Use Of Video Materials Research Articles

Integration of professor A.V. Mironov’s scientific heritage into modern educational video resources for younger students

In this paper, the authors reveal the practical significance of the scientific works of Anatoly Vladimirovich Mironov, Honorary Professor of Naberezhnye Chelny State Pedagogical University, in the context of modern education, demonstrating an innovative approach to adapting his theoretical concepts to create digital educational resources. The main goal of the project is to integrate the research of natural resources and ecology of the Republic of Tatarstan into a series of videos for elementary school students. The students who participated in the project not only mastered video creation technologies, but also deepened their knowledge in the field of pedagogy, theory and technology of teaching the integrated course «The World around us», environmental education of younger schoolchildren. Under the guidance of teachers, future teachers studied the scientific works of A.V. Mironov, adapted his methodological recommendations to create interactive and accessible video content for elementary school students. The project successfully combined theory and practice, allowing future teachers not only to form professional competencies, but also to develop creative potential. The use of video materials based on the scientific heritage of A.V. Mironov contributes to the activation of the educational process, making it more engaging and interesting for younger students. The created videos reflecting the ecology and natural wealth of Tatarstan are valuable additional material to the lessons of studying the world around us.

The use of video materials in online classes of English for specific purposes

Problem statement . In recent years, the distance format is no longer a rarity and is being actively introduced into the educational process. However, in higher school, when teaching specialised subjects, including English for specific purposes, there is a certain difficulty in making a class dynamic and interesting for students. The use of video materials seems to be one of the ways to solve this problem. The aim of the study - to consider the issues related to the use of videos in classes of English for specific purposes. Methodology . The research covers such topics as advantages of using videos in English language teaching and criteria for their selection as well as preparation of video-related tasks. It also highlights specifics of using news video content as a tool for teaching English. Particular attention is paid to the use of video content in distance learning conditions. The examples of practical experience of using videos in English classes for thirdand fourth-year students studying “Transport Processes Technologies” in Admiral Makarov State Maritime University of Maritime an Inland Shipping in St. Petersburg are given. Results . The use of videos in distance learning classes has a significant number of advantages for students. The practice showed that the most interesting and effective to be used in online classes are newscasts. Conclusion . It is concluded that the process of class preparation using video materials is challenging for teachers, but at the same time that its use has a positive impact on their professional growth and on the effectiveness of the educational process.

Drawbacks of learning a foreign language and its possible solutions and approaches

The article discusses the advantages and disadvantages of using certain technologies in teaching foreign languages in higher education. Their role in the individualization of learning is shown. Issues related to changing the functions of a teacher are considered, with the use of video materials for studying a foreign language and the culture of its native speakers

THE USE OF VIDEO MATERIALS IN FLT: A CASE STUDY AT FOREIGN LANGUAGES DEPARTMENT OF TNPU

With the increasing use of innovative approaches to foreign languages teaching (FLT), video materials have become more accessible and easier to incorporate into the process of language acquisition. Additionally, the COVID-19 pandemic has accelerated the use of online learning, and video materials have become an important tool for distant language teaching. The article deals with theoretical and practical aspects of the usage of video materials in language teaching and learning. In the course of research surveys were made to determine the range of purposes and varieties of the most common uses of video resources. Examples of how technology has been used to support the use of video materials in language teaching and learning have been provided. The potential benefits and challenges of using video materials in language teaching and learning have been outlined. It has been justified that video materials promote language learners’ motivation, influence vocabulary growth providing an efficient and effective way to learn real-life language. The most common ways of the applying of video materials for individual work have been considered such as listening and comprehension practice; vocabulary building; grammar practice; pronunciation practice, cultural immersion; independent research and collaborative projects

Readability assessment of patient educational materials for pediatric spinal conditions from top academic orthopedic institutions.

The Internet has become a popular source of health information for patients and their families. Healthcare experts recommend that the readability of online education materials be at or below a sixth grade reading level. This translates to a standardized Flesch Reading Ease Score between 81 and 90, which is equivalent to conversational English. However, previous studies have demonstrated that the readability of online education materials of various orthopedic topics is too advanced for the average patient. To date, the readability of online education materials for pediatric spinal conditions has not been analyzed. The objective of this study was to assess the readability of online educational materials of top pediatric orthopedic hospital websites for pediatric spinal conditions. Online patient education materials from the top 25 pediatric orthopedic institutions, as ranked by the U.S. News and World Report hospitals for pediatric orthopedics, were assessed utilizing multiple readability assessment metrics including Flesch-Kincaid, Flesch Reading Ease, Gunning Fog Index, and others. Correlations between academic institutional ranking, geographic location, and the use of concomitant multimedia modalities with Flesch-Kincaid scores were evaluated using a Spearman regression. Only 32% (8 of 25) of top pediatric orthopedic hospitals provided online health information at or below a sixth grade reading level. The mean Flesch-Kincaid score was 9.3 ± 2.5, Flesch Reading Ease 48.3 ± 16.2, Gunning Fog Score 10.7 ± 3.0, Coleman-Liau Index 12.1 ± 2.8, Simple Measure of the Gobbledygook Index 11.7 ± 2.1, Automated Readability Index 9.0 ± 2.7, FORCAST 11.3 ± 1.2, and Dale-Chall Readability Index 6.7 ± 1.4. There was no significant correlation between institutional ranking, geographic location, or use of video material with Flesch-Kincaid scores (p = 0.1042, p = 0.7776, p = 0.3275, respectively). Online educational material for pediatric spinal conditions from top pediatric orthopedic institutional websites is associated with excessively complex language which may limit comprehension for the majority of the US population. Economic and Decision Analysis/level III.

The Effects of Video Materials on English-Major Students’ Learning: A Test of Hypotheses in the Vietnamese Context

Video materials are used more frequently in English as a foreign language (EFL) classes since they are perceived to be effective. However, using video materials is challenging because it requires EFL teachers’ abilities to determine the videos' suitability for their learners. As a result, this study was conducted qualitatively to listen to language learners’ voices about using video materials in their English classes. There were six hypotheses related to the use of video materials in the Vietnamese context. Fine focus-group interviews were organized to collect data from 25 English students learning in a tertiary institution in the Mekong Delta of Vietnam. The data revealed that Vietnamese students perceived using video materials to be effective. The animated videos with beautiful sounds helped improve their learning motivation. Regarding the existence of video materials on various online platforms, the students could learn outside the classroom as well as increase their learner autonomy. However, to integrate video materials into classroom activities, English teachers were required to have sufficient abilities to choose the appropriate videos for their learners. As a result, the study proposed several practical implications for educators who would like to use video materials in their classrooms.

Дидактико-методические и психологические особенности использования видеоматериалов в обучении иностранному языку

Modern technology is expanding the possibilities of classes and determining the need for new forms of learning. The study of multimedia technology is currently developing in an academic way. Visuals in general play a huge, sometimes decisive role in digital communication. The article is devoted to the usage of video materials in the foreign language classes, the author considers the methods of video resources usage in the process of teaching foreign languages, aimed at forming communicative competence of the students. The author analyses psycho-didactic possibilities of audiovisual teaching materials. Particular attention is paid to the peculiarities of clip thinking, the level of visual literacy and the typology of video resources for teaching foreign languages. The aim of the article is to develop a methodology of applying teaching and authentic video resources in the process of foreign language teaching aimed at forming audiovisual literacy and communicative competence of students. The author concludes that the rational use of video materials and video resources contributes to a deeper involvement of students in learning a foreign language, stimulates the development of creative thinking, social skills, contributes to the mastery of knowledge, skills and abilities of understanding, speaking and writing.

Integration of Video Content into the Process of Teaching Professionally-oriented English at the University

The article discusses the problem of the effective use of video materials in the process of teaching a foreign language for specific purposes. The importance of including video in the learning process for the development of sustainable interest and increasing the degree of mastering learning material is emphasized. The purpose of the article is to discuss the theoretical and applied aspects of integrating video materials into the process of teaching English for Specific Purposes in a non-linguistic university. The research methodology is based on a comparative analysis of Russian and foreign scientific approaches to teaching foreign languages in terms of increasing its effectiveness. The article suggests an analysis of domestic and foreign scientific, methodological and specialized literature, as well as the results of an interview conducted among students of two universities in order to determine the appropriateness and effectiveness of using authentic video materials in teaching a foreign language. The results of the study prove that audiovisual and video materials not only contribute to increasing the motivation for foreign language learning, but also can significantly enhance the perception of the materials by students. The most effective video materials are directly related to the professional needs of students, and are presented in an interesting format for students. In this case, podcasts, informative short videos, etc. stand out. The authors propose a system of exercises that contribute to the effective work with video materials of a professional orientation. The results obtained allow us to state that the use of video materials is an effective means of optimizing foreign language learning in a non-linguistic university, which, on the one hand, contributes to the development of various aspects of students’ foreign language proficiency, and, on the other hand, increases their interest in learning due to the attractiveness of authentic content of the video.

VIDEO TUTORIALS AS POTENTIAL ALLIES IN ESP CLASSROOM

The use of video materials as teaching aids in ESP courses has been advised and widely practiced by ESP scholars for decades. In the highly technologically developed and networked world of today which has given rise to a cyber culture and on-line education, video tutorials have emerged not that long ago as a platform for sharing knowledge on various scientific, professional and every-day topics. Bearing this in mind, the paper has an intention to explore how technical video tutorials can be used in ESP classroom with technology students. In view of promoting the deep learning strategy which insists on implementation of digital technologies in the 21st century education, this paper will pinpoint the effects of technical video tutorials on the learning process in ESP settings, observe student reactions to guest tutors and their short video-lectures, and analyze some of the outcomes of this type of instruction.

THE PECULIARITIES OF RELIABILITY ASSESSMENT OF INTERNET VIDEO MATERIALS IN A PROFESSIONAL ACTIVITY OF HISTORY TEACHER

The article deals with the specifics of the use of video materials as an additional information source by the teacher in history lessons. The textbook ceases to be a single source of scientific knowledge about the history of our state and the world in general. Ukrainian teachers and pupils are increasingly using the Internet as a powerful source of informational, methodological resources to obtain new data that haven’t been represented in school textbooks yet. On the Internet, they are looking for various materials (text, video, graphic information), which must be accurate, reliable, and verified. Among different types of information posted on the Internet checking videos for veracity is the most challenging task. Anyone with the lowest level of awareness may change the video by means of user-friendly programs.In the 21st century, most people, unlike previous generations, have mobile devices and are provided with photo and video cameras, a microphone, and access to the Internet allowing them to record a certain event witnessed by a person. That’s why the creation of video materials isn’t a complicated task. The number of photos and videos, and audio recordings posted on the Internet is constantly expanding, they are sent to acquaintances every minute, which constantly requires skills in working with information to detect fakes and manipulations. Pupils often mistakenly believe that the information posted on the Internet is valuable and reliable. They usually have no doubts about the information's reliability and the authors’ honesty. Previous pupils’ experiences of using reliable printed sources of information (textbooks, manuals) at school allow them to transfer these qualities to other sources. State educational standards and curricula of separate disciplines presuppose the formation of special skills in checking the information for reliability and veracity and the development of critical thinking, but, according to state documents, the content of such education, systems for diagnosing relevant skills, their assessment are not taken into consideration. Having realized the importance of these pieces of knowledge and skills formation, every teacher will be anxious to educate pupils in this direction and have to plan what he will have to teach, and how to check and assess the obtained knowledge and skills. If primary or secondary school pupils’ skills are not formed, the teacher should start from the very beginning even whether learners are school-leavers.
 Keywords: information and digital competence; Internet network; fake news; online services; Video metadata, plugin, media education, chatbots.

Создание учебных видеоматериалов, как самостоятельная инновационная форма работы обучающихся в освоении фундаментальных дисциплин в высшей медицинской школе

Formation a digital educational environment in general, and in terms of distance learning, in particular, is associated with the search for new methods, techniques and technologies for building the educational process. The use of video material created by students under the guidance of doctors as a form of preparation for the lesson, testing and consolidating The pedagogical process, as a specially organized purposeful interaction of teachers and students, provides a solution to many developmental and educational problems. This article describes the algorithm for creating videos for Russian-speaking and English-speaking students in the study of fundamental disciplines: “Histology, Embryology, Cytology”, “Normal Physiology” on the basis of KrasSMU. The completed works are offered in the form of articles, video material on the university website and the YouTube social network.

Effectiveness of Using Video Materials for Teaching English Stories

This study attempts to find out whether the use of video materials in teaching English stories is more effective than teaching via text reading and the lecture method. Quasi-experimental research was adopted for the study. Fifty students of Grade seven from an institutional school were taken as the source of data and the sampling procedure was systematic. The fifty students were divided into two groups of each twenty-five, controlled and experiment, and two tests were taken. First, a pre-test before using the Video materials as teaching, and second, a post-test after the researcher used video materials to teach the experiment group whereas she used the same lecture method to teach the controlled group. After using the video material as a new technique, the interest of the students in learning English stories was found to have increased.

Peculiarities of video materials usage in teaching: analysis of pedagogical practices of laureates and winners of pedagogical mastership contests

Introduction. The relevance of the topic is determined by a wide variety of innovative pedagogical technologies associated with the unlimited opportunities of the digital age, which allow the modern teacher to develop and apply in practice the individual educational trajectories of professional growth. One of the productive technologies of the educational process arrangement is the use of video materials in the lessons of the teachers – laureates and winners of competitions of pedagogical excellence. The article aims to analyze successful practices of pedagogical activities of laureates and winners of pedagogical competitions in the aspect of identification, substantiation, and use of information and training potential of video materials. Materials and Methods. A total of 142 teachers from the Russian Federation and CIS countries participated in the study – 30 men and 112 women. The average age of the teachers was 44 years with a deviation of 10 years. Research methods: tabular data presentation, charts, descriptive statistics (arithmetic mean, etc.), r-Spearman correlation coefficient. Results of the study. One of the important questions of the research of determining the criteria that teachers are guided by when selecting videos for the lesson showed that out of the six proposed criteria they highlighted the following in terms of importance: “relevance of information within the topic” (174 points), “students’ interests” (164 points), “educational value of the video fragment” (130 points), “methodological appropriateness” (129 points), “modernity and relevance of the material” (128 points), “degree of emotional impact” (127 points). No statistically significant correlations between these criteria were found. This suggests a significant scattering of opinions and priorities. Conclusion. Prospects for future research are related to the identification of the developing potential of video materials as a learning technology in the educational environment, which is productive not only as a passive source of reinforcement methodical resources of the lesson, but also as a means of autonomous practice of authorization by the teacher and students of their own potential of the educational activities’ organization.

Peculiarities of Teaching Biology in Universities under Conditions of Digitalization

Currently, all areas of society are moving toward the mass use of information systems and technologies. Many countries are introducing information systems into the educational process. Every modernteacher should be fluent in information technology. In this way, it helps to increase student motivationfor the class. Changing the system of relations between the teacher and the student, the content, thestructure of their activities, they affect their motivational emotional environment. The use of informationand technological means allows you to turn the biology lesson into a fascinating and productive lesson.The article considers effective methods of using electronic educational resources and capabilities ofeducational platforms in the conditions of transition to distance learning in accordance with the requirements of the state program “Digital Kazakhstan”. It is emphasized that when teaching students, it is important to use effective modern methods and techniques, as well as visual and auditory elements insteadof methods and approaches that make students dependent on the textbook and limit them to what theteacher teaches. The effectiveness of using videos in biology classes was studied. Student performanceresults are given on the research paper. In particular, the use of video materials during classes allowsstudents to convey the necessary information as accurately as possible, and students, due to their modern capabilities and features, better absorb the material in this way. The results of questionnaires fromdifferent regions on the effectiveness of videos were discussed and analyzed. Thus, the study revealedthe necessity of using videos in biology lessons to facilitate students’ learning and their effectiveness inthe learning process.Key words: information technology, methods, videos, experimental, control, performance,creativity.

Engagement with video content in the blended classroom

Blended learning is becoming the expected norm for core content delivery in many institutions. Pre-recorded videos in the form of screencasts are the primary delivery method, with students being asked to engage with the content in this medium. Usage is only likely to increase into the future as delivery moves away from traditional lectures and seminars. In this perspective, we look at the use of video material as a means of content delivery and how to help students engage with it. Theoretical literature around cognitive loading and active learning, alongside personal experience of delivery, is drawn on to give a framework for creating engaging recordings and learning activities.

МУЛЬТИМОДАЛЬНОЕ ПРЕДСТАВЛЕНИЕ ВИДЕОКОНТЕНТА НА ЗАНЯТИЯХ ПО ИНОСТРАННОМУ ЯЗЫКУ _

Modern technologies allow us to expand the possibilities of classes and lead to the need to use new forms of education. Currently, a scientific direction is developing in the study of multimodal texts and the development of new educational technologies. The visual range in general plays a huge, sometimes decisive role in digital communication. In this area, new phenomena based on images are constantly emerging and spreading at lightning speed: emoticons (graphic symbols), GIFs, and so on.This article is devoted to the use of video materials in the classroom in French and German. The article lists the criteria for the selection of video material, considers the classification of training videos and the features of their organization in teaching the language of professional communication in a law school. In the article, the authors also describe their own experience of using educational video resources at Saratov State Law Academy, authentic videos on Youtube channels dedicated to the study of law, helping students in the learning process. The authors come to the conclusion that the rational use of video materials contributes to a deeper involvement of students in the study of a foreign language, stimulates the development of creative thinking, social skills, promotes the acquisition of knowledge, skills and understanding, speaking and writing. The authors emphasize that only novelty and creativity can form a sustainable interest in learning a foreign language, especially in the legal field. This is facilitated by the creation of such a learning process, when students can continuously learn new aspects of learning activities; see its prospects and application to practice.

Досвід використання аудіовізуального матеріалу іспанськими педагогами

The article identifies and outlines the main suggestions of Spanish educators Cabero, Cebriano Martinez, Salinas, Romero and Bartolomé regarding the use of audiovisual media during foreign language classes. It is noted that Spanish scholars have developed rules for the use of audiovisual materials during lessons in educational institutions of different levels. They believe that it is necessary to determine the purpose of using audiovisual materials during lessons. Psycho-emotional peculiarities of the perception of video materials by the recipients of education should be taken into account. Particular attention should be paid to guidelines for preparing beneficiaries to absorb information from audiovisual material. Recipients of education should not passively perceive information, they should be active participants in the learning process. This result is achieved through the teacher's use of a variety of methodological techniques, individualisation of teaching. The beneficiaries should be involved in interpreting fragments of the audio-visual materials, supplementing them with their own reflections, life facts and drawing conclusions. Spanish educators recommend starting a discussion, preparing a questionnaire for the recipients of education on the video, tracing interdisciplinary links, etc. A number of studies on the specificity of using audiovisual materials in the learning process in Spain have shown that if all methodological aspects are taken into account during the use of video materials, recipients of education develop competencies that contribute to their self-realization in the future. It is especially important to use audiovisual materials during the teaching of elective disciplines in foreign languages in higher education institutions, which is a promising area of research.

Teaching English on a linguocognitive basis: an extralinguistic aspect

The features of the nonverbal side of communication in teaching English at a language university are considered. The basic postulates of linguocognitive science are given, justifying the importance of attention not only to language, but also extralinguistic means of communication in a foreign language lesson. The main obstacles that do not allow to focus properly on the nonverbal aspect of communication in English classes in the university environment are indicated. The close connection of gestures, facial expressions, body movements with the linguistic and cultural space within which they exist is substantiated. Classifications of such extralinguistic means are given with special emphasis on various types of gestures. Based on the analysis of a wide range of scientific papers on the problem of research, two large groups of functions of nonverbal communication tools and a number of private functions included in them are identified. The possible roles of extralinguistic means of communication in foreign language classes and scenarios of their use are determined. The possibility of widespread use of video materials, in particular, authentic English-language feature films for teaching students of a language university the non-verbal side of communication is substantiated. An example of one of the possible sequences of such training in extralinguistic means of communication on a linguocognitive basis is given.

Use of video materials in foreign language classes as a means of forming communicative competence

Use of video materials in foreign language classes as a means of forming communicative competence

Use of videos for teaching a foreign language to cadets of higher military educational institutions and servicemen

The relevance of the research is conditioned by the necessity to acquire knowledge of a foreign language by cadets of higher military educational institutions and servicemen for successful performance of official duties. In the article, the scientific and methodological literature on the use of video materials for teaching a foreign language has been analyzed. The aim of the article was to define the importance and necessity of using video materials for teaching English to cadets of higher military educational institutions and servicemen. The requirements of English knowledge in listening and speaking for servicemen, whose knowledge of English corresponds to the standardized speech level ‘functional’, have been considered. It has been found that servicemen have to understand conversations on both everyday and professional topics and to be able to communicate effectively in everyday and standard working situations. Based on the analysis of the literature, the advantages of the use of video materials for teaching a foreign language have been determined; the main techniques of using video materials (watching video materials without sound, listening to the plot without watching a video file, watching a video file with stops, partial watching (when a part of the screen is closed and cadets / servicemen have to guess what was closed), division of cadets into two groups) and requirements for selecting video files have been characterized. In the article, the necessity to teach to understand the real speech of native speakers has been highlighted; the description of oral informal spontaneous speech has been given; the practice of selective ignoring the heard information has been clarified. The examples of websites, which correspond to topics of teaching of cadets / servicemen have been given (U.S. Army Talent Management, VSB Defense, Military Comparisons, Defense Forces and Military Center). Taking into account the received information, the recommendations on the work with video materials have been given. The necessity of teaching cadets / servicemen how to work with video materials and how to develop the ability to learn English independently with the help of video materials was specified.