Relevant bibliographies by topics / Video instruction

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Video instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Video instruction"

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Sierra, Edmundo A., Arthur D. Fisk, and Wendy A. Rogers. "Matching Instructional Media with Instructional Demands." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 25 (September 2002): 2089–93. http://dx.doi.org/10.1177/154193120204602520.

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Video instruction is an effective support for audio instruction of visuospatial tasks; but how is effectiveness of this type of instruction moderated? We investigated the effects of age-related cognitive changes, audio versus audio-plus-video instructions, differential working memory instruction demands, and differential task difficulty on assembly task performance. Forty-eight young adults and 48 older adults completed an assembly task where accuracy, use of additional time, repetition of steps, and subjective mental workload were measured. Results indicated that participants receiving audio plus video instruction benefited most as task difficulty increased. Older adults performed more poorly compared to young adults; however, the findings indicate that video-based instruction was beneficial for both young and older adults for this class of task. Results are discussed from a training perspective in general and as they relate to telemedicine specifically. Guidelines for applying the correct instructional media as a function of the instructional demands are discussed.
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Kean, Emily B., and Cayla Robinson. "Personalised video instruction." Journal of Information Literacy 13, no. 2 (December 3, 2019): 196. http://dx.doi.org/10.11645/13.2.2652.

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The liaison librarian to a college with a substantial and growing online learning population began using asynchronous, personalised video instruction as an online replacement for the traditional face-to-face, one-on-one bibliographic instruction reference appointment. This project was informed by the framework of metaliteracy and the “See One, Do One, Teach One” instruction methodology utilised by the health sciences. While formal outcomes assessment has yet to be conducted, unsolicited comments from students are overwhelmingly positive, and preliminary data analysis of usage and engagement reveals several promising trends. 65% of all watched videos were watched for the entire duration of the video, and the liaison librarian found video creation to be less time-consuming than scheduling appointments. The liaison librarian to a university with a substantial and growing online learning population began using asynchronous, personalised video instruction as an online replacement for the traditional face-to-face, one-on-one bibliographic instruction reference appointment. This project was informed by the framework of metaliteracy and the ‘See One, Do One, Teach One’ instruction methodology utilised by the health sciences. While formal outcomes assessment has yet to be conducted, unsolicited comments from students are overwhelmingly positive, and preliminary data analysis of usage and engagement reveals several promising trends. Of all watched videos 65% were watched for the entire duration, and the liaison librarian found video creation to be less time-consuming than scheduling appointments. Providing personalised video instruction tailored to the individual student’s information literacy need is a novel approach that may benefit online learners and librarians alike.
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Sato, Junya, Hiroshi Ishikawa, Yoko Yasuda, Rei Tanaka, Yoshio Kiyohara, Yuki Yamawaki, Megumi Endo, and Michihiro Shino. "Effectiveness of a pharmaceutical instruction video for adherence to dermatopathy treatment in patients with cancer receiving the anti-epidermal growth factor receptor antibody." Journal of Oncology Pharmacy Practice 26, no. 7 (February 18, 2020): 1667–75. http://dx.doi.org/10.1177/1078155220904149.

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Background Dermatopathy develops as a side effect in patients receiving anti-epidermal growth factor receptor antibody treatment. Topical moisturizers are used for the prevention and treatment of this dermatopathy. Active participation of patients in their own treatment is important for the appropriate application of topical preparations. We prepared a pharmaceutical instructional video for adhering to the topical application protocol. In this study, we investigated the effectiveness of this pharmaceutical instructional video on treatment adherence. Methods Study participants were patients with cancer receiving the anti-epidermal growth factor receptor antibody for the first time. A pharmacist instructed the patients on how to use the pharmaceutical instruction video. Daily topical preparation use following the video demonstration was assessed. The effectiveness of the pharmaceutical instruction video was evaluated by assessing the adherence of patients who did not use the pharmaceutical instruction video for the past 2 periods (26 months; controls 1 and 2). The incidence of side effects was compared between the two control groups and the group of patients who received the pharmaceutical instruction video. Results The amount of topical preparation consumed (median, g/day) by patients who received patient compliance instructions using the pharmaceutical instruction video was 9.8 g/day, as compared with control group 1 (4.5 g/day) and control group 2 (5.5 g/day) ( p < 0.001). There was no difference in the incidence of side effects during the three periods. Conclusion The use of visual instructional media for patient compliance by pharmacists may be effective in maintaining and improving treatment adherence.
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Farahani, Samieh, Imaneh Farahani, Bjoern B. Burckhardt, Holger Schwender, and Stephanie Laeer. "Self-Instruction Video Versus Face-to-Face Instruction of Pharmacy Students’ Skills in Blood Pressure Measurement." Pharmacy 8, no. 4 (November 16, 2020): 217. http://dx.doi.org/10.3390/pharmacy8040217.

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A modern approach to clinical skill education is the use of educational videos, yet there is a shortage of literature investigating the effect of self-instruction videos (SIVs) in pharmacy students. Therefore, our objective was to investigate whether an SIV is non-inferior compared to face-to-face instruction (FTFI) in acquiring blood pressure measurement skills. The participants in this randomized controlled study were pharmacy students. The control group was taught by FTFI, while the intervention group watched an SIV. Before and after the instruction, the participants’ performance was assessed by an objective structured clinical examination (OSCE). The participants completed a self-assessment survey before each OSCE session. Moreover, the participants’ perception and satisfaction were assessed using another survey. The OSCE score and self-assessment score increased significantly from pre- to post-instruction in both groups. The SIV was non-inferior compared to FTFI in terms of the OSCE score, considering a predefined non-inferiority margin of −10%. The participants’ self-assessment yielded inconclusive results for non-inferiority. Both instructional approaches were well received. Considering our findings, SIVs might be a valuable option for teaching pharmacy students’ blood pressure measurement skills. However, depending on the skill intended to be taught, a combination of an instructional video with instructor-led teaching may be necessary.
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Cesare, Dane Marco Di, Tara Kaczorowski, and Andrew Hashey. "A Piece of the (Ed)Puzzle: Using the Edpuzzle Interactive Video Platform to Facilitate Explicit Instruction." Journal of Special Education Technology 36, no. 2 (February 16, 2021): 77–83. http://dx.doi.org/10.1177/0162643421994266.

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Whether to embrace “flipped” pedagogy or to problem solve during a pandemic, many teachers utilize video to deliver instruction to students. Watching a video can be a passive activity without a person or a tool to facilitate active engagement. As a result, many teachers find the need to look for tools, methods, and platforms to engage learners, add elements of interactivity, and incorporate effective instructional practices into their video lessons. In this manuscript, we describe how a specific technology, Edpuzzle, can help facilitate video lessons that include explicit instruction elements such as eliciting frequent responses, offering supported practice, providing immediate affirmative and corrective feedback, and monitoring student performance. When paired with well-designed videos, teachers can use this tool to deliver effective instruction in an asynchronous environment.
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Kay, Robin H. "Exploring Applications for Using Video Podcasts in Online Learning." International Journal of Online Pedagogy and Course Design 4, no. 2 (April 2014): 64–77. http://dx.doi.org/10.4018/ijopcd.2014040105.

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The purpose of this paper was to explore research-based applications for using video podcasts in an online learning environment. Five key video podcast uses were examined including administration, instruction, student assignments, feedback, and community. Administrative video podcasts provide course information on areas such as learning goals, lesson plan instructions, course policies, and homework or assignment expectations. Instruction-based video podcasts present short summaries or worked examples for teaching specific concepts. Student assignment video podcasts offer a creative way for students to demonstrate a variety of skills in a wide range of subject areas. Feedback-based video podcasts provide formative guidance to students about their progress or summative evaluation for assignments they complete. Finally, community-based video podcasts help build instructor-to-peer and peer-to-peer connections within an online learning course. Future exploration on the design of video podcasts, regardless of the application used, is discussed.
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van den Bosch, Roxette M., Christine A. Espin, Ron J. Pat-El, and Nadira Saab. "Improving Teachers’ Comprehension of Curriculum-Based Measurement Progress-Monitoring Graphs." Journal of Learning Disabilities 52, no. 5 (June 21, 2019): 413–27. http://dx.doi.org/10.1177/0022219419856013.

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The authors examined three instructional approaches for improving teachers’ curriculum-based measurement (CBM) graph comprehension, each differing in the extent to which reading the data, interpreting the data, and linking the data to instruction were emphasized. Participants were 164 elementary school teachers who were randomly assigned to one of three CBM instructional approaches or a control condition. Instruction was delivered via videos. Prior to and after receiving instruction, teachers completed a CBM graph-comprehension task. They also evaluated the instructional videos. Teachers in the three instructional groups improved more in CBM graph comprehension than control teachers. Improvements were seen primarily in interpreting and linking the data to instruction, two important but difficult aspects of CBM graph comprehension. Differences between the instructional groups were found for interpreting the data. Teachers evaluated the videos positively. Results indicate that teachers’ CBM graph comprehension can be improved via video instruction. Implications for teaching teachers to implement CBM are discussed.
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Shen, Zheng, Hu He, Yanjun Zhang, and Yihe Sun. "A Video Specific Instruction Set Architecture for ASIP design." VLSI Design 2007 (November 15, 2007): 1–7. http://dx.doi.org/10.1155/2007/58431.

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This paper describes a novel video specific instruction set architecture for ASIP design. With single instruction multiple data (SIMD) instructions, two destination modes, and video specific instructions, an instruction set architecture is introduced to enhance the performance for video applications. Furthermore, we quantify the improvement on H.263 encoding. In this paper, we evaluate and compare the performance of VS-ISA, other DSPs (digital signal processors), and conventional SIMD media extensions in the context of video coding. Our evaluation results show that VS-ISA improves the processor's performance by approximately 5x on H.263 encoding, and VS-ISA outperforms other architectures by 1.6x to 8.57x in computing IDCT.
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Adams, Annis Lee, Stephanie Alexander, and Lana Mariko Wood. "Evoking truthiness: Using satirical news comedies to teach information literacy." College & Research Libraries News 81, no. 5 (May 1, 2020): 244. http://dx.doi.org/10.5860/crln.81.5.244.

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Instruction librarians looking for new ways to spice up their library instruction can use video clips from “The Most Important News Show . . . Ever” (The Daily Show) and other satirical news comedies to capture the attention of students during their next instructional session. These videos can serve as an entertaining mechanism to help students understand information literacy (IL) concepts.
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Mechling, Linda. "The Effect of Instructor-Created Video Programs to Teach Students with Disabilities: A Literature Review." Journal of Special Education Technology 20, no. 2 (March 2005): 25–36. http://dx.doi.org/10.1177/016264340502000203.

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This paper summarizes the results of a review of the empirical literature (1999–2003) focusing on the use of instructor-created video recording incorporating personalized video to teach individuals with disabilities. Twenty-four investigations were identified which provided information on several effective procedures. Six areas of research on instruction through video technology were defined and analyzed through the identified studies: (a) video feedback, (b) video modeling, (c) video self-modeling, (d) subjective point of view, (e) interactive video instruction, and (f) computer-based video instruction. Implications of the research and suggestions for future research are discussed.
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Dissertations / Theses on the topic "Video instruction"

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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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Keen, Virginia. "Transforming Instruction and Assessment Using Student-created Video." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82622.

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Hauser, Doreen Ann 1961. "Teacher learning via video instruction: Five case studies." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291883.

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This research was conducted to study how five home economics teachers learned three new teaching techniques through an in service distance education project. The researcher looked specifically at: (1) How effective were video assisted self-instructional packets for teaching individual learners new methods of instruction? (2) How do teachers transfer knowledge of a particular method to actual classroom use? (3) Is there a relationship between one's learning style and style of teaching? Each case study draws upon data from the participant's background, test scores, interviews, self-reports, staff reports, student products, and observations. In three cases, it was concluded that learning style may influence style of teaching. The two teachers who were unable to transfer the information did not have consistent learning styles, were not comfortable users of the media, and reported having too many things going on in their personal life which interfered with the learning process.
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Whitley-Grassi, Nathan E. "Evaluating Student Use Patterns of Streaming Video Lecture Capture in a Large Undergraduate Classroom." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3479.

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Large classes that allow smaller amounts of instructor-student interaction have become more common in today's colleges. The best way to provide needed opportunities for students to overcome this lack of interaction with instructors remains unidentified. This research evaluated the use of video lecture capture (VLC) as a supplemental method for teacher-student interaction and what, if any, impact it and attendance have on student performance in large lecture courses. This ex post facto study conducted at a Northeastern research university utilized cognitive and andragogical frameworks to examine the relationships between the independent variables frequency of video viewing, quantity of videos viewed, and course attendance, as well as their impact on course performance in a large lecture course (N=329). Data sources included archival data from the learning management system and student survey responses. Analysis included a series of two-way ANOVA tests. The results indicated that the frequency of video viewing was found to have a significant positive effect on course performance (F = 3.018, p = .030). The number of VLC videos not viewed was also found to have a significant negative effect on course performance (F = 1.875, p = 0.016). Other independent variables were not found to have any significant main effect or interaction effect with the dependent variable, course performance. Findings from this research may be used by educators, students, and administrators planning course sizes and availability to better understand the relationship between these variables and how VLC can be used effectively in large lecture classes thus leading to improved efficacy in VLC use.
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Prell, Rose. "Training needs of the Army Reserve Readiness Training Center instructional staff for conducting video-teleconference instruction." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998prellr.pdf.

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Baran, Evrim. "The Effects Of Video-case Based Instruction On Preservice Teachers." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607424/index.pdf.

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It has been widely discussed that current practices of preservice teacher education are still far away from utilizing contemporary methods and strategies in its curriculum practices in Turkey. Preservice teachers are not provided enough classroom experiences connecting theory to teaching practice. As a result of this, many senior teachers need further guidance and supervision to transfer their knowledge into school environments. In order to address this failure in bridging what is learned and practiced in preservice teacher education to that of real class happenings, an experimental study was conducted with the application of an alternative method namely video-case based instruction. This research study aimed to examine the differences between traditional lecture based instruction and video-case based instruction in terms of their effectiveness of presenting the content at &ldquo
Introduction to Teaching Profession Course&rdquo
delivered to the preservice teachers. Additionally, the study also aimed to evaluate the attitudes of students toward video-case based instruction to which they were exposed. In this study, video-case based instruction and lecture based instruction were applied in three sessions of application and they were compared in terms of delivering the course content. Data were collected from two sections of EDS 119 Course during 2005-2006 fall semester by administrating pretests, posttests, questionnaires and interviews. Data analysis was carried out through both quantitative and qualitative analysis techniques. Results demonstrated that video-case based instruction demonstrated achievement of course content and support significant difference overall between video-case based instruction and lecture based instruction in content achievement. The participants of the study reported positive attitudes towards video-case based instruction both for its current application and future uses. The results revealed that using video-case based methods in preservice teacher education programs may be a viable alternative for allowing students connect real teaching practices with what they learn in their pedagogy courses.
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Moody, Catrina V. "How Interactive Video (ITV) Web-Enhanced Format Affects Instructional Strategy and Instructor Satisfaction." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1045.

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This qualitative study explored the quality of technology associated with interactive video (ITV) classes in distance education programs and the resulting satisfaction of the instructors teaching this format. The participants were full time instructors of a rural community college that used the ITV format. Community college ITV instructors are knowledgeable about the ITV technology and are in need of research that explores the satisfaction of that technology. Distance education theory, social constructivism, individual and collaborative learning, and technology formed the foundation for the research. Grounded theory was used to generate a theory about the perceptions of the instructors. Data collected included surveys, interviews, and observations of the interviews. Data were analyzed using theoretical sampling, constant comparison, open coding, axial coding, and selective coding. Analysis indicated that instructors' perceived greater satisfaction teaching in an ITV environment when the structure of the class was optimum for the course, the audio/visual technology worked effectively, the Web-enhanced component of the course ran smoothly, IT was available, quality training was offered, and transactional distance was perceived as minimal. This grounded theory provides positive social change for other educators and administrators who teach ITV by guiding their efforts to use ITV course delivery systems in ways that ensure the fulfillment of needs for both instructors and their students.
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Jurewicz, Edward J. "The integration of interactive strategies in two-way interactive video instruction a case study of instructional thought versus instructional performance /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3167793.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2005.
Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1329. Adviser: Thomas Schwen. "Title from dissertation home page (viewed Nov. 9, 2006)."
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Andreasen, Heidi. "Combining Comprehension Reading Instruction with Video Anchors with Middle Level Learners." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/461.

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Reading comprehension is a multidimensional process and a key component of this process is the activation of prior knowledge in the comprehension of text. This study utilized video clips as a means to anchor instruction and assist struggling middle-level readers in comprehending text. Participants in this study were 17 seventh- and eighth-grade students from a rural middle school. The study used a single-subject reversal design. During the baseline phase of the study, students read four different titles before a stable baseline could be established. The data collected were the combined mean scores of the teacher-created comprehension assessments and commercially produced computer-based assessments at the completion of reading each title during all phases of the study. In the second and fourth phases (books 5 and 7), no treatment was used and the regular instructional routine was followed. In the third and fifth phase (books 6 and 8), the treatment (video clips) was introduced to assist the reader with background knowledge pertinent to the content of the book being read. Books 6 and 8 were taught in combination with the viewing of video clips, class discussion of the materials viewed, and the regular instructional routine. Findings from the study were analyzed to explore (a) what effect did viewing video clips as a means to anchor instruction have on the mean classroom scores of combined teacher-developed and commercially developed comprehension assessments for remedial, struggling middle-level readers; and (b) how did viewing video clips related to text topics affect individual student scores on combined teacher-developed and commercially developed end-of-book comprehension questions. The findings indicated that the use of video clips as a means of either activating or developing background knowledge may have a positive effect on struggling middle-level readers' comprehension test scores. This combined condition (regular instructional routine and the viewing of video clips) was better than the regular instructional routine alone; the addition of the video clips appeared to contribute to higher mean comprehension scores.
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Henley, Elizabeth. "Engaging College Students in Online Remedial Mathematics Courses With Video Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/321.

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Many students entering college in the United States need assistance in at least one academic area, causing remedial courses to be commonplace in higher education. This study evaluated the impact of video instruction in learning the content found in an online remedial math course. The instructional videos were created using the guidelines of Universal Design and cognitive load theory. A quantitative, quasi-experimental method was used to evaluate a dataset made available by a regionally accredited private New England college's online division. The online division offers undergraduate and graduate degree programs and certifications, and the students are located all over the world. The dataset started with 203 participants, with 78 completing the first module, 36 completing the second module, and 17 completing the third module. Paired t tests revealed that while both text and video instruction improved the scores between the pre- and posttests, there was no statistically significant difference between those two groups. However, the end sample size was small, with many students not completing all three modules. This limited the interpretation to the results of the pre- and posttest scores of the first module only. These findings inform faculty teaching remedial online math courses, as well as course designers, seeking to improve these courses and increase the success rate for students passing the course. This has implications for social change because student success in these remedial math courses may in turn increase persistence, retention and graduation.
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Books on the topic "Video instruction"

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Interactive video and instruction. Washington, D.C: National Education Association, 1989.

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Interactive video. Englewood Cliffs, N.J: Educational Technology Publications, 1987.

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Black, Kaye. Kid vid: Fun-damentals of video instruction. Tucson, Ariz: Zephyr Press, 1989.

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Bender, William N. Differentiating Instruction for Students with Learning Disabilities Video. S.l: Corwin Press, 2004.

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Developing auto-instructional materials: From programmed texts to CAL and interactive video. London: Kogan Page, 1990.

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Romiszowski, A. J. Developing auto-instructional materials: From programmed texts to CAL and interactive video. London: Kogan Page, 1986.

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Conijn, Joost. Joost Conijn: Ijzer & video = Iron & video. Amsterdam: Valiz, 2007.

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Conijn, Joost. Joost Conijn: Ijzer & video = iron and video. Amsterdam: Valiz, 2007.

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John Hedgecoe's complete video course: A step-by-step, self-instruction guide to making great videos. New York: Simon & Schuster, 1989.

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Smyth, Ellen G., and John X. Volker. Enhancing instruction with visual media: Utilizing video and lecture capture. Hershey, PA: Information Science Reference, 2013.

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Book chapters on the topic "Video instruction"

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Offit, Paul A., Anne Snow, Thomas Fernandez, Laurie Cardona, Elena L. Grigorenko, Carolyn A. Doyle, Christopher J. McDougle, et al. "Video Instruction." In Encyclopedia of Autism Spectrum Disorders, 3265–70. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_515.

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Mehta, Smita Shukla, and Trube C. Miller. "Video Instruction." In Encyclopedia of Autism Spectrum Disorders, 1–7. New York, NY: Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-6435-8_515-3.

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Mehta, Smita Shukla, and Trube C. Miller. "Video Instruction." In Encyclopedia of Autism Spectrum Disorders, 5067–73. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_515.

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Borko, Hilda, Jennifer Jacobs, Nanette Seago, and Charmaine Mangram. "Facilitating Video-Based Professional Development: Planning and Orchestrating Productive Discussions." In Transforming Mathematics Instruction, 259–81. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04993-9_16.

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Heaton, C. "Video Game Technology and Training Research." In Computer-Based Instruction in Military Environments, 271–83. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-0915-4_22.

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Ayres, Kevin M., Jason Travers, Sally B. Shepley, and Rachel Cagliani. "Video-Based Instruction for Learners with Autism." In Handbook of Social Skills and Autism Spectrum Disorder, 223–39. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62995-7_14.

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Díaz Cintas, Jorge, and Marco Fernández Cruz. "Using subtitled video materials for foreign language instruction." In The Didactics of Audiovisual Translation, 201–14. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/btl.77.20dia.

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Wright, Geoffrey A. "Improving Teacher Performance Using an Enhanced Digital Video Reflection Technique." In Learning and Instruction in the Digital Age, 175–90. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-1551-1_11.

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Fischer, Hans Ernst, and Knut Neumann. "Video Analysis As A Tool For Understanding Science Instruction." In Science Education Research and Practice in Europe, 115–39. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-900-8_6.

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Lu, Zhen, and Lyna Kwan. "Video Case Instruction: A New Approach to Instructional Design and Practice for Preservice Chemistry Teachers." In Chinese Science Education in the 21st Century: Policy, Practice, and Research, 413–25. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9864-8_19.

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Conference papers on the topic "Video instruction"

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Kizilcec, René F., Kathryn Papadopoulos, and Lalida Sritanyaratana. "Showing face in video instruction." In CHI '14: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2556288.2557207.

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Beatty, Ian D. "Improving physics instruction by analyzing video games." In 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789654.

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Anderson, Richard, Chad Robertson, Esha Nabi, Urvashi Sahni, and Tanuja Setia. "Facilitated video instruction in low resource schools." In the Fifth International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2160673.2160675.

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Lin, Yu-Hong. "Integrating Scenarios of Video Games into Classroom Instruction." In 2007 First IEEE International Symposium on Information Technologies and Applications in Education. IEEE, 2007. http://dx.doi.org/10.1109/isitae.2007.4409356.

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Kim, Sung D., Choong J. Hyun, and Myung H. Sunwoo. "VSIP : Implementation of Video Specific Instruction-set Processor." In APCCAS 2006. 2006 IEEE Asia Pacific Conference on Circuits and Systems. IEEE, 2006. http://dx.doi.org/10.1109/apccas.2006.342307.

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Liu, Jing-Fu, and Dong-ming Huang. "Navigation Design of Instruction Video in Network Curriculum." In 2009 International Symposium on Computer Network and Multimedia Technology (CNMT 2009). IEEE, 2009. http://dx.doi.org/10.1109/cnmt.2009.5374603.

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Anderson, Richard, Martin Dickey, and Hal Perkins. "Experiences with tutored video instruction for introductory programming courses." In the thirty-second SIGCSE technical symposium. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/364447.364619.

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Linnell, Natalie, Richard Anderson, and Jane Prey. "Cross-cultural issues in a tutored video instruction course." In the 39th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1352135.1352157.

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Yeung, Sze-Kiu. "Synchronous computer-mediated instruction: Video recording with Blackboard Collaborate." In 2013 IEEE 63rd Annual Conference International Council for Educational Media (ICEM). IEEE, 2013. http://dx.doi.org/10.1109/cicem.2013.6820218.

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Nicolaidou, Despo, Marianna Frangeskou, and Theodora Charalambous. "LEVERAGING DIFFERENTIATED INSTRUCTION THROUGH AN ADAPTIVE-INTERACTIVE VIDEO ACTIVITY." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2582.

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Reports on the topic "Video instruction"

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Stcikney, K. The effect of a video presentation and reference guide manual of helicopter safety instruction on the knowledge base of medical transport nurses. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5799.

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Patel, Deep, Kenneth Graf, and David Fuller. Hip Surgical Preparation Educational Video. Rowan Digital Works, January 2021. http://dx.doi.org/10.31986/issn.2689-0690_rdw.oer.1022.

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This series of open educational videos provides an in depth overview of various surgical preparation procedures. These instructional videos could be of interest to various medical and health science trainees in a variety of fields such as nursing or medicine. All patients featured in this video series have signed consent and release forms authorizing the release of these educational videos.
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Patel, Deep, Catherine Fedorka, and David Fuller. Shoulder Surgical Preparation Educational Video. Rowan Digital Works, January 2021. http://dx.doi.org/10.31986/issn.2689-0690_rdw.oer.1023.

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This series of open educational videos provides an in depth overview of various surgical preparation procedures. These instructional videos could be of interest to various medical and health science trainees in a variety of fields such as nursing or medicine. All patients featured in this video series have signed consent and release forms authorizing the release of these educational videos.
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Patel, Deep, Julio Rodriguez, Vishal Khatri, and David Fuller. Spine Surgical Preparation Educational Video. Rowan Digital Works, January 2021. http://dx.doi.org/10.31986/issn.2689-0690_rdw.oer.1021.

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This series of open educational videos provides an in depth overview of various surgical preparation procedures. These instructional videos could be of interest to various medical and health science trainees in a variety of fields such as nursing or medicine. All patients featured in this video series have signed consent and release forms authorizing the release of these educational videos.
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Patel, Deep, Eric Freeland, and David Fuller. Foot and Ankle Surgical Preparation Educational Video. Rowan Digital Works, January 2021. http://dx.doi.org/10.31986/issn.2689-0690_rdw.oer.1020.

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This series of open educational videos provides an in depth overview of various surgical preparation procedures. These instructional videos could be of interest to various medical and health science trainees in a variety of fields such as nursing or medicine. All patients featured in this video series have signed consent and release forms authorizing the release of these educational videos.
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Patel, Deep, Alisina Shahi, and David Fuller. Hand and Wrist Surgical Preparation Educational Video. Rowan Digital Works, January 2021. http://dx.doi.org/10.31986/issn.2689-0690_rdw.oer.1019.

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This series of open educational videos provides an in depth overview of various surgical preparation procedures. These instructional videos could be of interest to various medical and health science trainees in a variety of fields such as nursing or medicine. All patients featured in this video series have signed consent and release forms authorizing the release of these educational videos.
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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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