PL EN


Journal
2017 | 3 (70) | 25-32
Article title

Student Authored Video Vignettes in Chemistry

Authors
Content
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Languages of publication
EN
Abstracts
EN
Video has had a profound impact on education in general, and on chemical education specifically. Many faculty members have found the ability to post video lecture material for students a valuable tool in fostering more interactive and dynamic learning in face-to-face classes (Read & Lancaster, 2012, pp. 13-16) or in improving student laboratory techniques (DeMeo, 2001, pp. 373-379). Many reviews of video lectures have been published across higher education fields (Kay, 2012, pp. 820-831; McGarr, 2009, pp. 309-321; O'Callaghan et. al., 2017, pp. 399-415). The video lecture has become the centerpiece of most flipped learning classes (DeLozier & Rhodes, 2017, pp. 141-151). There is great variety in the delivery of video lectures; in reviewing video lectures from 50 different online courses, Crook and Schofield (2017, pp. 56-64) found 16 different styles of presentation.
Keywords
Journal
Year
Issue
Pages
25-32
Physical description
Dates
published
2017
Contributors
References
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Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-a98ff543-591c-47ed-8f3d-8cd84ee1431f
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