research has been done on the corpus consisting of online video tutorials on differential and integral calculus (e.g. first-order linear differential equations) which are available on the Internet and made by native speakers of English. In order to comment on differences between online and offline practices a referential group of standard lectures on infinitesimal calculus has been investigated as well. A case study focusing on forms of explication from the multimodal perspective has been carried out; seven presentational formats were compared both quantitatively and qualitatively to find out how various communication techniques are employed.

Development of Web-Enabled Online Learning Effectiveness Model Based on Online Video Tutorial

Information technology has a major impact on knowledge-sharing activities. The combination of knowledge-sharing tools such as Web 2.0 and multimedia embodied in the use of tutorial videos on web-enabled online learning is the solution. The solution is expected to improve individual performance in solving troubleshooting problems. The model was developed which explained the relationship between knowledge sharing and individual performance in troubleshooting problems and identified the factors that influence it. The research data is obtained by distributing questionnaires online to Telkomsel service users who have experienced problems troubleshooting products or services. The conceptual model was tested based on 205 samples obtained online. From the test results, it can be seen that web-enabled online learning is effective because tacit knowledge sharing that occurs directly increases individual performance while the effect of explicit knowledge sharing is mediated by tacit knowledge sharing. The factors that drive knowledge-sharing activities can influence individual performance, namely trust, IT usage, and usability.

Online teaching in the era of Covid-19: Comparison between power-point vs video Tutorial: students’ perception

Aim: To compare students perception towards use of video tutorial versus conventional power point presentation for online medical teaching Study design: Comparative descriptive survey Place and duration of study: The online study was conducted in the Department of Gyne. & Obs., Islamic International Medical College Rawalpindi & Sialkot Medical College Sialkot on Ms-Teams from 21st July 2020 to 21st October 2020 Methods: One hundred and one students from 4rth year MBBS participated in the study. Students were taught a given topic on power point presentation and then through a video tutorial online on Ms -Teams. Data was collected using a validated questionnaire. Students were inquired to express their perceptions & attitudes regarding the online teaching method, using a five point Likert scale. All the data was analyzed on SPSS version 20. Results: Out of 101, there were 38 males and 63 female students with ages ranged between 22 to 26 years. The mean score for video tutorial was higher than the mean score for Power Point in content understandability. There was a statistical difference in content understandability, effectiveness of teaching technique and attitude towards two teaching techniques (P< 0.05). Students had more positive attitude towards watching an online video than PowerPoint, which implied it was more entertaining, engaging and effective. Discussion was more spontaneous with a video tutorial as compared to Power Point. Students were involved more and enjoyed higher level of interaction. Conclusion: Online video tutorials were more effective as compared to the power-point presentations in content understandability of students and their learning processes. Keywords: Online teaching, Covid 19, Video tutorial, power point presentation

Investigating Learner's Online Learning Behavioural Changes during the COVID-19 Pandemic.

The objective of this study is to understand the pandemic's impact on online learning behaviour based on learners’ comments collected from online video tutorials hosted on YouTube. The topic modelling approach is employed to uncover the changes in topic prevalence during the pre‐ and post‐pandemic timeframe to infer learning behaviour. Ten topics were uncovered, and each exhibited a varying degree of changes over time. Overall, the study identified two learning behavioural changes, (1) learners were more active in learning relevant skillsets through sharing their experiences; and (2) learners had altered their help‐seeking behaviour to aid in their learning.

ADVISABILITY AND POSSIBILITY OF USING ICT DURING PREPARATION FOR THE EIA IN MATHEMATICS

Formulation of the problem. At present, any researches on the methodology of organizing and conducting external independent assessment of academic achievements in mathematics of Ukrainian graduates has become extremely relevant. In particular, this is due to the fact that from 2021 the EIA in mathematics is mandatory in the system of state final attestation. The aim of this work is to determine the advisability and possibility of using information and communication technologies in preparation for the EIA in mathematics. To achieve this goal, we organized a statistical survey of students, the results of which can then be used to create guidelines for professionals in preparation for independent assessment.
 Materials and methods. To achieve the goals of the article, we use empirical methods: our own survey using an electronic tool (Google form), monitoring the learning process of students, as well as analysis of their achievements results. In the paper we use the set of scientific cognition methods: comparative analysis to clarify different views on the problem; systematization and generalization to formulate conclusions and methodological advices; generalization of the author's pedagogical experience and observations. 
 Results. According to the survey of Ukrainian graduates, most of them choose a combined approach in preparation for the EIA in mathematics, i.e. use both electronic learning tools and printed textbooks. Most students prefer to prepare for testing with a tutor or on the special offline courses. Independent preparation is mostly inherent for students of classes and schools of physical and mathematical profile. More than 80% of respondents have a positive attitude for using of e-learning tools in preparation for the EIA, and the most popular of them are online test platforms and video tutorials on YouTube. 64% of surveyed students are satisfied with their own level of preparation for the EIA in mathematics, and among the reasons for dissatisfaction are the lack of knowledge and skills acquired at school. However, most respondents believe that preparation for the EIA should be completely provided by the state on a free basis. At the same time, the main way to improve the system of preparation for external examination students consider the need for funding of teachers and test participants.
 Conclusions. Electronic aids in preparation for the external examination in mathematics are still unpopular. The reason for this may be the low level of technology dissemination in our country. That is why offline courses and tutors are the most typical choice of entrants in preparation for the EIA. The willingness of students to pay tutors shows the current inability of the state to provide students with the necessary level of knowledge in general and for the EIA in particular within the school curriculum. Thus, in Ukraine there is a situation when the "shadow" education system dominates in quality and popularity over the official one. The problem facing the state is how to regulate the shadow sector of educational services in such way that it does not hinders, but helps and contributes to ensuring the proper quality of education.

PLC Fiddle Software Review as an Instrumentation and Automation Learning Tool

A software is needed that can be used for beginners in learning instrumentation and automation. One of the main diagrams and learning of these two concepts is the Ladder Diagram. For beginners it is easier to use software that is ready to use without having to install the Personal Computer. One software that can be used is PLC Fiddle. Through this paper, we provide an overview of what features are in the PLC fiddle. And explained how to use these features for learning instrumentation and automation, for beginners. We provide several Online Video Tutorials for learning PLC Fiddle.

Technical note: A report on the Forensic Anthropology Database for Assessing Methods Accuracy.

We report on the functionality, available support, and research capability of the Forensic Anthropology Database for Assessing Methods Accuracy (FADAMA; DOJ DUBX0213). FADAMA is an online repository for case data from identified forensic skeletal cases. The goal of FADAMA is to address the lack of adequate measures for assessing accuracy and reliability of forensic anthropology methods. FADAMA requires users to apply for access with their university or organization credentials. Verified users may upload and download anonymized case data via the user interface, after signing a terms of service agreement outlining ethical behavior. Case data uploads require information about the actual biological profile of the decedent and the forensic anthropology estimations. Uploading case data takes approximately 15-25 min. FADAMA users currently have 85 methods to select from when entering case data, with the capability to add new methods as they are developed. Access to the database is free, and online video tutorials are available for users covering database functionality. Currently, the database houses anonymized case data for over 350 identified cases from across the U.S. Funding has been allocated for a database technician to assist offices with large caseloads to upload cases. As it stands, the database is easy to use, and maintains thoughtful tools to assist users. The power of the database to identify trends in both method accuracy and usage is apparent, and will continue to grow as more cases are added.

A machine learning algorithm supports ultrasound-na\xefve novices in the acquisition of diagnostic echocardiography loops and provides accurate estimation of LVEF

Left ventricular ejection fraction (LVEF) is the most important parameter in the assessment of cardiac function. A machine-learning algorithm was trained to guide ultrasound-novices to acquire diagnostic echocardiography images. The artificial intelligence (AI) algorithm then estimates LVEF from the captured apical-4-chamber (AP4), apical-2-chamber (AP2), and parasternal-long-axis (PLAX) loops. We sought to test this algorithm by having first-year medical students without previous ultrasound knowledge scan real patients. Nineteen echo-naïve first-year medical students were trained in the basics of echocardiography by a 2.5 h online video tutorial. Each student then scanned three patients with the help of the AI. Image quality was graded according to the American College of Emergency Physicians scale. If rated as diagnostic quality, the AI calculated LVEF from the acquired loops (monoplane and also a “best-LVEF” considering all views acquired in the particular patient). These LVEF calculations were compared to images of the same patients captured and read by three experts (ground-truth LVEF [GT-EF]). The novices acquired diagnostic-quality images in 33/57 (58%), 49/57 (86%), and 39/57 (68%) patients in the PLAX, AP4, and AP2, respectively. At least one of the three views was obtained in 91% of the attempts. We found an excellent agreement between the machine’s LVEF calculations from images acquired by the novices with the GT-EF (bias of 3.5% ± 5.6 and r = 0.92, p < 0.001 in the “best-LVEF” algorithm). This pilot study shows first evidence that a machine-learning algorithm can guide ultrasound-novices to acquire diagnostic echo loops and provide an automated LVEF calculation that is in agreement with a human expert.

Imparting Materials Science Knowledge in the Field of the Crystal Structure of Metals in Times of Online Teaching: A Novel Online Laboratory Teaching Concept with an Augmented Reality Application

During the COVID-19 pandemic, many educators have been required to offer their courses online. A particular challenge is the implementation of practical laboratory experiments in the field of materials science. The central questions are the following: How can students carry out laboratory experiments at home? How are applications on mobile devices helpful in this context? How can experiments be organized to make students approach the topic with self-motivation and excitement? The concept presented in this paper combines the idea of practical work and the use of an augmented reality app. Guided by a well-structured online learning platform, video tutorials, and lab handouts, students were able to carry out their experiments from home. The results of the evaluation of this new laboratory experiment concept suggest that students very positively welcomed this form of education.

Examining the effectiveness of general practitioner and nurse promotion of electronic cigarettes versus standard care for smoking reduction and abstinence in hardcore smokers with smoking-related chronic disease: protocol for a randomised controlled trial

BackgroundDespite the clear harm associated with smoking tobacco, many people with smoking-related chronic diseases or serious mental illnesses (SMI) are unwilling or unable to stop smoking. In many cases, these smokers have tried and exhausted all methods to stop smoking and yet clinicians are repeatedly mandated to offer them during routine consultations. Providing nicotine through electronic cigarettes (e-cigarettes) may reduce the adverse health consequences associated with tobacco smoking, but these are not currently offered. The aim of this study is to examine the feasibility, acceptability and effectiveness of general practitioners (GPs) and nurses delivering a brief advice intervention on e-cigarettes and offering an e-cigarette starter pack and patient support resources compared with standard care in smokers with smoking-related chronic diseases or SMI who are unwilling to stop smoking.Methods/designThis is an individually randomised, blinded, two-arm trial. Smokers with a smoking-related chronic condition or SMI with no intention of stopping smoking will be recruited through primary care registers. Eligible participants will be randomised to one of two groups if they decline standard care for stopping smoking: a control group who will receive no additional support beyond standard care; or an intervention group who will receive GP or nurse-led brief advice about e-cigarettes, an e-cigarette starter pack with accompanying practical support booklet, and telephone support from experienced vapers and online video tutorials. The primary outcome measures will be smoking reduction, measured through changes in cigarettes per day and 7-day point-prevalence abstinence at 2 months. Secondary outcomes include smoking reduction, 7-day point-prevalence abstinence and prolonged abstinence at 8 months. Other outcomes include patient recruitment and follow-up, patient uptake and use of e-cigarettes, nicotine intake, contamination of randomisation and practitioner adherence to the delivery of the intervention. Qualitative interviews will be conducted in a subsample of practitioners, patients and the vape team to garner their reactions to the programme.DiscussionThis is the first randomised controlled trial to investigate whether e-cigarette provision alongside a brief intervention delivered by practitioners leads to reduced smoking and abstinence among smokers with smoking-related chronic diseases or SMI.Trial registrationISRCTN registry, ISRCTN59404712. Registered 28/11/17.

An Exploration of Complementary Feeding Practices, Information Needs and Sources

Following complementary feeding (CF) guidelines might be challenging for mothers lacking time, resources and/or information. We aimed to explore CF practices, information needs and channels used to obtain information in parents living in areas of socioeconomic deprivation. Sixty-four parents of infants aged 4–12 months completed a short questionnaire and 21 were interviewed. Mean (SD) weaning age was 5 ± 2.5 months, foods given >7 times/week included commercial baby foods (33%) and fruits (39%) while 86% gave formula daily. The main sources of CF information were friends and family (91%), the internet (89%) and health visitors (77%). Online forums (20%), e.g., Facebook and Netmums, were used to talk to other parents because they felt that “not enough” information was given to them by health professionals. Parents felt access to practical information was limited and identified weaning classes or online video tutorials could help meet their needs. Themes identified in qualitative findings were (1) weaning practices (i.e., concerns with child’s eating; and (2) information sources and needs (i.e., trust in the National Health Service (NHS) as a reliable source, need for practical advice). In conclusion, parents are accessing information from a number of non-evidence-based sources and they express the need for more practical advice.