Dissertations / Theses: '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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Stout, Mary Webb. "The hidden curriculum of the video teleconference (VTC) classroom and its implications for the university of the twenty-first century." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618792.

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Old Dominion University's Peninsula Center, in Hampton, Virginia, was the location for an ethnographic case study about the urban "distributed university" centers that provided instruction via video teleconference (VTC). Graduate engineers attended VTC classes at the Peninsula Center originating from five Virginia universities as part of the Commonwealth Graduate Engineering Program.;The purpose of this study was to describe VTC instruction and identify aspects that impacted on student learning, faculty teaching, and the socio-cultural environment. Fifty-one interviews and two months of observations were conducted during the Spring term, 1993.;Benson Snyder's (1971) ethnographic case study at MIT, described in The Hidden Curriculum, provided a model from which to start. Based on a systematic comparative analysis of Snyder's (1971) study at MIT with that of the Peninsula Center, findings showed that socio-cultural characteristics and traditions in the VTC graduate engineering classes followed Snyder's (1971) model and affected student learning. This conclusion was evident, given the variables of elapsed time, different instructional formats such as large lecture hall and VTC, and student characteristics that varied from undergraduate to graduate, full-time to part-time, and traditional-age to adult students. This conclusion reflected higher education's resistance to change due to its "hidden curriculum" that includes its socio-cultural norms, values, and traditions.;Eight socio-cultural "constancies" were described that existed at both MIT and at the Peninsula Center. They included: environmental characteristics; student-faculty communication; the student-faculty relationship; faculty work; dissonance and gamesmanship; methods of student learning; student sub-cultures; and the engineering culture. Additionally, eight "new twists" of VTC instruction were described.;Recommendations include researching and understanding socio-cultural trends when planning for educational reform, and improving student-faculty dialogue, characterized by discussion of truth, that is reduced in VTC instruction. These are challenges for the University of the 21st Century.

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Lopes, Solange Aparecida. "A descriptive study of the interaction behaviors in a language video program and in live elementary language classes using that video program." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-10052007-143033/.

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Gale, Caroline. "The effects of gaze awareness on communication in video-mediated spatial instruction tasks." Thesis, University of York, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298590.

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Woodruff, Anthony W. "USING VIDEO BASED INSTRUCTION TO TEACH ART TO STUDENTS WITH AUTISM SPECTRUM DISORDER." UKnowledge, 2014. http://uknowledge.uky.edu/art_etds/5.

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Students with Autism Spectrum Disorders often do not respond to common pedagogical strategies and traditional in vivo teaching approaches. From my observations, students diagnosed with Autism Spectrum Disorders learn best when material is presented through technology. Based on the information found in the literature review and personal observations from working with students with special needs, when students with Autism Spectrum Disorders receive video based instruction by watching recorded art lessons, they may learn to develop artistic skills and retain more art content knowledge with greater success than through traditional teaching methods. The purpose of this research study is to test the hypothesis that video based teaching methods can improve the learning of students with autism in a series of art lessons.

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Godfrey, Jason Michael. "Exploring Video Analytics as a Course Assessment Tool for Online Writing Instruction Stakeholders." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/8802.

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Online Writing Instruction (OWI) programs, like online learning classes in general, are becoming more popular in post-secondary education. Yet few articles discuss how to tailor course assessment methods to an exclusively online environment. This thesis explores video analytics as a possible course assessment tool for online writing classrooms. Video analytics allow instructors, course designers, and writing program administrators to view how many students are engaging in video-based course materials. Additionally, video analytics can provide information about how active students are in their data-finding methods while they watch. By means of example, this thesis examines video analytics from one semester of a large western university’s online first-year writing sections (n=283). This study finds that video analytics afford stakeholders knowledge of patterns in how students interact with video-based course materials. Assuming the end goal of course assessment is to provide meaningful insight that will help improve student and teacher experience, video analytics can be a powerful, dynamic course assessment tool.

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Rylander, John William. "EXPLICIT INSTRUCTION OF SPEECH ACTS AS ACTION SEQUENCE EVENTS: A VIDEO-BASED METHOD." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/474057.

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Applied Linguistics
Ph.D.
This research involves three separate studies with the goal of investigating learner increases in the pragmatic awareness when exposed to various degrees of sustained, explicit instruction. Operationalized as a composite construct in the theory of communicative competence, pragmatic awareness includes knowledge of pragmalinguistic forms and sociopragmatic features, with sequential action events representing the former and relationship status categories the latter. Research questions for each study focus on gains learners revealed on a video-based pragmatic awareness assessment instrument delivered in pretest-posttest format. Data collection occurred from fall semester 2013 to spring semester 2015 in one single-sex junior/senior high school and two co-educational universities, one with a first-year focus group and the other with a second-year group, with participates across the contexts enrolled in 1 of 12 intact classes ranging in size from 23 to 33. At each site, data collection included response behaviors for comparison counterfactual groups. Data for the primary analyses of each study were subjected to a one-way ANCOVA. Results revealed a significant difference between the treatment group performances compared to a counterfactual group from each institution: Study 1, F(1,152) = 5.86, p = 0.02; Study 2, F(34, 115.28) = 5.71, p = 0.02; and Study 3, F(3, 77.30) = 8.04, p < 0.00. Relationship strength between the factor levels and the dependent variable, as measured in partial eta squared, accounted for 4%, 14%, and 16% of the variance, respectively. In Study 3 a Bayesian confirmatory analysis revealed that the least explicit treatment, one involving only a focus on pragmalinguistic input, showed the greatest gains. Implications for the three studies are: (a) pragmalinguistic and sociopragmatic categories reveal difficulty hierarchies, with particular sequential action events and relationship status categories consistently more challenging than others; (b) learners display differential awareness of pragmalinguistic and sociopragmatic sub-constructs, with the former registered as more difficult; and (c) explicit instruction on a limited number of pragmalinguistic categories might result in spillover learning effects to other, untaught categories.
Temple University--Theses

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Clouse, Bethany K. "The Impact of Video Modeling as Supplemental Home Practice Instruction on Voice Therapy Outcomes." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1461948247.

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Witt, Paul L. "An Experimental Study of Teachers' Verbal and Nonverbal Immediacy, Student Motivation, and Cognitive Learning in Video Instruction." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2487/.

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This study used an experimental design and a direct test of recall to provide data about teacher immediacy and student cognitive learning. Four hypotheses and a research question addressed two research problems: first, how verbal and nonverbal immediacy function together and/or separately to enhance learning; and second, how immediacy affects cognitive learning in relation to student motivation. These questions were examined in the context of video instruction to provide insight into distance learning processes and to ensure maximum control over experimental manipulations. Participants (N = 347) were drawn from university students in an undergraduate communication course. Students were randomly assigned to groups, completed a measure of state motivation, and viewed a 15-minute video lecture containing part of the usual course content delivered by a guest instructor. Participants were unaware that the video instructor was actually performing one of four scripted manipulations reflecting higher and lower combinations of specific verbal and nonverbal cues, representing the four cells of the 2x2 research design. Immediately after the lecture, students completed a recall measure, consisting of portions of the video text with blanks in the place of key words. Participants were to fill in the blanks with exact words they recalled from the videotape. Findings strengthened previous research associating teacher nonverbal immediacy with enhanced cognitive learning outcomes. However, higher verbal immediacy, in the presence of higher and lower nonverbal immediacy, was not shown to produce greater learning among participants in this experiment. No interaction effects were found between higher and lower levels of verbal and nonverbal immediacy. Recall scores were comparatively low in the presence of higher verbal and lower nonverbal immediacy, suggesting that nonverbal expectancy violations may have hindered cognitive learning. Student motivation was not found to be a significant source of error in measuring immediacy's effects, and no interaction effects were detected between levels of student motivation, teacher verbal immediacy, and teacher nonverbal immediacy.

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Webster, Daniel Frank. "Exploring the use of video and computer technology in the classroom." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282862.

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This study, conducted in a large southwestern U.S. city during the spring semester, 1997, explored an environment in which students in an engineering and technology magnet middle school were to work with video and computers to produce a series of products. The initial purpose of this exploratory-descriptive study was to look for literacy events relating to learning about these technologies. This study's population included the teacher, her classroom aide, the school's principal, and approximately 21 students. Students, who were to develop individual 10-step video production projects, achieved a mean of 4.55, a median of 4, and a mode of 3 based on step completed. only one student finished the project. Expecting each student to produce an individual project appeared to restrict the discourse necessary for students to learn the literacies of video and computers. Other mitigating influences involved materials and equipment, teacher health, and outside influences (e.g., a death in the family and university course work). Future studies should consider: (1) a classroom in which a strong collaborative/cooperative group relationship is established among the students and/or; (2) an approach examining several video production classes each day for an entire semester.

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Smith, Curtis John. "Evaluation of the effectiveness of using an interactive video system to supplement classroom instruction." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.

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Selfridge, Stephen Mark. "THE EFFECT OF VIDEO INSTRUCTION ON THE PERFORMANCE ACHIEVEMENT OF FIFTH GRADE INSTRUMENTAL STUDENTS." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/499562.

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Music Education
Ph.D.
The purpose of this study was to examine the effect of instructional videos on the performance achievement of fifth grade instrumental students. The design of the study was pretest-posttest control group experimental. Participants (n = 84) were volunteers selected from fifth grade students enrolled in Garnet Valley School District in Glen Mills, PA, who had participated in the band program for at least one full year. Students were assigned a short etude composed by the researcher to practice for an evaluation. Prior to treatment, each student was recorded performing the etude as a pretest. All students received identical instruction and modeling of the etude during their weekly school lesson. In addition to the weekly school lesson instruction, a Video Practice Group (VP) (n = 42) was given access to a video of the teacher instruction and modeling of the etude for use during home practice, and the Non-Video Practice Control Group (NVP) (n = 42) practiced the etude under usual practice conditions. Each week, participants submitted a practice record detailing the amount of time spent practicing the etude. Following three weeks of treatment, all participants recorded a performance of the etude. Pretest and posttest recordings were scored by the researcher using the researcher-designed Etude Scoring Form. One additional certified music teacher scored a random selection of 15% of the student recordings as a reliability judge. Comparison of pretest and posttest scores showed that overall gain scores for participants in the Video Practice group were significantly greater than the Non-Video Practice Group (F(1,82) = 20.68, p < .001, ηp2 = .201), with significant interactions in the categories of rhythm (F(1, 82) = 9.45, p = .003), fluency, F(1, 82) = 9.97, p = .002), and articulation, F(1, 82) = 8.07, p = .006). No significant interactions were found for instrument type or participant school. There was no significant difference in reported practice time between the two groups, and practice time was positively correlated with posttest scores.
Temple University--Theses

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Pitcher, Jeffrey Christian. "Use of a video based instruction program to enhance English literature and writing concepts." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2887.

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In this project an educational DVD about the life and writing styles of John Steinbeck was developed for use in high school freshman classrooms at Yucaipa High School. Additional activities to stimulate students' writing and composition in the style of Steinbeck were created to match educational theory and state standards.

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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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Bland, Ronald B. "Impact of Video Presentation Features on Instructional Achievement and Intrinsic Motivation in Secondary School Learners." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177179/.

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This study analyzed instructional achievement and intrinsic motivation among 21st century secondary students utilizing a video lecture incorporating both student reaction cutaway images and immediate content interaction within the lecture. Respondents (n = 155) were from multiple classes and grade levels at a suburban Texas high school. Four groups of students viewed the identical lecture with differing video and content interaction treatments. Students responded to a pretest/posttest survey to assess academic achievement in addition to an intrinsic motivation instrument to assess student interest. Group one (the control group) viewed the 12 minute lecture without enhancement. A second group viewed the identical lecture with student reaction shots inserted in the video. Another group viewed the lecture with content question intervention inserted into the video. The final group saw the lecture with the student reaction shots and content question intervention combined in the video. A repeated measures multivariate analysis of variance (MANOVA) was used to compare results from a 14 item pretest/posttest. Combined, the groups showed no significance (p = .069) indicating no associations were identified by the experiment. Although no association was identified, this may be a reflection of the generic nature of the video lecture and the lack of association with the experiment and actual classroom content within their courses. Students also completed the Intrinsic Motivation Instrument which was analyzed using a MANOVA. Although no significant findings were present in either group viewing the student reaction or the content question interaction treatments individually, the group viewing the combined treatment showed significance in three scales: Interest/Enjoyment (p = .007), Perceived Competence (p = .027) and Effort/Importance (p = .035) Recommendations for refinement of the current experiment as well as future studies are provided.

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Othman, Mustafa Sayed Rennels Max R. "The effects of computer-assisted interactive video in teaching two-dimensional design to college art students." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713222.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 2, 2005. Dissertation Committee: Max R. Rennels (chair), Harry L. Campbell, Heather Hanlon, Robert E. Stefl. Includes bibliographical references (leaves 54-59) and abstract. Also available in print.

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Estrem, William Arnold McCarthy John R. "Cost-effectiveness of computer-assisted interactive video laboratory experiences in undergraduate industrial technology programs." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8525560.

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Thesis (Ph. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 23, 2005. Dissertation Committee: John McCarthy (chair), Harry Campbell, Ronald Halinski, Everett Israel, J.H. McGrath. Includes bibliographical references (leaves 128-134) and abstract. Also available in print.

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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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Lu, Wei-Hsin. "Understanding the effect of computer-supported, case-based instruction on third-year medical students' ethical reasoning." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4658.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 20, 2008) Vita. Includes bibliographical references.

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Currlin, KeriAnn. "The Impact of Peer-Mediated Video Modeling on the Mathematics Achievement of High School Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1687.

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A significant percentage of US students are not reaching expected proficiency on mathematics content. As a response, educators have been urged to use more evidence-based practices; however, due to the lack of readily available strategies, these efforts have been thwarted. In related fields, video modeling (VM) has been successful in teaching behavioral skills through edited video clips that allow target populations to observe models successfully performing featured tasks. Stemming from Bandura's social learning theory, the intent of VM is to increase the frequency of the modeled behavior through observational learning. Despite the many studies that have shown success with VM, it continues to be overlooked in education because of the lack of support surrounding its ability to teach educational content and the related technology components. The purpose of this research project was to use a single subject multiple baseline design to examine the impact of VM on the math achievement of students. The sample included 3 students, ages 16-17, and used visual analysis, percentage of nonoverlapping data points (PND), and effect sizes (ES) to analyze the results and identify significance in the outcomes. Results of the study revealed that VM had a significant impact on 1 participant after treatment and on 2 participants after maintenance. Social validity was measured through modified behavior intervention rating scales, which demonstrated that while the teacher participant did not find the treatment to be acceptable, all of the student participants did. Contribution to social change was established within this study by analyzing an effective technology-based strategy that can be used to both increase math achievement among US students and assist them to become contributing and competitive professionals in society.

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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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Stokes, Charlotte Ellenor. "Investigating the Efficacy of Video versus Text Instruction for the Recall of Food Safety Information." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/nutrition_theses/28.

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Purpose: Teaching consumers proper home food safety practices is an important strategy to combat foodborne illness. Food safety educators with limited resources must do a cost-versus-benefit analysis before choosing the optimum medium to reach their target audiences. The objectives of this research were to determine whether presenting food safety information in a video format was more effective than text-only in terms of audience recall of the information one week later; to determine whether an intervention in text or video form increased students’ knowledge of food safety information as compared to no intervention at all; and to identify certain demographic factors that could have influenced performance on a food safety quiz. Methods: One hundred thirty-three Georgia State University undergraduate students were assigned to one of three groups. One group viewed a food safety video (n=59), a second group received the same information in text-only form (n=41), and the third group (n=33) served as the control and received no intervention. Students filled out a demographic questionnaire and completed a pre-intervention and post-intervention food safety knowledge test. Average scores were calculated, and the data were analyzed using SPSS 16.0 for Windows. Results: There was no significant difference between pre-intervention test scores among the three groups (p=.057). The video group scored significantly higher on the post-intervention test (p=.006) than the text group and the control group (p<.001). The video group (p<.001) and text group (p<.001) both scored significantly higher on the post-intervention quiz than the pre-intervention quiz, but the control group did not (p=.466). Video was superior to text overall and in conveying basic food safety principles; however, students in the text group demonstrated a better recall of more detailed food safety information such as proper internal cooking temperatures for poultry and ground beef. Previous food safety education in the classroom or online was found to be the only significant predictor of better performance on the pre-intervention test (p=.004). Conclusion: Video is more effective than text when used to deliver simple, direct food safety messages. More detailed information, such as proper internal cooking temperatures, might be best delivered in text form. Consumers are likely to benefit most from a multimedia approach to food safety education that includes videos, accompanying brochures, and Web site content.

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Genereux, William E. "Exploring the impact of media literacy instruction and video projects in a college technology course." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20481.

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Doctor of Philosophy
Curriculum and Instruction
Jacqueline D. Spears
This study explored the impact of requiring a video term-paper project and media literacy instruction to address the desired educational goals of increasing student ownership of learning, learning course-related concepts, providing evidence of communication skills, and increasing knowledge of key media literacy concepts. Study participants came from convenience samples drawn from a technology course taught by the researcher and from a writing course taught by a colleague. The sixty participants were male (41) and female (19) college students in different years of their courses of study. Participants comprised traditional-age (18-24) and non-traditional-age (25+) students possessing varying levels of familiarity with the skills examined. A quasi-experimental, two-group control/intervention design was used, augmented by additional data collected from the intervention group. The quasi-experiment consisted of pre-and post-test measurements of media literacy, with both groups receiving media literacy instruction an intervention in the form of a video term-paper research project completed by the intervention group. Additional data were gathered from student surveys and interviews conducted with the intervention group. The quasi-experiment did not provide evidence that either the media literacy instruction or the video term-paper project increased knowledge of media-literacy concepts. However, the data collected indicated that the video project was a relevant challenge that engaged students in active participation in their learning. Despite the inherent difficulties in the use of writing and communications skills in technology classes, science and technology educators should investigate the benefits of using media projects in their courses.

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Esplin, Kori Paige. "The Use of Video-Based Instruction to Teach Life Skills to Individuals with Developmental Disabilities." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7768.

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Individuals with developmental disabilities struggle to learn important life skills. This deficit impedes their ability to function in the community and live meaningful lives. Video prompting (VP) is an evidence-based practice that has been used to teach a wide variety of skills to individuals with disabilities. VP utilizes technology to create step-by-step videos to teach academic, social, vocational and other life skills This article extends the current literature on VP interventions to hygiene skills and investigates the efficacy, skill maintenance, social validity, and level of independence that can be achieved using VP to teach hygiene skills. Three participants with developmental disabilities were selected from a junior high school and were given a video prompting intervention on an iPad to improve hygiene skills. Hygiene skills that were taught included teeth brushing, teeth flossing, face washing and basic eye makeup application. All three participants reached and maintained mastery in each of their target skills. Social validity data indicated that using iPad delivered VP interventions was socially acceptable for teaching some hygiene skills. Not every participant was able to access the VP intervention completely independently. VP interventions are a viable option for teaching these crucial life skills to individuals with developmental disabilities.

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Jaunbral, Janis. "TELEMETRY SYSTEMS TRAINING PROGRAMS: THE KEY TO SUCCESSFUL IMPLEMENTATION AND OPERATION." International Foundation for Telemetering, 1993. http://hdl.handle.net/10150/608829.

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International Telemetering Conference Proceedings / October 25-28, 1993 / Riviera Hotel and Convention Center, Las Vegas, Nevada
In today's world, the importance of training for telemetry systems continues to grow as new technologies provide users with ever-increasing capabilities. Successful training programs ensure telemetry systems quickly become operational yielding the acquisition of critical test data. Over the years, training programs have been greatly impacted by the changes in defense contracts -- specifically funding. Today's aggressive telemetry market requires contractors to develop complex telemetry systems within the constraints of Firm Fixed price (FFP) contracts and within very short schedules. As a result of these conditions, training programs have changed significantly over the last ten years. Projects which used to have dedicated training personnel (instructors, technical writers, etc.) now rely on the system developers to provide the training. In actuality, the quality of training has improved with this new approach. Now students benefit from having the most knowledgeable personnel teach them about the system and, often times, latent problems with the system are efficiently identified and corrected. This paper will summarize the evolution of training programs for telemetry systems developed by Computer Sciences Corporation. The benefits of a scenario where the system architects train the end users with the use of increased "hands-on" training will be explored.

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Gentry, Deborah Barnes Rhodes Dent. "Using interactive video to resolve a problem in training family/divorce mediators." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101112.

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Thesis (Ed. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 3, 2005. Dissertation Committee: Dent M. Rhodes (chair), Twyman Jones, James A. Knecht, Normand Madore. Includes bibliographical references (leaves 206-215) and abstract. Also available in print.

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Younis, Bilal Khaleel. "CREATING DIGITAL GAMES AS INTERACTIVE LEARNING ENVIRONMENTS: FACTORS THAT AFFECT PALESTINIAN TEACHERS' SUCCESS IN MODIFYING VIDEO GAMES FOR INSTRUCTION." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/594.

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CREATING DIGITAL GAMES AS INTERACTIVE LEARNING ENVIRONMENTS: FACTORS THAT AFFECT PALESTINIAN TEACHERS' SUCCESS IN MODIFYING VIDEO GAMES FOR INSTRUCTION The purpose of this study was to investigate the factors that might predict Palestinian teachers' success in modding games for instruction. An instructional game design model named Game Modding for Non-Professionals (GMNP) was created specifically for the training of Palestinian teachers during this study. This study addressed the question: To what extent do the variables gender, age, teaching experience, experience in playing video games, and adherence to the GMNP model predict teachers' success in modding video games for instruction when using the GMNP model? Gaining an understanding of teachers' performance in modding video games for instructional use may identify potential interventions that can be utilized to increase the use of this technology in the classroom. This investigation is useful in pointing out the need for teacher training to administrators and policy makers. The data for this study was collected from teachers at two Palestine Technical Colleges. All the teachers at the two Colleges were invited to participate, and 79 teachers agreed. Three teachers withdrew from the study before finishing it; hence, only 76 completed the study, and their data was used in the regression analysis. A workshop was conducted to train the teachers in using the GMNP model as a guide to game modding to modify video games for instructional use. During the workshop, the participants were asked to complete a worksheet. The participants were directed to use this worksheet to modify Neverwinter Nights 2 to teach a given instructional objective. At the end of the workshop, the completed GMNP model worksheet and the game mod created were collected from each participant as research data. The GMNP Model Rubric and the Educational Games Rubric were used to assess respectively the worksheets (for adherence to the GMNP model) and the game mods (for success in modifying a video game for instruction). Multiple linear regression was conducted to answer the research question. Tests to verify that the data met the various conditions required for multiple regression analysis were conducted and no violations of these conditions were detected. Findings indicated that gender was not a significant predictor of teachers' success in modding video games for instruction when the variance attributed to the other predictor variables was controlled, and the variables age, experience in playing video games, and adherence to the GMNP model were significant predictors of teachers' success in modding video games for instruction. The study suggested some implications and recommendations for policy makers and for future researchers who are interested in conducting similar studies about video game integration.

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Purcell, Steven L. "Integrating digital images into computer-based instruction : adapting an instructional design model to reflect new media development guidelines and strategies /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165453/.

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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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Harris, Kimberley Jan. "Interactive video in the hospitality industry." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08232007-111951/.

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Sierra, Edmundo A. Jr. "The effect of age, video, instruction complexity, and task difficulty on the performance of an assembly task." Thesis, Georgia Institute of Technology, 2002. http://hdl.handle.net/1853/31056.

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Kniffin, K. Michael. "The effects of individualized videotape instruction on the ability of undergraduate physical education majors to analyze select sport skills." Connect to resource, 1985. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244220769.

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Martin, Jimmy Darrell. "The effectiveness of methods of videotape instruction with diabetic teaching in the hospital." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/101127.

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The purpose of this study was to examine the effects of diabetic teaching using methods of videotape instruction in the hospital. The study focused on measuring the amount of knowledge gained between diabetic patients who viewed a videotape program with and without the presence of a health educator. Data collected for each patient consisted of: age, sex, method of regulating their diabetes i.e. (insulin, oral pills and diet), degree of impairment during hospitalization, number of years each patient has known to have diabetes, prior hospitalization because of diabetes, prior diabetic education, and prior viewing of a videotape on avoiding diabetic complications. In a pre-test/post-test design, 32 patients were randomly assigned to one of two groups. Patients in group I received diabetic teaching using a videotape program without a health educator present, while patients in group II received diabetic teaching using a videotape program along with a health educator present. The post-test was administered on the day following the teaching. A significant increase in knowledge scores (p < .05) was demonstrated on the post-tests taken on the day after viewing the videotape program. A comparison was made between the two groups and results showed no significant difference in knowledge gain between them. It was interesting to note that the presence of the educator was apparently needed for significant knowledge gain scores (F = 7. 13, p < .05) in subjects who had reported to have had prior diabetic education compared to the group of subjects who reported that they had received no previous diabetic education. It would seem that the increased knowledge should serve as a first step to improved health. However, this study in no way demonstrated that the knowledge did lead to improved diabetic control. Perhaps the greatest success of the video program was that the patients expressed an interest in viewing the program and learning about the avoidance of diabetic complications.
M.S.

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Hogbin, Alicie L. Jr. "The Relative Effectiveness of Video Instruction as a Means of Delivering Nutrition Education to Low-income Homemakers." Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/35352.

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The feasibility and effectiveness of video instruction as an alternate means of delivering nutrition education to low-income homemakers were examined in this study. Demographic and mediating variables that may affect the success of video instruction were also investigated. Consenting EFNEP and SCNEP homemakers (N=105) were randomly assigned to receive either video lessons with follow-up telephone discussions and intermittent home visits (Video Group) or face-to-face home visits/small group sessions (Traditional Group). Assessments of locus of control and cooking reinforcement values (RVs) were conducted at baseline. Dietary and food-behavior changes were assessed using 24-hr recalls and a 14-item behavior checklist questionnaire, respectively. Questionnaires were used to assess the Program Assistants' (PAs) and participants' perceptions of video instruction. Analytic measures included multivariate analyses of variance, analyses of variance, t-tests, chi-squared tests, and frequency calculations. Experiment-wise significance was set at p<0.05 with correction using the Bonferroni method.

Seventy-three participants completed the study. For both groups, significant improvements were seen from pre to post intervention in vitamin C intakes, the number of servings consumed from the Fruit Group, and food behavior checklist scores. The Traditional Group also increased their intakes of vitamin A, vitamin B₆, calcium, and fiber. There was no difference in the change of dietary intakes and behavior checklist scores between the two groups. No effects were found for race, age, residence, locus of control, or cooking RV. Video instruction was well received by most participants and PAs and was substantially less expensive than traditional instruction. Due to the effectiveness and acceptability of video instruction, it should be considered when delivering nutrition education to low-income homemakers.

Master of Science

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Barnett, Lora N. "QR CODE ACCESSED VIDEO-BASED INSTRUCTION TO TEACH VOCATIONAL SKILLS TO STUDENTS WITH MODERATE TO SEVERE DISABILITIES." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/62.

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The purpose of this study was to determine the effects of QR code (quick reference) linked video-based instruction (VBI) on daily vocational skills for students with moderate to severe disabilities (MSD). A multiple probe across participants was used to evaluate the effectiveness of VBI accessed through scanning a QR code. During technology training a system of least prompts was used to teach students to unlock the iPod, scan the QR code, press play, and press pause between each step of the task; after reaching mastery, students entered into the intervention condition (VBI). During VBI an immediate change in level was observed across three particpants. This study found a functional relationship between VBI and the completion of vocational tasks.

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Ceaser, Emma. "Computer-assisted video instruction to teach acquisition of social skills to adolescents with autistic spectrum disorder (ASD)." Thesis, Bangor University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440961.

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Horsch, Rachel M. "Effects of a Computer-based Self-instructional Training Package on Novice Instructors’ Implementation of Discrete Trial Instruction and a Naturalistic Developmental Behavioral Intervention." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804897/.

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Discrete trial instruction (DTI) and naturalistic developmental behavioral interventions (NDBIs) are often incorporated into early intensive behavioral interventions for young children with autism. Recent advances in staff training methods have demonstrated that self-instructional manuals, video models, and computer-based training are effective and efficient ways to improve staff implementation of these teaching strategies however research in this area is limited. The current evaluation assessed the effects of a computer-based training package including self-instructional manuals with embedded video models on direct-care staff’s implementation of DTI and an NDBI. All participants’ DTI teaching fidelity increased during role-plays with an adult and with a child with autism and all participants increased teaching fidelity across untrained instructional programs. In addition, moderate improvement was demonstrated following NDBI training on the use of correct prompts, environmental arrangements, and response interaction. Together, these results indicate that therapists are able to acquire a large number of skills using two teaching techniques, DTI and NDBI, following brief computer-based training.

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Manzo, Daniel Vito. "Using Interactive Media As An Educational Alternative To Traditional Music Instruction." Digital WPI, 2015. https://digitalcommons.wpi.edu/etd-theses/1121.

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"Video games are more popular now than they have ever been, and the video game industry is on the verge of hitting its Golden Age (Diver, 2015). In 2015 alone, the video game industry is predicted to reach $91 billion in sales revenue (Nunnely, 2015). Video games have become a key element in today’s youth culture (Seel, 2001; Aarsand, 2007; Gee, 2007). With such a successful and culturally relevant medium at their disposal, pedagogues can use this form of entertainment as a gateway medium for educational instruction. This paper describes the progressive integration of technology in music education as well as the implications of using a non-traditional method of educational instruction through a video game. Focusing specifically on the instruction of music theory, several methods of instruction are examined. Past studies using video games as a medium to convey instruction are further examined. The development of an educational music theory video game is explored along with several development tools in its design. A randomized controlled trial was conducted in an undergraduate classroom where participants completed a series of activities using either the music theory video game prototype or a simulated method book application. The data suggests a significant improvement in each skill topic when using the video game and compares similarly to the simulated method book application."

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Wicklein, Robert C. "The effects of learning styles and instructional sequencing of program controlled and learner controlled interactive video programs on student achievement and task completion rates." Diss., Virginia Tech, 1986. http://hdl.handle.net/10919/37313.

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Christel, Michael George. "A comparative study of digital video interactive interfaces in the delivery of a code inspection course." Diss., Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/8151.

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Anderson, Myron R. "An Examination of Nonverbal Cues Used By University Professors When Delivering Instruction in a Two-Way Video Classroom." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29966.

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As the education field further embraces technology and the classroom develops a distance component, more and more colleges and universities are delivering classes via two-way video. Research has established that nonverbal cues exist and play a significant role in classroom instruction (Arnold & Roach, 1989; Cyrs, Conway, Shonk, & Jones, 1997; Rosenthal & Jacobson, 1968). The growing popularity of two-way video and the fundamental concepts of communication, establishes a parallel between traditional classroom and two-way video instruction delivery. This parallel and the established effect that nonverbal cues have on instructional delivery support the need to study nonverbal communication in a two-way video classroom. Descriptive observation of six instructors, each teaching five 50-minute lectures, produced the data for this preliminary study. The nonverbal cues were recorded using the Two-way Video Nonverbal Cue Observation Instrument (TV-NCOI). The TV-NCOI consisted of seven nonverbal communication categories and 22 variables used to identify and quantify professor's nonverbal cue use in two-way video instructional delivery. Frequency response, common themes, and nonverbal cue delivery observations, collected by the TV-NCOI, were used to answer the research questions; what nonverbal cues are used by university professors when delivering instruction in a two-way video classroom? The results suggest that professors in engineering and chemistry, the two focused disciplines, heavily used nonverbal cues when delivering instruction in a two-way video classroom. However, the majority of these cues have a technical delivery base. The traditional classroom nonverbal cues of board pointing, material pointing, and accent gestures are delivered via computer cursor, two-way video camera, and software applications in the two-way video classroom. More specifically, 87% on the nonverbal cues used in instructional delivery had a technological connection and only 13% of the nonverbal cues used were without a technical delivery base.
Ph. D.

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Dissertations / Theses on the topic 'Video instruction'

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