Video Lessons Research Articles

Informal Life Safety Education for Students in the Context of Globalisation: Insights From International Practices

Informal education is a process of self-organised acquisition of specific competencies. Although not necessarily goal-oriented and structured, it actively contributes to expanding professional knowledge and skills and is positioned as one of the critical competencies of an individual. Informal education has gained particular significance in the era of internationalisation. The article aims to analyse the specifics of organising informal education for students in the field of life safety against the backdrop of global internationalisation, based on the experience of foreign countries. The research identifies the primary forms of informal education, including single lectures, video lessons, online consultations, and communication tools. It has been established that informal education creates preconditions for self-realisation, acquisition of new knowledge, skills, and competencies, increased motivation, and professional competence. Mechanisms for crediting the results of informal learning to formal education have been provided. It has been found that the educational environment in the era of internationalisation involves academic mobility, active international relations, projects, research initiatives, and academic programs, as well as the integration of international, intercultural, and global dimensions into higher education goals. Policies and programs appropriate to implement in response to globalisation as a tool for maximising its opportunities have been identified. An analysis of the national internationalisation of informal education in life safety, consideration of its organisational strategies through the prism of target programs and personal motivation of higher education students has been conducted. It has been proven that informal education in life safety enhancement is flexible, not limited by time frames, and does not involve certain procedural formalities. It aims to improve students’ life activities, allowing them to actively socialise and enhance their socio-economic status.

Video Lectures With AI-Generated Instructors: Low Video Engagement, Same Performance as Human Instructors

Via AI video generators, it is possible to create educational videos with humanistic instructors by simply providing a script. The characteristics of video types and features of instructors in videos impact video engagement and, consequently, performance. This study aimed to compare the impact of human instructors and AI-generated instructors in video lectures on video engagement and academic performance. Additionally, the study aimed to examine students’ opinions on both types of videos. Convergent-parallel approach mixed method was used in this study. A total of 108 undergraduate students participated: 48 in the experimental group, 52 in the control group, and eight in the focus group. While the experimental group (AI-generated instructor) and control group (human instructor) watched 10 minutes of two videos each in two weeks, the students in the focus group watched both types of videos with human and AI-generated instructors. Data were collected through the Video Engagement Scale (VES) after the experimental process, and the Academic Performance Test as a pretest and posttest was administered in both groups. The findings of the experimental part revealed that learners’ video engagement was higher in the course with the human instructor compared to the course with the AI-generated instructor. However, the instructor type did not have a significant effect on academic performance. The results based on the qualitative part showed that students thought the AI-generated instructor caused distraction, discomfort, and disconnectedness. However, when the video lesson topic was interesting or when students focused on the video with the intention of learning, these feelings could be ignored. In conclusion, even in today’s conditions, there is no difference in performance between human and AI-generated instructors. As AI technology continues to develop, the difference in engagement is expected to disappear, and AI-generated instructors could be used effectively in video lectures.

Distinct functional connectivity patterns during naturalistic learning by adolescent first versus second language speakers

Spoken lessons (lectures) are commonly used in schools as a medium for conveying educational content. In adolescence, experience-expectant maturation of language and cognitive systems supports learning; however, little is known about whether or how learners' language experiences interact with this integration process during learning. We examined functional connectivity using fMRI in 38 Spanish–English bilingual (L1-Spanish) and English monolingual (L1-English) adolescents during a naturalistic science video lesson in English. Seed analyses including the left inferior frontal gyrus (pars opercularis) and posterior middle temporal gyrus showed that L1-Spanish adolescents, when learning in their second language (L2), displayed widespread bilateral functional connectivity throughout the cortex while L1-English adolescents displayed mostly left-lateralized connectivity with core language regions over the course of the science lesson. Furthermore, we identified functional seed connectivity associated with better learning outcomes for adolescents with diverse language backgrounds. Importantly, functional connectivity patterns in L1-Spanish adolescents while learning in English also correlate with their Spanish cloze reading. Findings suggest that functional networks associated with higher-order language processing and cognitive control are differentially engaged for L1 vs. L2 speakers while learning new information through spoken language.

Use of video lessons to disseminate knowledge of patient safety during infusion therapy: reported experiences

Use of video lessons to disseminate knowledge of patient safety during infusion therapy: reported experiences

Investigating Preservice Teachers’ Conceptualizations of Mathematical Knowledge for Teaching Through Video Analysis

Mathematics Preservice Teachers’ (M-PSTs) conceptions of Mathematical Knowledge for Teaching (MKT) enhance their reflective skills because they utilize such conceptions to reflect on how to contextualize content knowledge during secondary mathematics teaching. While previous studies suggested M-PSTs develop MKT, including pedagogical content knowledge by analyzing teaching in video lessons, how M-PSTs enhance their conceptions of MKT through such analysis is underexplored. I used a collective case study approach to investigate how four secondary M-PSTs conceptualized MKT when they analyzed and discussed teaching represented in a video lesson using the MKT framework. The findings indicated that the M-PSTs often described teacher knowledge either as purely pedagogical or solely content knowledge in their initial analyses of the video lesson. After engaging in a discussion that introduced the MKT framework, the M-PSTs began to illustrate how a teacher’s content knowledge influenced her instructional decisions and actions. Through this discussion, M-PSTs began identifying MKT as professional content knowledge unique to teaching and, thus, distinguished MKT from generic pedagogical or content knowledge. I argue that the language and concepts offered through the framework enhanced the M-PSTs’ conceptions of MKT and suggest that the instructional activities from this study contribute to developing M-PSTs as reflective practitioners.

Student’s Perception of Using Powtoon As A Learning Media in Teaching Speaking at SMPN 14 Bengkulu Tengah

This study aimed to discover students' perceptions of using animation videos from Powtoon as learning media on the greeting card topic, especially for their speaking ability. This study was carried out at SMPN 14, Bengkulu Tengah, in the eighth grade. The present study employed a quantitative research methodology in survey research design. Twelve VIII-A students who were selected through the use of the purposive sampling technique served as the research samples. A Likert scale was used to assess the data that were gathered from a questionnaire regarding students' perceptions. The mean score of each questionnaire item was then categorized using interval score interpretation. The study's conclusions showed that students' perceptions of Powtoon's use as a teaching tool in speaking classes were positive. All 11 questionnaire items (73,3%) obtained the “very good” category, and 4 questionnaire items (26,7%) obtained the “good category.” In conclusion, the majority of the students agreed that Powtoon makes the learning process more interesting and makes absorbing the material easier, increasing students pronunciation and vocabulary mastery. The teacher also benefited in terms of producing interesting and fun speaking lesson videos

Unraveling high-quality mathematics teaching in algebra: insights from overlaying domain-specific and content-specific observation instruments

When analyzing instructional quality in mathematics, observational measures can consider domain-specific instructional approaches (e.g., effective teaching of mathematics) and content-focused practices (e.g., effective teaching of a specific mathematical topic). In this study, we analyze lesson videos from secondary algebra classrooms using two different instruments—one focused on ambitious mathematics teaching practices and one focused on instructional features that support students’ learning opportunities in algebra specifically. We consider the information provided by overlaying these instruments to raise implications for instructional improvement efforts, particularly related to how information from the instruments might inform formative feedback to teachers. We consider how alignment between instrument and instructional emphasis can influence the strengths and areas of instructional improvement identified in a given lesson. We further model a collaborative process for looking across observation instruments to deepen understanding of the information provided.

ОСОБЛИВОСТІ ВИКОРИСТАННЯ СУЧАСНИХ ІНФОРМАЦІЙНОКОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У ВИЩІЙ МАТЕМАТИЧНІЙ ОСВІТІ

The article discusses the relevance of using information and communication technologies (ICT) in higher mathematical education within the context of the contemporary educational environment characterized by rapid technological changes. It is noted that effective utilization of ICT, such as electronic journals, multimedia technologies, testing systems, and computer mathematics systems, contributes to the improvement of the teaching and learning process. Emphasis is placed on the necessity of reviewing and modifying teaching methodologies for mathematical disciplines to integrate innovative solutions. Furthermore, the use of information and communication technologies in higher mathematical education is deemed highly relevant due to the rapid development of the modern technological environment and the needs of the contemporary job market. The implementation of electronic journals, multimedia technologies, testing systems, and computer mathematics not only enhances the efficiency of teaching mathematical disciplines but also helps create a solid foundation for the future professional success of students. Electronic journals serve not only as convenient tools for administrative processes but also as platforms for active interaction among students, teachers, and administration, fostering the development of academic community and stimulating discussions and collaboration. Multimedia technologies, such as video lessons, interactive exercises, and simulations, provide students with opportunities to better grasp material and understand complex concepts, opening up new possibilities for personalized learning and adaptation to various learning styles. Testing systems, particularly those based on interactive platforms, enable instructors to effectively monitor students' knowledge and track their progress, as well as provide opportunities for personalized learning through automatic adaptation of task complexity Computer mathematics systems, including software packages for numerical and symbolic computations, become an integral part of modern mathematical education, empowering students to efficiently solve complex mathematical problems and explore new concepts, thus stimulating their creative potential and innovative approach to problem-solving. Together with educational platforms and distance learning systems, these tools contribute to the modernization and optimization of the educational process, leading to the improvement of the quality of higher mathematical education and the preparation of qualified professionals for the contemporary world.

Implementing different teaching methods in geography during the remote learning period in 2020

Due to the COVID-19 pandemic the teachers were required to adjust their previous teaching methods, test both their pedagogical skills and their digital competence, as well as the digital competence of the students. The purpose of the research was to map out teaching methods by geography teachers in Estonia, the efficiency levels of those methods, while also receiving feedback about the teaching process as it applied to remote learning. Mixed methods research was conducted amongst 76 geography teachers, data collection method was a questionnaire. The results revealed: if the most efficient methods of learning were forms of discussion which called for active communication between the students themselves, as well as between students and teachers, then the least efficient method was teacher-centered lecture. Forms of discussion were used by teachers most often in synchronized video lessons, but they requested suitable short educational videos and a uniform repository of teaching materials. Half of teachers didn`t use map-related work, minority used work with maps in the e-testing environments or into worksheets. More than half of teachers adjusted the assessment system without making any compromises in terms of learning outcomes. Half of the teachers were so far satisfied with the teaching process and with their contact with the students, half of the teachers believed that their students failed to achieve the planned learning outcomes.

An Adaptive Telephone Coaching Intervention for Patients in an Online Weight Loss Program

Weight loss (WL) during the first month of a behavioral program is associated with longer-term WL. Testing of translatable and adaptive obesity programs is needed. To compare brief, extended, and no telephone coaching for individuals with suboptimal response (ie, 1-month WL <4%) within an online WL program. This randomized clinical trial with enrollment between March 2019 and April 2022 (data collection completed May 2023) was conducted at an academic research center in the US. Eligible participants included adults aged 18 to 70 years with daily access to internet and a body mass index between 25 and 45. All participants received an automated online WL program (4 months) and WL maintenance program (8 months), consisting of video lessons, self-monitoring, and personalized feedback. Participants were randomized, such that individuals with suboptimal response received either brief telephone coaching (3 calls during weeks 5-8), extended telephone coaching (12 calls during weeks 5-16), or no coaching (control). Coaching included education, problem solving, and goal setting, and promoted engagement with the online program. The primary outcomes were percent weight change and proportion of participants achieving 5% or greater WL at 4 and 12 months. A priori hypotheses for WL were that WL for extended coaching would be greater than for brief coaching, and both extended and brief coaching would be greater than no coaching (control). A longitudinal mixed-effects model with participant-specific intercept was used to examine intervention effects on percent WL at 4 and 12 months. Secondary analyses focused on program engagement and cost/kilogram of WL. The study included a total of 437 participants who reported WL at 1 month (mean [SD] age, 50.8 [11.4] years; mean [SD] BMI, 34.6 [5.0]; 305 female [69.8%] and 132 male [30.2%]) with 148 randomized to extended coaching, 143 assigned to brief coaching, and 146 assigned to the control group. Of all participants, 346 (79.2%) were considered to have a suboptimal response. WL at 4 months was significantly greater in the extended coaching group (mean [SD] WL, -7.0% [5.1%]) and brief coaching group (mean [SD] WL, -6.2% [4.7%]) vs the control group (mean [SD] WL, -4.5% [4.7%]) (P < .001). Similarly, the proportion of participants achieving 5% or greater WL at 4 months was greater in the extended coaching group (89 participants [65.9%]) and brief coaching group (77 participants [58.5%]) vs control group (46 participants [36.5%]) (P < .001). At 12 months, a similar pattern was observed for achievement of 5% WL or greater (extended coaching, 63 participants [48.1%]; brief coaching, 58 participants [45.9%]; control, 38 participants [32.8%]; P = .03). Percent WL at 12 months was significantly higher in extended coaching vs control (mean [SD] WL for extended coaching, -5.5% [6.7%]; mean [SD] WL for control, -3.9% [7.4%]; P = .03) but not for brief coaching (mean [SD] WL, -4.9% [6.1%]).Both the brief and extended coaching groups watched more lessons and self-monitored on more days compared with the control group. The cost per additional kilogram of WL, beyond that of the control group, was $50.09 for brief coaching and $92.65 for extended coaching. In this randomized clinical trial testing an adaptive intervention, the provision of coaching for individuals with suboptimal response improved WL and was cost-effective; further testing in clinical settings (eg, health care systems) is warranted. ClinicalTrials.gov Identifier: NCT03867981.

Students' Knowledge about HIV and their attitudes towards people living with HIV/AIDS in the Czech Republic: analysis of the school environment and recommendations for prevention.

The main objective of the questionnaire survey conducted by the National Institute of Public Health in Prague was to determine the level of knowledge and attitudes and to identify changes since the previous survey in 2015. A secondary objective was to gather more detailed information on how HIV/AIDS topics are taught in schools, as reported by school prevention coordinators. The questionnaire was distributed to 48 randomly selected educational institutions and the humanitarian organization MRIYA UA z.s. between October 2022 and January 2023. Data on 21 questions focusing on HIV/AIDS issues were collected anonymously from Czech and Ukrainian students. The survey included a representative sample of students from the 7th, 8th, and 9th grades in primary schools and multi-year grammar schools. Each institution received a questionnaire for the prevention coordinator, who answered 12 questions. A total of 3,011 students completed the questionnaire. The average score for HIV/AIDS knowledge was 13.5 points out of a maximum of 22 points. Students' knowledge gradually increased with higher grades: students from multi-year grammar schools scored an average of 15.9 points, while primary school students scored an average of 13.2 points. Czech students scored an average of 13.6 points, whereas Ukrainian students scored an average of 12.4 points; the 1.2-point difference was statistically significant (p = 0.004). Compared to the 2015 survey, there was a slight overall decline in adolescents' knowledge levels. Students' attitudes towards people living with HIV/AIDS positively correlated with their knowledge about HIV/AIDS: the better their knowledge, the more favourable their attitudes toward people living with HIV/AIDS. Students' main sources of information about HIV/AIDS were school (37.1%) and the Internet (36.6%). According to school prevention coordinators, 95.7% of the surveyed schools address the topic of HIV/AIDS, most commonly in biology or health education classes, dedicating an average of 8.7 instructional hours to the subject. The most frequent teaching method is video lessons, used by 87.2% of the surveyed schools. Schools expressed a preference for improving the quality of education by utilizing presentations with professionally approved content, with 74.5% of schools supporting this option. The survey highlighted a gradual increase in HIV/AIDS knowledge with advancing school grades, a significant disparity in knowledge between Czech and Ukrainian students, and a slight overall decline in knowledge compared to 2015. The Internet and schools were the main information sources, though the role of schools declined significantly. It also underscored the need for enhanced educational programmes and continuous professional development for educators to improve health literacy and HIV/AIDS prevention among adolescents.

Evaluation of pre-service Science and Math teachers’ online teaching experiences within the TPACK framework

The purpose of this study is to identify the factors that shape pre-service teachers' (PSTs) online teaching practices within the technological pedagogical content knowledge (TPACK) framework. Ten science PSTs and nine mathematics PSTs who experienced the practical part face-to-face and the theoretical part online of the Teaching Practice 2 course participated in this study based on a multiple case study design. The researchers collected data through online lesson videos and the TPACK in Online Teaching Survey. Descriptive statistics were used for the survey analysis, while the document analysis technique was through TPACK in Online Teaching Checklist for online lesson videos. The results show that PSTs have some problems, especially in the technological and pedagogical knowledge components of TPACK. Both groups do not have adequate knowledge of the technological tools of assessment, because they give it the least importance. They generally use standard technologies such as presentations or office programs. Their use of the same technologies to identify and teach the subject indicates their limited conceptualizations of technological pedagogical knowledge (TPK) and technological content knowledge (TCK). PSTs need improvement in promoting teacher-student interaction through interactive learning and assessment tools. Some recommendations for teacher education programs are offered.

Promoting teaching improvement in elementary mathematics: A case with inverse relations

In this study, we examine two U.S. elementary teachers’ use of worked examples, representations, and deep questions in elementary mathematics lessons both before and after a project intervention designed to promote teaching improvement. This intervention was guided by a cognitive construct containing these three aspects, which were demonstrated via cross-cultural video lessons of both U.S. and Chinese teachers. We specifically analyze two teachers (Ann and Bea) who taught first-grade lessons on the topic of inverse relations. Although their lessons were rated similarly in year 1, the rating of their lessons in year 4, post-intervention, demonstrated different patterns of change. While Ann's use of worked examples and representations underwent no significant improvement, Bea spent more time unpacking a single worked example with a representational sequence fading from concrete to abstract (also called “concreteness fading”). Neither teacher showed improvement in asking deep questions. An analysis of the teachers’ responses to the project intervention revealed that their video noticing skills and personal takeaways were related to the areas of teaching where they improved. Other factors such as teachers’ prior knowledge, beliefs, and textbook resources, also played a role in teaching changes. These findings shed light on a recent endeavor called the “science of improvement” in mathematics teaching, which seeks to document teaching changes and the underlying mechanisms that might induce these changes. Implications for both research and practice are discussed.

Development of Party Makeup Tutorial Video

The goals of this study are as follows: (1) formulating a plan for making a video instruction on party makeup secondly, making a tutorial video for applying makeup for a party (3) learning how to do party makeup via a video lesson with no effort. Development approach for 4D models used in research and development. The process of finding, gathering, and creating makeup-related ideas is defined as (1). (2) preparation for the design, layout of the makeup, storyboards, filming, dubbing, and editing. (3) conduct small-scale testing and validation. (4) distribute the evaluation surveys and accompanying images and videos. From February to July of 2023, the research was conducted. A panel of thirty Miss Bantul judges checked the video tutorial for appropriateness from the perspectives of media specialists, subject matter experts, and end users. Qualitative and quantitative descriptive analysis, as well as interviewing and observing participants, are used to gather data. Final Product develop a strategy for making a video instructional that covers all the bases, from coming up with a flawless makeup look (design 1) to creating a storyboard, filming, and editing (2). Incorporate an introduction, main body, and closing sequence into a 17-minute and 34-second video and share it using the following URL: https://youtu.be/icHL7dDhBgw (3). The material experts' result is 95.1%, the media experts' result is 95.3%, and Miss Bantul's result is 95.1%. The 98.8% group is highly doable. Consequently, creating video guides on how to apply party makeup is a great idea.

Impact of a digital employer-based weight loss program on individuals age 65 or older.

Older adults are not protected from obesity, which has been linked to frailty, cognitive impairment, and other aging-related factors. Intensive lifestyle interventions have been shown to be effective for weight loss in older adults; however, these have typically been highly intensive and less feasible for dissemination. This analysis describes weight loss in a large-scale, commercially available, digital intervention in a subset of older adults. Older adults (N = 20,443, males = 6,238; females = 14,205) between 65 and 85years of age with overweight (43.3%) or obesity (46.7%) participated in an online, self-directed weight loss program. Behavioral-based content was delivered through weekly video lessons within an online platform that included weight and physical activity tracking, an online community, a reference library, and access to coaching support. Self-reported measures taken at the time of entry into the program were used for this analysis (demographics, height, body weight, and health status). Weight was reported across weeks of engagement in the curriculum. The average weight loss was -3.15kg (95% CI: [-3.20, -3.11]) at 15.5weeks. Weight loss was significantly greater in male individuals (-3.79kg [95% CI: -3.89, -3.71]) versus female individuals (-2.87kg [95% CI: -2.94, -2.82]) (p < 0.001), with a similar engagement in curriculum weeks. Percent weight loss was statistically significant for all age categories (p < 0.05) and self-reported health conditions (p < 0.05). Short-term weight loss was observed in older adults exposed to a low-touch, self-guided, and digital behavioral-based weight loss program. Weight loss was also observed even in the presence of various chronic health conditions.

Seeing Through the Eyes of Classroom Observers: The Case of Rating Contrasted Groups of Lessons With Classroom Observation Measures

Classroom observations are commonly employed to assess quality of instruction in research and practice in mathematics education. However, there is more to be learned about how sensitive classroom observation protocols are to exemplars of strong mathematics instruction, and continuous refinements to observation protocols or rating processes that may be warranted. In this study, we use the public-released mathematics videos from the Third International Mathematics and Science Study (TIMSS) to examine how classroom observers, using two contemporary classroom observation instruments, rate a set of lessons whose instructional quality is in theory expected to differ, also referred to as contrasted groups. We find that descriptively, the pattern of findings is distinct from prior studies’ conclusions about the relative instructional quality reflected in the TIMSS video pool. We provide qualitative examples to illustrate the findings, and discuss implications for future research. We point to the potential value of exploring classroom observation rubrics’ performance using ‘contrasted groups’ of lesson videos, as a tool to broaden our understanding of how observation instruments are functioning.

Effects of a personalized nutrition program on cardiometabolic health: a randomized controlled trial

Large variability exists in people’s responses to foods. However, the efficacy of personalized dietary advice for health remains understudied. We compared a personalized dietary program (PDP) versus general advice (control) on cardiometabolic health using a randomized clinical trial. The PDP used food characteristics, individual postprandial glucose and triglyceride (TG) responses to foods, microbiomes and health history, to produce personalized food scores in an 18-week app-based program. The control group received standard care dietary advice (US Department of Agriculture Guidelines for Americans, 2020–2025) using online resources, check-ins, video lessons and a leaflet. Primary outcomes were serum low-density lipoprotein cholesterol and TG concentrations at baseline and at 18 weeks. Participants (n = 347), aged 41–70 years and generally representative of the average US population, were randomized to the PDP (n = 177) or control (n = 170). Intention-to-treat analysis (n = 347) between groups showed significant reduction in TGs (mean difference = −0.13 mmol l−1; log-transformed 95% confidence interval = −0.07 to −0.01, P = 0.016). Changes in low-density lipoprotein cholesterol were not significant. There were improvements in secondary outcomes, including body weight, waist circumference, HbA1c, diet quality and microbiome (beta-diversity) (P < 0.05), particularly in highly adherent PDP participants. However, blood pressure, insulin, glucose, C-peptide, apolipoprotein A1 and B, and postprandial TGs did not differ between groups. No serious intervention-related adverse events were reported. Following a personalized diet led to some improvements in cardiometabolic health compared to standard dietary advice. ClinicalTrials.gov registration: NCT05273268.

The Perspectives of Students on the Role of Instructors' Facemasks in Hindering the Oral Communication Skills of Students Learning English at PYD, PSAU in the KSA

The present study aims to find out the impact of instructors' facemasks in hindering oral communication skills among students by investigating the factors that lead to such a hindrance in language learning and suggesting suitable solutions for reducing the negative effects of wearing facemasks and bettering communication skills. Findings indicate that, though wearing a facemask is mandatory for personal health and prevention against COVID-19, it hinders the students from developing their oral communication skills and prevents them from observing the facial expressions of English instructors that are hidden behind those facemasks. Tone and pitch are very essential in the process of oral communication and the changing of speech sounds is helpful to maintain oral communication speech channels. Nonetheless, it was observed that transparent facemask solves the problems of hiding facial and verbal expressions of the lips, and the video lessons compensate for the oral communication weaknesses of students. In view of the findings, it was therefore recommended that wearing a transparent facemask along with providing students with extra video lessons can be effective in helping students improve their oral communication skills.

Digitalization: How Video Lessons Stimulate Student Performance in Today’s Generation

The research study is about Digitalization: How Video Lessons Stimulate Student Performance in Today’s Generation. The procedures started first in asking queries randomly to specific persons during a week of printed module distribution most likely the parents. The researcher finds out problem on post implementation in printed lesson (Self Learning Modules) distribution that parents complaining some of them for their learner’s comprehension about the subject area. The study is designed to solve learner’s weakening comprehension due to misleading of concepts, cannot understand the content of printed instructional lesson after reading. The researchers conduct this study to open as solution to the parents and learners of Escalante National High School in printed instructional lesson. By this, researcher wanted to determine the effectiveness of video lesson, determine academic development of the learners using video lesson even there is youtube, tiktok and other online platforms, and examine the quality of learnings using video lesson. The randomly selected individuals as respondent are those teachers and learners under the modality of Digital (Offline-Online) Distance Learning of Escalante National High School. Data collection is used in Likert Scale and purposive sampling methodology and research survey questionnaire was digitally conducted to each respondent using google form platform. The result of this study is to adapt digitalized instructional lesson using video. A total of 14 teachers and 60 learners were collated.

Designing a video-stimulated questionnaire about teachers’ adaptive expertise in interdisciplinary mathematics and science teaching

Research investigating teachers’ knowledge and practices aimed to improve student participation, engagement and achievement in mathematics and science has often used qualitative methods involving observation and analysis of lesson videos. Some researchers have used excerpts of videos in various ways to gather data about their participants’ anticipated actions in the moment. In the current study, we aimed to track primary teachers’ developing adaptive expertise when teaching interdisciplinary mathematics and science lessons over a two-year period. In this paper, we describe the processes followed to design a questionnaire that used episodes from videos of interdisciplinary mathematics and science lessons to construct multiple choice items. The adaptive expertise scoring for the items was reliable but this improved when including an open-ended question for participants to explain their selection of an action for the classroom moment captured in the video episode.