Kullanım Kılavuzu
Neden sadece 3 sonuç görüntüleyebiliyorum?
Sadece üye olan kurumların ağından bağlandığınız da tüm sonuçları görüntüleyebilirsiniz. Üye olmayan kurumlar için kurum yetkililerinin başvurması durumunda 1 aylık ücretsiz deneme sürümü açmaktayız.
Benim olmayan çok sonuç geliyor?
Birçok kaynakça da atıflar "Soyad, İ" olarak gösterildiği için özellikle Soyad ve isminin baş harfi aynı olan akademisyenlerin atıfları zaman zaman karışabilmektedir. Bu sorun tüm dünyadaki atıf dizinlerinin sıkça karşılaştığı bir sorundur.
Sadece ilgili makaleme yapılan atıfları nasıl görebilirim?
Makalenizin ismini arattıktan sonra detaylar kısmına bastığınız anda seçtiğiniz makaleye yapılan atıfları görebilirsiniz.
Kurumsal Referanslarımız SED Quartile İstatistik S.S.S. Kullanım Kılavuzu Bize Ulaşın
Kurumsal Başvuru Dergi Başvurusu
Türkçe English
 Görüntüleme 8
Menü
Mendeley
Endnote
Design and Development Of An Interactive Video Player For Supporting Formative Assessment In Online Learning
2023
Dergi:  
Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi
Yazar:  
DOI:  
10.21031/epod.1286077
Özet:

In this study, the aim was to design a video player with embedded quizzes to enhance students' interactions with video learning materials and enable them to derive maximum benefit from these materials. The developed tool is integrated into the Moodle learning management system and presents questions from a question bank to students at predetermined time intervals set by the instructor. Additionally, it records interactions between the student and embedded quizzes, such as the number of attempts and the number of correct or incorrect answers. Furthermore, students' video interactions, encompassing actions like play, pause, and seek, are also stored in the database. The tool allows instructors to export 15 features related to students' videos and embedded quiz interactions. Consequently, students can assess their comprehension of the content they are viewing and receive immediate feedback, while instructors can access summary reports for all students. This enables them to find out how many students have watched the videos and their responses to the questions before or after the class. This paper explains the development process of the tool and presents findings from a pilot study utilizing the tool. The results of the pilot study revealed that students' video-watching behaviors in interactive videos differed from those in non-interactive videos. An interactive video player that allows embedding quiz questions to support formative assessment in online learning environments, can be advantageous for researchers, instructors, and learners.

Anahtar Kelimeler:

0
2023
Dergi:  
Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi
Yazar:  
DOI:  
10.21031/epod.1286077
Atıf Yapanlar
Bilgi: Bu yayına herhangi bir atıf yapılmamıştır.
Benzer Makaleler
1. Yabancı Dil Eğitiminde Etkileşimli Videolar: Takım Çantanızda Yeni Bir Alet
2017


  Detaylar
 PDF Görüntüle
2. Interactive Videos in Foreign Language Instruction: A New Gadget in Your Toolbox
2017


  Detaylar
 PDF Görüntüle
3. Investigating Video Viewing Behaviors of Students with Different Learning Approaches Using Video Analytics
2018


  Detaylar
 PDF Görüntüle
4. Moodle on Android
2011


  Detaylar
 PDF Görüntüle
5. Analyzing Interpersonal Metadiscourse Used In English Language Learning Videos On Youtube
2022


  Detaylar
 PDF Görüntüle
6. Learning Objects: Enhancing Engagement and Personalized Learning Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Commentary - (2023) Volume 13, Issue 1 View PDF Download PDF Learning Objects: Enhancing Engagement and Personalized Learning Eric Herbert*   *Correspondence: Eric Herbert, Department of Science and Education, Istanbul Technical University, Turkey, Author info » Description In the digital age, traditional educational materials are being transformed into dynamic and interactive resources known as learning objects. These digital assets, such as videos, simulations, quizzes, and interactive modules, are designed to engage learners, promote active participation, and enhance the overall learning experience. In this article, we will explore the concept of learning objects, their benefits, and how they contribute to personalized learning in today’s educational landscape. Learning objects are self-contained, reusable digital resources that can be used to support teaching and learning. They are typically designed to focus on a specific learning objective or concept and can be integrated into various educational contexts. Learning objects are often interactive, allowing learners to engage with the content, apply their knowledge, and receive immediate feedback. They can be accessed online or through educational platforms, providing flexibility and convenience for both educators and learners. Learning objects have the power to transform passive learning into active and engaging experiences. Traditional educational materials, such as textbooks and lectures, are often one-directional and limit student participation. Learning objects, on the other hand, encourage learners to interact with the content, explore concepts, and apply their knowledge in a meaningful way. Through interactive elements, multimedia components, and gamified features, learning objects capture learners’ attention and motivate them to actively engage with the material. One of the key advantages of learning objects is their ability to support personalized learning. Every learner has unique needs, preferences, and learning styles. Learning objects can be customized and adapted to accommodate these individual differences. Learners can progress through the material at their own pace, revisit concepts as needed, and receive immediate feedback to monitor their progress. This personalized approach allows learners to take ownership of their learning, focus on areas of interest or challenge, and achieve a deeper understanding of the content. Learning objects offer flexibility and accessibility, allowing learners to access educational resources anytime and anywhere. With the proliferation of digital devices and online platforms, learners can engage with learning objects at their convenience, whether in the classroom, at home, or on the go. The asynchronous nature of learning objects also enables learners to set their own schedules and engage in self-directed learning. Additionally, learning objects can be designed to be accessible to learners with diverse needs, ensuring inclusivity and equal opportunities for all. Learning objects provide opportunities for active learning and collaboration among learners. Many learning objects incorporate collaborative features, enabling students to engage in discussions, group projects, and peer feedback. This fosters a sense of community and encourages the development of teamwork and communication skills. Through collaborative learning experiences facilitated by learning objects, learners can benefit from diverse perspectives, share knowledge, and collectively construct meaning. Learning objects often include built-in assessment components, allowing learners to gauge their understanding and receive immediate feedback. Quizzes, interactive exercises, and simulations within learning objects provide learners with opportunities to apply their knowledge and receive instant feedback on their performance. This formative assessment supports the learning process, helps learners identify areas for improvement, and guides their further exploration of the content. One of the strengths of learning objects is their adaptability and potential for continuous improvement. Digital resources can be easily updated and modified to reflect changes in curriculum, incorporate new research, or address emerging educational needs. Educators and instructional designers can collect data on learner engagement, performance, and feedback to refine and enhance learning objects over time. This iterative process ensures that learning objects remain relevant, effective, and aligned with the evolving needs of learners. Learning objects offer exciting opportunities to enhance engagement, promote active learning, and support personalized learning experiences. Acknowledgement None. Conflict Of Interest The author has nothing to disclose and also state no conflict of interest in the submission of this manuscript. Author Info Eric Herbert*   Department of Science and Education, Istanbul Technical University, Turkey   Received: 01-Mar-2023, Manuscript No. jesr-23-101225; , Pre QC No. jesr-23- 101225 (PQ); Editor assigned: 03-Mar-2023, Pre QC No. jesr-23- 101225 (PQ); Reviewed: 17-Mar-2023, QC No. jesr-23-101225; Revised: 22-Mar-2023, Manuscript No. jesr-23- 101225 (R); Published: 29-Mar-2023, DOI: 10.22521/JESR.2022.13.1.01 Copyright:This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»
2023


  Detaylar
 PDF Görüntüle
Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi

Alan :   Eğitim Bilimleri

Dergi Türü :   Uluslararası

Metrikler
Makale : 341
Atıf : 2.280
© 2015-2024 Sobiad Atıf Dizini