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Journal articles on the topic 'Teaching video'

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Published: 30 May 2022
Last updated: 31 May 2022

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1

Paik, Nam June. "Teaching Video Art." Performing Arts Journal 17, no. 2/3 (May 1995): 42. http://dx.doi.org/10.2307/3245775.

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2

Fraser, John Alexander. "Teaching Video Neuro Images : Video-ophthalmoscopy." Neurology 87, no. 17 (October 24, 2016): e210-e210. http://dx.doi.org/10.1212/wnl.0000000000003262.

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3

Zhang, Hexin, and Qi Zhang. "The Influence of Teaching Interaction and Subtitles on Teaching Effect in Teaching Video." Learning & Education 10, no. 2 (September 16, 2021): 168. http://dx.doi.org/10.18282/l-e.v10i2.2322.

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In this study, 32 college students from Xinzhou Normal University were selected as experimental subjects. An intergroup experiment design (2×2) was adopted to analyze the influence of video subtitles and teaching interaction on teaching effect with an eye tracker. The results showed that :(1) Before and after watching the teaching video, there was a significant difference in the scores of the test subjects, the post-test was higher than the pre-test;(2) In terms of the total number and time of fixation in the teaching interaction area, the main effects of teaching interaction and subtitles were significant.(3) There is interaction between subtitles and teaching interaction in terms of total fixation times and total fixation time in the teaching interaction area. Conclusion: The addition of subtitles and teaching interaction in teaching videos will affect the teaching effect.
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4

Loosley, Rachel. "Teaching the scientists of tomorrow." Biochemist 24, no. 1 (February 1, 2002): 40. http://dx.doi.org/10.1042/bio02401040.

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All three of the Society's Biochemical Basis of Biology videos are now available to view on the Internet, thanks to the Lifesign project. The project's website hosts the digital video programmes, which are fed live to the user's computer screen. Unlike downloading files (which can take absolutely ages!) the video stream is not saved onto the computer; it is sent out from the central server in real time and decoded directly at the user's computer. To view the videos you will need version 6.4 of Microsoft Windows Media Player, which can be downloaded free from the Lifesign website.
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5

Zoltek, Stanley. "Learning through teaching: An online setting." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8qg7m.

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A powerful way for students to master a subject is to engage them in teaching it to someone. This is especially true for mastering concepts in mathematics. In a traditional classroom we can give markers to students and send them to the whiteboard to solve problems. In an online course the electronic whiteboard is not quite as friendly. Though recent innovations make it possible to "write mathematics" on the online electronic whiteboard, the process is quite time-consuming. In our online pre-calculus course we supply a student with a PDF file containing the solution to a problem and ask the student to create a YouTube video in which they play the role of instructor. They are required to explain the steps involved in solving the problem and why each particular step "makes sense." We then provide a critique of their video and require them, if needed, to supply a revised video. The revised videos are made available online for the entire class. In our poster session we present three student videos, the corresponding instructor feedback, and the revised videos.
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6

Špilka, Radim. "Learner-Content Interaction in Flipped Classroom Model." International Journal of Information and Communication Technologies in Education 4, no. 3 (October 1, 2015): 53–61. http://dx.doi.org/10.1515/ijicte-2015-0014.

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Abstract The article deals with the interaction of elementary school students with online educational videos. Half-yearly survey was conducted in mathematics lessons pupils in the eighth grade. During the experimental teaching was flipped classroom teaching model, where students watch educational instructional video before school lessons. During class when the teacher uses activization teaching methods that build on the content of the educational video. It turned out that there is a correlation between the average length of time that students watched videos and length instructional videos. Students watched a video about three times the length of their time. Additionally was monitored a number of playback of educational videos. Here it shows a slightly declining and fluctuating trend. For some video, especially towards the end of the experiment, the number playback are low due to preservation the measured correlation. This suggests that some students stopped to watch educational videos at the end of the experiment or accelerated video playback.
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7

Griffin, C. W. "Teaching Shakespeare on Video." English Journal 78, no. 7 (November 1989): 40. http://dx.doi.org/10.2307/817953.

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8

Gillespie, Junetta, and Jack Lonergan. "Video in Language Teaching." Modern Language Journal 70, no. 2 (1986): 167. http://dx.doi.org/10.2307/327326.

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9

Vassilas, Chris, and Luk Ho. "Video for teaching purposes." Advances in Psychiatric Treatment 6, no. 4 (July 2000): 304–11. http://dx.doi.org/10.1192/apt.6.4.304.

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Over the past 20 years or so, video has become a ubiquitous medium for teaching in psychiatry. It is increasingly being used in both undergraduate and postgraduate teaching. One of the reasons that we wrote this article was that when we wanted to obtain guidance on how to develop the use of video in our own teaching programme, there seemed to be little in the way of concise practical advice available. The focus of the paper will therefore be on the practicalities involved in how feedback from video recordings of interviews can be used to help with the acquisition of clinical skills. We will attempt to give an overview of the variety of different applications for video and give a brief account of the historical development of video feedback in medical training. Appendix 1 is a guide to the practical and technical side of setting up a video recording session. We think that the experiences that we gained while teaching psychiatry in a district general hospital will be useful to all those involved in teaching wherever they are based.
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10

Mariani, Louise-Laure, Elodie Hainque, Marie Mongin, Emmanuelle Apartis, and Emmanuel Roze. "Teaching Video NeuroImages: Hyperekplexia." Neurology 88, no. 13 (March 27, 2017): e126-e127. http://dx.doi.org/10.1212/wnl.0000000000003766.

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11

Erdmenger, Manfred. "English teaching with video." System 17, no. 1 (January 1989): 113–15. http://dx.doi.org/10.1016/0346-251x(89)90073-0.

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12

Zettersten, Arne. "Video in language teaching." System 14, no. 1 (January 1986): 96–97. http://dx.doi.org/10.1016/0346-251x(86)90056-4.

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13

Stempleski, Susan. "Teaching English with video." System 17, no. 1 (January 1989): 109. http://dx.doi.org/10.1016/0346-251x(89)90071-7.

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14

Afriansyah, Hade. "PENGEMBANGAN MODEL PEMBELAJARAN VIRTUAL (MPV) BERBASIS VIDEO E-LEARNING MOODLE." Jurnal Bahana Manajemen Pendidikan 8, no. 1 (April 15, 2019): 52. http://dx.doi.org/10.24036/bmp.v8i1.103852.

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This study aims to develop a learning model by using web-based moodle e-learning videos to support student learning outcomes in Computer subject. This research is motivated by the development of technology increasing rapidly, the demand for efficiency is increasing. Video e-learning media is a very good breakthrough, and demands for modernization in the world of education. The research method in this study was conducted using the R and D method. The study began with preparing teaching materials that were previously used, preparing teaching materials from the latest sources, collaborating old teaching materials with new teaching materials, reviewing instructional materials that have been compiled, refining materials teach according to directions, make video tutorials based on teaching materials, tutorial videos that have been uploaded to youtube, video links that have been uploaded on youtube are combined with e learning, the final step is done by perfecting the web-based e learning video teaching material by doing several test times , evaluating, and correcting as needed. Keywords: learning models, video learning, moodle e-learning
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15

Nasution, Abdul Khaliq R. "YouTube as a Media in English Language Teaching (ELT) Context: Teaching Procedure Text." Utamax : Journal of Ultimate Research and Trends in Education 1, no. 1 (July 14, 2019): 29–33. http://dx.doi.org/10.31849/utamax.v1i1.2788.

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Media is the one of tools that can help teacher in teaching and learning process in a class, especially in EFL classrooms. There are two kinds of media, such as visual and audio.In this article, the writer wants to use video as media in teaching-learning process, especially videos in YouTube. YouTube isn’t only have about fun videos, in YouTube can also use as learning media, in there we also can find so many education videos in every level, start from beginner, intermediate, and also for advanced level. In line with that, the writer wants to give video about how to make or do something or the other word we can say it “procedure”. The learning outcome is to make the students know about procedure text, especially in how to make and how to identify. Then, this article also wants to know YouTube is useful or not as learning media if we make it to support us in teaching and learning process.
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16

Liu, Jie, and Haiping Lv. "Recommendation of Micro Teaching Video Resources Based on Topic Mining and Sentiment Analysis." International Journal of Emerging Technologies in Learning (iJET) 17, no. 06 (March 29, 2022): 243–56. http://dx.doi.org/10.3991/ijet.v17i06.30011.

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Video learning resources are preferred by many students, owing to their intuitiveness and attractiveness. It is of practical significance to study the recommendation methods of video learning resources. Most of the existing research methods treat the scoring matrix as the main element, failing to consider video contents and learner interests. As a result, few of them can realize precise recommendation of videos. To solve the problem, this paper explores the recommendation of micro teaching video resources based on topic mining and sentiment analysis. Firstly, the dialog text features of English dialog videos and learner interest features were mined based on the deep word vector, and a topic mining model was established to achieve similarity-based resource recommendation. Next, the micro teaching videos with text information were subjected to sentiment analysis, improving the pushing accuracy of micro teaching videos. Finally, the scientific nature of our algorithm was demonstrated through experiments.
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17

Campana, Phillip J., and Rick Altman. "The Video Connection: Integrating Video into Language Teaching." Modern Language Journal 74, no. 1 (1990): 139. http://dx.doi.org/10.2307/327999.

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18

Horowitz, David. "Teaching video editing and motion graphics with Photoshop." Innovative Marketing 13, no. 3 (November 7, 2017): 17–24. http://dx.doi.org/10.21511/im.13(3).2017.02.

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The purpose of this paper is to examine the relationship between teaching video editing and motion graphics skills and concepts with Adobe Photoshop in a university marketing course and teaching effectiveness. Video editing and motion graphics skills and concepts were taught in a 16-week semester upper division marketing course using Adobe Photoshop. The student evaluation of teaching effectiveness data of this 16-week semester course was analyzed. The results from this analysis suggests students found learning video editing and motion graphics skills and concepts with Photoshop to be a positive learning experience. Marketing educators can teach video editing and motion graphics skills and concepts with Photoshop by following the 16-week semester course outline presented in this paper. This 16-week semester course outline contains the weekly topics and teaching materials that were used to teach the 16-week semester upper division marketing course. Finally, three sections of a master syllabus for this course, the course description, course learning outcomes, and course content are provided to help marketing educators develop and teach a similar course at their institution.
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19

Chen, Zhicheng, and Lulu Ding. "3D Video Analysis and Its Application in Developmental and Educational Psychology Teaching." Discrete Dynamics in Nature and Society 2022 (May 14, 2022): 1–9. http://dx.doi.org/10.1155/2022/2551272.

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With the rapid development of information technology and network technology and the new requirements of education and teaching in the new era, 3D video technology has been more and more widely used in the field of education and teaching. Educational psychology plays a positive role in the field of education. Applying its relevant theories to classroom teaching is not only conducive to the establishment of a good teacher-student relationship but also helps teachers to understand the psychological characteristics and learning process of students, so as to greatly improve the quality of teaching. Therefore, this article is based on 3D video analysis technology, through the observation of the teaching video and coding, the verbal interaction between teachers and students’ lines of code and data analysis, mainly to its frequency, specific length and single length data used for analysis, explores the lesson for the current situation of the teaching video case teacher’s teaching behavior, commonness, and difference. From the perspective of learner psychology, the model of teacher’s teaching behavior in MOOCs teaching video is constructed. On the other hand, from the perspective of coding system and learner psychology, this paper proposes the improvement strategies of teachers’ teaching behavior in MOOCs teaching videos in China. The results show that the application of 3D video analysis method and educational psychology in student education can improve student work efficiency.
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20

Chen, Jia, Cui-xia Ma, Hong-an Wang, Hai-yan Yang, and Dong-xing Teng. "Sketch Based Video Annotation and Organization System in Distributed Teaching Environment." International Journal of Distributed Systems and Technologies 1, no. 4 (October 2010): 27–41. http://dx.doi.org/10.4018/jdst.2010100103.

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As the use of instructional video is becoming a key component of e-learning, there is an increasing need for a distributed system which supports collaborative video annotation and organization. In this paper, the authors construct a distributed environment on the top of NaradaBrokering to support collaborative operations on video material when users are located in different places. The concept of video annotation is enriched, making it a powerful media to improve the instructional video organizing and viewing. With panorama based and interpolation based methods, all related users can annotate or organize videos simultaneously. With these annotations, a video organization structure is consequently built through linking them with other video clips or annotations. Finally, an informal user study was conducted and result shows that this system improves the efficiency of video organizing and viewing and enhances user’s participating into the design process with good user experience.
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21

Sianna, Sianna. "Teaching Writing with Authentic Video in EFL Classroom." ELS Journal on Interdisciplinary Studies in Humanities 1, no. 4 (December 26, 2018): 448–58. http://dx.doi.org/10.34050/els-jish.v1i4.5395.

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This study focuses its investigation on the effectiveness of authentic video in improving the students’ writing skill. The participants were 42 (22 for the experimental group and 20 for the control group) second semester students majoring in English Education Department at Universitas Muhammadiyah Parepare. A quasi-experimental method with two pretest-posttest group design was applied to gain the data. In the process of using the video, there were some types of video used such as documentary, educational video, tutorial video, news, and entertainment video. Those were assumed as videos that show the authentic English language culture in the EFL classroom. The results of the study show that the descriptive statistics of the groups reveals that the mean score in the posttest of the experimental group (81.45) is greater than the control group (74.67), the standard deviation in the experimental group (7.715) were more identic than in control group (10.721). In addition, the result of the independent sample test where the significance level (p=.026) is smaller than the standard alpha level (p=.05). The result shows a statistically significant difference between the students’ writing score of the control and experimental groups. In other words, the students in the experimental group were better than those in the control group. Therefore, it can be concluded that the use of authentic video was effective in improving the students’ writing skill.
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22

Min-qing, Zhang, and Li Wen-ping. "An Automatic Classification Method of Sports Teaching Video Using Support Vector Machine." Scientific Programming 2021 (October 19, 2021): 1–8. http://dx.doi.org/10.1155/2021/4728584.

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There are many different types of sports training films, and categorizing them can be difficult. As a result, this research introduces an autonomous video content classification system that makes managing large amounts of video data easier. This research provides a video feature extraction approach using a support vector machine (SVM) video classification algorithm and a mix of video and audio dual-mode characteristics. It automates the classification of cartoons, ads, music, news, and sports videos, as well as the detection of terrorist and violent moments in films. To begin, a new feature expression scheme, the MPEG-7 visual descriptor subcombination, is proposed based on an analysis of the existing video classification algorithms, with the goal of addressing the problems in these algorithms. This is accomplished by analyzing the visual differences of the five video classification algorithms. The model was able to extract 9 descriptors from the four characteristics of color, texture, shape, and motion, resulting in a new overall visual feature with good results. The results suggest that the algorithm optimizes video segmentation by highlighting disparities in feature selection between different categories of films. Second, the support vector machine’s multivideo classification performance is improved by the enhanced secondary prediction method. Finally, a comparison experiment with current related similar algorithms was conducted. The suggested method outperformed the competition in the accuracy of video classification in five different types of videos, as well as in the recognition of terrorist and violent incidents.
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23

Fullam, Jordan P. "From seeing to believing: using instructional video to develop culturally responsive teaching." Journal for Multicultural Education 11, no. 2 (June 12, 2017): 131–48. http://dx.doi.org/10.1108/jme-09-2016-0053.

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Purpose This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally responsive teaching in action. The paper explores the use of instructional video in an asset-focused model of professional development that develops culturally responsive teaching through digital videos that can be shared among colleagues, posted online and presented at professional conferences. Design/methodology/approach The primary aims of the paper are conceptual and include drawing on a review of the literature on instructional video to map onto one model of professional development the learning goals and reflective activities that are most likely to develop the potential of instructional video to change beliefs and develop critical consciousness, and providing anecdotal evidence to explore the potential for using instructional video in an asset-focused, transformative and responsive model of professional development in culturally responsive teaching. Findings Instructional video can be effective for professional development in culturally responsive teaching because people often need to see transformations in teaching and learning before they can believe such transformations are possible. Instructional videos of effective culturally responsive teaching, in this manner, highlight best practices and provide a way for schools to post an “early win” in their work in addressing achievement gaps. Practical implications Instructional video can assist educators in confronting and challenging prevailing deficit-based beliefs about ostensibly “low-achieving” students that limit possibilities for culturally responsive teaching; opening up opportunities for transformative learning and inviting the shift to a culturally responsive mindset; and examining and discussing models of excellent teaching. This model of professional development is asset-focused and transformative because it moves teacher voices from margin to center and empowers teachers as models and stewards of transformative learning. Originality/value Although numerous studies have documented the potential of instructional video in asset-focused and transformative models of professional development, only two studies explore the potential of instructional video specifically in the development of culturally responsive teaching (Lopez, 2013; Rosaen, 2015). This paper contributes to this nascent literature through documenting an approach to instructional video that was developed for and with teachers at a K-8 public school in Brooklyn.
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24

Huang, Haiping, Gaorong Han, Fu Xiao, and Rui Wang. "An Online Teaching Video Evaluation Scheme Based on EEG Signals and Machine Learning." Wireless Communications and Mobile Computing 2022 (February 28, 2022): 1–21. http://dx.doi.org/10.1155/2022/1399202.

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Nowadays, the number of online teaching videos is rising rapidly; how to evaluate the actual effect of these videos objectively and justly is a hot issue. To solve this problem, this paper proposes a video learning effect evaluation scheme based on EEG signals and machine learning, and the k-nearest neighbor regression algorithm is adopted to complete the mental workload test because the determination coefficient of the training set can achieve 1.0 and no other model can achieve this value. Furthermore, the random forest algorithm is employed to complete the concentration test, and the determination coefficient of the training set is 0.978 and that of the test set is 0.929, both better than the existing relevant online learning video evaluation models. Finally, the effect of teaching videos is evaluated based on the learning efficiency of subjects. Through the student satisfaction test, it is found that this scheme can indeed improve students’ satisfaction with watching teaching video, and the increase rate can achieve 85%. This scheme could not only promote teachers to continuously improve their teaching level, but also provide a more reasonable reference for students to choose teaching videos.
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25

Oberne, Alison. "I Can Cee You! Using Videos in Online Courses to Promote Student Engagement." Journal of Teaching and Learning with Technology 6, no. 1 (February 2, 2017): 85–90. http://dx.doi.org/10.14434/jotlt.v6.n1.20662.

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Universities worldwide engage students through online learning. One challenge is the ability to promote a community of learners in an online classroom. Faculty teaching online courses can include student video discussion posts to promote engagement and the development of an online student community. Faculty integrate student video posts into graded, online discussion board assignments. Students record and upload videos into online discussion board forums and then respond to one another’s videos using text-based discussion posts. There are benefits and challenges to this teaching method. Having a strong technical support staff can ease the use of video discussion posts in online courses. Overall, video discussion posts promote a sense of community in online courses
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Holman, Catherine, and Jane Mitchell Rees. "Teaching via a music video." Journal of Nutrition Education 20, no. 6 (December 1988): 356C. http://dx.doi.org/10.1016/s0022-3182(88)80047-5.

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27

Pan, Michael, Sara Harcharik, Adam Luber, Sebastian Bernardo, Jacob Levitt, and Marina Moskalenko. "Instructional video for teaching venepuncture." Clinical Teacher 11, no. 6 (September 11, 2014): 436–41. http://dx.doi.org/10.1111/tct.12198.

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Pavlidis, Theo. "Teaching graphics through video games." ACM SIGGRAPH Computer Graphics 31, no. 3 (August 1997): 56–57. http://dx.doi.org/10.1145/262171.262206.

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Birca, Veronica, Christine Saint-Martin, and Kenneth A. Myers. "Teaching Video NeuroImages: Pathologic yawning." Neurology 94, no. 23 (May 4, 2020): e2497-e2498. http://dx.doi.org/10.1212/wnl.0000000000009595.

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Chapelle, Anne-Catherine, Gordon T. Plant, and Diego Kaski. "Teaching Video NeuroImages: Cerebellar esotropia." Neurology 93, no. 1 (July 1, 2019): e114-e115. http://dx.doi.org/10.1212/wnl.0000000000007729.

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Ciarlariello, Vinícius Boaratti, Marcos Vinícius Tadao Fujino, Marcio Dias de Almeida, Orlando G. P. Barsottini, and José Luiz Pedroso. "Teaching Video NeuroImages: Hepatic myelopathy." Neurology 93, no. 3 (July 15, 2019): e320-e321. http://dx.doi.org/10.1212/wnl.0000000000007782.

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Nascimento, Fábio A., Nadia Hammoud, and Felipe D. Augusto. "Teaching Video NeuroImages: Cephalic tetanus." Neurology 93, no. 21 (November 18, 2019): e1995-e1996. http://dx.doi.org/10.1212/wnl.0000000000008536.

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Moccia, Marcello, Emanuele Spina, Roberto Allocca, Paolo Barone, and Carmine Vitale. "Teaching Video NeuroImages: Finger clonus." Neurology 86, no. 11 (March 14, 2016): e118-e119. http://dx.doi.org/10.1212/wnl.0000000000002477.

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Selvadurai, Chindhuri, M. William Rondeau, Rene A. Colorado, Steven K. Feske, and Sashank Prasad. "Teaching Video NeuroImages: Foville syndrome." Neurology 86, no. 19 (May 9, 2016): e203-e203. http://dx.doi.org/10.1212/wnl.0000000000002658.

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Furlow, M. L., and K. B. Isaacson. "Hysteroscopic Myomectomy – Resident Teaching Video." Journal of Minimally Invasive Gynecology 15, no. 6 (November 2008): 40S. http://dx.doi.org/10.1016/j.jmig.2008.09.152.

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Smaldone, Ronald A., Christina M. Thompson, Monica Evans, and Walter Voit. "Teaching science through video games." Nature Chemistry 9, no. 2 (December 19, 2016): 97–102. http://dx.doi.org/10.1038/nchem.2694.

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Gammans, Paul. "Video killed the teaching star." SecEd 2016, no. 26 (October 13, 2016): 8–9. http://dx.doi.org/10.12968/sece.2016.26.8.

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Lawal, Omolara, and Adeniyi Fisayo. "Teaching Video NeuroImages: Oculopalatal myoclonus." Neurology 91, no. 22 (November 26, 2018): e2104-e2105. http://dx.doi.org/10.1212/wnl.0000000000006563.

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Bagla, R., J. S. Khoury, and C. Skidmore. "Teaching Video NeuroImages: Dancing epilepsy." Neurology 72, no. 22 (June 1, 2009): e114-e114. http://dx.doi.org/10.1212/wnl.0b013e3181a825f0.

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Marto, João Pedro, Cláudia Borbinha, Tânia Lampreia, Luísa Alves, and Miguel Viana-Baptista. "Teaching Video NeuroImages: Candy sign." Neurology 88, no. 4 (January 23, 2017): e35-e35. http://dx.doi.org/10.1212/wnl.0000000000003544.

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Nóbrega, Felipe Resende, Philippe Joaquim Oliveira Menezes Macêdo, and Luiz Felipe Rocha Vasconcellos. "Teaching Video NeuroImages: Missing toe." Neurology 89, no. 8 (August 21, 2017): e97-e97. http://dx.doi.org/10.1212/wnl.0000000000004263.

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Hogan, Kevin, Tony Cooke, and Frank Sharman. "Interactive video in law teaching." International Review of Law, Computers & Technology 4, no. 1 (January 1989): 104–26. http://dx.doi.org/10.1080/13600869.1989.9966282.

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Reich, Stephen G., and Tanya Meyer. "Teaching Video NeuroImage: Spasmodic dysphonia." Neurology 70, no. 19 (May 5, 2008): e78-e78. http://dx.doi.org/10.1212/01.wnl.0000311386.63529.cf.

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Papakostas, T. D., and S. Lessell. "Teaching Video NeuroImages: Pulsatile proptosis." Neurology 81, no. 21 (November 18, 2013): e160-e160. http://dx.doi.org/10.1212/01.wnl.0000436066.35760.24.

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BOWMAN, BARBARA. "Creating a Discharge Teaching Video." MCN, The American Journal of Maternal/Child Nursing 20, no. 4 (July 1995): 220–21. http://dx.doi.org/10.1097/00005721-199507000-00013.

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Bash, Lee. "Video Resources for Teaching Jazz." Soundings (Reston, VA) 6, no. 2 (January 1993): 23–25. http://dx.doi.org/10.1177/104837139300600207.

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Nadaner, Dan. "Teaching Perception through Video Art." Art Education 61, no. 1 (January 2008): 19–24. http://dx.doi.org/10.1080/00043125.2008.11518983.

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48

Burghes, David, and Dudley Kennett. "Interactive video for mathematics teaching." International Journal of Mathematical Education in Science and Technology 19, no. 5 (September 1988): 705–10. http://dx.doi.org/10.1080/0020739880190507.

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49

Zhang, Y. Q. "Teaching Video NeuroImages: Regional myokymia." Neurology 74, no. 23 (June 7, 2010): e103-e104. http://dx.doi.org/10.1212/wnl.0b013e3181e2410f.

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50

Little, D. G. "Video in english language teaching." System 14, no. 1 (January 1986): 93. http://dx.doi.org/10.1016/0346-251x(86)90054-0.

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