Viewing comprehension: Students? learning preferences and strategies when studying from video

Caspi, Avner; Gorsky, Paul; Privman, Meira

doi:10.1007/s11251-004-2576-x

Cited by 54 publications

(41 citation statements)

References 26 publications

(26 reference statements)

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“…Otherwise, they will employ the strategies for learning from a book: transcribe the videos to produce a written record and use the transcript as the source of content. 40 Overall, this approach seems inefficient. An educator's responsibilities include teaching students how to be strategic learners in a particular domain, 38 and helping them develop this skill is paramount.…”

Section: Discussionmentioning

confidence: 99%

Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course

Koo

Demps

Farris

et al. 2016

American Journal of Pharmaceutical Education

126

109

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Objective. To determine whether a flipped classroom design would improve student performance and perceptions of the learning experience compared to traditional lecture course design in a required pharmacotherapy course for second-year pharmacy students. Design. Students viewed short online videos about the foundational concepts and answered selfassessment questions prior to face-to-face sessions involving patient case discussions. Assessment. Pretest/posttest and precourse/postcourse surveys evaluated students' short-term knowledge retention and perceptions before and after the redesigned course. The final grades improved after the redesign. Mean scores on the posttest improved from the pretest. Postcourse survey showed 88% of students were satisfied with the redesign. Students reported that they appreciated the flexibility of video viewing and knowledge application during case discussions but some also struggled with time requirements of the course. Conclusion. The redesigned course improved student test performance and perceptions of the learning experience during the first year of implementation.

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Section: Discussionmentioning

confidence: 99%

Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course

Koo

Demps

Farris

et al. 2016

American Journal of Pharmaceutical Education

126

109

View full text Add to dashboard Cite

show abstract

“…Scale range from 1 = very rarely to 6 = very frequently learning strategies which are of special importance for achievement in lectures such as note-taking, making summaries, and repeating contents (Caspi et al 2005). The integration of complementary representations of content and the intense application of cognitive learning strategies for the podcasts enabled a richer understanding and a deeper knowledge (Zimmerman 1990).…”

Section: Latent Class Analysis Identified Three Groups (Research Quesmentioning

confidence: 99%

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

et al. 2017

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Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer's presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice of different representations of content: face-to-face lectures, lecture recordings as video podcasts, and additional text material. Latent class analysis identified three groups with different patterns of integration of these representations of content: (1) students who focused on podcasts; (2) students who made little use of the different representations of content; (3) students who occasionally made use of the different learning opportunities. Students in group 1 with a focus on podcasts achieved best. They devoted more time to learning and made diligent use of a variety of learning strategies such as note-taking, generating summaries, or rehearsing with the podcasts. The results suggest providing different representations of content to take into account differences in learners' preferences and abilities. They speak in favor of podcasts, especially in lectures with a large audience. However, the results also show a group of learners who make minimal use of the various representations of content. Instructional measures should be taken to engage and support these students.

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“…While Myer and Galini (1990) favor the use of videos in teaching languages by saying "an illustration can be worth ten thousand words", Caspi et al (2005) reported the student's possible frustration while using videos as a learning tool because such tasks include the demanding tasks of hearing, watching and writing. The results of an experiment by Boers et al (2009) suggest that the contribution of images to retention of the form of idioms i.e.…”

Section: Enhancing Teaching and Learning Idiomsmentioning

confidence: 99%

The Effect of Context on the Iranian EFL Learners’ Idiom Retention

Rohani

Ketabi²,

Tavakoli³

2012

IJL

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Idioms, forms of figurative language, are used pervasively in both spoken and written discourse. However, mainly due to their figurative nature, they are often considered difficult to learn. The present study tried to first of all briefly investigate the language learners' attitudes toward learning L2 idioms. It then compared the effect of written vs. video-graphic contexts on the language learners' long-term and short-term retention of idioms. To know about the language learners' attitudes to learning English idioms and their relevant experiences, a questionnaire was administered to a group of Iranian EFL learners. The results of the questionnaire proved their highly positive view toward learning idioms and their need for helpful and facilitating learning strategies. At the second stage of the study, two similar groups of intermediate EFL learners were exposed to unfamiliar idioms through a story in written and video-graphic contexts. The subjects were also given the definitions on a separate sheet to check. The subjects' long-term and short-term retention were then tested and compared. The results of the study showed no significant difference between the International Journal of Linguistics ISSN 1948-5425 2012 www.macrothink.org/ijl 53 performances of the two groups regarding their short term retention, while with respect to long-term retention; the animation group i.e. the one exposed to the video-graphic context significantly outperformed the text group. The results of the study also support the dual coding theory which emphasizes the role of mental imagery in retention.

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Viewing comprehension: Students? learning preferences and strategies when studying from video

Cited by 54 publications

References 26 publications

Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course

Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

The Effect of Context on the Iranian EFL Learners’ Idiom Retention

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