About this paper

Appears in:
Pages: 4715-4722
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.1262

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain

USE OF TEACHING VIDEOS FOR PROBLEM SOLVING METHODOLOGY

The use of instructional videos to learn how to perform a particular task is widespread. It has been proved that video is a very appropriate didactic tool to communicate facts or explain procedures. In addition, users can review its content as often as necessary, at the moment they deem appropriate and at the pace that best fits their needs. These qualities and the availability of screen recording software, which allows the creation of digital videos in a simple way (screencast), have promoted the use of videos as a valuable resource in many areas in formal education.

In this work, the use of videos as complementary material to problem solving sessions is analyzed. The experience was performed with 180 students of the courses of Physics and Electricity of the first year of Electronic and Automatic Engineering Degree of Universitat Politècnica de València. The objective of these videos is to show the methodology that is applied in the resolution of some type of problems related to the lessons in the syllabus. In the course of Physics the videos were uploaded in the corresponding folder of each lesson in the university virtual platform, with no guidelines for their use. However, in the course of Electricity, each video was introduced by the instructor when the corresponding lesson was explained, so students were advised to watch it to increase their understanding of the topic. In this way, a work plan was established for the visualization of the videos, which are integrated with the rest of the scheduled activities of the course.

The analysis presented in this work focuses on how students have used these videos and in what way the existence of a programmed sequence for their visualization has an influence on their performance. For this purpose, a tool to analyze access to web pages, surveys and interviews with students have been used.
@InProceedings{VIDAURREGARAYO2017USE,
author = {Vidaurre Garayo, A. and Meseguer-Due{\~n}as, J.M. and Molina-Mateo, J. and Tort-Ausina, I. and Riera Guasp, J. and G{\'{a}}miz Gonz{\'{a}}lez, M.A. and Mart{\'{i}}nez Sala, R.},
title = {USE OF TEACHING VIDEOS FOR PROBLEM SOLVING METHODOLOGY},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.1262},
url = {http://dx.doi.org/10.21125/iceri.2017.1262},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {4715-4722}}
TY - CONF
AU - A. Vidaurre Garayo AU - J.M. Meseguer-Dueñas AU - J. Molina-Mateo AU - I. Tort-Ausina AU - J. Riera Guasp AU - M.A. Gámiz González AU - R. Martínez Sala
TI - USE OF TEACHING VIDEOS FOR PROBLEM SOLVING METHODOLOGY
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.1262
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 4715
EP - 4722
ER -
A. Vidaurre Garayo, J.M. Meseguer-Dueñas, J. Molina-Mateo, I. Tort-Ausina, J. Riera Guasp, M.A. Gámiz González, R. Martínez Sala (2017) USE OF TEACHING VIDEOS FOR PROBLEM SOLVING METHODOLOGY, ICERI2017 Proceedings, pp. 4715-4722.
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