Students’ Behavior and Perceptions Regarding Complementary Videos for Introductory Physics Courses in an Online Environment

Abstract

Digital videos have an important and increasing presence in student learning. They play a key role especially in subjects with high mathematical content, such as physics. However, creating videos is a time-consuming activity for teachers, who are usually not experts in video creation. Therefore, it is important to know which kinds of videos are perceived as more useful by students and why. In this paper we analyze students’ perception of videos in an introductory physics course of engineering with over 200 first year students in a 100% online university, Universitat Oberta de Catalunya (UOC). Students had 142 videos available of several types. We followed a qualitative methodology from a ground theory perspective and performed semi-structured interviews. Results show that students found videos as the most valued resource, although they considered that videos cannot substitute text documents. Students valued human elements and found them in videos where the hands of the professor appear. Finally, students consumed videos according to the course schedule, visualized the whole video the first time, and consumed it later according to further deliveries and exams. The main contributions of this paper were analyzing the perception of students from a qualitative perspective in an introductory course of physics in engineering, obtaining the main elements that make videos useful for students and showing that videos with hands are valued by students.

Facilitation of Competency-Based Learning With a Practicum Administration Software: The User Experience

“…Since the preliminary data from students and staff were corroborative, incorporating the suggestions will be helpful in improving the overall usability of the platform. Providing a complementary short video as suggested by the students, has been shown to be the most valued resource when navigating the online environment (Perez-Navarro et al, 2021). As smartphones are increasingly used to access many academic platforms, having a means of notifying students of approaching deadlines will help them reduce distractions and focus on what is important while using their smart gadgets.…”

Analisis Kebutuhan Video Pembelajaran Bermuatan Keterampilan Pemecahan Masalah untuk Meningkatkan Hasil Belajar

“…Video pembelajaran memiliki peranan penting dalam proses transfer ilmu pengetahuan karena mampu membangun stimulus belajar (Marçal et al, 2020), meningkatkan kemampuan kognitif (Ketsman, 2018), serta meningkatkan efektivitas motivasi dan kemampuan mengingat (Perez-navarro & Garcia, 2021). Dalam pembelajaran fisika, (Perez-navarro & Garcia, 2021) mengemukakan bahwa video dapat mengurangi kesalahpahaman konsep dan memfasilitasi transisi penyampaian bahasa ilmiah.…”

“…Video di laman Youtube memiliki beberapa keunggulan, seperti memungkinakan pengguna untuk menonton video tersebut tanpa batasan waktu melalui berbagai perangkat (Richtberg & Girwidz, 2019), memutar dan menjeda video, serta menyajikan visualisasi dan animasi yang memudahkan pengguna utuk mengolah informasi (Babu, 2019;Suryanta et al, 2018). Dibandinginkan media lain, seperti televisi yang bersifat terbatas dan tidak ada umpan balik responsif (Anderson et al, 2012) ataupun buku teks yang cenderung membutuhkan modifikasi lanjut untuk meningkatkan komunikasi antara guru dan peserta didik (Zohrabi et al, 2012), youtube menjadi pilihan sebagai tempat mengajar sekaligus tempat belajar, khususnya pada mata pelajaran sains secara informal (Portugal et al, 2018) Pengumpulan data diperoleh melalui teknik dokumentasi dan kuesioner mengenai kebutuhan video pembelajaran bermuatan keterampilan pemecahan masalah. Dokumentasi dilakukan dengan menganalisis hasil ulangan harian peserta didik yang berisi 4 butir soal pada materi Impuls dan Momentum yang sebelumnya telah berkategori valid dan reliabile (Vidyasari, 2019).…”