![]() (2014) have shown that students often disregard large segments of educational videos, while MacHardy and Pardos (2015) demonstrate that some videos contribute little to student performance. The medium is not inherently effective, however Guo et al. Video may have particular value for student preparation in biology classes, in part because students may find it more engaging ( Stockwell et al., 2015) and because it can be well suited to illuminating the abstract or hard-to-visualize phenomena that are the focus of so many biology classes (e.g., Dash et al., 2016 see Video Views and Reviews features in CBE-Life Sciences Education for other examples). ![]() Several meta-analyses have shown that technology can enhance learning (e.g., Means et al., 2010 Schmid et al., 2014), and multiple studies have shown that video, specifically, can be a highly effective educational tool (e.g., Allen and Smith, 2012 Kay, 2012 Lloyd and Robertson, 2012 Rackaway, 2012 Hsin and Cigas, 2013 Stockwell et al., 2015). ![]() It is integrated as part of traditional courses, serves as a cornerstone of many blended courses, and is often the main information-delivery mechanism in online courses. Video has become an important part of higher education. ![]()
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