Acceptability of instructional videos

Rayyan, Mohammad; Elagra, Marwa I; Alfataftah, Nida; Alammar, Amirah

doi:10.1111/tct.12543

Cited by 8 publications

(12 citation statements)

References 10 publications

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“…There appeared to be a strong preference toward visual and kinesthetic learning styles as several students self-identified as such. These findings are in agreement with existing literature which asserts that video appeals to students' learning preferences and allows them access to videos as frequently as they desire in their preferred environment (Rayyan et al, 2017). Students appreciate 24-hour access to videos to enrich their learning (McAllister, 2014).…”

Section: Discussionsupporting

confidence: 90%

“…Video platforms have afforded students the ability to search, select, and view videos of their choice. Use of online video has allowed students to have complete control over where they view the content, when they view the content and the rate at which the content is delivered (McAlister, 2014;Rayyan, Elagra, Alfataftah, & Alammar, 2017). Students' perceived benefits of using online video include increased autonomy, heightened sense of responsibility for learning, increased flexibility, and increased freedom in planning learning schedules, which allowed students to work at their own pace and in a location of their choice (Kelly, Lyng, McGrath, & Cannon, 2009).…”

Section: Use Of Video To Enhance Student Learningmentioning

confidence: 99%

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The Effect of Instructor-Produced Videos as Supplemental Material for Training Visual Screening Procedures in Occupational Therapy Education

Grieves

Pickens²,

Young

et al. 2019

JOTE

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The aim of this study was to explore student perceptions of instructor-produced videos to enhance knowledge, self-efficacy, and clinical skill with administering visual screening procedures. The video library, hosted by Vimeo™, consisted of 26 videos, with an average video duration less than 90 seconds. The videos were made available to occupational therapy students as supplemental material. Three focus groups consisting of 23 participants captured students' perceived value of instructor-produced videos to enrich their learning. Three categories emerged from the data analysis including clinical application, learning preferences, and elements of video production. Students commented on how the videos positively influenced their ability to perform visual screening procedures, confidence with screening procedure administration and reasoning skills when evaluating client performance during visual screens. Students expressed how the videos appealed to their learning style (visual/kinesthetic). Also, they reported how the videos allowed them control over the pace of information delivery, the frequency of content delivery, and the environment in which they viewed the content. Students discussed elements of video production that enhanced their learning including actor characteristics and video use pragmatics.

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Section: Discussionsupporting

confidence: 90%

Section: Use Of Video To Enhance Student Learningmentioning

confidence: 99%

The Effect of Instructor-Produced Videos as Supplemental Material for Training Visual Screening Procedures in Occupational Therapy Education

Grieves

Pickens²,

Young

et al. 2019

JOTE

View full text Add to dashboard Cite

show abstract

“…The video class with live projection intended to improve students' visualization over the activity, and also the comprehension of the proposed activity. Although a different study stated that live demonstration brought some misunderstanding over the practical activity because of the amount of students surrounding 1 teacher, 15 61.8% of the students in the present study still preferred live demonstration. The video class with live projection was chosen as the second most preferred didactical method with a student approval rate of 98.2%.…”

Section: Discussioncontrasting

confidence: 56%

Development and validation of new methodologies for teaching preparations in fixed partial prosthesis

Gomes

Rossi

Uemura

et al. 2020

Journal of Dental Education

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Context: Students can have some issues in the comprehension and execution of coronal preparations in fixed partial prosthesis (FPP). Some issues pertain to the amount of reduction, the inclination, and the positioning, all of which are important for the execution of an ideal preparation while respecting the required biomechanical principles. Objective: The present study's aim was to evaluate the main problems experienced by graduation students regarding coronal preparation in FPP and to suggest teaching skills to help students and professors.

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“…In the literature, reports prove that the use of technology as an auxiliary and complementary technique, such as the use of applications and research sites, show improvements in learning, not only in the area dentistry [6,9,10] as well as in other areas of health such as medicine and physiotherapy [11]. The use of new tools in teaching such as the use of videos, mobile applications, and software [12][13][14], in addition to helping in teaching, innovate teaching and allow teachers to cover a greater number of students in terms of understanding of teaching [4][5][6].…”

Section: Introductionmentioning

confidence: 99%

Development of a cell phone application as an auxiliary teaching tool for the subject of complete dentures

GOMES,

BRENO,

KUKULKA

et al. 2023

Braz. Dent. Sci.

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Objective:The study aimed to develop a cell phone application entitled: "Total Prosthesis Manual -Rehabilitating smiles", as an auxiliary teaching tool for teachers and students through digital technology, with a smartphone. Material and Methods: The tool was structured on the "Application Factory website", which allows the creation of mobile applications in different formats, with broad and interactive features on IOS and Android platforms. The expository format of the content is in slide format, containing descriptive theory and images about the stages of making a complete prosthesis; from necessary materials, photos and descriptive guidance of the steps. Results:The application is a complementary teaching resource to assist undergraduate and postgraduate students and professionals working in the area of complete prosthetics. The theoretical and practical content selected for the application covered all stages of understanding, development and possible complications associated with the manufacture of a complete bimaxillary prosthesis, from planning, impressions, models, orientation plans, tooth assembly, adaptations and delivery. Conclusion: The application provided a low-cost, expandable and easy-to-use teaching resource for teaching complete dentures. It is essential to develop various analyzes such as user experience tests, application effectiveness, development of new technologies and improvement of techniques, so that their potential for enriching learning in complete dentures and dentistry in general can be verified.

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Acceptability of instructional videos

Cited by 8 publications

References 10 publications

The Effect of Instructor-Produced Videos as Supplemental Material for Training Visual Screening Procedures in Occupational Therapy Education

The Effect of Instructor-Produced Videos as Supplemental Material for Training Visual Screening Procedures in Occupational Therapy Education

Development and validation of new methodologies for teaching preparations in fixed partial prosthesis

Development of a cell phone application as an auxiliary teaching tool for the subject of complete dentures

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