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Dissertations / Theses on the topic 'Teaching video'

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Published: 30 May 2022
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1

Morozova, I. A. "Teaching english using video." Thesis, Видавництво СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/18435.

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2

Dye, Brigham R. "Reliability of Pre-Service Teachers Coding of Teaching Videos Using Video-Annotation Tools." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/990.

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Teacher education programs that aspire to helping pre-service teachers develop expertise must help students engage in deliberate practice along dimensions of teaching expertise. However, field teaching experiences often lack the quantity and quality of feedback that is needed to help students engage in meaningful teaching practice. The limited availability of supervising teachers makes it difficult to personally observe and evaluate each student teacher's field teaching performances. Furthermore, when a supervising teacher debriefs such an observation, the supervising teacher and student may struggle to communicate meaningfully about the teaching performance. This is because the student teacher and supervisor often have very different perceptions of the same teaching performance. Video analysis tools show promise for improving the quality of feedback student teachers receive in their teaching performance by providing a common reference for evaluative debriefing and allowing students to generate their own feedback by coding videos of their own teaching. This study investigates the reliability of pre-service teacher coding using a video analysis tool. This study found that students were moderately reliable coders when coding video of an expert teacher (49%-68%). However, when the reliability of student coding of their own teaching videos was audited, students showed a high degree of accuracy (91%). These contrasting findings suggest that coding reliability scores may not be simple indicators of student understanding of the teaching competencies represented by a coding scheme. Instead, reliability scores may also be subject to the influence of extraneous factors. For example, reliability scores in this study were influenced by differences in the technical aspects of how students implemented the coding system. Furthermore, reliability scores were influenced by how coding proficiency was measured. Because this study also suggests that students can be taught to improve their coding reliability, further research may improve reliability scores"-and make them a more valid reflection of student understanding of teaching competency-"by training students about the technical aspects of implementing a coding system.
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3

Tripp, Tonya R. "The Influence of Video Analysis on Teaching." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2562.

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As video has become more accessible, there has been an increase in the use of video for teacher reflection. Although past studies have investigated the use of video for teacher reflection, there is not a review of practices and processes for effective use of video analysis. The first article in this dissertation reviews 52 studies where teachers used video to reflect on their teaching. Most studies included in the review reported that video was a beneficial feedback method for teachers. However, few studies discussed how video encourages teachers to change their practices. The second article in this dissertations investigates the how video influences the teacher change process. The study found that teachers did change their practices as a result of using video analysis. Teachers reported that video analysis encouraged them to change because they were able to: (a) focus their analysis, (b) see their teaching from a new perspective, (c) feel accountable to change their practice, (d) remember to implement changes, and (e) see their progress.
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4

Fleetwood, Jane R. "Teaching Communication Skills through Video Tape Productions." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/690.

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Motivating students to learn and practice effective communication skills has always been a dilemma for teachers of all grade levels. Video cameras and camcorders are now being used as teaching tools in many schools to not only motivate students to use and practice a variety of skills, but to stimulate their creativity, as well. Loretto Elementary School in Jacksonville, Florida, is developing a program which incorporates student-written video productions into its existing curriculum. Loretta's innovative program is a direct result of a 10-rninute informational video tape production done by graduate student Jane Fleetwood and Continental Cablevision, a local cable television company. This paper describes the step-by-step procedures involved in that production, the business education partnership which exists between the school and the cable company, and the school's plans for making video productions as integral part of its curriculum.
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5

Al-seaidy, Hassan Abdul-Amear. "Interactive video : an evaluation study." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363425.

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6

Dye, Brigham R. "Reliability of pre-service teachers' coding of teaching videos using a video-analysis tool /." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2020.pdf.

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7

Ou, Yingzhe, and 区颖哲. "Teaching Chinese as a second language through video." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368714.

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在科技发展的引导下，现今不少学校或者教育机构都提倡把多媒体引入课堂，而视像教学也在多媒体教学的范畴当中。目前对于多媒体应用于课堂的问题研究已有不少，但是多集中在需要图解分析的科目范畴，在语言教学研究方面相对较少，而在第二语言教学领域中又以英文作为第二语言教学的课题研究占多数。本研究旨在探讨在中文作为第二语言教学中，视像教学否能够有助于学生提高学习成效，同时又能达到活跃课堂，提高学习动机的目的。本研究通过借鉴已有的关于多媒体应用于教学或语言习得方面的相关文献，结合笔者所在实习学校的实验，透过课堂数据收集、对比分析法、问卷法、访谈法、观课等方法对课题进行分析论证，从而得出以下结论：1.学生在不同学习能力要求下的学习成效不一致，记忆型题目比能力型题目的学习成效要好，而两者与学生的先备知识相关性均不显著；2.视像教学中记忆型题目比非视像教学的记忆型题目成效要差，而两者在能力型题目中的成效差异不显著；3.视像教学能够有效提高学生的学习动机及课堂的集中度。 Under the guidance of scientific development, many schools and education institutions are currently encouraging the introduction of multimedia into the classrooms, with video teaching as one of the methods under multimedia teaching. There have been a lot of researches on the multimedia application into classroom, but most of them focused more on the subjects which need graphic analysis but the language teaching relatively. While the research on the Teaching English as a Second Language mostly account for the research in this field, this study aims to explore whether the video teaching could be helpful to improve students’ learning effects in Teaching Chinese as a second language, as well as enlivening the classroom and improving students’ learning motivation. Using some related literature review about the multimedia application into language teaching or acquisition for references, the author has designed an appropriate experiment fit for the teaching-practicum school, then adopted some methods such as data collection, comparing analysis, questionnaire, interview and class observation to proceed the analysis and demonstration and finally drew a conclusion as follows: 1. Students has different effects under different capability requirements, additionally, they performed better in memory-oriented tests than capability-oriented tests, both of whom have no significant co-relation with prior knowledge; 2.The effect of memory-oriented test in video teaching is worse than that in non-video teaching, but both in the capability-oriented tests have no significant effects; 3.Video teaching can improve students’ learning motivation and concentration in class effectively.
published_or_final_version
Education
Master
Master of Education
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8

McEachern, Adriana Garcia. "Teaching employment interviewing techniques to college students." Gainesville, FL, 1989. http://www.archive.org/details/teachingemployme00mcea.

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9

Wright, Geoffrey A. "How does video analysis impact teacher reflection-for-action? /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2347.pdf.

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10

Speers, Jimmy D. (Jimmy Dale). "Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279141/.

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The most important question addresed in this study was whether there is any difference in student learning between a motion group and a non-motion group. The interactive video courseware is currently a part of the curriculum in this district. It was used in its original form with the contrast group. For the experimental group one unit of the courseware was modified to remove the motion video and replace it with photorealistic graphics that served as the non-motion part of the study. Covariates were selected to compensate for any differences in the two groups. A pretest and posttest was administered to both groups. Analysis of the posttest scores indicated that there was no difference in learning if motion in the presentation was the only variable.
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11

Mark, Landa Lea. "Teaching children with autism to share using video-based interventions." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23355.

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Sharing is a fundamental social skill young children learn during play. Children with autism have a constellation of deficits which contribute to difficulty sharing. Previous research indicates that video-based interventions can teach social and play skills to this population. The purpose of this study was to examine the impact of video-based interventions to increase positive sharing behavior and decrease sharing-related problem behavior in two children with autism. The results suggest that, for one participant, video feedback was associated with positive changes in behavior. Some support was found for video modeling that occurred immediately prior to the target activity for a second participant, despite multiple treatment interference. The results are discussed in the context of previous and future research and implications for practice.
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12

Woodward, David Bruce Lorber Michael A. "Teaching instructional media utilization video tape package vs. classroom instruction /." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818722.

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Thesis (Ed. D.)--Illinois State University, 1988.
Title from title page screen, viewed September 14, 2005. Dissertation Committee: Michael A. Lorber (chair), John L. Brickell, Larry D. Kennedy, Mary Ann Lynn, C. Edward Streeter, Forrest G. Wisely. Includes bibliographical references (leaves 101-107) and abstract. Also available in print.
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Скарлупіна, Юлія Анатоліївна, Юлия Анатольевна Скарлупина, and Yuliia Anatoliivna Skarlupina. "Using video materials in teaching foreign languages for professional purposes." Thesis, Рибест, 2013. http://essuir.sumdu.edu.ua/handle/123456789/63916.

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In case of the careful choice and thoughtful tasks elaboration, using authentic video not only makes a lesson much more attractive, but becomes an effective source of intercultural and professional information. Being interdisciplinary in their nature they enhance motivation for development of language as well as professional skills.
В разі правильного вибору і ретельного розробки завдань, використання автентичного відео не тільки робить заняття більш привабливим, але й стає ефективним джерелом міжкультурної і професійної інформації. Завдяки своїй міждисциплінарності вони підвищують мотивацію до розвитку як мовних. так і професійних навичок.
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Sawarng, Pupatwibul Rhodes Dent. "A prototype for teaching ecology in Thai language through interactive video." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227173.

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Thesis (Ed. D.)--Illinois State University, 1992.
Title from title page screen, viewed January 18, 2006. Dissertation Committee: Dent M. Rhodes (chair), Robert L. Fisher, Dale E. Birkenholz, Larry D. Kennedy, Deborah B. Gentry. Includes bibliographical references (leaves 63-67) and abstract. Also available in print.
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15

Ljungvall, Anton. "Video Game Narratives in Swedish EFL Teaching : A Study of How the Use of Video Game Narratives Could Potentially Aid or Hinder Swedish EFL Teaching." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-52297.

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This study aims to explore the potential benefits and disadvantages of utilizing video game narratives in Swedish EFL teaching. The subject is approached through a qualitative literature review of previous research on the use of video games in the process of L2 acquisition. The results are then discussed from a sociocultural perspective, in relation to the frameworks introduced in the background and to the Swedish steering documents. The results indicate that video games are likely to be part of many students’ out-of-school experiences of the English language and that playing video games can be seen as an example of extramural language learning. The results also highlight how engaging in multiplayer video game narratives can aid L2 acquisition by for example increasing motivation, expanding learner vocabulary and by providing learners with strategies for discourse management such as politeness, humor and small talk. The collaborative and interactive nature of the video game narrative and of video game communities is also shown to align well with the Swedish steering documents that promote social interaction and the development of communicative competence. However, direct classroom implementation of video games is problematized by the fact that not all students have previous experience or tools for interacting with the video game format of storytelling and that gender discrepancies in video game consumption could lead to boys benefiting more than girls from language learning through video game narratives.
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16

Norman, Naomi. "The use of television for the teaching and learning of mathematics in secondary school." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365639.

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17

Eddleman, Kathy S. "Interactive video: an approach for teaching qualitative movement analysis of the overhand throw." Thesis, Virginia Tech, 1988. http://hdl.handle.net/10919/43748.

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The purpose of this investigation was to develop and test the effectiveness of an interactive video program for training in qualitative movement analysis. Students (n=24) from an intact elementary physical education methods class were trained to identify four qualitative standards associated with the mature performance of the overhand throw. Subjects were matched on the basis of pretest scores and assigned to receive either interactive video instruction, videotaped instruction, or no instruction. The results from an ANCOVA were significant indicating a difference between groups. Duncan's multiple range test results showed that the interactive video and videotaped instructional methods were superior to no training but there were no significant differences between groups receiving instruction. The findings from this investigation support the conclusion that the application of interactive video instruction to qualitative movement analysis is an effective strategy although it is not superior to video taped instruction. However, its application may be beneficial in mass instruction.


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18

Bensiger, Joy. "Perceptions of Pre-service Teachers of Using Video Games as Teaching Tools." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337363651.

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19

McShea, John Francis. "Telematics and the processes of teaching and learning in teacher education." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286498.

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20

Chantler, Lisa J. "Group teaching of vocational skills to the intellectually disabled using video /." Title page, contents and abstract only, 1987. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsc459.pdf.

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21

Horn, Julie A. "Teaching functional skills to individuals with developmental disabilities using video prompting." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002389.

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22

Glasgow, Malinda. "Video-Based Interventions for Teaching Calendar Skills to Individuals with Autism." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6983.

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Video-Based Instruction (VBI) is an evidence-based practice that has been used for teaching new skills to individuals with disabilities for over two decades. VBI involves the use of pre-recorded videos to teach new skills. Benefits of VBI include flexibility in when the instruction is provided to students and allows students to receive instruction while the teacher is working with another person. A multiple baseline across participants design was used to evaluate the impact of the independent variable of VBI, upon the dependent variables of (a) the percentage of steps completed correctly to make novel calendar entries; (b) the timeliness of arriving for scheduled meetings; and (c) timeliness of completing the scheduled tasks (sending text messages). Three female students aged 25 to 31 with Autism Spectrum Disorder (ASD) living at a residential transition program for adults with ASD and Learning Disabilities participated in the study. One of three participants met criteria (80% accuracy) to correctly make novel calendar entries. Two of the three participants needed an additional prompt to meet criteria (80% accuracy) to correctly make novel calendar entries. One of three participants increased and maintained timeliness for arriving for scheduled meetings. Each participant improved the timeliness of completing the scheduled tasks (sending text messages). This study supports the effectiveness of VBI for the instruction of daily living skills to individuals with ASD. Implications for practitioners, limitations and suggestions for future research are also discussed.
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Miller, Olivia Suzanne. "Teaching Leisure Skills to Individuals With Significant Disabilities Using Video Prompting." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406363940.

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Leighner, Ross. "The Effects of Instructor-Directed Video Prompting on Teaching Vocational Skills." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437423952.

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25

Giovarelli, Thomas Anthony. "An Investigation of how video can be used effectively in teaching sound recourding techniques for commercial radio." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.

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26

Osborne, Kaitlyn Rayne. "Teaching Conversation Skills to Adults with Developmental Disabilities Using a Video-Based Intervention Package." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8272.

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Social skills deficits may hinder learning, terminate relationships, and impede employment. Individuals with autism and intellectual disability are often characterized with difficulties in social judgement, emotions, and interpersonal relationships, all of which can lead to disruptive and aggressive behaviors. Explicit instruction, video modeling, and video feedback are research-based practices that have been used to teach conversation skills to individuals, particularly children with developmental disabilities and social impairments. This study examined the effects of explicit instruction combined with video modeling and video feedback in teaching six adults ages 18-20 with autism and intellectual disability skills for initiating a conversation. A multiple baseline across dyads design was used to teach these skills in a post-high school transition program. The dependent variable was the number of correct conversation initiation responses. The independent variable was an intervention package that included explicit verbal instruction with interspersed video modeling clips, followed by video feedback. All six participants acquired the skills and were able to initiate a conversation, and five participants maintained these skills over time, demonstrating them without the intervention. Implications for practitioners are described as well as suggestions for future research.
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Marcus, Alonna. "Teaching Children with Autism Inclusion Readiness Skills Using Video Self-Modeling with an iPad." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/269008.

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Educational Psychology
Ph.D.
Video self-modeling has been used in the past to teach many skills to children with autism. Children with Autism Spectrum Disorders have a lack of language processing, expressive communication, and social skills. These deficits may impact the ability to function in the general education classroom. The current investigation examined the effects of using video self-modeling with an iPad device to teach inclusion readiness skills to children with autism. The specific group directions that were taught were cleaning up, lining up, and sitting down. Three young children with autism participated in this study. A multiple baseline design across behavior and subjects was used. All three participants reached mastery criteria in all three behaviors. Experimental control was shown with the multiple baseline across subjects. Moreover, experimental control was established with the multiple baseline across behaviors with one of the participants. Due to generalization across behaviors, experimental control was shown with two of the behaviors with a second subject. When video models were discontinued and maintenance probes were conducted, all three children maintained group direction skills. Results showed that the prerequisite classroom skills were effectively taught to children with autism using video self-modeling. The results are discussed in terms of implications for the general education classroom and future research directions.
Temple University--Theses
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28

Kleeberger, Victoria. "Teaching a child with autism to imitate in natural contexts using video modeling." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/636.

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Imitation is a core deficit often observed in children diagnosed with autism. Video modeling has been shown to be effective for teaching children with autism a variety of skills, but there is little research demonstrating the effectiveness of this technique with core skills such as imitation. The purpose of this study was to examine the effectiveness of a video modeling intervention to teach a preschool-age child with autism to imitate novel and acquired actions (with and without objects) in natural contexts (i.e., songs and toy play activities). A general case approach was used to examine the instructional universe of common preschool songs in order to select the exemplars that were most likely to facilitate generalization. In addition to video modeling, additive components that included highlighting the critical features of the video examples and prompting/fading were required to demonstrate a functional relationship. Experimental control was evident in a multiple baseline design across three imitation activities. The results are discussed with reference to previous research, future research directions, and implications for practice in educational settings.
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Roh, Jaemin. "The effects of cultural video resources on teaching and learning Korean language." Thesis, Boston University, 2011. https://hdl.handle.net/2144/33544.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This dissertation sought to evaluate the potential of a customized, videobased instructional method, the Cultural Video Project (CVP), which was designed to meet the needs of both heritage and non-heritage students learning Korean as a second language in a university setting. The goal of this study was to design and create the CVP, document the implementation of the CVP, and then to assess the effects the CVP had on the area that speakers of English tend to have difficulty with, such as acquisition of honorific systems in Korean. The CVP was a series of short authentic Korean video clips and matching worksheets that the researcher created. The videos were adapted from contemporary Korean broadcasting programs and Korean films. The CVP videos were used during the face-to-face setting classroom meeting sessions as a lesson and after the classroom lesson was over, the videos were available on the school's Internet courseware for students to use for their individual practice and review. Each of the CVP video segments displayed linguistic structures, vocabulary, idiomatic expressions and cultural conventions that were partly addressed in the course's Elementary Korean course materials. The participating professor, Professor Q, helped in selecting the video segments and co-authored the matching worksheets in corporation with the researcher throughout the preparation and implementation period. During the interviews, Professor Q reported changes in her teaching philosophy while creating and implementing the CVP method in her teaching. She reported that the video technology combined with the university's courseware uses created positive impacts on her students' Korean learning experiences such as heightened interest and intense attention that helped to make dynamic and interactive lessons during the classroom meetings. Students reported their responses to the CVP in various forms: Interviews, written self-reports, in-class observation reports, results of the exams and two-forms of standard school course evaluations. The findings reveal that through the CVP practice, students increased their cultural understanding, improved the listening skills, and improved their understanding of language use in a variety of culturally specific social situations.
2031-01-01
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30

Perkins, Stephanie. "Teaching Appropriate Social Skills to Adults with Developmental Disabilities using Video Modeling." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1145.

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The current study is to evaluate the efficacy of video modeling with adults with Developmental Disabilities to teach them appropriate social skills. In this study we examined the use of commercial video models and commercial video recipient and custom video recipients to teach two different social skills to adults. Observations will be conducted before and after participants watch a video model of the skills they performed. All participants were exposed to a customized video as well as a commercial video which resulted in at least some acquisition of the skill for the adults. However, one of the participants learned the social skill at a faster rate when the commercial video was used. Keywords: video modeling, adults, developmental disabilities, commercial video, custom video, social skills
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Rhinehart, Barbara Ann. "Video Modeling For Teaching Social Skills To Students With Autism Spectrum Disorders." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1312309071.

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32

Castro, Sarah. "Teaching Culinary Skills using Video Modeling to Individuals with Traumatic Brain Injury." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6477.

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Individuals with Traumatic Brain Injury (TBI) often need to be taught independent living skills in order to reintegrate into community settings. This study examined the use of video modeling to teach culinary skills to three individuals with TBI. Video modeling is easily accessible, inexpensive, and not reliant on an additional person to directly teach skills. For all three participants, video modeling resulted in increases in cooking skills using a task analysis created for each food item prepared. For one participant, the skills maintained over two weeks and generalized to a novel food. For another participant video modeling was insufficient in reaching high skills levels therefore a second phase utilizing reinforcement and corrective feedback was implemented. This phase demonstrated with the additional component including reinforcement and corrective feedback, the third participant reached high skill levels.
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33

Woodruff, Mary Margaret. "Inclusive Teaching in Faith Communities: Examining the Effects of Brief Video Trainings on Planning Inclusive Teaching for Individuals with Disabilities." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8514.

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Many individuals within faith congregations are primarily taught by volunteers desiring to edify and support those they teach. Unfortunately, these devoted teachers also feel heightening insecurity in accomplishing this task because they lack professional training and experience working with individuals with disabilities. As volunteer teachers, many of these instructors do not have access to training that is efficient and affordable. The purpose of this study was to examine the how brief training videos on inclusive teaching practices, gleaned from empirically-supported practices promoted in special education classrooms, impact faith-based instructors' knowledge, confidence, and planning skills. Participants included three lay teachers from faith congregations that currently teach students between the ages of 5-18 years old. Participants completed teaching skills quizzes, confidence questionnaires, inclusive lesson plans based on hypothetical teaching scenarios with individuals with disabilities during the baseline phase. During the intervention phase, participants viewed training videos prior to completing the same set of activities. A final phone interview was conducted with each participant to assess social validity. Results indicated an unclear relation from mentioning inclusive teaching strategies in lesson plans after watching training videos. Knowledge of inclusive practices increased for two of the three participants (Range = 4-16%) and decreased by 4% for one participant. In evaluating their confidence, nearly 90% of the participants' responses increased or remained the same indicating an overall increase in confidence after brief exposure to training. Gathered data also showed that participants liked the videos and felt they were viable in teaching new teaching skills. Further research can be done to look at how inclusive teaching skill video trainings impact a teacher's use of the skills in a faith-based learning environment.
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34

Huddleston, Robin. "Teaching Physical Education Skills to a Student with a Disability Through Video Modeling." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7510.

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Video modeling (VM) is a video-based intervention (VBI) that has been implemented with individuals with disabilities to teach various life and educational skills. It is a tool that allows learners to watch a target skill modeled on a pre-recorded video. The learner is able to re-watch a new skill as many times as needed, and the teacher is given the flexibility needed to work with multiple students while providing individualized instruction. The participant in this study was a 13-year-old male with a traumatic brain injury (TBI) and intellectual disability (ID). The participant was enrolled in a life skills class at his junior high school and received special education services under the classification of TBI. This study used a delayed multiple-baseline, across-skills design to examine increased consistency for completing different sports skills in physical education (PE), including a basketball chest pass, football forward pass, and soccer inside foot pass. VM was used successfully to increase task completion rates for all three sports skills. The participant was able to perform the basketball chess pass with 75% to 87.5% accuracy, and the football forward pass and soccer pass with 87.5% accuracy. Prior to the study he could only complete each skill with less than 25% accuracy. Future research is needed on larger samples to empirically demonstrate the efficacy of VM to improve PE skills for special needs students.
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Carvalho, Sergio Candido de. "Avaliação do uso de filmes-experimento no ensino de quimica." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250627.

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Orientador: Jose de Alencar Simoni
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Quimica
Made available in DSpace on 2018-08-14T14:06:44Z (GMT). No. of bitstreams: 1 Carvalho_SergioCandidode_M.pdf: 7891405 bytes, checksum: 82421be414263c1fb55bbc8ad39f0be9 (MD5) Previous issue date: 2009
Resumo: Neste trabalho foram verificados os efeitos da aplicação de seis vídeos experimentais para o ensino de química, na escola Fundação Educacional Guaçuana (Mogi Guaçu- SP). Os filmes mostram experimentos reais, com ênfase em determinações quantitativas, manipulação correta de reagentes e uso de instrumentação simples. Para se estudar o real impacto da aplicação dos filmes no processo ensino-aprendizagem foi utilizada a técnica do grupo controle. As turmas foram divididas em dois grupos. No grupo definido como A, houve apenas uma exposição oral do conteúdo na forma tradicional, lousa e giz, e no grupo B, além de exposição oral do assunto, o filme também foi apresentado. Os resultados da aplicação foram verificados utilizando-se dois questionários: um denominado qualitativo, para verificar a motivação, a compreensão, a curiosidade, o esclarecimento de dúvidas, o interesse e o entendimento do assunto e um quantitativo, em que os alunos responderam a itens envolvendo o conteúdo químico abordado. Os resultados obtidos revelaram-se bastante positivos, tanto no questionário qualitativo quanto no quantitativo, com a aplicação dos vídeos. No questionário qualitativo, alguns exemplos de depoimentos dos alunos corroboram a assertiva anterior: "Com o vídeo ficou mais fácil entender a matéria e isso fez com que a aula ficasse mais interessante", "O vídeo ajudou, fez entender melhor e deixou a aula mais interessante. Poderia ser sempre assim." O questionário quantitativo mostrou, em linhas gerais, um melhor desempenho dos alunos que assistiram aos vídeos em comparação com aqueles que tiveram apenas a exposição teórica do assunto, englobando, também aí , a apresentação do experimento do vídeo em forma de esquema na lousa.
Abstract: In this work the effects of the application of six movies of chemical experiments in the learning process were verified. The study was conducted at the Fundação Educacional Guaçuana (Mogí Guaçu-SP- Brazil) school. The movies show real experiments with emphasis in quantitative determinations, correct manipulation of reagents and uses of simple instrumentation. In order to study the impact of the applications in the learning process, the group technique was used. Two groups were used: group A (control) where the subjects were presented in traditional form (blackboard and chalk), and group B (experimental) where the oral subject explanations were followed by the movie presentations. The results were checked by application of two questionnaires: one (qualitative) to verify the motivation, the subject understanding, the curiosity stimulation and the interest and another (quantitative) where students answered questions related to the subject. The positive results of the movie applications were verified in the both questionnaires. In the qualitative questionnaire, some examples of the students' depositions corroborated the previous assertive: "With the video it was easier to understand the matter and turned more interesting the class", "The video helped me, it make the subject easier to understand and turned the class more interesting. It could always be like this". The quantitative questionnaire showed, in general lines, better marks for the students who attended the videos in comparison with those that just had the theoretical subject presentation and the experiment was outlined in the blackboard.
Mestrado
Físico-Química
Mestre em Química
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Kavoshian, Saeedeh, Saeed Ketabi, Mansoor Tavakoli, and Thomas Köhler. "Video-enhanced Reflection in Iran." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-234569.

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The present study aimed at investigating the video-enhanced reflections of Iranian EFL teachers. It also made an attempt to cast light on the differences between male and female teachers’ video-enhanced self-reflections of their own teaching process. Moreover, the role of experience in changing their video-enhanced reflection was explored. Applying instruments like video-recording, reflection checklists and semi-structured interviews, this study implemented a mixed-method approach with a triangulation design focusing on both quantitative and qualitative data. The findings of the study demonstrate that the video-enhanced reflections of Iranian EFL teachers mostly pivot around issues consisting of innovative teaching strategies, classroom management, learners’ characteristics, classroom interactions, teacher talk, organization of the lessons, technology resources and visual aids. Results also show that the above-mentioned reflections are both experience and gender-sensitive.
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Stoelb, Matt. "Teaching expressive labeling to children with autism via videotape modeling /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137752.

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Macfarlane, Danielle Jorgensen. "Formative Evaluation of Three LDS Videos on Teaching Improvement." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2604.

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The Sunday School General Presidency of the Church of Jesus Christ of Latter-day Saints launched a new effort in 2010 to improve gospel learning and teaching by producing a series of short video vignettes illustrating teaching principles. This formative evaluation was conducted during the development process to determine how teachers and leaders in the Church might use these videos and the degree to which they feel the videos might be useful in improving their own teaching. Results show that in general the vignettes were well received. The majority of participants rated the videos as relevant to their needs—noting specific successes in terms of story and style that helped them learn and feel motivated to take action in their own teaching. However, one key difference emerged in the effectiveness of one video as compared to the other two in that participants felt it lacked authenticity. Data analysis also led to conclusions about improving future videos and offered ideas for other resources. Major recommendations include eliminating distracting elements in the presentation of future videos and addressing accessibility barriers that will lead to broader implementation.
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Macy, Michelle. "Technology Use as Transformative Pedagogy: Using Video Editing Technology to Learn About Teaching." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3227.

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Within the paradigm of Sociocultural Theory, and using Activity Theory as a data-gathering and management tool, this microgenetic case study examined the processes - the growth, change, and development - engaged in by student-teachers in a foreign language education program as they worked together to complete an activity. The activity involved digital video recording and editing, mediators which were intended to facilitate the iterative review of and subsequent reflection and action upon the content of the video during its creation. By investigating the process of contextual interaction between learners and the mediational elements of their environment as the activity progressed, this study intended to further understanding of preservice teacher development in at least two important ways. The aims of this study were to discover a) tangible evidence of cognitive transformation (development in the form of regulation), as well as b) aspects of professionalization into a community of skilled second language teachers (as evidenced by activity). The present study took place in a graduate-level foreign language/TESOL education practicum course. The activity involved the making of a digital video to explain and exemplify a given second language instructional approach, as well as the rationale behind and methods of targeting a specific language skill. Using theoretical constructs previously shown to be effective in the pedagogy of teacher preparation, the creators of this task endeavored to design a socially- and artifact-mediated activity with the potential to broaden and deepen student-teachers' pedagogical and professional knowledge. The student-teachers failed to engage in meaningful dialogical or critical reflection as they engaged in the task, and made no perceptible regulative movement. What ultimately was revealed in the case of the study participants was a disconnect between the intentions of the core-task designers and the outcomes effected by the student-teachers. The data gleaned from this close examination of student-teacher processes was revelatory in terms of the quantity and types of factors that appeared to significantly impact the outcomes of the project. These factors have the potential to inform the process of translating socio-cultural theory into pedagogical practice, and should be of interest to anyone involved in the development of student-teachers, including those who design or deliver preservice teacher curricula. Discussed are the possible explanations for the disconnect between the designers and administrators of the activity and the participants in the study. Also considered are the potentially serious implications for second language teacher education programs and their curricula in terms of the application of sociocultural constructs to learning tasks and environments. Recommendations include increased scaffolding by the course professor through direct guidance, as well as by structuring tasks to facilitate students' ability to collaborate and to perceive and resolve the conflicts, contradictions, and tensions that arise during the course of the activity. On a broader level, serious examinations of teacher education programs and curricula are also recommended to look for ways to better understand, align, and achieve the goals of teacher developers and those of their student-teachers.
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McKeating, Rachel. "Video Interaction Guidance (VIG) : experiences of parents, Teaching Assistants, Educational Psychologists and children." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10054492/.

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The present study examined the experiences of parents, Teaching Assistants (TAs), children and Educational Psychologists (EPs) who took part in or delivered Video Interaction Guidance (VIG). VIG is a relational intervention that uses video feedback to enhance the communication between two people. VIG is typically used by EPs to enhance the communication between a child and parent/TA. Previous literature has focused on the experiences of parents or EPs. This study uniquely included the experiences of children. This small scale qualitative study applied thematic analysis (Braun & Clarke, 2006) to explore the experiences of its participants. It used multiple case studies (N=6) which consisted of child, parent/TA and EP triads. Key findings of the study were that all participants reported having a positive affective experience of VIG. Links have been made between VIG and Containment theory (Bion, 1961) and crucially, children’s views were included in VIG to varying degrees; ranging from not included, included when judged as age appropriate and always included. The implications of this study are important for understanding how current legislation (SEND Code of Practice, 2015, United Nations, 2017) on including the views of children in all matters which affect them, is being interpreted and implemented. Implications for EPs are discussed on how to ensure children’s views are included in interventions concerning them.
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Gill, Saran Kaur. "The appropriateness of video materials for teaching of English as an international language." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10006558/.

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Researching on the appropriateness of video materials for learners of EIL has required in-depth discussion of the role of the medium of video in the field of crosscultural communication in an EIL context - the ASEAN countries generally and Malaysia specifically. This has drawn into the picture two perspectives. The first is sociocultural; the consideration of the role of English as an International language in Malaysia and the other ASEAN countries, the recommendation of a suitable pedagogical model of speech for audio-visual materials in Malaysia, the components of cross-cultural communication that are essential for any language learner who aspires to communicate in English with persons who come from varying sociocultural backgrounds. The second perspective is that of the role of video for the teaching of intercultural language teaching. What is it in the medium that enables it to play a pivotal role in delivering the message - aspects of cross-cultural communication? These perspectives provide the background to the main research question at hand, which is, how appropriate in sociocultural content and design are ELT video materials for language learners in Malaysia? ELT video materials have been commercially produced since the mid-70's. The majority of these materials are based in Western sociocultural settings, portraying native speakers interacting with-each other. Given the dominant role of English as an international language, linking countries communicatively that otherwise would have great difficulty doing so, yet there has been minimal change in the sociocultural nature of the materials. Therefore, this research aims to investigate via critical analysis and questionnaires, the appropriateness of the sociocultural and design features of existing and potential ELT video materials for EIL language learners. The information from the two sources will, it is hoped, provide useful recommendations for the future-production of appropriate ELT video materials for EIL-language learners in Malaysia specifically and the ASEAN countries generally.
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Huist, Andrea E. "Teaching Graphic Symbols to Children with Complex Communication Needs through Video and Play." Ohio University Honors Tutorial College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1338656302.

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43

Hay, Richard. "Views and perceptions of the use of text and video in English teaching." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25400.

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This essay investigates how students studying at upper secondary level perceive the use of text and video as teaching aids as part of their English studies. Students that came from both vocational and preparatory programs completed an online survey and seven of them subsequently took part in interviews. Both the survey and the interviews show that a large majority of students would like much more video based teaching material as part of their English courses - some would even prefer all the course material to be video based. The results also show that even though the students want more video, opinion is divided when it comes to how much, and in what way video is best used or incorporated into English teaching. Many of the students that asked for more video said that they found it difficult to read and to understand longer texts, furthermore they found texts to be boring. They pointed out that video was more interesting and motivating. Video was generally seen as being the preferred choice when it came to authentic language, help with pronunciation and access to the culture of different English speaking countries. Text, on the other hand, was seen to provide a much richer and more detailed information which was especially helpful when it came to spelling and grammar. It was also clear that the preference for video was greater among the students from the vocational classes. There was also a general agreement that, although video is used as a teaching aid, it is more usually used by their teachers as a time filler or reward. Finally, even if learning English continues to be based on text and course books, there is a broad consensus among the students that more video should be used, as it is seen as a valuable and an effective complement to traditional text based material.
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Davis, Kimberly. "CO-TEACHING: USING VIDEO TO IDENTIFY CURRENT PRACTICES AND PROMOTE TEACHER DISCUSSION IN MIDDLE SCHOOL MATHEMATICS CLASSROOMS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2767.

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ABSTRACT This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co-assessing) and the findings were similar to past co-teaching research indicating mixed results. Overall, concerns that emerged from the study were a lack of heterogeneous classrooms, clarity for the role of the special educator, inquiry-based based instruction, and individualization for behavioral and instructional needs. Encouraging findings were that teachers were willing to communicate to create richer content, instruction and assessment. In addition, one team showed overall growth and promise related to effective practices. From triangulation of the data teams were growing in the areas of communicating with each other, clarifying roles, building teacher relationships, and discussing student achievement. The hope for effective co-teaching lies in teams being given time to plan, dual preparation, and co-professional development to more effectively meet the needs of low achieving students and students with disabilities in mathematics classrooms. The findings from this study implicate that for co-teaching to be successful teachers need heterogeneous classrooms with both teachers having strong content knowledge, yet with clarity that the special educator's role is to provide individualized strategies for behavior and instruction while the general educator's role is to lead the content instruction. When this level of co-teaching emerges, perhaps further research will not be necessary.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD
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45

Griffiths, Michael E. "Improving the Asynchronous Video Learning Model." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2048.

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Online education is popular from a consumer perspective, but there are elements of face-to-face instruction and assessment that are difficult to reproduce online (Bassoppo-Moyo 2006). The difficulty of reproducing valued elements of a face-to-face setting leads to concerns regarding the overall quality of the online learning experience. Videoconferencing is one technology that has been used to incorporate elements of a face-to-face environment. However, videoconferencing over the Internet is fraught with technical difficulties and live discussions remove one of the main benefits of distance education: time flexibility. A more recent development has been to use asynchronous video as a communications method in online courses. Griffiths and Graham (2009) described several pilots using asynchronous video in online courses at Brigham Young University. Asynchronous video conveys the verbal and nonverbal signals necessary for immediacy and social presence and retains the time flexibility benefit of distance education. Following the pilot studies, a prototype design theory titled the Asynchronous Video Learning Model (AVLM) was created for the use of asynchronous video in online courses. A study was designed to study a practical implementation of AVLM. The major purpose of the study was to observe and analyze the practical experiences of participants and improve the AVLM model. A class named IPT286 (Using Instructional Technology in Teaching) taught by the department of IP&T at BYU was redesigned to be an online class using AVLM. Data were gathered during the semester and then analyzed according to the methods described in this study. Results showed that many of the principles of the AVLM model were successfully implemented and led to positive experiences. Some elements of the model were not adequately implemented which led to some negative experiences. In addition, experiences led to new elements being added to the model. The study also revealed some interesting principles related to general learning theory. The data consistently revealed the importance of relationships in the learning process. Relationships between students and the instructor were shown to influence the student learning experience, and therefore the personality and style of the instructor impacted overall student learning to some degree.
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Hanna, Wendell France. "Embouchure formation using split-screen technology and traditional instruction : a comparison of two teaching approaches for clarinet and trumpet /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9986741.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-134). Also available for download via the World Wide Web; free to University of Oregon users.
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47

Yoder, Marianne Eloise. "Linear vs interactive video: Teaching and the transfer of learning of a professional skill." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184902.

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This study utilized an experimental design to measure cognitive learning of aseptic technique immediately after treatment and two weeks after treatment, and transfer of learning of the cognitive principles to a clinical skill. Baccalaureate nursing subjects were randomly assigned to either a linear video tape or computer assisted interactive video tape (CAIVI) group. Independent variables covering conative, cognitive, and affective learner characteristics were measured. Five hypotheses were tested. Data for this study were collected by means of investigator-developed pretest, posttest, and retention test, as well as a clinical performance checklist. Learner characteristics data were collected by means of the Group Embedded Figures Test (GEFT), Merritt and Marshall Learning Style Questionnaire, Mindfulness Survey, and the Salomon Amount of Invested Mental Effort (AIME) instrument. Academic ability was measured through the use of lower division grade point average. Results revealed that the most significant predictor of test scores was treatment group assignment and pretest scores. The CAIVI treatment group scored significantly higher on the posttest and clinical performance measure, likely as a result of a novelty effect. For both treatment groups, the factor contributing significantly to posttest scores was pretest score. However, for the retention test score, the factor contributing significantly was enjoyment of effort for the linear treatment subjects, and length of treatment time for the CAIVI treatment subjects. The effects of specific learner conative, cognitive, and affective characteristics were tested. Results revealed that none of the hypothesized relationships between learning and field independency/dependency, preferred learning style, mindfulness, or academic ability were supported. No significant aptitude-treatment interactions between the learner characteristics and treatment group were found. The CAIVI treatment in this study was found to be an effective teaching method for these subjects. However, the use of CAIVI in any professional curriculum should not be based solely upon the results of this study. The effectiveness, cost, and appropriateness of CAIVI must be considered before adoption.
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Krauss, Kerri. "Parametric Analysis of Time Delay on Using Video Modeling to Teach Discrete Trial Teaching." Thesis, The Chicago School of Professional Psychology, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712556.

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To be successful, a business must ensure proper staff training of their team. Video modeling has proven to be an effective method to train staff, but the effect of a time delay with this method has not been analyzed. In Applied Behavior Analysis, team members are tasked to implement different programming depending on their client. In the current study, a time delay when watching a video model then performing discrete trial teaching was analyzed. Participants were randomly assigned to two groups. One group watched the video model then two minutes later performed discrete trial teaching. The other group watched the same video model, then 24 hours later performed discrete trial teaching. Both groups increased their percentage accuracy from baseline to treatment. The results of this study indicated no statistical significance between the groups.

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Rittman, Gregory W. "A study of student attitudes regarding the use of video as a teaching tool." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998rittmang.pdf.

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50

Fuentes, Derrainnya Raquel. "Examining Paraprofessionals' Use of Video Self-Modeling in Teaching Students with Autism Spectrum Disorders." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2211.

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The number of autism spectrum disorder (ASD) cases has surged in the U.S. educational system since the mid-2000s. At the same, paraprofessionals who work with these students are not being given adequate training, especially in how to implement applied behavior analytic services. To address paraprofessional's inadequate training, new behavioral treatments have surfaced, including Video Self-Modeling (VSM). VSM is an effective intervention tool derived heavily from Bandura's social learning theory. VSM uses edited video clips in which paraprofessionals view him or herself correctly performing target skills. This study used a single-subject, modified multiple baseline design to evaluate whether VSM could improve the accuracy of procedural integrity when implementing DTI. A sample of 5 novice paraprofessionals was used; all participants worked directly with ASD students with 6 months to 2 years experience, supported an ASD student in an inclusive setting for at least 75% of the school day, and had no previous training in DTI. Three of the 5 participants exhibited immediate and significant gains in DTI implementation, and those gains were maintained during follow-up. One participant demonstrated moderate gain during the follow-up. To determine effective significance, visual analysis, combined with level of performance, non-overlapping data points, and effect sizes were used. VSM treatment was rated as an acceptable treatment according to the social validity scale and the Intervention Rating Profile (IRP-15). This study contributes to positive social change by offering a viable treatment approach that can be used to train paraprofessionals who instruct students with ASD.
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