Two Pedagogical Models of Video Integration in Multiparticipant Courses
To respond to needs arising from the field and institutional constrictions, various video-integrated teaching methods were offered to students in multiparticipant courses. Two hundred ninety-five students studying in two Sociology of Education courses agreed to participate in the research. One hundred sixty-two students participated in Course 1, in which all the lectures were recorded and three studio recordings were included in the course. One hundred twenty-three students participated in Course 2, in which only two lectures were recorded and four studio recordings were included in the course. The study aimed to identify the students’ learning preferences, their attitudes regarding the use of video recording, and the extent to which recorded lectures influenced attendance. Students’ video use patterns and attitudes were elicited from an online questionnaire, including 22 closed-ended questions and four open-ended questions. Quantitative data were analyzed with SPSS software and responses to open-ended questions underwent content analysis. The findings indicated that the students saw video-assisted learning as a positive experience that helped them to understand the learning materials. The recordings of the lectures that were uploaded to the course site responded to various student needs. These conclusions are significant given the intention to use video technology to improve teaching, provide improved teaching-learning experiences, and inform construction of video-assisted pedagogical models in teaching.
