Emotional Response in the Interaction of Instructional Video as Teaching Support for Teachers in Initial Training

Talavera-Mendoza, Fabiola; Paucar, Fabián Hugo Rucano; Delgado, Rolando Linares; Choque, Ysabel Milagros Rodriguez

doi:10.1145/3477282.3477291

Cited by 2 publications

(3 citation statements)

References 18 publications

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“…This approach leads to unidirectional learning with a singular intervention model of delivering materials and online assignments, thereby constraining the development of higher-order cognitive skills [5]. However, the utilization of cognitive instructional videos for flipped learning has exhibited positive outcomes for student training [26], as well as the implementation of the social cognitive model through instructional videos employing Gagné "s principles, which has enhanced learning outcomes in mathematics [14].…”

Section: Discussionmentioning

confidence: 99%

“…Based on these findings, it is recommended that local governments prioritize the development of digital literacy skills and establish a repository of region-specific audiovisual teaching resources tailored to the needs and interests of students and societal demands. These pedagogical activities should ensure the success of online learning and provide effective support for the integration of a hybrid learning model into daily instruction [26]. To achieve this, teachers need to receive extensive training and possess a strong command of basic digital literacy skills in order to effectively incorporate technology in their teaching, including the use of mobile learning in the teaching and learning processes [31].…”

Section: Discussionmentioning

confidence: 99%

“…This includes ensuring ease of content creation, management, access, and sharing [24], as well as pre-structuring resources to promote communication and interaction in various contexts, through concise lessons [10,14]. Applying instructional processes that include introduction, main activity [25], and closure can generate positive behaviors and emotions of enthusiasm and happiness when interacting with instructional videos [26], making the intervention effective and efficient [1].…”

Section: Benefits Of Using Whatsapp For Online Teachingmentioning

confidence: 99%

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Training Needs of Teachers in the Acceptance and Use of WhatsApp in Online Teaching

Chara,

Paucar,

Alarcon

et al. 2023

IJIET

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Mobile learning has generated high expectations in education and is being embraced as a powerful tool to enhance pedagogical interactions. This study aims to: (i) analyze the level of usage and acceptance of WhatsApp as a tool for online learning among teachers during the COVID-19 pandemic, based on age, gender, and employment status; (ii) explain the benefits of online learning that contract teachers have over those appointed in the use of WhatsApp; and (iii) identify the role of teachers and the necessary preparation required for effective use and management of WhatsApp in online learning. This study utilizes a mixed-methods approach, including a quantitative component consisting of an online questionnaire. Our findings indicate that WhatsApp is widely accepted and used among teachers for online learning, with contract teachers exhibiting a greater need for training compared to their appointed counterparts. In order to promote digital literacy in managing hybrid environments, instructional design models are necessary. The unidirectional nature of teacher intervention through WhatsApp also highlights the need to develop more collaborative and interactive teaching strategies.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Benefits Of Using Whatsapp For Online Teachingmentioning

confidence: 99%

See 1 more Smart Citation

Training Needs of Teachers in the Acceptance and Use of WhatsApp in Online Teaching

Chara,

Paucar,

Alarcon

et al. 2023

IJIET

View full text Add to dashboard Cite

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Exploring Undergraduates’ Underachievement in Science Technology Engineering and Mathematics: Opportunity and Access for Sustainability

Badmus,

Jita,

Jita

2024

European Journal of STEM Education

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Growing human capacities in STEM remain the most practicable way to solving present and future challenges. Improved test score, opportunities to learn, resources and facilities have been recommended in the literature to build capacity and improve achievement for effective and qualitative delivery in STEM classrooms. We focus on the two primary stakeholders in teaching and learning in the university who are students and lecturers. This manuscript explores the causes of underachievement among undergraduates in STEM fields by employing a mixed methods for data collection and analysis among 150 undergraduates and 45 lecturers from six public universities using purposive and quota sampling. Three main research questions were raised on student, lecturer and institution base factors along with perceived hindrances to STEM learning and teaching. Three instruments; Students Factors for Underachievement (SFUA), Lecturers Factor for Underachievement (LFUA) and Lecturers Perceived Factors for Underachievement (LPFU) were employed for data collection through survey and interview. Among other findings, poor prior knowledge among learners, non-utilisation of instructional resources, inaccessibility to library and laboratory and it resources were principal hindrances of undergraduates, lecturers and institution-base factors. The study concluded that efforts and better commitment is required from stakeholders to alleviate the present inadequacies and recommend interventions to remediate areas of need.

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Emotional Response in the Interaction of Instructional Video as Teaching Support for Teachers in Initial Training

Cited by 2 publications

References 18 publications

Training Needs of Teachers in the Acceptance and Use of WhatsApp in Online Teaching

Training Needs of Teachers in the Acceptance and Use of WhatsApp in Online Teaching

Exploring Undergraduates’ Underachievement in Science Technology Engineering and Mathematics: Opportunity and Access for Sustainability

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