Özet:

In this action study, "How can we spend time in our lessons to provide information flow from student to teacher, from teacher to student, and to make corrections if necessary?" The question was searched for answer. The video course application was implemented to dedicate time to conversion and correction. We have been trying to report what is happening in this practice. The research was carried out in the course of special teaching methods with the students who took this course. The application lasted eight weeks. There were students from three fields in the classroom (Accounting and Finance, Justice, Coaching Technology). Each group selected a subject of a class from its own field and prepared a video. The video of each group was watched by the other two groups before the class. In the lesson, the video preparing group asked the video watching groups questions about the subject, reversed according to the answers, made corrections when needed. The students’ opinions on the effectiveness of the process were taken in writing. The teacher responsible for the course also kept the research diary. The data was analyzed by analysis. At the end of the study, the conclusion was that, provided the pre-learning is complete, ready and short videos can be used once or twice in the period in order to provide a lifetime wealth.

Özet:

In this action research, an answer to the question of “How can we spare more time to ensure the flow of information from student to teacher and teacher to student, and to make corrections if necessary? Accordingly, a video-based course was implemented to dedicate more time for feedback and correction in the classroom. Therefore, it was reported here what happened in this implementation. The study was conducted with university students taking the course “special teaching methods”. The implementation lasted eight weeks. The students were from three different fields (accounting and finance, jurisprudence, and jewellery technology). Each group chose a topic of a lesson in their field and prepared a video. The other two groups watched the video of each group before coming to class. During the lesson, the group who made the video asked questions to the other groups who had already watched it, gave feedback according to the answers, and made corrections when necessary. The opinions of the students about the effectiveness of the process were collected in a written way. In addition, the lecturer responsible for the course kept a research diary. The data was analyzed through an inductive approach. At the end of the research, it was concluded that if the prior knowledge of the students is complete, short and readily available videos can be used once or twice in the course period in order to provide richness of experience.

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