Use of videos to support teaching and learning in the study process
2017
Vronska, N., Latvia Univ. of Agriculture, Jelgava (Latvia)
Teachers use various modern educational tools such as an Internet, smartboard, multimedia and videos along with traditional lectures to ensure an optimum student-learning environment. The global adoption of new technologies into education provides an opportunity for modernising of studies. Learning videos make it possible for students to see and revisit complex activities from multiple perspectives. The aim of this article was to explore the use of videos to support teaching and learning in education in Latvia University of Agriculture. The study was conducted at the Latvia University of Agriculture (LUA) during October 2016. All of the students in this study were between 18 and 24 years old. A validated questionnaire containing 10 questions was distributed to 220 respondents from the Latvia University of Agriculture. A questionnaire was developed to obtain respondents’ opinions about the usefulness of videos in teaching and learning in the educational process. The first eight questions, related to the usefulness of learning videos during lectures, required dichotomized (agree/disagree) responses. The last two questions about Internet use were provided with multiple response options. The data were analysed statistically by using SPSS computer program – chi-squared test, contingency table or crosstab, Wilcoxon signed-rank test. The overall conclusion after data analysis is that all respondents use the Internet, the respondents from the Faculty of Veterinary Medicine (61.9 %) use it most of all. It could be explained that the students have a lot to learn and the most recent literature on Veterinary Medicine can be found in the Internet global databases. Students consider (p-value is 0.001) the supplement of learning video in the lecture is helpful and lectures with video are clearer than without them. Learning video helps to remember the content of lecture better; it helps to maintain the interest in the lecture. The acquired knowledge from the learning video can be used to reproduce and study learning content easy; and it is stored for a longer time compared with lectures without the video.
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