Bazyk S, Jeziorowski J
Department of Health Sciences, Cleveland State University, Ohio.
Am J Occup Ther. 1989 Jul;43(7):465-8. doi: 10.5014/ajot.43.7.465.
This study compared the effectiveness of videotaped and live instruction in demonstrating a developmental evaluation to occupational therapy students. Twenty-three students were randomly assigned to either the videotape or the live instruction group. While the videotape group watched a 25-minute commercially available videotape demonstrating the Milani-Comparetti Motor Development Screening Test, the live group received the same information from an instructor. A written examination that assessed student knowledge of the purpose and procedures of the evaluation tool served as the pretest and posttest. After the posttest, the students were asked to answer questions regarding their learning experience. Results indicated no difference in test scores between the two groups. Although both groups rated the learning experience as good, all students stated a preference for live over videotaped instruction because of the opportunity to ask questions and interact with the instructor. These findings suggest that although videotaped instruction may be an effective teaching method, there may be ways to enhance student satisfaction with its use.
本研究比较了录像教学和现场教学在向职业治疗专业学生演示发育评估方面的效果。23名学生被随机分配到录像教学组或现场教学组。录像教学组观看了一段25分钟的市售录像，该录像展示了米拉尼-孔帕雷蒂运动发育筛查测试，而现场教学组则从一名教师那里获得相同的信息。一项评估学生对评估工具目的和程序知识的书面考试用作前测和后测。后测后，要求学生回答有关他们学习体验的问题。结果表明两组的测试成绩没有差异。尽管两组都将学习体验评为良好，但所有学生都表示更喜欢现场教学而非录像教学，因为有机会提问并与教师互动。这些发现表明，尽管录像教学可能是一种有效的教学方法，但可能有办法提高学生对其使用的满意度。
