Across the board, teachers reported using anywhere from three to 10 systems in the classroom, like an LMS, two or three math apps, video learning tools, reading apps, and so on.
The main objective of SE@VBL workshops was to develop a critical discussion about the next generation of environments and analytics employed in video learning tools, the form of these environments and analytics, and the way they can be utilized in order to help us to better understand and improve the value and "smartness" of video-based learning.
When analyzing the student's experiences of using video as a learning tool in more detail a number of reasons for appreciating video stand out (see Table 4 for an overview).
Low achievers significantly reported more positively as compared to high achievers with regards to attitudes towards the use of video as a learning tool, perceived increased learning, and perceived more effective learning.
A questionnaire was administered measuring students' (n = 240) perceptions of flipped classroom in general, video as a learning tool, and Moodle (Learning Management System) as a supporting tool within the frame of a flipped classroom model.
A questionnaire was developed consisting of 4 sections with 58 items to measure students' perceptions of flipped classroom in general, video as a learning tool, and Moodle as a supporting system.
A correlation analysis further demonstrated significant strong correlations between students' appreciation of the flipped classroom experience on the one hand, and attitudes towards video as a learning tool, increased motivation, increased learning, more effective learning and more active learning on the other hand.
Ms. Zarghami said that Nickelodeon is exploring introducing teaching videos, workbooks and "learning tools that go with the show, as opposed to the more traditional toys and plush".
Professionals also thought video-learning could help parents understand medication side effects and the risk of acquiring infections such as peritonitis, as well as helping parents explain treatments to their children: …could use existing resources such as Mickey the Dialysis doll and the play worker's knowledge to develop video-learning tools (Professional/114).
To address these requirements, key web-application components were defined as: (i) Clinical care-giving support (information on treatment regimens, video-learning tools, condition-specific cartoons/puzzles, and a question and answer area) and (ii) Psychosocial support for care-giving (social-networking, case studies, managing stress, and enhancing families' health-care experiences).
