Abstract
Evlerden bant genişliği yüksek videolara erişimin 2000’li yıllardan itibaren kolaylaşmasıyla birlikte hayatımıza; Harmanlanmış öğrenme, Ters çevrilmiş öğrenme, Kitlesel çevrimiçi kurslar, açık eğitim kaynakları gibi kavramlar girmiş oldu. Bu kavramların merkezinde videonun bulunması videonun eğitsel amaçla başta yüksek öğretim kurumlarında olmak üzere K-12’ye doğru kullanım eğilimini artırmıştır. Bu araştırmada 2016-2020 yılları arasında yayınlanmış 31 çalışma analiz edilerek videoların K-12’de kullanım eğilimi ortaya konulmuştur. Araştırmada elde edilen bulgular, K-12 de okutulan dersler arasında matematik dersine yönelik bir eğilimin olduğu görülmektedir. Bu durum matematik gibi derslerin, öğrencinin kendi hızında ilerlemek istemesinden ve bu dersin çok formül içermesinden kaynaklandığı düşünülmektedir. Yapılan çalışmalarda Gösteri (Demo) türü videoların daha çok kullanıldığı görülmektedir. Çalışmanın sonuçlarına bağlı olarak ileride K-12’de video çalışacak araştırmacılara önerilerde bulunulmuştur.
Keywords
References
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- Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), es6.
- Choe, R. C., Scuric, Z., Eshkol, E., Cruser, S., Arndt, A., Cox, R., . . . Barnes, G. (2019). Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos. CBE—Life Sciences Education, 18(4), ar55.
- Chorianopoulos, K. (2018). A taxonomy of asynchronous instructional video styles. International Review of Research in Open and Distributed Learning, 19(1).
- Cohen, L., Manion, D., & Morrison, K. (2007). Research methods in Education. New York: Rutledge. In: Taylor and Francis Group.
- Elsey, C., Challinor, A., & Monrouxe, L. V. (2017). Patients embodied and as-a-body within bedside teaching encounters: a video ethnographic study. Advances in Health Sciences Education, 22(1), 123-146.
- Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Paper presented at the Proceedings of the first ACM conference on Learning@ scale conference.
- Hsin, W.-J., & Cigas, J. (2013). Short videos improve student learning in online education. Journal of Computing Sciences in Colleges, 28(5), 253-259.
- Ilioudi, C., Giannakos, M. N., & Chorianopoulos, K. (2013). Investigating differences among the commonly used video lecture styles.
- Kılınç, H., Fırat, M., & Yüzer, T. V. (2017). Trends of video use in distance education: A research synthesis.
- Koekoek, J., Van Der Kamp, J., Walinga, W., & Van Hilvoorde, I. (2019). Exploring students’ perceptions of video-guided debates in a game-based basketball setting. Physical Education and Sport Pedagogy, 24(5), 519-533. doi:10.1080/17408989.2019.1635107
- Mayer, R. E. (2002). Multimedia learning. In Psychology of learning and motivation (Vol. 41, pp. 85-139): Elsevier.
- Özdinç, F. (2020). Eğitsel Video Araştırmalarında Eğilimler ve Yeni Yaklaşımlar. In M. Kokoç & H. Ilgaz (Eds.), E-Öğrenmede Videolar Uygulamalar ve Güncel Eğilimler (pp. 195-207). Ankara.
- Parra, S. (2016). Use of Student Created Video Podcasts to Promote Foreign Language Grammar Acquisition in Middle School.
- Petersen, J. (2013). An Introduction and Overview to Google Apps in K12 Education: A Web-based Instructional Module.
- Rapposelli, J. A. (2012). The shift of online learning into secondary schools. Distance Learning, 9(4), 87.
- Sayın, Z., & Seferoğlu, S. S. (2016). Yeni bir 21. yüzyıl becerisi olarak kodlama eğitimi ve kodlamanın eğitim politikalarına etkisi. Akademik Bilişim Konferansı, 3-5.
- Şimşek, Ö. (2010). Web destekli matematik öğretiminde kullanılan video derslerin öğrenenlerin türev başarılarına etkisi ve öğrenenlerin video derslere ilişkin görüşleri. Yüksek Lisans Tezi, Ege Üniversitesi, İzmir.
- Taş, A. G. M., & Düz, A. G. İ. (2016). Sosyal bilgiler öğretiminde teknoloji entegrasyonu. Eğitim ve Öğretim Araştırmaları Dergisi, 1(20), 180-188.
- van Wermeskerken, M., Grimmius, B., & van Gog, T. (2018). Attention to the model's face when learning from video modeling examples in adolescents with and without autism spectrum disorder. Journal of Computer Assisted Learning, 34(1), 32-41.
- Wijnker, W., Bakker, A., van Gog, T., & Drijvers, P. (2019). Educational videos from a film theory perspective: Relating teacher aims to video characteristics. British Journal of Educational Technology, 50(6), 3175-3197.
- Yıldırım, A., & Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri, Genişletilmiş 10. Baskı, Seçkin Yayınları, Ankara.
Abstract
With the ease of accessing high bandwidth videos from homes since 2000s, concepts such as blended learning, flipped learning, massive open online courses, and open educational resources have entered our lives. The presence of video at the center of these concepts has increased the tendency of the video towards K-12, especially in higher education institutions for educational purposes. In this study, 31 studies published between 2016-2020 were analyzed and the usage tendency of videos in K-12 was revealed. Results obtained in the research show that among the courses taught in K-12 there is a tendency towards mathematics. This is believed to be because lessons like mathematics require the student to proceed at their own pace and this lesson contains many formulas. It is seen that demonstration (Demo) type videos are used more in the studies. Depending on the results of the study, suggestions were made to the researchers who will study video in K-12 in the future.
Keywords
References
- Bellini, S., & Akullian, J. (2007). A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders. Exceptional Children, 73(3), 264-287. doi:10.1177/001440290707300301
- Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), es6.
- Choe, R. C., Scuric, Z., Eshkol, E., Cruser, S., Arndt, A., Cox, R., . . . Barnes, G. (2019). Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos. CBE—Life Sciences Education, 18(4), ar55.
- Chorianopoulos, K. (2018). A taxonomy of asynchronous instructional video styles. International Review of Research in Open and Distributed Learning, 19(1).
- Cohen, L., Manion, D., & Morrison, K. (2007). Research methods in Education. New York: Rutledge. In: Taylor and Francis Group.
- Elsey, C., Challinor, A., & Monrouxe, L. V. (2017). Patients embodied and as-a-body within bedside teaching encounters: a video ethnographic study. Advances in Health Sciences Education, 22(1), 123-146.
- Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Paper presented at the Proceedings of the first ACM conference on Learning@ scale conference.
- Hsin, W.-J., & Cigas, J. (2013). Short videos improve student learning in online education. Journal of Computing Sciences in Colleges, 28(5), 253-259.
- Ilioudi, C., Giannakos, M. N., & Chorianopoulos, K. (2013). Investigating differences among the commonly used video lecture styles.
- Kılınç, H., Fırat, M., & Yüzer, T. V. (2017). Trends of video use in distance education: A research synthesis.
- Koekoek, J., Van Der Kamp, J., Walinga, W., & Van Hilvoorde, I. (2019). Exploring students’ perceptions of video-guided debates in a game-based basketball setting. Physical Education and Sport Pedagogy, 24(5), 519-533. doi:10.1080/17408989.2019.1635107
- Mayer, R. E. (2002). Multimedia learning. In Psychology of learning and motivation (Vol. 41, pp. 85-139): Elsevier.
- Özdinç, F. (2020). Eğitsel Video Araştırmalarında Eğilimler ve Yeni Yaklaşımlar. In M. Kokoç & H. Ilgaz (Eds.), E-Öğrenmede Videolar Uygulamalar ve Güncel Eğilimler (pp. 195-207). Ankara.
- Parra, S. (2016). Use of Student Created Video Podcasts to Promote Foreign Language Grammar Acquisition in Middle School.
- Petersen, J. (2013). An Introduction and Overview to Google Apps in K12 Education: A Web-based Instructional Module.
- Rapposelli, J. A. (2012). The shift of online learning into secondary schools. Distance Learning, 9(4), 87.
- Sayın, Z., & Seferoğlu, S. S. (2016). Yeni bir 21. yüzyıl becerisi olarak kodlama eğitimi ve kodlamanın eğitim politikalarına etkisi. Akademik Bilişim Konferansı, 3-5.
- Şimşek, Ö. (2010). Web destekli matematik öğretiminde kullanılan video derslerin öğrenenlerin türev başarılarına etkisi ve öğrenenlerin video derslere ilişkin görüşleri. Yüksek Lisans Tezi, Ege Üniversitesi, İzmir.
- Taş, A. G. M., & Düz, A. G. İ. (2016). Sosyal bilgiler öğretiminde teknoloji entegrasyonu. Eğitim ve Öğretim Araştırmaları Dergisi, 1(20), 180-188.
- van Wermeskerken, M., Grimmius, B., & van Gog, T. (2018). Attention to the model's face when learning from video modeling examples in adolescents with and without autism spectrum disorder. Journal of Computer Assisted Learning, 34(1), 32-41.
- Wijnker, W., Bakker, A., van Gog, T., & Drijvers, P. (2019). Educational videos from a film theory perspective: Relating teacher aims to video characteristics. British Journal of Educational Technology, 50(6), 3175-3197.
- Yıldırım, A., & Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri, Genişletilmiş 10. Baskı, Seçkin Yayınları, Ankara.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Other Fields of Education |
| Journal Section | Research Articles |
| Authors | |
| Publication Date | June 28, 2020 |
| Submission Date | May 1, 2020 |
| Acceptance Date | May 27, 2020 |
| Published in Issue | Year 2020 Volume: 1 Issue: 1 |
This work is licensed under a Creative Commons Attribution 4.0 International License.