Video Explanations as a Useful Digital Source of Education in the COVID 19 Situation

  • Manuel Pestano Pérez University Isabel I de Castilla
  • Igor Pesek Univerza v Mariboru, Fakulteta za naravoslovje in matematiko
  • Blaž Zmazek Univerza v Mariboru, Fakulteta za naravoslovje in matematiko
  • Alenka Lipovec Univerza v Mariboru, Pedagoška fakulteta, Univerza v Mariboru, Fakulteta za naravoslovje in matematiko
Ključne besede: Obrnjena učilnica, asinhrono učenje, digitalni viri, Kitajska, Slovenija

Povzetek

Video razlage kot uporaben element izobraževanja v COVID 19 situaciji. V članku predstavljamo trenutno stanje znanstvenih dognanj o obrnjenem učenju med izbruhom virusa COVID 19 in primerjavo dveh modelov, in sicer kitajskega in slovenskega. Portal www.razlagamo.si ponuja asinhrone video razlage, ki učencem omogočajo samostojno upravljanje s časom, ter podporne pogovore, v katerih učenci sinhrono, v pogovorih s študenti pedagoških smeri in učitelji razrešujejo težave z učno snovjo. Ponudimo tudi kvantitativni pregled video razlag. Prispevek bo v pomoč učiteljem, ki poučujejo po načelih obrnjene učilnice in odločevalcem, ki razmišljajo o modelu izobraževanja v prihodnosti.

Prenosi

Podatki o prenosih še niso na voljo.

Literatura

Alexander, N., Gibbons, K., Marshall, S., Rodriguez, M. C., Sweitzer, J., & Varma, K. (April, 2020). Implementing Principles of Reimagine Minnesota in a Period of Remote Teaching and Learning: Education Equity in the Age of COVID-19. Minneapolis Foundation: University of Minnesota. Retrieved from https://conservancy.umn.edu/bitstrea-m/handle/11299/212407/ReimagineCOVID19-Response.pdf?sequence=1 (Accessed: 13th November 2020).

Almanthari, Z., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers' views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7). https://doi.org/10.29333/ejmste/8240

Alon, U., Milo, R., & Yashiv, E. (11. 05. 2020). 10-4: How to Reopen the Economy by Exploiting the Coronavirus's Weak Spot. New York Times. Retrived from https://www.nytimes.com/2020/05/11/opinion/coronavirus-reopen.html (Accessed: 13th November 2020).

Azarian, R. (2011). Potentials and limitations of comparative method in social science. International Journal of Humanities and Social Science, 1(4), pp. 13−125.

Baseer Safi, A. (2019). ICT and integration in education: A meta-analysis. Journal of Emerging Technologies and Innovative Research, 6(6), pp. 117–122.

Bulić, M. & Blažević, I. (2020). The Impact of Online Learning on Student Motivation in Science and Biology Classes. Journal of Elementary Education, 13(1), pp. 73−87. https://doi.org/10.18690/rei.13.1.73-87.2020

Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), pp. 79–122. https://doi.org/10.3102/0034654315582065

Clark, R. C., & Mayer, R. E. (2008). E--learning and the Science of Instruction: Proven guidelines for consumers and designers of multimedia learning (2nd edition). Pfeiffer/John Wiley & Sons.

Coeckelbergh, M. (2020). The postdigital in pandemic times: A comment on the Covid-19 crisis and its political epistemologies Postdigital Science and Education, pp. i-iv. https://doi.org/10.1007/s42438-020-00119-2

Cotič, N., Zuljan, D., & Plazar, J. (2019). The influence of ICT and experiential learning on student's attitudes towards science lessons at the seashore. Journal of Elementary Education, 12(1), 27−48. https://doi.org/10.18690/rei.12.1.27-48.2019

Delić, H., & Bećirović, S. (2016). Socratic method as an approach to teaching. European Researcher Series A, 111(10), pp. 511–517. https://doi.org/10.13187/er.2016.1-11.511

Gordon, N. A. (2014). Flexible pedagogies: Technology-enhanced learning. The Higher Education Academy. https://doi.org/10.13140/2.1.2052.5760

Hatlevik, O. E., Throndsen, I., Loi, M., & Gudmundsdottir, G. B. (2018). Students' ICT self-efficacy and computer and information literacy: Determinants and relationships. Computers & Education, 118, pp. 107–119. https://doi.org/10.1016/j.compedu.2–017.11.011

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (27. 03. 2020). The difference between emergency remote teaching and online learning. Educause Review, 27. Retrieved from Educause Review: https://er.educause.edu/articles/2020/3/the-difference-betwe-en-emergency-remote-teaching-and-online-learning (Accessed: 13th November 2020).

Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., & Wang, F. F. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Smart Learning Institute of Beijing Normal University.

Lipomi, D. J. (2020). Video for active and remote learning. Trends in Chemistry, 2(6), pp. 483–485. https://doi.org/10.1016/j.trechm.2020.03.003

Lipovec, A., Zmazek, J., Lah, V., Zmazek, E., & Zmazek, B. (2017). Z generation students' learning mathematics with e-resources. International Journal of Education and Information Technologies, 11, pp. 105–110.

Liu, Y. (2019). Using reflections and questioning to engage and challenge online graduate learners in education. Research and Practice in Technology Enhanced Learning, 14(3). https://doi.org/10.1186/s41039-019-0098-z

Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4). https://doi.org/10.1186/s41039-016-0044-2

Lowenthal, P., Borup, J., West, R., & Archambault, L. (2020). Thinking Beyond Zoom: Using Asynchronous Video to Maintain Connection and Engagement During the COVID-19 Pandemic.Journal of Technology and Teacher Education, 28(2), pp. 383-391.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: Department of Education, Office of Planning, Evaluation and Policy Development.

Najafi, H., & Heidari, M. (2019). Blended learning and academic achievement: A meta-analysis. Iranian Distance Education Journal, 1(3), pp. 39–48.

Overholser, J. C. (2018). Guided discovery: A clinical strategy derived from the Socratic method. International Journal of Cognitive Therapy, pp. 124–139. https://doi.org/10.1-007/s41811-018-0017-x

Pesek, I., Zmazek, B., Milekšič, V. (Eds.) (2014). Slovenski i-učbeniki. Ljubljana: ZRSŠ. Retrieved from https://www.zrss.si/pdf/slovenski-i-ucbeniki.pdf (Accessed: 13th November 2020).

Pérez-Sanagustín, M., Nussbaum, M., Hilliger, I., Alario-Hoyos, C., Heller, R. S., Twining, P., & Tsai, C. C. (2017). Research on ICT in K-12 schools: A review of experimental and survey-based studies in computers & education 2011 to 2015. Computers & Education, 104, pp. A1-A15. https://doi.org/10.1016/j.compedu.2016.09.006

Scherer, R., & Siddiq, F. (2019). The relation between students' socioeconomic status and ICT literacy: Findings from a meta-analysis. Computers & Education, 138, pp. 13–32. https://doi.org/10.1016/j.compedu.2019.04.011

Scherer, R., & Teo, T. (2019). Unpacking teachers' intentions to integrate technology: A meta-analysis. Educational Research Review, 27, pp. 90–109. https://doi.org/10.1–016/j.edurev.2019.03.001

Siddiq, F., & Scherer, R. (2019). Is there a gender gap? A meta-analysis of the gender differences in students' ICT literacy. Educational Research Review, 27, pp. 205–217. https://doi.org/10.1016/j.edurev.2019.03.007

Skubic Ermenc, K., Kalin, J., & Mažgon, J. (2020). Soočanje ravnateljev z epidemijo covid-19. Okrogla miza “Izobraževanje na daljavo – izkušnje za prihodnost?”. Retrieved from https://www.zdpds.si/wp-content/uploads/2020/05/Soo%c4%8danje-ravnateljev-z-epidemijo-covid-19-kratko-poro%c4%8dilo.pdf (Accessed: 13th November 2020).

Slovenian Research Agency. (16. 02. 2017). Classifications. ARRS. https://www.arrs.si/s–l/gradivo/sifranti/sif-vpp.asp

Smelser, N. J. (2013). Comparative Methods in the Social Sciences. Quid Pro Books.

Trust, T., & Whalen, J. (2020). Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28(2), pp. 189−199.

Valh Lopert, A., & Koletnik, M. (2019). E-learning materials for the Slovene language in elementary schools (6th‒9th grade). Journal of Elementary Education, 12(2), pp- 139−154. https://doi.org/10.18690/rei.12.1.27-48.2019

van Alten, D. C., Phielix, C., Janssen, J., & Kester L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, pp. 1–18. https://doi.org/10.1016/j.edurev.2019.05.003

Viner, R. M., Russel, S. J., Croker, H., Packer, J., Ward, J., Sansfield, C., Mytton, O., Bonell, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review. The Lancet. Child & Adolescent Health, 4(5), pp. 397–404. https://doi.org/10.1016/S2352-4642(20)30095-X

Wagner, M., Gegenfurtner, A., & Urhahne, D. (2020). Effectiveness of the flipped classroom on student achievement in secondary education: A meta-analysis. Zeitschrift für Pädagogische Psychologie. https://doi.org/10.1024/1010-0652/a000274

Zhu, G., Suárez, M. I., Thompson, C. G., & Peng, Z. (2019, January). A meta-analysis on the effect of flipped instruction on K-12 students' academic achievement [Paper presentation]. American Educational Research Association Annual Meeting 2019, Toronto, Canada.

Objavljeno
2020-12-10
Kako citirati
Pestano Pérez M., Pesek I., Zmazek B., & Lipovec A. (2020). Video Explanations as a Useful Digital Source of Education in the COVID 19 Situation. Revija Za Elementarno izobraževanje, 13(4), 395-412. https://doi.org/10.18690/rei.13.4.395-412.2020
Rubrike
Znanstveni članki