Lights, Camera, Action Potential: Student-Generated Videos in Online and Face-to-Face Physiology Education
Saved in:
| Title: | Lights, Camera, Action Potential: Student-Generated Videos in Online and Face-to-Face Physiology Education |
|---|---|
| Language: | English |
| Authors: | Melanie Schroer |
| Source: | HAPS Educator. 2024 28(1):4-13. |
| Availability: | Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Physiology, Video Technology, Science Instruction, Student Developed Materials, Undergraduate Students, Course Content, Transfer of Training, Anatomy, Online Courses, In Person Learning, Peer Relationship, Lecture Method, Educational Benefits, Student Surveys, Student Attitudes, Assignments |
| Geographic Terms: | New Jersey |
| ISSN: | 2473-3792 2473-3806 |
| Abstract: | Student-generated videos (SGVs) are gaining popularity and have been increasingly incorporated into undergraduate curricula in many disciplines. Through the creation of their own educational digital videos, students learn course content and transferrable skills. However, the use of SGVs in anatomy and physiology (A&P) is virtually undocumented. In this mixed-methods study, students in online and face-to-face A&P courses independently created short videos about relevant physiological phenomena. The results indicate that perceived and actual learning, as well as enjoyment, were positively impacted by the creation of the SGVs. Though it was not required, students watched their peers' videos over 12,000 times in the online course and over 1,100 times in the face-to-face course. These findings demonstrate the value of SGVs in the A&P lecture classroom for the first time. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1425759 |
| Database: | ERIC |
| Abstract: | Student-generated videos (SGVs) are gaining popularity and have been increasingly incorporated into undergraduate curricula in many disciplines. Through the creation of their own educational digital videos, students learn course content and transferrable skills. However, the use of SGVs in anatomy and physiology (A&P) is virtually undocumented. In this mixed-methods study, students in online and face-to-face A&P courses independently created short videos about relevant physiological phenomena. The results indicate that perceived and actual learning, as well as enjoyment, were positively impacted by the creation of the SGVs. Though it was not required, students watched their peers' videos over 12,000 times in the online course and over 1,100 times in the face-to-face course. These findings demonstrate the value of SGVs in the A&P lecture classroom for the first time. |
|---|---|
| ISSN: | 2473-3792 2473-3806 |
