Videagogy

2013 ◽  
pp. 138-147 ◽  
Author(s):  
Peter M. Jonas ◽  
Darnell J. Bradley
Keyword(s):  
Distance Learning ◽  
Video Recording ◽  
Traditional Learning ◽  
The Internet ◽  
Video Content ◽  
Self Directed Learning ◽  
Teaching Technique ◽  
Directed Learning ◽  
Traditional Pedagogy ◽  
Home Computing

Capitalist economics posits that increased competition between entrepreneurs in an economy leads to better, more consumer friendly products. As colleges compete for students, the same could be said for how modern learners have driven traditional pedagogy to new heights. In the last 30 years, education has witnessed the transformation of distance learning via the internet and home computing, the growth and inclusion of non-traditional learning methods, and most recently, the growth of a ubiquitous video culture via the usage of digital video recording, phone cameras, and web vehicles such as YouTube. This chapter attempts to connect research with the practical components of using technology in the form of humorous, short videos as a new teaching technique called videagogy: from the words video and pedagogy, pronounced vid-e-ah-go-jee. Using humorous videos and allowing students to select video content brings self-directed learning to students in a non-threatening way that actually makes them laugh out loud.

A Reflective Essay of a Conceptual Model for Self-Directed Learning for the Adult Learner

2022 ◽  
pp. 163-172
Author(s):  
Maria Paradiso-Testa
Keyword(s):  
Seventh Century ◽  
Learning Theories ◽  
Traditional Learning ◽  
Self Directed Learning ◽  
Art And Science ◽  
Factors Affecting ◽  
Directed Learning ◽  
The Many ◽  
Emergent Theory ◽  
Reflective Essay

Of the many factors affecting our lives today, the ever-changing landscape of education is at the forefront. Learning is a complex behavior which involves cognitive, affective, and psychomotor domains. While pedagogy is the art and science of teaching children, andragogy is the art and science of teaching adults. The term pedagogy came into use in the seventh century. It wasn't until the 19th and 20th centuries that what we know as traditional learning theories—behaviorism, humanism, cognitivism, social cognitivism, and constructivism—were recognized. They were derived from the investigative tools of theorists—Pavlov, Skinner, Piaget, Freud, Maslow, Rogers, and Thorndike—to understand the nature of learning. In 1970, Malcolm Knowles promoted andragogy as a model of assumption that serves as a basis for an emergent theory. Today, the way of differentiating adult learners from children learners is through the process of andragogy.

Insuring Self-Direction and Flexibility in Distance Learning for Adults

2011 ◽  
pp. 322-336
Author(s):  
Mary C. Ware
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Learning Theories ◽  
Self Directed Learning ◽  
Adult Learning Theories ◽  
Directed Learning ◽  
Learning Flexibility ◽  
On Line ◽  
Contract Learning ◽  
On Line Learning

Distance learning via the internet has become the key to reaching adult learners globally. Adult learners have been shown to benefit from such qualities as: provisions for self-directed learning, flexibility, and frequent communication with the instructor in order to achieve success. Contract learning and contract grading are two innovations popularized during the “individualized instruction” movement of the 1970s which are being used to assist instructors of twenty-first century on-line learning courses in providing for self-direction, flexibility and frequent communication. The chapter which follows will provide an overview of contract learning and contract grading as it can be used with adult learners in distance learning courses (e.g., courses supported by WebCT, Blackboard). The chapter will examine adult learning theories which support contract learning/grading as well as provide information on designing learning contracts and grading contracts which are appropriate for adult learners.

scholarly journals Accounting Chairpersons Compare Distance Learning Delivery Methodologies

2011 ◽  
Vol 20 (4) ◽  
Author(s):  
Gary Saunders
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Interactive Television ◽  
Traditional Learning ◽  
The Internet ◽  
American Higher Education ◽  
Delivery Vehicles ◽  
Educational Paradigm ◽  
E Mail ◽  
Internet Courses

Distance learning delivery methodologies have evolved over the last 100, or so, years since the educational paradigm was formally used in American higher education. Several different approaches to distance learning, where the student is in a location remote from their instructor, have been used. During the decade of the 90s developments in technology offered new delivery vehicles for distance learning and terms like “interactive television” “E mail,” and “Internet courses” have been added to the academic lexicon. Internet courses, where the interaction between faculty and student occurs primarily over the Internet, represent a substantial departure from the traditional learning model.

scholarly journals FACEBOOK® GROUP USAGE TO SUPPORT FLIPPED-CLASSROOM LEARNING ON OCULAR TRAUMA

2020 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
Muhamad Reza Utama ◽  
Deny Yuliawan ◽  
Yoyo Suhoyo ◽  
Widyandana Doni
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Ocular Trauma ◽  
Cognitive Engagement ◽  
Traditional Learning ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Active User ◽  
Directed Learning

Background: Facebook has been acknowledged as an alternative media in supporting traditional learning activities. However, its potential in enhancing students’ cognitive engagement on flipped-classroom’ activities is still not much known. This study aims to measure undergraduate medical students’ cognitive engagement changes after joining an ocular trauma flipped-classroom’ Facebook group.Methods: This pre-experimental study was involving 45 third-year undergraduate medical students of Muhammadiyah Surabaya' University who were joining the ocular trauma flipped-classroom' Facebook group. Three cognitive engagement variables were measured before students were joining the group and after the flipped-classroom’ face to face session ended. Finally, metrics data of the group members’ activities, which had been collected using Facebook Insight, used to shown changes between the active and passive user.Results: All users’ (n = 45) cognitive engagement were rising significantly after join the Facebook group (motivation, p = 0,000; self-directed learning readiness, p = 0,000; knowledge towards ocular trauma topic, p = 0,000). Increase in average active user knowledge was 11.09 points higher than passive users. Self-efficacy aspect of the students’ learning motivation and self-management aspects of the students’ self-directed learning readiness were the most increased sub-components.Conclusion: Facebook group has the potential to improve students’ cognitive engagement on ocular trauma’ flipped classroom.  

scholarly journals Multidimensional Model of Distance Learning Environment

2015 ◽  
Vol 2 ◽  
pp. 106
Author(s):  
Irēna Katane ◽  
Edgars Katans
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Holistic Approach ◽  
Ecological Approach ◽  
Multidimensional Approach ◽  
Multidimensional Model ◽  
Self Directed Learning ◽  
Technological Environment ◽  
Directed Learning ◽  
Distance Learning Environment

Education diversification is a precondition for the sustainability of the society and education as such. Diversified education can ensure the accessibility of education, as well as individualization according to the needs of the society. Distance learning is one of education alternatives. Research in the field of distance learning environment shall be based on the ecological approach in education, which has many and various forms. Multidimensional approach is one of them. The aim of the article is to justify the multidimensional model of distance learning environment, that comprises: 1) self-directed learning pedagogical support environment; 2) informative environment; 3) technological environment; 4) e-environment. The multidimensional approach promotes holistic approach, thus avoiding unilateralism in relation to research in the distance learning environment specificity, as well as to its development.

Supplementary Prescribing in Wales

2004 ◽  
Vol 1 (9) ◽  
pp. 1-3
Author(s):  
Anne L Hinchliffe
Keyword(s):  
Distance Learning ◽  
Broad Spectrum ◽  
Pharmacy Practice ◽  
Medical Practitioner ◽  
List Type ◽  
Self Directed Learning ◽  
Learning Materials ◽  
Supplementary Prescribing ◽  
Training Event ◽  
Directed Learning

SummaryApproximately 160 nurses and pharmacists are currently enrolled on a ‘All Wales’ Supplementary Prescribing training courseThe course is multi-professional and requires 15 days attendance plus additional self-directed learning utilising ‘All Wales’ distance learning materialsEach designated supervising medical practitioner must attend a one day training event in preparation for the roleThose in training come from a broad spectrum of nursing and pharmacy practice which will enable the value of supplementary Prescribing to be tested in a range of situations

scholarly journals The potential of 360-degree Virtual Reality videos to teach water-safety skills to children

2020 ◽  
Author(s):  
Paola Araiza-Alba ◽  
Therese Keane ◽  
Bernadette Matthews ◽  
Kate Simpson ◽  
Grace Strugnell ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Traditional Learning ◽  
Rip Currents ◽  
Coastal Environments ◽  
Safety Skills ◽  
Water Safety ◽  
Self Directed Learning ◽  
Safe Environment ◽  
Directed Learning ◽  
Video Group

This study investigated the potential of Virtual Reality (VR), using 360-degree (360°) videos, as a tool to teach children about water-safety skills. Children (n = 182) aged 10 to 12 years were randomly assigned to learn about water safety using one of three instructional mediums: 360° VR videos, traditional video, or poster. The training was designed to address specific themes that contributed to drowning in coastal environments, allowing children to learn about dangers of rip currents in a relatively safe environment. Overall, 95% showed improved knowledge of water safety after participating in the water-safety workshop and retained their knowledge during the subsequent tests both one and eight weeks later. No difference was found in the learning outcomes obtained across the three mediums; however, participants in the 360° VR medium reported higher levels of interest and enjoyment than participants using the other two mediums (91% of students in the 360° VR video group found the activity engaging versus 61% for traditional video and 51% for the poster). Teacher feedback also indicated that 360° VR videos are a useful, engaging, and effective method of learning. Overall, we found support for the hypothesis that 360° VR videos are a useful tool to teach targeted skills, and that using 360° VR videos is more motivating and engaging than using traditional learning methods. We also found evidence to support the hypothesis that 360° VR videos are an effective tool for self-directed learning.

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