![]() ![]() These new methods have allowed instructors to reach out to new students, introduce new pedagogy, and reinvent classroom activities (see Fulton, 2012, and Berrett, 2012). The demand for online instruction (Capra, 2011), hybrid classes (El Mansour & Mupinga, 2007), and "flipping the classroom" has increased dramatically in the past few years (see Bergmann & Sams, 2012, and Hamdam et al., 2013). Keywords: Video lectures, online learning, hybrid class, flipped classroom, student engagement In addition, the paper describes several best practices for creating videos based on first-hand experience. This paper examines the advantages and disadvantages of different methods of choosing or creating lecture videos and offers recommendations for each method. Video lectures relax some of the in-person constraints of distance and time, but instructors without prior experience can face difficulties incorporating these lectures into their courses. The ease-of-use and availability of video technology is a powerful tool. Porter, University of South Dakota, South Dakota, USA Thomas Tiahrt, University of South Dakota, South Dakota, USA That's a Wrap: Evaluating Different Methods for Creating Video Lectures The links to the discussion forum and quiz are found below. ![]() ![]() Then, you will participate in a discussion board with your fellow students and instructor and complete a ten-question quiz to evaluate your knowledge of this topic. First, you will read a scholarly article on the topic. In this unit, you will learn about the best practices for producing video-recorded lectures. 7 Technical Tips for Creating Recorded Lectures ![]()
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