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首页> 外文期刊>Indian Journal of Science and Technology >Video-aided and Traditional Learning Method: A Comparison Regarding Students’ Knowledge Retention
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Video-aided and Traditional Learning Method: A Comparison Regarding Students’ Knowledge Retention

机译：视频辅助和传统学习方法：学生知识保留的比较

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Objectives: This study was conducted to determine effects of surgical operation videos on self-directed learning ability and develop self-learning of public health students. Methods/Statistical Analysis: This study was conducted using subjects who enrolled in a basic medicine course as sophomore students at G College from April to June, 2016. The research was designed to use nonequivalent control group in pre-and post-test. Criteria for data collection were self-directed learning ability, learning motivation, professional self-concept, and satisfactory level. Collected data was analyzed using SPSS Program 18.0. Statistical significance was evaluated with frequency, percentage, x2-test and t-test. Findings: The basic curriculum has been regarded so difficult to public health students that they just put them aside for memorization later. Self-directed learning was significantly higher in a test group than control group (t=5.174, p>.001). But professional selfconcept had no significant difference between two groups (t=-.603. p= .548). Learning motive had no significant difference between two groups (t=1.551. p=.125). Satisfaction level showed a higher average score of 4.41. In particular, for those prejudiced students against the basic curriculum, considered to be strict and difficult to follow, videos could help to draw attention and concentration on their class. Meanwhile, in our study, several approaches were attempted to encourage learners to develop self-learning with opening videos after face-to-face education but no significance was made. Because professional self-concept means realization of self-tasks as professionals, self-esteem would be higher when students are confident. Our study suggests that face-to-face class using videos improved self-directed learning and helped students to study their subjects. But disadvantages of our program were inaccuracy of study materials and not quite well fitted levels. Improvements/Applications: Clinical practice-related videos could intrigue students` interests and help studying basic major subjects, such as anatomy and physiology. But, knowledge and practical experiences in anatomy and pathology are required for students to be properly taught with video-assisted education.
机译：目的：本研究旨在确定外科手术视频对自主学习能力的影响，并发展公共卫生学生的自我学习能力。方法/统计分析：本研究使用2016年4月至2016年6月在G学院读大二学生的基础医学课程的受试者进行。本研究旨在在测试前后使用非等效对照组。数据收集的标准是自主学习能力，学习动机，专业自我概念和满意水平。使用SPSS Program 18.0分析收集的数据。用频率，百分比，x2检验和t检验评估统计学显着性。调查结果：基础课程被公共卫生专业的学生认为是如此困难，以至于他们只是将其放在一边以备记忆。测试组的自主学习明显高于对照组（t = 5.174，p> .001）。但是专业的自我概念在两组之间没有显着差异（t =-。603。p = .548）。两组的学习动机无显着差异（t = 1.551。p = .125）。满意度水平显示出较高的平均分数4.41。特别是，对于那些偏爱基础课程的学生，这些课程被认为是严格且难以遵循的，录像带可以帮助吸引注意力并集中于他们的班级。同时，在我们的研究中，尝试了几种方法来鼓励学习者在面对面的教育后通过打开视频来发展自我学习，但没有任何意义。因为专业的自我概念意味着作为专业人士实现自我任务，所以当学生有自信时，自尊心会更高。我们的研究表明，使用视频进行面对面的课堂学习可以提高自我导向的学习能力，并有助于学生学习学科。但是，我们计划的缺点是学习材料不准确且水平不太合适。改进/应用：与临床实践相关的视频可以激发学生的兴趣，并帮助他们学习诸如解剖学和生理学之类的基本专业。但是，通过视频辅助教育正确地教授学生是解剖学和病理学方面的知识和实践经验所必需的。

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