Student-generated instructional videos facilitate learning through positive emotions
| Autor: | Päivi Rasi, Juhani Pirhonen |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2017 |
| Předmět: |
Cooperative learning
learner-generated instructional video literature review Teaching method computer.software_genre Experiential learning Education ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0501 psychology and cognitive sciences ta516 multimodal pedagogy Multimedia 05 social sciences academic emotions Educational technology 050301 education learning journal Learning sciences Synchronous learning Active learning General Agricultural and Biological Sciences Psychology 0503 education computer 050104 developmental & child psychology Instructional simulation |
| Zdroj: | Journal of Biological Education. 51(3):215-227 |
| ISSN: | 0021-9266 |
| Popis: | The central focus of this study is a learning method in which university students produce instructional videos about the content matter as part of their learning process, combined with other learning assignments. The rationale for this is to promote a more multimodal pedagogy, and to provide students opportunities for a more learner-centred, motivating, active, engaging and productive role in their learning process. As such we designed a ‘video course’ where the students needed to produce an instructional video which could be used for university teaching. In addition to producing the video, the students needed to write a literature review of the topic of the video and a learning journal. At the end of the course the students filled a questionnaire regarding their learning and emotions during the project. Based on the students’ subjective answers, it appeared that producing a video, combined with writing the literature review can be an efficient way of learning. Most students found the project emotionally very positive and regarded it motivating to work on a video which they knew will have use in the future. This research suggests that a multimodal video project in a higher education setting enhances learning through increased motivation and positive emotions. peerReviewed |
| Databáze: | OpenAIRE |
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