Academic literature on the topic 'Audio-tutorial method'

Abstract: The rapid exchange of information through multimedia throughout the world helps the growth of humans’ knowledge and, at the same time, requires redefinition of learning methods and media, especially in the field of vocational education. The purpose of this research was to develop an interactive learning media in the form of video tutorial in increasing the learning effectiveness in the subject of audio processing techniques at class XII in multimedia competence in one of the State Vocational Schools in Parepare. Research and Development method was used in this study. The stages of research included the planning, design and development stages. The subjects engaged in this research were two validators namely the experts of learning media and learning material, the students of class XII multimedia with the total of 18 persons, and one teacher who taught audio processing techniques. The results achieved in the development of interactive media showed that the developed video tutorial media had been valid based on the assessment of both learning media and learning material experts. The tests conducted on individuals, small group trials, and the subject teacher’s responses indicated that an interactive media in the form of video tutorial was effective and appropriate to the users’ needs. Keywords: Research and development, Video Tutorial, Interactive media, Multimedia, Camtasia Studio Abstrak: Pertukaran informasi yang cepat melalui multimedia di seluruh dunia membantu pertumbuhan pengetahuan manusia dan, pada saat yang sama, membutuhkan pendefinisian ulang metode dan media pembelajaran, terutama di bidang pendidikan kejuruan. Tujuan penelitian yaitu untuk mengembangkan media interaktif berupa video tutorial pembelajaran dalam meningkatkan efektivitas pembelajaran pada mata pelajaran teknik pengolahan audio kelas XII kompetensi keahlian multimedia di salah satu SMK Negeri di Parepare. Penelitian ini merupakan penelitian dan pengembangan (Research and Development). Tahapan penelitian meliputi tahap perencanaan, desain dan pengembangan. Subjek penelitian yang digunakan pada studi ini meliputi dua orang validator yaitu ahli media pembelajaran dan ahli materi pembelajaran, siswa kelas XII multimedia yang berjumlah 18 orang dan satu orang guru mata pelajaran teknik pengolahan audio. Hasil yang dicapai dalam pengembangan media interaktif menunjukkan media vidio tutorial yang dikembangkan telah valid berdasarkan penilaian dari ahli media pembelajaran dan ahli materi. Uji coba yang dilakukan kepada perorangan, uji coba kelompok kecil, dan tanggapan guru mata pelajaran menunjukkan bahwa media interaktif berupa video tutorial pembelajaran yang dihasilkan efektif dan sesuai kebutuhan pengguna. Keywords: Pengembangan, Video tutorial, Media Interaktif, Multimedia, Camtasia Studio

Designing car audio that fits user’s needs is a fun activity. However, the design often consumes more time and costly since it should be consulted to the experts several times. For easy access to information in designing a car audio system as well as error prevention, an car audio system based on expert system and web is designed for those who do not have sufficient time and expense to consult directly to experts. This system consists of tutorial modules designed using the HyperText Preprocessor (PHP) and MySQL as database. This car audio system design is evaluated uses black box testing method which focuses on the functional needs of the application. Tests are performed by providing inputs and produce outputs corresponding to the function of each module. The test results prove the correspondence between input and output, which means that the program meet the initial goals of the design.

This research is to develop one method of learning that is a video containing tutorial about praying procedures in English. The video is designed to facilitate students to understand the praying procedures as well as practice their competence in English, especially listening and speaking. Some experts and the users validated the effectiveness of the research. Those who validated are people who have competence in praying procedures, English and multimedia. Therefore, there must be three experts in this research. The users are given some questionnaires asking their opinions about the video. The sample of the research was taken from college students majoring in Communication and Islam Broadcasting in IAIN Salatiga. There were 35 students in one class. Video of praying tutorial produced through this research get goodresponses from students. They feel that by watching the video and see the audio and visual movements of the prayer contained in the video can make them able to remember more clearly how to do praying, especially for praying that is not done everyday.

Universitas terbuka is one of university in Indonesia that implement a remote and open learning system. Learning distance requirements are not carried out by using media, both print (module) and non-print (audio/video, computer/internet, radio broadcasting, and television). To serve students spread throughout Indonesia, excellent service is required. UT continues to increase its commitment to promoting academic quality and one of the academic qualities that need to be improved is the learning process where in the learning process there are general service aspects, aspects of registration services, tutorial service aspects, either TTM tutorials or online tutorials (TUTON), practicum services, services teaching materials, Online Bookstore services (TBO), SIPAS services and aspects of service for administering examinations. This study is intended to determine the level of satisfaction of students, especially D2 Library students of FISIP-UT Library, to the services provided by UT. The method used is quantitative and qualitative methods. The results of the assessment of satisfaction and importance are ≥ 50% of students are satisfied and feel an interest in the various services provided by UT.

This study aims to determine the level of effectiveness of YouTube as a learning medium in society. Themethod used in this research process is descriptive qualitative method. While data collection techniques,the authors explore the data according to the discussion by looking at various journals, articles andinformation from relevant YouTube users in the problems observed. The results of this study indicate thatthe level of use of YouTube in the community can be said to be high, because apart from being a learningmedium, they open YouTube to be used as a medium of entertainment. People who use YouTube as alearning medium are people who have their own interests or when in an emergency they want to find outthe solution to the problems they face, for example opening a video tutorial on dealing with cellphones,washing machines, televisions, refrigerators or other damaged household items. By watching the video,finally the community can put it into practice. In addition, there are also many other ways such as how tocare for ornamental plants, from planting to growing big. All can be practiced via Youtube media. Peoplefeel they can add to their knowledge without having to spend a lot of money, meaning they consider itmore efficient because one click directly displays audio and visuals that can be imitated or applied. Mostpeople feel that YouTube has a positive impact on those in need.

Video tutorials are a form of learning through some sort of videos with the help of graphical and audio representations used in it. Video tutorials have a wide history of learning whether it is curricular or any extracurricular activities. It is less expensive and easy to access comparative to other learning mediums. Students can easily access, learn or solve their problems without going anywhere. It generates affection towards learning easily. If learning becomes attractive for learners, then innovation and mind mapping for new trends became easy and joy able (Dempsey ;2005). This study examined the role of video tutorials in increasing the learning trends among Pakistani youth. To conduct this research population was selected from Lahore, city of Pakistan. Sample based on 10 Universities of Lahore and totals 507(males and females) students of different universities included in sample size. The methodology of this study based on survey where as this method used to obtain the data was quantitative in nature. The result showed that video tutorials plays crucial role in increasing the learning trends among Pakistani youth. The new learning trends convert the older once in modern and learning become more easy as well as more interested.30% respondents strongly agree with the statement, 35.3% were agree whereas 20.7% were neutral and 8.5% disagreed. The findings of this research shows that the youth of Pakistan is more intended towards video tutorials as learning medium instead of traditional ways. The results also reveal that, the time spent on video tutorial is relatively high in contrast to the older trends of learning.

Introduction: Antibiotic overuse for acute respiratory infections (ARIs) is a significant problem in Emergency Departments (EDs). DECISION+, a training program on shared decision making (SDM) and a decision aid for antibiotic use in ARIs, reduces patients’ use of antibiotics for ARIs in primary care, but has never been studied in the ED setting. The objectives of this study are to assess the intention of ED physicians to adopt SDM about antibiotic use in ARIs and to identify barriers and facilitators about adopting SDM and a decision aid for antibiotic use in ARIs. Methods: An adapted version of DECISION+ (1-hour seminar) was offered to physicians of two academic EDs (Quebec, Canada) in fall 2015. A validated questionnaire was administered to participants before and after the seminar. This questionnaire contains three items measuring the intention to adopt SDM using a 7-point Likert scale [ranging from 1 (very unlikely) to 7 (very likely)]. We performed descriptive analyses for demographic characteristics and a paired Wilcoxon signed-rank test to compare pre- and post-training intention to adopt SDM (α=.05). A debriefing session with the participants identified potential barriers and facilitators about implementing SDM and using a decision aid regarding antibiotic use for ARIs. Two researchers analysed the recorded audio material. Results: 41% (23/56) of eligible physicians received the intervention. 74 % of participants had already heard of SDM and 40% felt they already used SDM in their practice. The median intention to adopt SDM was 6 (IQR 5-6) before and 6 (IQR 5-6) after the seminar (P = .23). One participant did not answer the questionnaire after the seminar and his results were excluded from the comparative analysis. We identified 20 specific barriers to adopting SDM for deciding about antibiotics use for ARIs in the ED (e.g., lack of time) and 13 facilitators (e.g., public health campaign). Conclusion: ED physicians’ baseline intention to adopt SDM with patients for antibiotic use in ARIs is high. The adapted tutorial of DECISION+ did not change this intention. This could be explained by the social desirability of SDM. Further studies must be conducted to adapt DECISION+ to the ED setting and also to assess the impact of DECISION+ on the actual prescription and use of antibiotics for ARIs.

Introduction: Competence in procedural skills is vital within the emergency department. Challenging procedures such as cricothyroidotomy are difficult to master as they are rare and hard to train for. Additionally, common procedures such as chest tube insertions require practice to become sufficiently competent. Opportunities to hone these skills are essential in residency training. This project aimed to create instructional video modules for specific emergency medicine (EM) procedures and gauge their utility as adjunctive resources for procedural learning in the EM residency curriculum. Methods: Tutorial videos for clamshell thoracotomy, cricothyroidotomy, and chest tube insertion were filmed within a cadaver lab with step-by-step instructions. The footage was edited and overlaid with a pre-prepared audio narration using Camtasia®/Apple® Video Editing software. These videos were embedded within modules that included foundational knowledge relevant to the procedures, including anatomy, physiology and pathophysiology. The modules were peer-edited by licensed EM staff physicians and distributed to EM residents and staff physicians for analysis. Qualitative and quantitative analysis relied upon participants’ answers to questions and a Modified Task Value Scale, respectively. Results: Ten participants were included in the analysis, including EM residents (n = 6) and staff emergency physicians (n = 4). Qualitative feedback suggested that positive aspects of the modules included visuals, content, narration, and review of anatomy. Negative aspects included the lack of indications for procedures, technical details, real patient examples, and a speed up function. Quantitative feedback resulted in scores of 4 and above out of 5 on the Motivated Task Value Scale across all aspects for all the modules. Furthermore, analysis revealed an average score of 3.9 for inclination to access more modules such as these, and a score of 4.4 for overall perception of the modules. Conclusion: Participants found the video modules valuable to their learning, both qualitatively and quantitatively. This study was limited by a small sample size of modules and a low number of participants. Furthermore, a more detailed analysis with further measures, including self-efficacy and self-confidence, would yield more comprehensive conclusions. However, video-based modules provide an effective and easily accessible adjunctive tool to acquire skill and confidence with EM procedures, for medical learners and staff physicians.

Innovation Concept: Competence in procedural skills is vital within the emergency department. Challenging procedures such as cricothyroidotomy are difficult to master as they are rare and hard to train for. Additionally, common procedures such as chest tube insertions require practice to become sufficiently competent. Opportunities to hone these skills are essential in residency training. This project aimed to create instructional video modules for specific emergency medicine (EM) procedures and to gauge its utility as an adjunctive resource for procedural learning in the EM residency curriculum. Methods: Tutorial videos for clamshell thoracotomy, cricothyroidotomy, and chest tube insertion were filmed within a cadaver lab with step-by-step instructions. The footage was edited and overlaid with a prepared audio narration using Camtasia®/Apple® Video Editing software. These videos were embedded within modules that included foundational knowledge relevant to the procedures including anatomy, physiology and pathophysiology. The modules were peer-edited by licensed EM staff physicians and distributed to EM residents and staff physicians for analysis. Qualitative and quantitative analysis relied upon participants’ answers to questions and a Modified Task Value Scale (measures the value of a module for overall learning), respectively. Curriculum, Tool or Material: Ten participants were included in the analysis, including EM residents (n = 6) and staff emergency physicians (n = 4). Qualitative feedback suggested that positive aspects of the modules included visuals, content, narration, and review of anatomy. Negative aspects included the lack of indications for procedures, technical details, real patient examples, and a speed up function. Quantitative feedback resulted in scores of 4 and above out of 5 (1 = lowest value, 5 = highest value) on the Motivated Task Value Scale across all aspects for all the modules. Furthermore, analysis revealed an average score of 3.9/5 for inclination to access more modules such as these, and a score of 4.4/5 for overall perception of the modules. Conclusion: Participants found the video modules valuable to their learning, both qualitatively and quantitatively. This study was limited by a small sample size of modules and a low number of participants. Furthermore, a more detailed analysis with further measures, including self-efficacy and self-confidence, would yield more comprehensive conclusions. However, video modules provide an effective and easily accessible adjunctive tool to acquire skill and confidence with EM procedures, for medical learners and staff physicians.

Abstract Introduction Additional Cost of Teaching for Pharmacy (ACTp) funding from Scottish Government supports the development of experiential learning (EL) placements for student pharmacists [1]. Interprofessional learning (IPL) has been built into initial education for many healthcare professionals [2]. In 2019, a National Pharmacy EL Stakeholder event recommended exploring the further development of IPL within EL for the MPharm. Aim To scope existing IPL in EL and explore the feasibility for further development within the MPharm in Scotland Methods Online qualitative interviews were conducted with key stakeholders from Schools of Pharmacy, NHS Education for Scotland, EL sites, and Scottish health boards. All were involved in the development/delivery of these activities. The interview schedule was developed by the research team, reviewed for face and content validity, piloted prior to use, and modified based on early interviews. All interviews were audio-recorded, transcribed, and independently thematically analysed by two researchers. Interviews continued until data saturation and good representation from all settings were achieved. All ethical approvals were sought prior to the interviews. Results Twenty interviews were conducted with three key themes emerging; (1)current IPL within EL activities, (2)future developments, and (3)perceptions of enablers and barriers to developing/delivering IPL within EL. There were limited examples of existing IPL within EL activities including: a pilot pharmacy longitudinal clerkship and hospital-based pharmacy/medical student IPL week. Some stakeholders indicated that current IPL involves mainly campus-based activities but other EL based initiatives were planned but not yet implemented. Respondents indicated that future developments should be carefully planned in collaboration with other stakeholders and tailored to students’ stage of study to ensure their success. There was significant support for incorporating IPL within EL initiatives as part of the MPharm course to complement traditional ways of teaching. “I think if we don't do it, we're missing a big trick… Doing something in a classroom or doing something within a small tutorial is a very false way of learning, whereas in practice, where they're going to end up working together, it seems ideal.” Many enablers were highlighted mainly relating to the expected benefits of such activities on students, facilitators, patients, and the healthcare system. Logistics and planning difficulties were perceived to be barriers to implementation of IPL within EL. “We've tried to do it, it was with the medical school and they were receptive to it, but the logistics just didn't work out… when you've got two very different timetables to try and bring together, it is very, very difficult to do.” Conclusion Pharmacy stakeholders highlighted that the majority of IPL currently undertaken in Scotland is not based in EL settings but they supported developing it. Enablers and barriers articulated highlight the need for careful planning of these activities. A strength of this study is it involved a broad range of key stakeholders from across Scotland ensuring representativeness of views and ideas. A limitation may be that, given the Scottish focus, findings may lack direct transferability to other countries. Future research should focus on designing a framework for developing and implementing IPL within EL in Scotland. References 1. NHS Education for Scotland, 2020. Experiential learning for student pharmacists in Scotland. [online]. Edinburgh: NHS Education for Scotland. Available from: https://www.nes.scot.nhs.uk/our-work/experiential-learning-for-student-pharmacists-in-scotland/ [Accessed 07/10/2020]. 2. Barr H. Interprofessional Education-The Genesis of Global Movement. 2015. https://www.caipe.org/resources/publications/barr-h-2015-interprofessional-education-genesis-global-movement. [Accessed 4 Aug 2020]

This chapter features results of a mixed-methods study of the academic and personal impact of peer tutoring on tutors at the Tutorial Centre, Centre for Preparatory Studies at Sultan Qaboos University, Oman. The perceptions of the impact of peer tutoring were gained by interviewing 12 experienced current and former peer tutors who have not yet graduated, that is, former peer tutors who had only recently finished peer tutoring. Transcriptions of the audio-recorded interviews were analyzed using a process of thematic analysis to explore emerging themes. In addition, participants' GPAs before they began tutoring were compared to their current GPAs after they had completed at least two semesters of tutoring through a paired samples t-test. Practical implications of findings for future peer tutoring practice are discussed.