IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v15y2023i6p5596-d1104466.html
   My bibliography  Save this article

Micro-Videos as a Learning Tool for Professional Practice during the Post-COVID Era: An Educational Experience

Author

Listed:
  • Pilar Ester

    (Faculty of Education, Camilo José Cela University, 28692 Madrid, OR, Spain)

  • Isabel Morales

    (Faculty of Education, Camilo José Cela University, 28692 Madrid, OR, Spain)

  • Laura Herrero

    (Faculty of Education and Health, Camilo José Cela University, 28692 Madrid, OR, Spain)

Abstract

With the arrival of the pandemic, many education students in higher education classrooms saw how their internships were cancelled, making it impossible for them to access real contexts that would let them know how their everyday professional life would be. Consequently, it was necessary to make a methodological change. To bridge the gap between theoretical and practical training, we conducted an educational experience at a private university where several educational videos were used to reflect the implementation of different educational methodologies in teaching mathematics by expert teachers. In the recorded practices, it was shown how four different methodologies were implemented in several contexts during the day-to-day classes: International Baccalaureate (IB), gamification, flipped classroom and project-based learning. We studied each methodology to measure their impact on primary students’ learning and guarantee that higher education students had visualized effective practices through micro-videos. The results of our study show that, in certain aspects of mathematics, the students’ own teaching capabilities have greater influence than the theoretical methodological instruction they generally receive in the classroom. Further, concerning students’ perceptions, we can conclude that their motivation increased towards the use of micro-videos, since they became active agents of their own learning.

Suggested Citation

  • Pilar Ester & Isabel Morales & Laura Herrero, 2023. "Micro-Videos as a Learning Tool for Professional Practice during the Post-COVID Era: An Educational Experience," Sustainability, MDPI, vol. 15(6), pages 1-15, March.
  • Handle: RePEc:gam:jsusta:v:15:y:2023:i:6:p:5596-:d:1104466
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/15/6/5596/pdf
    Download Restriction: no

    File URL: https://www.mdpi.com/2071-1050/15/6/5596/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Francisco Alegre & Lidon Moliner & Ana Maroto & Gil Lorenzo-Valentin, 2019. "Peer tutoring in algebra: A study in Middle school," The Journal of Educational Research, Taylor & Francis Journals, vol. 112(6), pages 693-699, November.
    2. Hala Dalbani & Safaa Eissa & Sharifah Fatimah Syed-Ahmad & Norah Almusharraf, 2022. "Transitioning to Flipped Classrooms: Instructors’ Perspectives," Sustainability, MDPI, vol. 14(20), pages 1-26, October.
    3. Ahlam Mohammed Al-Abdullatif & Merfat Ayesh Alsubaie, 2022. "Using Digital Learning Platforms for Teaching Arabic Literacy: A Post-Pandemic Mobile Learning Scenario in Saudi Arabia," Sustainability, MDPI, vol. 14(19), pages 1-20, September.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Lidon Moliner & Francisco Alegre & Gil Lorenzo-Valentín, 2022. "Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School," Mathematics, MDPI, vol. 10(13), pages 1-16, July.
    2. Francisco Alegre & Lidón Moliner & Ana Maroto & Gil Lorenzo-Valentin, 2020. "Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and Secondary Education," SAGE Open, , vol. 10(2), pages 21582440209, May.
    3. Anna Shutaleva & Ekaterina Kuzminykh & Anastasia Novgorodtseva, 2023. "Youth Practices of Reading as a Form of Life and the Digital World," Societies, MDPI, vol. 13(7), pages 1-21, July.
    4. Kleopatra Nikolopoulou, 2022. "Students’ Mobile Phone Practices for Academic Purposes: Strengthening Post-Pandemic University Digitalization," Sustainability, MDPI, vol. 14(22), pages 1-13, November.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:15:y:2023:i:6:p:5596-:d:1104466. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.