Journal articles: '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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Davie, Emily, Malissa Martin, Micki Cuppett, and Denise Lebsack. "Effectiveness of Mobile Learning on Athletic Training Psychomotor Skill Acquisition." Athletic Training Education Journal 10, no. 4 (October 1, 2015): 287–95. http://dx.doi.org/10.4085/1004287.

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Context Instruction of psychomotor skills is an important component of athletic training education. Accommodating the varied learning abilities and preferences of athletic training students can be challenging for an instructor initiating skill acquisition in a traditional face-to-face (F2F) environment. Video instruction available on mobile devices may offer an alternative teaching tool, allowing for student-initiated learning. Objective To compare outcomes of Quick Clips (QC) instruction with F2F instruction as measured by skill-examination scores. Design Quasi-experimental. Setting Five higher learning institutions with Commission on Accreditation of Athletic Training Education (CAATE) accredited athletic training education programs. Patients or Other Participants Seventy-four pre-athletic training students, average age 18.86 ± 1.0 years (49 women, 25 men), volunteered for this study. Participants were randomly assigned to 1 of 2 instructional groups (F2F or QC). Intervention(s) The principal investigator provided F2F instruction to 38 participants in 3 skills (knee valgus stress test, middle trapezius manual muscle test, and goniometric measurement of active ankle dorsiflexion). The remaining 36 participants watched 3 QC videos demonstrating the same skills. Main Outcome Measure(s) Three individual skill exam scores and the total score. Results A 1-way multivariate analysis of variance indicated a significant effect (P < .0001) of instructional method on exam scores. Follow-up univariate analysis of variance indicated knee valgus stress test exam scores were significantly higher after F2F instruction (P < .0001). Neither manual muscle test nor goniometric measurement exam scores were affected by instructional method. Conclusions The findings support the use of QC as an alternative to F2F instruction for 2 of the 3 skills. This finding is similar to studies reported in the nursing literature on computer-assisted learning, which found inconclusive evidence to support the superiority of one method over another. Mobile video instruction is an effective teaching strategy. It may be best utilized to supplement traditional F2F instruction.

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Carlson, Crystal, Steven A. Jacobs, Michelle Perry, and Ruth Breckinridge Church. "The effect of gestured instruction on the learning of physical causality problems." Gesture 14, no. 1 (December 31, 2014): 26–45. http://dx.doi.org/10.1075/gest.14.1.02car.

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Recent research has demonstrated instruction that includes gesture can greatly impact the learning of certain mathematics tasks for children and much of this work relies on face-to-face instruction. We extend the work on this problem by asking how gesture in instruction impacts adult learning from a video production for a science concept. Borrowing from research by Perry and Elder (1997), the research presented here examines what role adding gesture to instruction plays for adults learning about gear movement. In this pretest-instruction-posttest design, 56 college-aged participants were asked to complete problems relating to gear movement. Participants viewed either an instructional video in which an instructor used speech only (control) or speech-plus-gesture (experimental) to explain a fundamental principle in the physics of gear movement. Results showed that adults who knew less actually learned more and that instruction was effective, but significantly more effective when gesture was added. These findings shed light on the role of gesture input in adult learning and carry implications for how gesture may be utilized in asynchronous instruction with adults.

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Pryor, Makenzie, and Anne Collins McLaughlin. "Developing Video or Multimedia Instructions for Older Adults." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 1739–43. http://dx.doi.org/10.1177/1541931218621394.

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Providing adequate instructions is important to ensuring users can complete a desired task, especially when the task is novel. Multimedia instructions, which can include text and pictures, or videos rather than only text, allows for the development of more supportive and useful instructions. However, task features and demands should be considered with the capabilities and limitations of the user to create optimal instructions. This paper identifies the tasks and instruction combinations in existing literature most beneficial for older adults, situates the results of these studies in the cognitive aging literature, and presents recommendations for future instruction development.

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Costley, Jamie, Christopher Hughes, and Christopher Lange. "The Effects of Instructional Design on Student Engagement with Video Lectures at Cyber Universities." Journal of Information Technology Education: Research 16 (2017): 189–207. http://dx.doi.org/10.28945/3728.

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Aim/Purpose: The number of students enrolled in online courses that use video lectures is on the rise. However, research shows that the number of students watching video lectures is low, and the number watching videos to completion is even lower. Background: This paper seeks to understand this problem by looking for correlations between instructional design and student engagement with video lectures. Methodology: Students at a cyber-university in South Korea (n=1801) were surveyed on their perception of the instructional design used in the courses they took and their engagement with online video lectures. Contribution: This paper contributes to the body of knowledge by demonstrating positive correlations between instructional design, watching, and finishing video lectures. Findings: While most other research has found low levels of online lecture viewership, this paper found significantly higher numbers watching and finishing videos. Other major findings of the paper are that five key elements of instructional design for online learning environments (designing methods, setting the curriculum, establishing time parameters, establishing netiquette, and utilizing the medium effectively) all correlated positively with students watching and finishing video lectures. Recommendations for Practitioners : Based on findings in this paper, it is recommended that practitioners consider taking actions when designing their instruction for online courses. These include batching their video lectures together by topic, devoting greater resources to helping students utilize the medium, and communicate time parameters in a way that encourages students to view video lectures in a timely manner. Recommendation for Researchers: As the watching of video lectures in this study was mandatory for learners, an interesting area of further research would be to examine whether that decision led to higher numbers of students watching them. Future Research: It is important for researchers to conduct further research into the interplay between ways instructors can design their instruction in order to encourage learners to better experience online learning.

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Gross, Alan M., Jean E. Anderson, Harry K. Delcher, and Micky Stiger. "Video Teacher: Peer Instruction." Diabetes Educator 10, no. 4 (January 1985): 30. http://dx.doi.org/10.1177/014572178501000406.

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Smith, T. Michael, and Kenneth Andrews. "Computer-Assisted Video Instruction:." Computers in the Schools 2, no. 1 (April 26, 1985): 65–74. http://dx.doi.org/10.1300/j025v02n01_09.

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Sariscsany, Mary Jo, and Frank Pettigrew. "Effectiveness of Interactive Video Instruction on Teacher’s Classroom Management Declarative Knowledge." Journal of Teaching in Physical Education 16, no. 2 (January 1997): 229–40. http://dx.doi.org/10.1123/jtpe.16.2.229.

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Few teaching areas receive greater attention by administrators than classroom management and discipline. Given the importance of managerial skills, how do teachers develop the pedagogical content knowledge and skill to assist in the appropriate selection and application of management techniques? This study was designed to compare the Interactive Video Classroom Management Training Program (IVCMTP), a teacher-directed videotape, and a traditional lecture instructional mode for instructional effectiveness in developing teaching candidates’ declarative knowledge of classroom management. ANCOVA indicated significant group effects (p < .05). Post hoc procedures revealed that the interactive video instruction program group scored significantly higher on a cognitive managerial assessment instrument than the teacher-directed video instruction group, the teacher-directed instruction group, or the control group. An interactive video training program appears to be an effective means for developing classroom management knowledge when compared to more traditional teaching methods.

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Behehsti, Mobina, Ata Taspolat, Omer Sami Kaya, and Hamza Fatih Sapanca. "Characteristics of instructional videos." World Journal on Educational Technology: Current Issues 10, no. 2 (May 11, 2018): 79–87. http://dx.doi.org/10.18844/wjet.v10i2.3418.

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Nowadays, video plays a significant role in education in terms of its integration into traditional classes, and is the principal delivery system of information in classes particularly in online courses as well as serving as a foundation for many blended classes. Hence, education is adopting a modern approach of instruction with the target of moving away from the traditional instructional approach to video-based learning (VBL). VBL is a powerful approach used in education in order to enhance learning results as well as the learners’ satisfaction. The aim of this study is to explain advantages, disadvantages and design tips of instructional videos according to new trends in education. This paper would be useful for anyone interested in designing, preparing and implementing instructional videos.Keywords: Video-based learning, technology boosted education, VBL pros and cons, review of study, instructional video.

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Christensen, Liva, Charlotte Schang Rasmussen, Thomas Benfield, and Jeffrey Michael Franc. "A Randomized Trial of Instructor-Led Training Versus Video Lesson in Training Health Care Providers in Proper Donning and Doffing of Personal Protective Equipment." Disaster Medicine and Public Health Preparedness 14, no. 4 (March 30, 2020): 514–20. http://dx.doi.org/10.1017/dmp.2020.56.

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ABSTRACTObjective:This study compared live instructor-led training with video-based instruction in personal protective equipment (PPE) donning and doffing. It assessed the difference in performance between (1) attending 1 instructor-led training session in donning and doffing PPE at 1 month prior to assessment, and (2) watching training videos for 1 month.Methods:This randomized controlled trial pilot study divided 21 medical students and junior doctors into 2 groups. Control group participants attended 1 instructor-led training session. Video group participants watched training videos demonstrating the same procedures, which they could freely watch again at home. After 1 month, a doctor performed a blind evaluation of performance using checklists.Results:Nineteen participants were assessed after 1 month. The mean donning score was 84.8/100 for the instructor-led group and 88/100 for the video group; mean effect size was 3.2 (95% CI: -7.5 to 9.5). The mean doffing score was 79.1/100 for the instructor-led group and 73.9/100 for the video group; mean effect size was 5.2 (95% CI: -7.6 to 18).Conclusion:Our study found no significant difference in donning and doffing scores between instructor-led and video lessons. Video training could be a fast and resource-efficient method of training in PPE donning and doffing in responding to the COVID-19 pandemic.

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M Almusharraf, Norah, Jamie Costley, and Mik Fanguy. "The Effect of Postgraduate Students’ Interaction with Video Lectures on Collaborative Note-taking." Journal of Information Technology Education: Research 19 (2020): 639–54. http://dx.doi.org/10.28945/4581.

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Aim/Purpose: This paper aims to explore the effects of students’ interactions with video lectures on the levels of collaboration and completeness of their group note-taking. Background: There has been an increase in the amount of online learning over the last 20 years. With video lectures becoming an increasingly utilized instructional modality, it is essential to consider students’ interactions with videos and the subsequent effect of those interactions on collaboration. Methodology: This research used a combination of survey data about student interactions with video lectures and evidence of student-to-student interactions from a sample of 149 masters and Ph.D. students at a university in South Korea. Contribution: To date, limited research has been conducted on the effect of student interactions with online instructional videos and that interaction’s effect on collaborative note-taking. Past research has examined the effects of lecture-watching behaviors and collaborative note-taking separately, and this paper looks at their relationship with one another. Findings: This paper has two main findings. The first is that interacting more with video lectures increases the amount that students interact with each other. The second is that these higher levels of interaction with videos do not impact the completeness of student note-taking. Recommendations for Practitioners: These findings of this paper suggest that instructors should encourage students to utilize active viewing strategies, as doing so will increase interaction among students, which will subsequently benefit their levels of collaboration. Recommendation for Researchers: This research shows the value of drawing links between aspects of learner consumption of instructional media and other aspects of their learning, particularly collaboration. Impact on Society: The importance of effective instruction and increasing collaboration in online learning is of great value now, particularly so, as much instruction is being delivered in online formats. Future Research: Future research should seek further to understand the relationships between aspects of instruction and collaboration. More specifically, future research could look into clickstream data and collaboration.

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Behehsti, Mobina, Ata Taspolat, Ã–mer Sami Kaya, and Hamza Fatih Sapanca. "Characteristics of instructional videos." World Journal on Educational Technology: Current Issues 10, no. 1 (February 16, 2018): 61. http://dx.doi.org/10.18844/wjet.v10i1.3186.

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Nowadays, video plays a significant role in education in terms of its integration into traditional classes, the principal delivery system of information in classes particularly in online courses as well as serving as a foundation of many blended classes. Hence, education is adopting a modern approach of instruction with the target of moving away from traditional instructional approach as Video Based Learning (VBL). VBL is a powerful approach used in education in order to enhance learning results as well as learnersâ€™ satisfaction. The aim of this study is to explain advantages, disadvantages and design tips of instructional videos according to new trends in education. The paper would be useful for anyone interested in designing, preparing and implementing instructional videos.

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Evmenova, Anya S., Heidi J. Graff, and Michael M. Behrmann. "Providing Access to Academic Content for High-School Students With Significant Intellectual Disability Through Interactive Videos." Focus on Autism and Other Developmental Disabilities 32, no. 1 (July 26, 2016): 18–30. http://dx.doi.org/10.1177/1088357615609307.

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There has been a slight increase in the number of studies focused on the strategies used to introduce content-based instruction to students with moderate/severe disability. However, interventions for students with significant intellectual disability (ID) are lacking adapted materials to make instruction available in all major academic areas including social studies. This multiple baseline study examined the effects of adapted videos for improving factual comprehension of non-fiction clips by four high school students with significant ID. Video adaptations included picture/word-based closed captions and interactive video searching for answers. According to the visual analyses, students performed better with adapted and interactive video clips. Furthermore, social validity interviews revealed that all students enjoyed the adapted and interactive videos and found them beneficial. Limitations and directions for future research in the area of adapted and interactive video instruction are discussed.

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Miner, Steven, and Jill E. Stefaniak. "Learning via Video in Higher Education: An Exploration of Instructor and Student Perceptions." Journal of University Teaching and Learning Practice 15, no. 2 (April 1, 2018): 5–19. http://dx.doi.org/10.53761/1.15.2.2.

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The purpose of this study was to compare instructors and students perceptions regarding the use of video during instruction. Background Research exploring student opinions regarding their perceived gains in learning may identify learning behaviors that could be exploited by those providing instruction to increase student learning. The intention is to provide instructional designers and college professors with valuable information regarding the use of video for presenting knowledge, explaining cognitive processes, or demonstrating psychomotor skills in a higher education setting. This study used a survey design to explore perceptional differences between professors and students regarding the use and/or effectiveness of video instruction. Results supported multimedia video as a viable teaching resource to communicate course content. This study provided the impetus for further research into actual (versus self-reported) student review of video material and any positive effects on student learning outcomes based on their perceptions of the use of multimedia video presentations.

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Chang, Ching, and Chih-Kai Chang. "Developing students' listening metacognitive strategies using online videotext self-dictation-generation learning activity." EuroCALL Review 22, no. 1 (March 20, 2014): 3. http://dx.doi.org/10.4995/eurocall.2014.3636.

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<span>The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote metacognitive listening development. Two theories were used to guide the online video-SDG learning activity: a student question-generation method and a metacognitive listening training model in a second language (L2). The study investigated how college students in the online video-SDG activity enhanced the use of listening strategies by developing metacognitive listening skills. With emphasis on the metacognitive instructional process, students could promote their listening comprehension of advertisement videos (AVs). Forty-eight students were recruited to participate in the study. Through data collected from the online learning platform, questionnaires, a focus-group interview, and pre- and post- achievement tests, the results revealed that the online video-SDG learning activity could effectively engage students in reflecting upon their perceptions of specific problems countered, listening strategy usages, and strategic knowledge exploited in the metacognitive instructional process. The importance of employing cost-effective online video-SGD learning activities is worthy of consideration in developing students’ metacognitive listening knowledge for enhancing EFL listening strategy instruction.</span>

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Quinn, David M., Thomas J. Kane, Miriam Greenberg, and Daniel Thal. "Effects of a Video-Based Teacher Observation Program on the De-Privatization of Instruction: Evidence From a Randomized Experiment." Educational Administration Quarterly 54, no. 4 (March 14, 2018): 529–58. http://dx.doi.org/10.1177/0013161x18764333.

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Purpose: U.S. schools have traditionally been characterized by teacher privacy and independence, yet theory and empirical work suggest that peer observation and support—or “de-privatized instruction”—can help improve pedagogical practice. In this study, we investigate whether the introduction of video technology into a school—through a video-based teacher evaluation system called Best Foot Forward (BFF)—led to instructional de-privatization, even in the absence of program components designed to encourage de-privatization. Research Method: Eighty-five schools were randomly assigned to BFF or a control condition. After one school year, teachers and administrators completed Web-based surveys about their experiences. Findings: We find that BFF caused administrators to facilitate more peer support among teachers, made teachers more likely to share lesson videos with colleagues, led teachers to have more of their lessons seen by other teachers, and redistributed which teachers were providing instructional support to colleagues (with relatively newer teachers taking on a larger role in providing peer support). Implications: Results suggest that video technology may be an effective tool for efforts to improve instruction by increasing peer observation and support.

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Quijano, Johansen. "Video Games and Writing Instruction." International Journal of Gaming and Computer-Mediated Simulations 12, no. 1 (January 2020): 1–27. http://dx.doi.org/10.4018/ijgcms.2020010101.

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This study measures the increase in rhetorical knowledge in two groups of first-year community college students. The control group took the course while following the standard curriculum, while the experimental group replaced a writing-intensive unit on Rogerian rhetoric with a unit on visual and procedural rhetoric where videogames were used as primary texts. The researcher analyzed the data in an attempt to establish the existence, or lack thereof, of possible connections between the use of video game texts in writing instruction and students' acquisition of rhetorical and literary skills.

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Molnar, Michael R. "Creating video clips for instruction." Physics Teacher 33, no. 3 (March 1995): 158–59. http://dx.doi.org/10.1119/1.2344176.

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Robertson, Barbara, and Mark J. Flowers. "Determining the impact of lecture videos on student outcomes." Learning and Teaching 13, no. 2 (June 1, 2020): 25–40. http://dx.doi.org/10.3167/latiss.2020.130203.

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The course materials students are expected to utilise in online instruction vary. Studies have shown that students tend to enjoy online courses with lecture videos more than those without, but few studies have measured the impact of lecture videos on student outcomes. Do lecture videos increase student understanding and retention, thus improving student outcomes? Students were provided with one or more study aids, video lecture, PowerPoint or instructor-created notes for learning about the role of the Electoral College in US presidential elections. We assessed student retention and understanding of the Electoral College with a quiz as an indicator of student outcomes. We found that the video lecture in combination with a PowerPoint was the most effective study aid.

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Kim, Hyun-Jung, Jin-Hwa Kim, and Dahye Park. "Comparing audio- and video-delivered instructions in dispatcher-assisted cardiopulmonary resuscitation with drone-delivered automatic external defibrillator: a mixed methods simulation study." PeerJ 9 (July 15, 2021): e11761. http://dx.doi.org/10.7717/peerj.11761.

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This study compared first responders’ cardiopulmonary resuscitation (CPR) performance when a dispatcher provides audio instructions only and when both audio and video instructions are given. In the simulation, an automatic external defibrillator (AED) was delivered via drone in response to a cardiac arrest occurring outside a hospital setting. Participants’ qualitative experiences were also explored.An exploratory sequential mixed methods design was used. AEDs were delivered to college students via drone with one group receiving both audio and video instructions and the other receiving audio-only instruction, and differences in CPR performance and accuracy were compared. After completion, focus group interview data were collected and analyzed. Video-based instruction was found to be more effective in the number of chest compressions (p < 0.01), chest compression rate (p < 0.01), and chest compression interruptions (p < 0.01). The accuracy of the video group for the chest compression region was high (p = 0.05). Participants’ experiences were divided into three categories: “unfamiliar but beneficial experience,” “met helper during a desperate and embarrassing situation,” and “diverse views on drone use.” Our results lay the groundwork for a development plan for providing emergency medical services using drones, as well as the preparation of guidelines for dispatchers on the provision of video instructions.

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Beisiegel, Mary, Rebecca Mitchell, and Heather C. Hill. "The Design of Video-Based Professional Development: An Exploratory Experiment Intended to Identify Effective Features." Journal of Teacher Education 69, no. 1 (June 6, 2017): 69–89. http://dx.doi.org/10.1177/0022487117705096.

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Although video cases and video clubs have become popular forms of teacher professional development, there have been few systematic investigations of designs for such programs. Programs may vary according to (a) whether teachers watch videos of their own/their peers’ instruction, or whether teachers watch stock video of unknown teachers; and (b) whether discussions are led by trained facilitators or by participants themselves. Using a factorial design, we defined four treatment conditions based on these possibilities, then assigned three groups of teachers to each condition. Teachers watched, scored, and discussed mathematics instruction according to each treatment condition’s protocol. Evidence from groups’ conversations and teachers’ video analyses and lesson reflections suggest that the teacher-led, own-video condition is slightly superior to the other conditions.

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Swan, Michael K., and Jeffrey Brehmer. "Educational Instruction Via Interactive Video Network." Journal of Agricultural Education 35, no. 1 (March 1994): 13–20. http://dx.doi.org/10.5032/jae.1994.01013.

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DeBloois, Michael. "SINGLE FRAME VIDEO FOR LANGUAGE INSTRUCTION." CALICO Journal 1, no. 2 (January 14, 2013): 7–9. http://dx.doi.org/10.1558/cj.v1i2.7-9.

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Cuddy, Colleen. "Mobile Video for Education and Instruction." Journal of Electronic Resources in Medical Libraries 7, no. 1 (March 2010): 85–89. http://dx.doi.org/10.1080/15424060903585784.

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Brennan, Robert T., and Allan Braslow. "Video self-instruction for cardiopulmonary resuscitation." Annals of Emergency Medicine 36, no. 1 (July 2000): 79–80. http://dx.doi.org/10.1067/mem.2000.107673.

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Romig, Kevin. "Creating Video Vignettes to Enhance Urban Design Learning." International Journal of Applied Geospatial Research 3, no. 4 (October 2012): 123–34. http://dx.doi.org/10.4018/jagr.2012100107.

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Most classroom instruction related to urban geography and design relies heavily on static photographic images that highlight form, but don’t necessarily engage the idea of function. Because of the relative ease of digital video editing and the portability of high-definition digital video cameras, using instructor-collected video in the classroom is less-demanding than in the past. This paper highlights how short video vignettes can better elucidate urban concepts and explains best practices in crafting educational objectives and professional video products.

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Kim, Yanghee, and Jeffrey Thayne. "Effects of learner–instructor relationship-building strategies in online video instruction." Distance Education 36, no. 1 (January 2, 2015): 100–114. http://dx.doi.org/10.1080/01587919.2015.1019965.

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Gilson, Carly B., Erik W. Carter, and Elizabeth E. Biggs. "Systematic Review of Instructional Methods to Teach Employment Skills to Secondary Students With Intellectual and Developmental Disabilities." Research and Practice for Persons with Severe Disabilities 42, no. 2 (March 31, 2017): 89–107. http://dx.doi.org/10.1177/1540796917698831.

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Effective vocational instruction is an essential aspect of preparing students with intellectual and developmental disabilities (IDD) for the world of work. We systematically reviewed research on instructional methods used to teach employment skills to secondary students with IDD. We identified 56 studies involving 766 participants with IDD. Four intervention approaches emphasized technology or some other instructional stimulus (i.e., self-management devices, video-based, audio-based, picture and tactile-based) and four focused on live instructors (i.e., direct instruction, augmentative and alternative communication, simulation, peer-delivered). Among the 21 instructional methods used within these approaches, performance feedback, device-assisted instruction, response prompting, and community-based instruction were the most common. We address the extent to which these intervention approaches were effective across students, instructional methods, settings, and outcomes, as well as offer recommendations for future research and practice.

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Ryabokin, N. O., and Y. M. Shatkovsky. "The concept of instruction, its communicative tasks." Bulletin of Luhansk Taras Shevchenko National University, no. 4 (335) (2020): 27–37. http://dx.doi.org/10.12958/2227-2844-2020-4(335)-27-37.

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This article deals with the concept of instructions, its types and communication tasks. It was found that the instruction can be characterized as an official business document of technical content and its design at all levels has a high degree of standardization, which ensures the economy in writing and perception of this text. The instructional discourse is investigated and its features are determined: the presence of different speech genres, in particular, the operation manual, the memo, the user manual, the prescription, the service directive; certain speech tactics, namely, informing, shifting responsibility, prompted to action; minimal change in communicative roles. Analyzed four standard types of instructions: 1) instructions for goods (household appliances, food, vehicles, etc.); 2) annotation to medicines; 3) departmental instructions (rules for filling out documents, customer behavior: customs declaration, fire instructions, etc.) 4) job description (rules of behavior for employees in a certain position) and six new types were added: audio / video instructions, interactive instructions, pop-up hints, hypertext knowledge base, hypertext online resource, electronic document. It was also found that the communicative tasks of the instructions are the message of information and the prescription of actions and for the design of the texts of the instructions of the product the optimal system of language means. It was determined that the compositional structure of the text of a typical instruction contains, as a rule, the following sections: introduction, general information, technical data, delivery set, safety requirements, the procedure for installing and preparing the product for work, the procedure for operating the product, product care, maintenance, rules storage and transportation, possible malfunctions and methods of their elimination, warranty obligations.

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Voytecki, Karen S., Marsha Craft Tripp, Kathi Wilhite, and Sandra Hopfengardner Warren. "Video Grand Rounds in Rural Teacher Preparation." Theory & Practice in Rural Education 10, no. 1 (June 17, 2020): 119–40. http://dx.doi.org/10.3776/tpre.2020.v10n1p119-140.

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Video Grand Rounds (VGR) were used at a rural university to prepare special education teacher candidates. Using the VGR structure, teacher candidates were taught to understand, observe, and articulate observations of classroom instruction through the use of authentic classroom videos created locally by K-12 rural special and general educators. The videos include teachers working with learners with disabilities and implementing instruction aligned with the general and adapted curriculum standards. In this paper, we report the effects of VGR on teacher candidates’ development of observation skills in an early experience course in this mixed methods study and share the design and development of templates for implementing this model.

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Archer, Karin, Eileen Wood, Amanda Nosko, Domenica De Pasquale, Seija Molema, and Emily Christofides. "Disclosure and Privacy Settings on Social Networking Sites." International Journal of Cyber Behavior, Psychology and Learning 4, no. 2 (April 2014): 1–19. http://dx.doi.org/10.4018/ijcbpl.2014040101.

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The present study evaluated a video-based intervention designed to permit users of social networking to make informed decisions about the information they disclosed online. The videos provided information regarding potential risks of disclosure and well as step-by-step instructions on privacy setting use. Novice (n=40) and experienced (n=40). FacebookTM users were randomly assigned to either the video intervention condition, or given the choice to watch the video intervention then were asked to construct a new FacebookTM account or work on their existing account. Viewing the video encouraged greater use of privacy settings as well as use of more restrictive privacy settings. Gender differences revealed greater use of privacy settings among women. Experienced users continued to disclose more than novice users, however, they increased their use of privacy settings which restricted the availability of the disclosed information. This study shows promising use of direct and explicit instruction in the teaching of privacy online.

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Lowman, J. Joneen, and Emily V. Dressler. "Effects of Explicit Vocabulary Videos Delivered Through iPods on Students With Language Impairments." Journal of Special Education Technology 31, no. 4 (November 6, 2016): 195–206. http://dx.doi.org/10.1177/0162643416673914.

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Poor word learning is a hallmark characteristic of students with specific language impairment (SLI). Explicit vocabulary instruction has shown to positively improve word learning in this population. Mobile technology has many advantages making it conducive for addressing the word learning needs of students with SLI. The current study utilized a within-subjects design to investigate the effects of reading paired with explicit instruction delivered through videos viewed on an iPod to reading alone (i.e., traditional) on the novel word learning of fifth- and sixth-grade students with SLI. The order of exposure to the two conditions was counterbalanced across students. The video condition consisted of the students watching a 15-min video twice in 1 week that taught three words critical to comprehending fictional text. A new video was watched each week for 4 weeks. No explicit instruction was provided under the traditional condition. Results show that students learned more words at the expressive and receptive levels under the video condition than under the traditional condition regardless of order of conditions. Specifically, students learned approximately two novel words after viewing vocabulary videos for 30 min in a single week compared to no words under the traditional condition on four of the five measures.

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Amin, Umme Umaimah, Norhafizi Nordin, and Siti Aminah Hasbullah. "ASSESSMENT OF CULINARY CLASS DEMONSTRATION METHODS ON STUDENTS’ PERFORMANCE: VIDEO VERSUS LIVE STREAMING." Journal of Event, Tourism and Hospitality Studies (JETH) Vol.1, July 2021, Number 1 (July 15, 2021): 71–94. http://dx.doi.org/10.32890/jeth2021.1.4.

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The temporarily close of educational institutions due to the Covid-19 lockout situation affected educators at every level of education to conduct classes online. This study explored whether the use of video demonstration significantly improves students' performance of learning culinary compared with control group counterparts who were exposed to the live streaming demonstration. In addition, students' perceptions of the instructions are assessed. A quasi-experimental study design was used for this study. The study sample consisted of 36 undergraduate Hospitality students enrolled in a culinary course. Sixteen students in the experimental group and 20 students in the control group were exposed to video and live streaming demonstrations, respectively. Both groups were tested about the same target content, ‘Understanding Vegetables and Basic Cuttings’. Students’ performance grades were computed and analyzed to compare students’ learning outcomes between the two groups. Students’ perceptions were assessed based on their opinions of instruction, their self-reported level of understanding of vegetables and basic cuttings, and their level of satisfaction. Results of independent samples t-tests showed; students in the experimental group had a significantly higher performance score and express positive perceptions of the instruction than the students in the control group. The findings from this study would shed light on the instructional strategy suitable for culinary students.

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Yuliana Dharmayani, Ni Ketut, I. Nyoman Natajaya, and Dewa Gede Hendra Divayana. "Pengaruh Model Pembelajaran Direct Instruction Berbantuan Video dan Kompetensi Pedagogik Guru Terhadap Hasil Belajar Rias Kreatif Siswa Kelas XI Tata Kecantikan Kulit SMK Negeri 2 Singaraja." Jurnal Administrasi Pendidikan Indonesia 10, no. 1 (April 1, 2019): 45–55. http://dx.doi.org/10.23887/japi.v10i1.2789.

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Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran direct instruction berbantuan video dan kompetensi pedagogik guru terhadap hasil belajar rias kreatif siswa kelas XI Tata Kecantikan Kulit SMK Negeri 2 Singaraja. Penelitian ini adalah penelitian eksperimen dengan menggunakan rancangan penelitian semu dengan pola “The Posttest-Only Control Design” dengan besar populasi 71 orang, dan sampel 37 orang. Data dikumpulkan dengan tes. Analisis data dilakukan dengan Anakova. Hasil penelitian menunjukkan bahwa: 1) terdapat pengaruh yang signifikan model pembelajaran direct instruction berbantuan video terhadap hasil belajar rias kreatif siswa dengan siswa yang mengikuti model pembelajaran konvensional. Hasil belajar siswa dengan menggunakan model pembelajaran direct instruction berbantuan video lebih tinggi dari pada hasil belajar menggunakan pembelajaran konvensional. Kualifikasi hasil belajar dengan menggunakan model pembelajaran direct instruction berbantuan video berada pada katagori sangat tinggi, dan hasil belajar dengan menggunakan pembelajaran konvensional berada pada katagori sedang. 2) terdapat pengaruh yang signifikan model pembelajaran direct instruction berbantuan video terhadap hasil belajar rias kreatif siswa dengan siswa yang mengikuti model pembelajaran konvensional setelah kovariabel kompetensi pedagogik guru dikendalikan. 3) terdapat kontribusi yang signifikan kovariabel kompetensi pedagogik guru terhadap hasil belajar rias kreatif siswa. Berdasarkan temuan-temuan di atas dapat disimpulkan bahwa model pembelajaran direct instruction berbantuan video berpengaruh terhadap hasil belajar baik sebelum maupun setelah kovariabel kompetensi pedagogik dikendalikan. Kata kunci: pembelajaran direct instruction berbantuan video, kompetensi pedagogik, hasil belajar

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Putra, Yoffrizal, and Yos Sudarman. "PENGGUNAAN VIDEO YOUTUBE UNTUK MENINGKATKAN HASIL BELAJAR SENI MUSIK PADA SISWA KELAS XI SMA NEGERI 3 PAYAKUMBUH." Jurnal Sendratasik 9, no. 3 (September 15, 2020): 50. http://dx.doi.org/10.24036/jsu.v9i1.109435.

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AbstractStarting from the problem of music learning which has been developed by the use of the internet and YouTube at SMA Negeri 3 Payakumbuh, the researcher conducted a research with the aim to explain that the use of Youtube videos can improve the learning outcomes of students in XI MIPA-2 of SMA Negeri 3 Payakumbuh.The theory used in this research includes learning and instruction, internet based instruction, instruction done through YouTube videos, use of lecture and presentation methods in instruction, and learning outcomes theory.This is a quantitative research with a true-experiment-design approach. The study population was all students of grade XI, and the sample was class XI MIPA-2 (as the experimental class) and XI MIPA-3 (as the control class). The results of observation, interview, and literature study were used as the research instruments.The results statistically prove that the hypothesis test for H1 is accepted while the null hypothesis H0 is rejected. The data, which can be explained qualitatively, show that YouTube video integrated with the Powerpoint shows used by the researcher in providing music instruction through lecture and presentation is easier to understand.Keywords: YouTube videos, learning, Instruction, music arts, modern music

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Bottge, Brian A., Mary Heinrichs, Shih-Yi Chan, Zara Dee Mehta, and Elizabeth Watson. "Effects of Video-Based and Applied Problems on the Procedural Math Skills of Average- and Low-Achieving Adolescents." Journal of Special Education Technology 18, no. 2 (March 2003): 5–22. http://dx.doi.org/10.1177/016264340301800201.

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The purpose of this study was to investigate the effects of video-based, anchored instruction and applied problems on the ability of 11 low-achieving (LA) and 26 average-achieving (AA) students to solve computation and word problems. A repeated-measures design with staggered baselines was used to compare the performance of two groups of LA students and one group of AA students across three instructional conditions: (a) baseline instruction, (b) anchored instruction, and (c) instruction with applied problems. The performance of all three groups was higher during anchored instruction than during the baseline condition, but no differences were found between instruction with applied problems and the baseline condition. Qualitative analyses revealed that some LA students made fewer errors on computation and word problems during the anchored condition, whereas other students continued to make the same procedural mistakes. The findings suggest that some LA students can improve their procedural math skills as they work on solving engaging problems but other students need more explicit instruction to improve their computation skills and basic math understanding.

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Kerr, Hamish A., Eric H. Ledet, Ashar Ata, Jennifer L. Newitt, Matthew Santa Barbara, Milan Kahanda, and Erin Sperry Schlueter. "Does instructional video footage improve tackle technique?" International Journal of Sports Science & Coaching 13, no. 1 (June 2, 2017): 3–15. http://dx.doi.org/10.1177/1747954117711867.

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There is a high incidence of injury during rugby tackling. Tackle biomechanics are linked to this injury risk. The effectiveness of educational methods in teaching safe rugby tackling for players of various ages and experience levels has not been elucidated. We hypothesized that watching an educational video on rugby tackling technique would alter lower extremity kinematics and reduce cervical spine and head acceleration during tackling. Kinematics and kinetics of 50 collegiate and high school-aged rugby players were recorded while tackling an opponent in a laboratory setting. Movement of the lower extremity, upper body, and head were quantified with a motion analysis system. Participants were shown video instruction on tackling technique then performed another series of tackles. Data were compared pre- and post-educational intervention. A fixed effects model was used to compare the effect of repetition versus educational intervention. Skilled collegiate players tackled with significantly greater mean knee flexion angle post-educational intervention relative to pre-instruction, indicative of better technique. The fixed effects model indicated that video instruction decreased acceleration by a mean 51.8 m/s2 in collegiate players. However, the effect of repetition was shown to increase peak acceleration by a mean 11.2 m/s2. In contrast, the educational intervention resulted in an increased acceleration of 15.4 m/s2 for high school players, but the effect of repetition was shown to decrease acceleration by a mean of 5.2 m/s2. Experienced players respond as expected to video instructional intervention. Repetition may be more important for younger rugby players to learn effective tackling.

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Fitri, Norma Diana. "Pengembangan Video Sex Education Untuk Menstimulasi Kemampuan Sosial Emosional Anak Usia Dini." Efektor 5, no. 2 (July 4, 2018): 102. http://dx.doi.org/10.29407/e.v5i2.12154.

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Penelitian ini bertujuan untuk mengembangkan video sex education untuk menstimulasi kemampuan sosial dan emosional anak usia dini. Model pengembangan yang digunakan dalam penelitian ini adalah model Borg and Gall (2007) yang terdiri sepuluh langkah. (1) Asses Needs To Identity Goal, (2) Conduct Instructional Analysis, (3) Analyze Learners And Context, (4) Write Performance Objectives, (5) Develop Assessment Instrument, (6) Develop Instructional Strategy, (7) Develop And Select Instructional Materials , (8) Design And Conduct Formative Evaluation Of Instruction, (9) Revise Instruction, (10) Design And Conduct Summative Evaluation. Desain uji coba produk dalam penelitian ini melalui tiga tahap yaitu (a) validasi ahli, (b) uji coba kelompok kecil, (c) uji coba kelompok besar. Hasil uji coba selanjutnya diuji dengan Uji t yaitu untuk mengetahui peningkatan kemampuan kemampuan sosial dan emosionalanak usia dini dari hasil belajar antara memakai media dengan tidak memakai media. Hasil penelitian menunjukkan bahwa video sex education dapat menstimulasi kemampuan sosial dan emosional anak. Dari hasil analisis data memperoleh memperoleh nilai signifikasi 0,000 < 0,005 maka H0 ditolak. Dengan demikian dapat dikatakan adanya perbedaan pada rata-rata perlakuan sebelum dan sesudah dan rata-rata skor perlakuan sebelum dan sesudah perlakuan pada proses pembelajaran sex education dengan menggunakan video yang telah dikembangkan.

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Abud, Brittany T., Natalia M. Hajnas, Miriam Redleaf, Julia L. Kerolus, and Victoria Lee. "Assessing the Impact of a Training Initiative for Nasopharyngeal and Oropharyngeal Swabbing for COVID-19 Testing." OTO Open 4, no. 3 (July 2020): 2473974X2095309. http://dx.doi.org/10.1177/2473974x20953094.

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Objective The accuracy and reliability of COVID-19 testing are critical to limit transmission. After observing variability in testing techniques, we otolaryngologists at a tertiary medical center initiated and evaluated the impact of nasopharyngeal and oropharyngeal swabbing training, including video instruction, to standardize sampling techniques and ensure high-quality specimens. Methods Participants in the training were employees (N = 40). Training consisted of an instructional video on how to perform nasopharyngeal and oropharyngeal swabs and a live demonstration. Participants completed pre- and posttraining surveys assessing their knowledge and confidence in performing nasopharyngeal and oropharyngeal swabs. They then performed swabbing on partners, which was graded per a standardized checklist. Results Mean scores for knowledge-based questions and confidence in swabbing were significantly higher after the training session (both P < .001). All participants scored ≥6 of 8 on the posttraining checklist. Ninety-five percent rated the video as very or extremely useful. Discussion Specialized instruction for nasopharyngeal swabbing improved participants’ knowledge—specifically, the appropriate head position and minimum swab time in nasopharynx—and their confidence. After the training, their swabbing execution scores were high. Implications for Practice Video-assisted hands-on instruction for nasopharyngeal swab sampling can be used to standardize teaching. When prompt and accurate testing is paramount, this instruction can optimize procedural technique and should be used early and often. In addition, there may be a professional responsibility of otolaryngologists to participate in such initiatives.

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Schmidt-McCormack, Jennifer A., Marc N. Muniz, Ellie C. Keuter, Scott K. Shaw, and Renée S. Cole. "Design and implementation of instructional videos for upper-division undergraduate laboratory courses." Chemistry Education Research and Practice 18, no. 4 (2017): 749–62. http://dx.doi.org/10.1039/c7rp00078b.

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Well-designed laboratories can help students master content and science practices by successfully completing the laboratory experiments. Upper-division chemistry laboratory courses often present special challenges for instruction due to the instrument intensive nature of the experiments. To address these challenges, particularly those associated with rotation style course structures, pre-laboratory videos were generated for two upper-division laboratory courses, Analytical Measurements and Physical Measurements. Sets of videos were developed for each experiment: a pre-laboratory lecture, an experimental, and a data analysis video. We describe the theoretical principles that guided the design of the instructional videos as well as the process. To assess the impact of the videos on students' successful completion of the experiments, a mixed-methods approach to data collection was used, which included video-recorded laboratory observations, student one-on-one interviews, and the Meaningful Learning in the Laboratory Inventory (MLLI) survey. Our findings indicate that video-based resources can help alleviate some challenges associated with rotation-style labs, particularly the temporal disconnect between pre-laboratory lectures and experiment completion as well as the need for more student autonomy in upper-division laboratory courses.

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O’Leary, Emmett James. "The ukulele and YouTube: A content analysis of seven prominent YouTube ukulele channels." Journal of Popular Music Education 4, no. 2 (July 1, 2020): 175–91. http://dx.doi.org/10.1386/jpme_00024_1.

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This study is a content analysis of seven prominent ukulele instruction YouTube channels examining the following elements: (1) types of videos on channels, (2) musical content included, (3) teaching strategies used in videos and (4) audience engagement. Tutorial videos were the most common type of video produced and viewed across the channels. Musical content was diverse, including 988 unique songs by 545 unique artists, with 79 per cent of songs and 74 per cent of artists appearing on only one channel. The most viewed tutorials often included songs with connections to the ukulele in popular culture. Video characteristics and teaching methods were similar across all channels, and each taught using a direct instruction method. Channels had engaged audiences who actively commented and voted on videos through the YouTube platform. Findings are discussed in connection to prior research on the ukulele, learning on and through YouTube, and media studies.

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Journal articles on the topic 'Video instruction'

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