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首页> 外文会议>2018 IEEE Global Engineering Education Conference >The impact of video clips on teaching in technical study programs — learning faster or learning desaster? An approach from the perspective of a 'manufacturing technology' module
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The impact of video clips on teaching in technical study programs — learning faster or learning desaster? An approach from the perspective of a 'manufacturing technology' module

机译：视频片段对技术学习计划中的教学的影响-学习得更快还是灾难？从“制造技术”模块的角度看的一种方法

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摘要

Video-sharing websites like YouTube are very popular, their usage can particularly be seen by younger people, the so called "Digital Natives". For example, about a billion of people visits YouTube every month and about a billion of hours is spent daily to watch videos there. In principle this enthusiasm for videos offers the opportunity to use them as a didactical tool. But even though the medium is available since decades, the usage of videos in didactics is still an expandable field and scientific publications are drawing a very complex scheme on this topic. Quantitative findings of the effect in teaching are very rare. Therefore, a team at the Frankfurt University of Applied Sciences carried out a project to analyze the situation and define strategies for the own needs focusing on the engineering subject of study "manufacturing technology". Based on literature and own considerations, a questionnaire was designed asking for preferences in learning media comparing chalkboard, power point and video based lectures. In parallel around 900 written examinations were analyzed over a period of 7 years. The analysis compared examination results on topics taught by video clips to results on topics taught in power point and chalkboard lectures. The concrete results did not show a significant advantage by video teaching, but gave interesting hints for follow-up projects. Regarding the different didactic tools, a clear preference could be found for video based lectures. Notable was that female students tended slightly to the chalkboard lectures.
机译：像YouTube这样的视频共享网站非常受欢迎，尤其是年轻人（即所谓的“数字原住民”）可以看到它们的用法。例如，每月约有10亿人访问YouTube，每天花费约10亿小时在此处观看视频。原则上，这种对视频的热情为将视频用作教学工具提供了机会。但是，尽管这种媒体已经有几十年的历史了，但在教学中使用视频仍然是一个可扩展的领域，科学出版物在此主题上提出了一个非常复杂的方案。在教学中效果的定量发现非常罕见。因此，法兰克福应用科技大学的一个团队进行了一个项目，以研究情况为基础，并针对自身需求制定策略，重点是研究“制造技术”的工程主题。基于文献和自己的考虑，设计了一个调查表，询问学习媒体的偏好，将黑板，简报和基于视频的讲座进行比较。同时，在7年中对900笔笔试进行了分析。分析将视频剪辑讲授的主题的考试结果与Power Point和黑板讲授的主题的结果进行了比较。具体结果并未显示视频教学的显着优势，但为后续项目提供了有趣的提示。关于不同的教学工具，显然可以选择基于视频的讲座。值得注意的是，女学生偏向于黑板上讲课。

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