Video-sharing educational tool applied to the teaching in renewable energy subjects

Torres-Ramírez, M.; García-Domingo, B.; Aguilera, J.; Casa, J. de la

doi:10.1016/j.compedu.2013.12.014

Cited by 51 publications

(28 citation statements)

References 38 publications

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“…In addition, to promote the quality of learning about renewable energy sources, the way these energies were obtained, and their practical applications including problems occurring during field visit were demonstrated using educational videos which were accessed by the students using YouTube, Facebook, and Twitter. The study results confirmed the effectiveness of this approach for enhancing the engineering students’ learning and satisfaction .…”

Section: Introductionsupporting

confidence: 72%

Web 2.0 applications for engineering education: Faculty members’ perception, barriers, and solutions

Zarei

Mohd‐Yusof

Daud

et al. 2017

Comp Applic In Engineering

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Despite increasing the number of engineering departments and students in Iran, the quality of education is less than satisfactory. Regarding the huge potential of Web 2.0 applications, which is also known as Web 2.0 tools, Web 2.0 services, or social media, for improving the quality of teaching and learning, this study was undertaken to investigate the perception of the faculty members toward using these technologies for teaching and learning engineering, the ways they use these tools for educational aims, and the factors that influence. The systematic design of grounded theory method was followed to achieve the research objectives. In addition, the required data was collected through interview and questionnaire and NVivo 8 software was used to facilitate data analysis process. The results show that the faculty members use some of these applications occasionally for the sole purpose of obtaining information. The traditional teaching method, which is influenced by the instructors’ traditional mindset, traditional curricula, and organizational disregard for the quality of teaching, are the most salient factors. Also, instructors’ emotional barriers and limited access to these tools in Iran are subsidiary factors influencing the failure to use these tools for teaching engineering. © 2017 Wiley Periodicals, Inc. Comput Appl Eng Educ 25:449–457, 2017; View this article online at http://www.wileyonlinelibrary.com/journal/cae; DOI

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Section: Introductionsupporting

confidence: 72%

Web 2.0 applications for engineering education: Faculty members’ perception, barriers, and solutions

Zarei

Mohd‐Yusof

Daud

et al. 2017

Comp Applic In Engineering

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“…In order for videos to ensure that learning through them is real, they must have a number of features. Thus, teachers must monitor the quality of the videos in terms of format and background [37,38], and the content must be up to date. The use of video has been shown to increase student satisfaction with learning [37,39], as well as memory and attention levels.…”

Section: Introductionmentioning

confidence: 99%

Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training

et al. 2020

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Information and communication technologies (ICTs) have led to the emergence of a variety of active and innovative teaching methods. This is the case in role-playing, which consists of simulating a real-life situation, in this case the school context, in which the student takes on a certain role and interacts with other students in a fictitious situation. Framed in this way, the present study aims to show if the application of the role-playing method promotes the improvement of attitude variables and practical skills. To this end, we advocated the use of a quasi-experimental methodology, with a control and experimental group and the application of a post-test. The sample is composed of 138 students from the Master of Teachers of Compulsory Secondary Education in Ceuta (Spain). The results showed that the students positively valued the application of the method, obtaining better scores in the set of variables studied, especially in motivation, creativity and collaboration. Therefore, it continues to be observed that the application of innovative methodologies through technology promotes the increase of multiple skills in the student body. This study aimed to prove that the use of active methods provides an increase in students’ skills, and that, therefore, we must bet on the use of sustainable pedagogies in order to promote a real innovation in the classrooms.

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“…Video search is no exception. However, to date, few researchers have made the effort to explore the video search process (Albertson, 2010a;Burke, Snyder & Rager, 2009;Clifton & Mann, 2011;Lee & Lehto, 2013;Snelson & Elison-Bowers, 2009;Torres-Ramírez et al, 2014;Uzunboylu, Bicen & Cavus, 2011).This study aims to analyze and define the individual characteristics that affect students' abilities to effectively use video search engines. Previous studies have proposed that information-seeking behaviors are complex cognitive processes (Laxman, 2010;Lin & Tsai, 2007;Walraven, Brand-Gruwel, & Boshuizen, 2008).…”

Section: Introductionmentioning

confidence: 95%

“…In addition to providing entertaining content, these videos serve as educational materials and teaching tools (Nikopoulou-Smyrni & Nikopoulos, 2010;Zhang, Zhou, Briggs, Nunamaker, 2006). Asensio and Young (2002), Champoux (1999), Clark and Paivio (1991), Karppinen (2005), Mayer, Steinhoff, Bower and Mars (1995), Smeaton and Browne (2006), and Torres-Ramírez, García-Domingo, Aguilera, and Casa (2014) noted that scientific concepts are sometimes too abstract or complicated to be comprehensible. However, the right visual videos (e.g., that show a real animal or a live chemistry process) can help students grasp a concept completely and accurately.…”

Section: Introductionmentioning

confidence: 97%

Effect of metacognitive strategies and verbal-imagery cognitive style on biology-based video search and learning performance

Lei

Sun

Lin

et al. 2015

Computers & Education

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Video-sharing educational tool applied to the teaching in renewable energy subjects

Cited by 51 publications

References 38 publications

Web 2.0 applications for engineering education: Faculty members’ perception, barriers, and solutions

Web 2.0 applications for engineering education: Faculty members’ perception, barriers, and solutions

Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training

Effect of metacognitive strategies and verbal-imagery cognitive style on biology-based video search and learning performance

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