Video Explanations as a Useful Digital Source of Education in the COVID 19 Situation

Pérez, Manuel; Zmazek, Blaž; Lipovec, Alenka; Pesek, Igor

doi:10.18690/rei.13.4.395-412.2020

Cited by 17 publications

(6 citation statements)

References 14 publications

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“…Most VEs are for stage II. STEM fields are strongly dominated, especially mathematics and the highest number of VEs could be found for 12-15-year-old students [14]. Perhaps the STEM area is relatively better suited to teaching with videos.…”

Section: Discussionmentioning

confidence: 99%

Education Equity in Times of Emergency Remote Teaching: The Case of Slovenia

Lipovec¹,

Zmazek²,

Pesek³

2023

Psychosocial, Educational, and Economic Impacts of COVID-19

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During the COVID -19 situation, it was often warned that emergency remote teaching increases differences among students. Additionally, some empirical results in Slovenia indicate that the situation at schools in Slovenia was very diverse, leading to a violation of the equity principle in education. In this paper, we investigate teaching methods used by teachers in crisis teaching. The database presents 61 diaries of future teachers from the first grade of elementary school to the fourth grade of secondary school. The results show differences between mentor-teachers emergency remote teaching strategies. Differences are also statistically significant according to the educational stages. The results suggest that secondary school teachers have most effectively adopted and integrated different distance learning strategies into their work. On the other hand, some class teachers have not been as successful, probably also due to the students’ distinctive characteristics. The primary purpose of this paper is to describe the Razlagamo.si learning environment, which can reduce differences by providing a common educational point for all Slovenian primary and secondary school students. Finally, we give some implications for physical re-engagement at school.

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Section: Discussionmentioning

confidence: 99%

Education Equity in Times of Emergency Remote Teaching: The Case of Slovenia

Lipovec¹,

Zmazek²,

Pesek³

2023

Psychosocial, Educational, and Economic Impacts of COVID-19

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“…A pandemic is not necessarily the only reason for distance education. Non-crisis situations may also require the teacher to adapt his or her work, such as in the case of a child's illness, a child athlete, a special-status student, and others (Pestano Perez et al, 2020). Professional teacher development in reading literacy and reading culture is important even in "normal" circumstances (Pečjak, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…The new paradigm has grossly interfered with known, well-established, and proven ways of providing education, ways that changed overnight, with no preparation, or teacher education, and with insufficient technology available. Elearning involves several problems that influence how and how much a student will learn, including technology and internet access, absence of an e-curriculum, motivation for e-learning, lack of confidence in the use of e-learning technology, and teachers' attitudes towards online learning (Pestano Perez et. al, 2020).…”

Section: Introductionmentioning

confidence: 99%

A Survey of Teachers’ Perspectives on the Reception Ability of Younger Students After Emergency Remote Teaching During COVID-19

Aberšek

2023

REI

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Emergency remote teaching presented many new and unknown situations. Many studies have examined the impact of distance education on children’s learning outcomes, including in the area of first language, particularly in reading and writing skills, and reading literacy. This research examines the area of literature teaching, more specifically the effects of the change in teaching on younger students’ reception ability. One hundred and ninety-six teachers participated in the quantitative, explorative study. Responses indicate that there are moderate and major differences in the receptive skills of elementary students in the first through third grades, compared to students taught prior to the pandemic.

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“…Video communication gained further momentum during the COVID-19 pandemic, and most of the communication aimed at the population was through video. The effectiveness of delivering education through video has been widely investigated even before 2019 [3][4][5][6][7]; however, the COVID-19 pandemic has magnified and speeded up its adoption, and consequently, we can see increased research efforts in the area of effective communication using video [8][9][10][11][12][13][14].…”

Section: Communication In Public Health Emergenciesmentioning

confidence: 99%

The Role of Recipient Characteristics in Health Video Communication Outcomes: Scoping Review

Lungu¹,

Røislien²,

Wiig³

et al. 2021

J Med Internet Res

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Background The importance of effective communication during public health emergencies has been highlighted by the World Health Organization, and it has published guidelines for effective communication in such situations. With video being a popular medium, video communication has been a growing area of study over the past decades and is increasingly used across different sectors and disciplines, including health. Health-related video communication gained momentum during the SARS-CoV-2 pandemic, and video was among the most frequently used modes of communication worldwide. However, although much research has been done regarding different characteristics of video content (the message) and its delivery (the messenger), there is a lack of knowledge about the role played by the characteristics of the recipients for the creation of effective communication. Objective The aim of this review is to identify how health video communication outcomes are shaped by recipient characteristics, as such characteristics might affect the effectiveness of communication. The main research question of the study is as follows: do the characteristics of the recipients of health videos affect the outcomes of the communication? Methods A scoping review describing the existing knowledge within the field was conducted. We searched for literature in 3 databases (PubMed, Scopus, and Embase) and defined eligibility criteria based on the relevance to the research question. Recipient characteristics and health video communication outcomes were identified and classified. Results Of the 1040 documents initially identified, 128 (12.31%) met the criteria for full-text assessment, and 39 (3.75%) met the inclusion criteria. The included studies reported 56 recipient characteristics and 42 communication outcomes. The reported associations between characteristics and outcomes were identified, and the potential research opportunities were discussed. Contributions were made to theory development by amending the existing framework of the Integrated-Change model, which is an integrated model of motivational and behavioral change. Conclusions Although several recipient characteristics and health video communication outcomes were identified, there is a lack of robust empirical evidence on the association between them. Further research is needed to understand how the preceding characteristics of the recipients might affect the various outcomes of health video communication.

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Video Explanations as a Useful Digital Source of Education in the COVID 19 Situation

Cited by 17 publications

References 14 publications

Education Equity in Times of Emergency Remote Teaching: The Case of Slovenia

Education Equity in Times of Emergency Remote Teaching: The Case of Slovenia

A Survey of Teachers’ Perspectives on the Reception Ability of Younger Students After Emergency Remote Teaching During COVID-19

The Role of Recipient Characteristics in Health Video Communication Outcomes: Scoping Review

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