Use Of Instructional Videos Research Articles

YouTube in the secondary classroom: how teachers use instructional videos in mainstream classrooms

ABSTRACT Online streaming has transformed instructional videos into a seemingly ubiquitous part of learning and teaching in secondary schools. Much of the research into video use in secondary education has either proposed best practices or focused on a-typical pedagogies like flipped learning and distance education. The use of videos in mainstream schooling is under-examined. Drawing on the experiences of nine Australian secondary teachers this research examines ways in which instructional videos, mostly from YouTube, were used in mainstream classrooms. These uses included replacing the teacher as direct instructor, displaying historical footage, and the demonstration of abstract phenomena. However, some practices were less predictable, such as a virtual duplication of teachers or the use of controversial videos to prompt critical discussion. A connection emerged between teacher experience and the innovative use of instructional videos, suggesting that the use of videos is a pedagogical skill that improves with wisdom of practice.

Pengaruh Video Pembelajaran terhadap Hasil Belajar Dasar-dasar Teknik Elektronika di Sekolah Menengah Kejuruan

This study aims to analyze the effect of the use of instructional video on student learning outcomes in Class X on the subjects of the Basics of Electronic Engineering with learning material is Active and Passive Electronic Components. The research was conducted at SMK Negeri 1 Pariaman. Data was collected using a research instrument that given post-test in the form of multiple-choice questions to the student with the odd absent numbers as experiment class is X TOI group A and the student with the even absent number as the control class is X TOI group B. hypothesis was carried out using T-test analysis, the T-test is used to analyze the difference on students learning outcomes that use learning media in the form of text in Microsoft Word and other students that use learning media in the form of learning video. The results of the hypothesis test show that the use of instructional video has a significant effect on student learning outcomes and shows that there is an influence significant difference between the post-test results of the experimental class that uses instructional video and the control class that does not use instructional videos in the Basics of Electronic Engineering Class X TOI at SMK Negeri 1 Pariaman.

Development of Learning Materials Making Virtual Learning-Based Videos Community Local Wisdom Through Learning Experience for Students

Abstract: The effectiveness of learning through virtual media is increasingly achieving its goals if lecturers and students can develop instructional video media as virtual learning materials. The use of instructional videos in the learning process needs to be systematically designed so that learning media can be used effectively, experience learning-based learning videos so that they are more contextual about the local wisdom of the community. The research objective was to produce a learning model and learning materials for the development of virtual learning video media based on local wisdom of the community through learning experience for students of the Department Non-Formal Education, Faculty of Education, State University of Malang. The research method used is the development (research development) development research model is an attempt to develop and validate educational products. The research design is systematical as follows: (1) the stage of analyzing, (2) the writing stage, (3) the stage of expert assessment and revising, and (4) the stage of the limited trial of the readability of the contents of learning materials related to understanding the content. The conclusion is based on the data analysis of the results of the content assessment on the development of learning materials for making virtual learning video media based on local wisdom of the community through a learning experience in the subject of learning resources and learning media department non-formal educations obtained valid results.

PENGARUH PENGGUNAAN VIDEO PEMBELAJARAN DAN MINAT BELAJAR TERHADAP HASIL BELAJAR MATA KULIAH PENGANTAR MANAJEMEN PADA PROSES PEMBELAJARAN JARAK JAUH DI MASA PANDEMI COVID 19.

Currently, Covid-19 is a hot topic of conversation in all countries, including Indonesia. In Indonesia itself, a Large-Scale Social Restriction (PSBB) policy was implemented to suppress the spread of this virus so that all activities carried out outside the home must be stopped until this pandemic has subsided. The imposition of Large-Scale Social Restrictions (PSBB) made the learning system change from a classical system to a Distance Learning (PJJ) or online system. In the Introduction to Management course, student participation was found to be low during the learning process. Lecturers have difficulty determining whether students take learning seriously or not. Often in distance learning, some students deliberately put up a video that has been recorded, so that it seems like they are following the learning process, but in reality, they are doing something else. This is caused by several factors, including media which can be in the form of video lessons and student interest in learning. Looking at the description above, researchers are interested in conducting research that aims to determine the effect of using video learning and learning interest on learning outcomes in the Management Introduction course in the distance learning process during the Covid 19 pandemic. This research was conducted in the D3 Transportation Study Program, Faculty of Engineering, the State University of Jakarta in semester 113 of the 2020/2021 school year. This research is an ex post facto research with a quantitative approach. The number of samples in this study consisted of 76 students. The data collection technique is done by using questionnaires and documentation. The data obtained were analyzed using a multiple regression test. The results of this study indicate that Fcount ≥ Ftable = 13.53 ≥ 3.124 so it can be concluded that there is a significant influence between the use of instructional videos (X1) and interest (X2) on learning outcomes in the Introduction to Management (Y) course. For this reason, the role of lecturers is indispensable in continuously making creative innovations in developing various kinds of learning media that can increase student interest in learning during the Covid 19 pandemic.

PENGARUH PENGGUNAAN VIDEO PEMBELAJARAN DAN MINAT BELAJAR TERHADAP HASIL BELAJAR MATA KULIAH PENGANTAR MANAJEMEN PADA PROSES PEMBELAJARAN JARAK JAUH DI MASA PANDEMI COVID 19.

Currently, Covid-19 is a hot topic of conversation in all countries, including Indonesia. In Indonesia itself, a Large-Scale Social Restriction (PSBB) policy was implemented to suppress the spread of this virus so that all activities carried out outside the home must be stopped until this pandemic has subsided. The imposition of Large-Scale Social Restrictions (PSBB) made the learning system change from a classical system to a Distance Learning (PJJ) or online system. In the Introduction to Management course, student participation was found to be low during the learning process. Lecturers have difficulty determining whether students take learning seriously or not. Often in distance learning, some students deliberately put up a video that has been recorded, so that it seems like they are following the learning process, but in reality, they are doing something else. This is caused by several factors, including media which can be in the form of video lessons and student interest in learning. Looking at the description above, researchers are interested in conducting research that aims to determine the effect of using video learning and learning interest on learning outcomes in the Management Introduction course in the distance learning process during the Covid 19 pandemic. This research was conducted in the D3 Transportation Study Program, Faculty of Engineering, the State University of Jakarta in semester 113 of the 2020/2021 school year. This research is an ex post facto research with a quantitative approach. The number of samples in this study consisted of 76 students. The data collection technique is done by using questionnaires and documentation. The data obtained were analyzed using a multiple regression test. The results of this study indicate that Fcount ≥ Ftable = 13.53 ≥ 3.124 so it can be concluded that there is a significant influence between the use of instructional videos (X1) and interest (X2) on learning outcomes in the Introduction to Management (Y) course. For this reason, the role of lecturers is indispensable in continuously making creative innovations in developing various kinds of learning media that can increase student interest in learning during the Covid 19 pandemic.

Use of instructional videos to reduce central venous catheter complications in children with intestinal failure receiving home parenteral nutrition.

Children with intestinal failure (IF) require parenteral nutrition (PN) at home, delivered through a central venous catheter (CVC) to support growth. CVC-related complications including infection, breakage, and blockage are the most common cause of readmission to the hospital. The objective of this study was to evaluate the use of instructional videos as part of the caregiver home PN-teaching program to reduce CVC-related complications. Caregivers of children with IF requiring home PN were surveyed to assess skill confidence and interest in instructional videos for skill acquisition. Videos were then created using a smartphone and free video-editing software. Input from stakeholders (families, care providers) was incorporated in video production. Families were given access to the videos, and CVC-related complications were compared for 2 years prior to and 1 year following video introduction with Welch t-test analysis. After obtaining ethics approval, 11 caregivers were surveyed. Thirty percent reported feeling underconfident in their skills at the time of discharge. After viewing the videos, 100% of caregivers reported that these videos were useful. Catheter-related complication rates significantly decreased in the year following the video introduction from 7.88 to 2.65 complications per 1000 catheter days (P = .046). This included reductions in catheter-related infections, catheter occlusions, and breakages. Children with IF receiving home PN are at high risk for CVC-related complications, and caregivers are the first line of defense for catheter care. Instructional videos were low-cost to create, were well received by all families, and may contribute to reduced catheter-related complications.

Video-based learning for “learning from home” solution in pandemic

The COVID-19 pandemic forces the government, especially the Ministry of Education and Culture to implement the learning from the Home policy as an effort to implement social distancing as one of the health protocols to prevent the transmission of COVID-19. This policy directs teachers to be able to carry out online learning, one of which is by using instructional video media. With qualitative methods, this study examines relevant studies in order to determine the effectiveness level of using video as an online learning medium. Based on the results of the study conducted, it was found that video was a learning medium that was widely used by teachers. Learning videos make it easy for teachers to deliver the material. Furthermore, the teacher provides a formative test as a form of confirmation to students in understanding the material presented. It should be noted that the use of instructional videos that are used must be adjusted to the character of the learning material provided to students. Due to relatively difficult learning materials, instructional videos with the instructor’s views in the video can be a factor of misconceptions among students. Therefore it needs to be understood that the use of instructional videos on relatively difficult material should be applied with direct instruction by educators when watching the learning videos together. It is done as an effort to create an atmosphere of learning from home to be similar to learning at school as the teacher directs students from each material being conveyed.

The Use of Learning Videos to Increase the Activeness of Students on the Content of PPKn Lessons

<p><em>The background of the researchers conducting this research is the lack of use of instructional videos as a medium and the low involvement of students in the learning process. The purpose of this study was to increase the activeness of grade IV students by using video lessons on the PPKn lesson content. This research is a classroom action research (PTK) which is conducted in three cycles, each cycle consisting of planning, implementation, observation, and reflection stages. The subjects of this study were the fourth grade students of SD Negeri 03 Cikendung in the 2020/2021 academic year, totaling 20 students. Data collection techniques using observation. The data analysis technique used is the observation data analysis technique. Research shows that the use of instructional videos can increase the activeness of students in the PPKn lesson content, the symbol and meaning of the second Pancasila precepts in class IV SD Negeri 03 Cikendung in the 2020/2021 school year as evidenced by the average percentage of activeness in the first cycle of 60% to 75 % in cycle II and increased to 80%.</em></p>

Pengaruh Penggunaan Video Pembelajaran Terhadap Hasil Belajar Komputer 1 Mahasiswa Pendidikan Matematika Semester II TP. 2019/2020 Universitas Pasir Pengaraian

The computer 1 learning outcomes of the second-semester students of the Mathematics Education study program are low because the instruments used have not used instructional videos. A solution is needed in the form of the use of instructional videos. This study wanted to see whether or not there was an effect of instructional videos on the learning outcomes of computer 1. The quasi-experimental method used in this study was that the class A was the experimental class and class B was the control class. The sampling technique used is the saturated sampling technique, where all populations are used as research samples. The average similarity test was used in analyzing quantitative data, while the qualitative data were analyzed descriptively. The average similarity test results utilizing the t-test show where the value of tcount > ttable that 2,56 > 2,015, so it can be concluded that there is an effect of the use of instructional videos on computer 1 learning outcomes second-semester students of the mathematics education study program 2019/2020.

P10 Blended Learning: Use of Instructional Videos in an Undergraduate Food Preparation Lab

ObjectiveThe goal of this research study was to determine if supplemental, instructional videos would be beneficial in teaching scientific concepts and preparation procedures in a sophomore introductory foods class.Use of Theory or ResearchStudents no longer enter college with basic food knowledge and are therefore not prepared to understand the science of food. Observation from instructors and researchers support this. Knowledge of food is essential in preparing nutrition and dietetic students to be competent in their careers.Target AudienceCollege students enrolled in an introductory foods class.Course/Curriculum DescriptionScientific Principles of Food Preparation is taught at a 4-year university. It consists of a 1-hour laboratory and a 3-hr lecture. Fifteen instructional videos focusing on the science and preparation of food were developed to help students build foundational knowledge. The videos were no more than 4 minutes in length. This study consisted of 2 classes. One class served as the experimental group, while the other served as the control. The experimental group viewed the videos before conducting experiments, completing pre-lab quizzes, and lab reports. The control group viewed the videos after conducting experiments, completing pre-lab quizzes, and lab reports. There were 15 students in each group.Evaluation MethodsStudents’ pre-lab quizzes and lab reports were graded as usual. The averages for the pre-lab quizzes, lab reports, and the final grades were compared. Data was analyzed using Analysis of Variance (ANOVA).ResultsThere was a significant difference (P < .05) in the pre-lab quiz and lab report, and final class grades between the control and experimental group. The experimental group scored significantly higher on all measures.ConclusionsAs evidenced by the grades for both groups of students, the ability to view the videos before the start of lab did improve learning. Students who read the lab manual and viewed the videos were exposed to the same material twice. Developing videos may be one way to help nutrition students understand scientific concepts of food preparation. The goal of this research study was to determine if supplemental, instructional videos would be beneficial in teaching scientific concepts and preparation procedures in a sophomore introductory foods class. Students no longer enter college with basic food knowledge and are therefore not prepared to understand the science of food. Observation from instructors and researchers support this. Knowledge of food is essential in preparing nutrition and dietetic students to be competent in their careers. College students enrolled in an introductory foods class. Scientific Principles of Food Preparation is taught at a 4-year university. It consists of a 1-hour laboratory and a 3-hr lecture. Fifteen instructional videos focusing on the science and preparation of food were developed to help students build foundational knowledge. The videos were no more than 4 minutes in length. This study consisted of 2 classes. One class served as the experimental group, while the other served as the control. The experimental group viewed the videos before conducting experiments, completing pre-lab quizzes, and lab reports. The control group viewed the videos after conducting experiments, completing pre-lab quizzes, and lab reports. There were 15 students in each group. Students’ pre-lab quizzes and lab reports were graded as usual. The averages for the pre-lab quizzes, lab reports, and the final grades were compared. Data was analyzed using Analysis of Variance (ANOVA). There was a significant difference (P < .05) in the pre-lab quiz and lab report, and final class grades between the control and experimental group. The experimental group scored significantly higher on all measures. As evidenced by the grades for both groups of students, the ability to view the videos before the start of lab did improve learning. Students who read the lab manual and viewed the videos were exposed to the same material twice. Developing videos may be one way to help nutrition students understand scientific concepts of food preparation.

Examining the use of instructional video clips for teaching macroeconomics

Information and communication technologies (ICTs) have been integrated in teaching activities to develop new learning environments. Within ICTs, the use of multimedia, such as instructional videos, has attracted significant academic attention. Nevertheless, the use of these technologies in teaching economics has generally lagged behind other disciplines. This paper adds empirical evidence to show the effectiveness of the use of instructional videos in the field of economics. Firstly, videos illustrating dynamic graphical representations of macroeconomic processes have been developed and used in the class of one student group at the University of Seville (Spain), as complementary teaching materials in the macroeconomics curriculum. Secondly, the effectiveness of these videos has been tested by carrying out an inferential analysis on experimental and control groups. Potentially significant variables such as gender, prior knowledge and ability levels of students have been considered in the analysis. Additionally, probit and multinomial probabilistic regressions have been estimated in order to assess the impact of these materials on the probability of achieving higher test scores. The findings confirm the superiority of using instructional video-clips to achieve higher test scores.

Designing and Developing Videos for Online Learning: A Seven-Principle Model

Despite the ubiquitous use of instructional videos in both formal and informal learning settings, questions remain largely unanswered on how to design and develop video lessons that are often used as the primary method for delivering instruction in online courses. In this study, we experimented with a model of seven principles drawn from instructional design theories for designing and developing video lessons for an online graduate course. Feedback was collected from students through surveys on their perceptions of the effectiveness of the video lessons and the overall course quality for eight semesters. This paper shares the instructors’ experience on the design and development of the video lessons as well as the survey findings. Implications of the findings for instructional design and future research are also discussed.

Effective and Feasible Simulation-Based Procedural Training for Medical Students: Instructional Video-Guided Deliberate Practice Versus Training with Expert Feedback.

Limited opportunity for teaching patient-care skills in clinical settings has increased the need for simulation training in medical education. However, this modality may be hard to sustain because of extensive time requirements and potential scheduling conflicts. The authors conducted a pilot randomized study to compare the immediate and long-term effects of using instructional video with self-directed practice to those of using simulation training with expert feedback. The results are promising for the use of instructional video-guided, self-directed deliberate practice; however, future studies with a larger sample from multiple institutions should replicate this study to confirm these results.

An investigation of effects of instructional videos in an undergraduate physics course

This mixed methods study focuses on the use of instructional videos in an undergraduate physics classroom. Previous research has explored the effects of videos on student performance however, limited research exists on the effects of science instructional videos with embedded quiz questions on student achievement. This study compares students’ performance when a problem-solving physics video is presented to students with embedded quiz questions versus videos with quiz questions presented after the video. Additionally, the study explores students’ attitudes and preferences toward the positioning of questions in videos when learning independently. A total of 111 college students enrolled in the introductory physics course at the large Midwestern University were randomly assigned into two groups to participate in the intervention. Students completed pre and post surveys, watched instructional video and completed quiz that covered content discussed in the video that either was embedded or was presented post-video watching. The quantitative analysis did not result in statistical significance in students’ performance when groups were compared. However, qualitative analysis demonstrated strong student preferences toward the use of video in STEM classrooms when scientific problem-solving content is taught, stronger engagement with content when quizzes were embedded, and desire for immediate feedback. The study has implications for faculty who use videos and quizzing in their classroom or consider using videos in the future.

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

Good clinical skills are crucial for all dental practitioners. The transfer of knowledge from didactic lectures to daily clinical application can be challenging for current millennial learners. This study aimed to evaluate the effectiveness of using instructional videos to teach dental local anaesthesia in an undergraduate oral health programme in 2017. The philosophical basis of this study relies on the Advanced Trauma Life Support (ATLS) course which has been proven effective in practical education. Video clips were made in 3 different formats, with the addition of a quiz-embedded version to reinforce learning and revision for practical assessments. All the students agreed that their motivation to watch the videos was to refresh their memories before assessments. 90% of students agreed the videos helped them to learn psychomotor skills that required accuracy. There was a statistically significant correlation between the number of views of the videos on the administration of block injections and the marks received for practical assessment (r=0.36, P=0.05), and correlation between participating in online quizzes and theory assessment (r=0.371, P=0.044). Videos with narration and background music were found to be popular amongst oral health students. The use of instructional videos has been found effective in complementing the ATLS approach for teaching psychomotor skills in the administration of local anaesthetics by oral health students. Further studies are required to measure the students' retention of knowledge and application of skills on a patient in clinical settings.

Introducing the Content Acquisition Podcast Professional Development Process: Supporting Vocabulary Instruction for Inclusive Middle School Science Teachers

Improving inclusive middle school science teachers’ vocabulary instruction is a critical step toward helping those professionals support the learning needs of all students. In this Institute of Education Sciences (IES)–funded project, inclusive science teachers received professional development using elements of a multimedia-based approach called the Content Acquisition Podcast Professional Development (CAP-PD) intervention process. In this article, the authors discuss the three iterative pilot studies conducted as a part of this project and how each contributed to its development. Drawing on a theoretical framework that considers the characteristics of effective professional development, CAP-PD has three elements: (a) use of instructional videos that highlight the steps of practices and embed modeling videos to demonstrate practice, (b) preproduced instructional materials that support the implementation of evidence-based practices, and (c) feedback for teachers using data outputs from a classroom observation tool developed as a part of this project. Across studies, teachers who engaged in the CAP-PD process made important gains in terms of how much time they spent delivering evidence-based vocabulary instruction and the number of different practices implemented with fidelity. Future research should address questions of the lasting impact of this process on student learning and how to adapt the CAP-PD to help teachers do more than improve their vocabulary instruction.

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

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.

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

AbstractThe use of instructional videos to teach clinical skills is an ever growing area of e‐learning based upon observational learning that is cited as one of the most basic yet powerful learning strategies. The aim of the current study is to evaluate the effectiveness of online instructional videos for the acquisition and demonstration of cognitive, affective and psychomotor skills among undergraduate students, throughout formative assessments with two different durations of instructional videos. The research suggests that the use of videos to support traditional learning should be encouraged. While a conclusive evidence—base for their usage has not yet been established they are a medium which is likely to benefit a proportion of a cohort, and it is very unlikely that they will be harmful to students' learning.

Sketch Based Video Annotation and Organization System in Distributed Teaching Environment

As the use of instructional video is becoming a key component of e-learning, there is an increasing need for a distributed system which supports collaborative video annotation and organization. In this paper, the authors construct a distributed environment on the top of NaradaBrokering to support collaborative operations on video material when users are located in different places. The concept of video annotation is enriched, making it a powerful media to improve the instructional video organizing and viewing. With panorama based and interpolation based methods, all related users can annotate or organize videos simultaneously. With these annotations, a video organization structure is consequently built through linking them with other video clips or annotations. Finally, an informal user study was conducted and result shows that this system improves the efficiency of video organizing and viewing and enhances user’s participating into the design process with good user experience.

Use of Instructional Video to Prepare Parents for Learning Infant Cardiopulmonary Resuscitation

Parents of premature infants often receive infant cardiopulmonary resuscitation (CPR) training prior to discharge from the hospital, but one study showed that 27.5% of parents could not demonstrate adequate CPR skills after completing an instructor-led class. We hypothesized that parents who viewed an instructional video on infant CPR before attending the class would perform better on a standardized skills test than parents who attended the class with no preparation. Parents randomized to the intervention (video) group viewed the video within 48 hours of the CPR class. Parents in the control group attended the class with no special preparation. All parents completed the CPR skills checklist test, usually within 7 days after class and before the infant's hospital discharge. The test rated subjects' skills in the areas of assessment, ventilation, and chest compressions; each section was rated as good, fair, or fail. In this pass/fail test, students had to be rated good or fair on all three sections to pass. All 10 subjects in the video group passed the test versus only 9 of 13 in the control group, but this difference was not significant (P = 0.08). However, 8 of 10 (80%) subjects in the video group were rated as good on all three sections, versus only 3 of 13 (18.7%) in the control group, and this was a significant difference (P = 0.012). We conclude that preparation of students using an instructional video prior to infant CPR class is associated with improvement in skills performance as measured by a standardized skills test. Video preparation is relatively inexpensive, eliminates the barrier of reading ability for preparation, and can be done at the convenience of the parent.