The Usage of Video Tutorials, Personal Support and Written Instructions for Knowledge Acquisition and Refreshment
Abstract
Purpose: The target of this study is to reveal which aids used are the best method for acquiring knowledge. Especially by the use of Quality management tools regarding spreadsheets and statistics software. Therefore video tutorials, personal support and written instructions, as aids, are compared with and without time pressure.
Methodology/Approach: Students of the quality management class participated in two tests in order to capture user behavior. In the first part the students
(n = 56) were asked about their user behavior regarding aids after a project that lasted several months. In the second part the students (n = 40) were given two aids and captured which aids they are using. The duration period and the quality of the results were also documented. At the end of both tests, the students were asked about their future favorite aids.
Findings: The first test revealed that 73% of the students used the video tutorial as an aid for their work. In future situations the students would work with written instructions, as long as there is no time pressure. If time limitation is a factor, they would rather work with video tutorials again. The second test confirmed that using video tutorials allowed for a shorter duration period. 48% were using the video tutorial while 38% used the written instruction. The suitability rating of the aids as well as the quality of the result did not differ. In future situations, the students would work again with video tutorials with or without time pressure.
Research Limitation/implication: The usage of video tutorials, personal support and written instructions for the application of Quality management tools with the use of appropriate software has been examined. The results do not show conclusions about the extent to which the aids are used for the mediation of complex issues. Follow-up studies are required for this purpose.
Originality/Value of paper: Among these three aids with regard to time pressure, video tutorials as well as the personal support seem to be the most efficient. If time pressure was applied to the test setting, the video tutorial was preferred. In the considered setting the use of video tutorials is recommended.
Full text article
References
Balslev, T., De Grave, W., Muijtjens, A. and Schrepbier, A., 2005. Comparison of text and video cases in a postgraduate problem based learning format. Medical Education, [e-journal] 39(11), pp.1086-1092. http://dx.doi.org/10.1111/j.1365-2929.2005.02314.x.
Boster, F., Meyer, G.S., Roberto, A.J., Inge, C. and Strom, R., 2006. Some Effects of Video Streaming on Educational Achievement. Communication Education, [e-journal] 55(1), pp. 46-62. http://dx.doi.org/10.1080/03634520500343392.
Coffee, J. and Hillier, S., 2008. Teaching pre-cursor clinical skills using an online audio-visual tool: an evaluation using student responses. Merlot Journal of Online Learning and Teaching, 4(4), pp.469-476. Available at: < http://jolt.merlot.org/vol4no4/coffee_1208.pdf > [Accessed July 2018].
DeVaney, T.A., 2009. Impact of Video Tutorials in an Online Educational Statistics Cours. Journal of Online Learning and Teaching, 5(4). Available at: < http://jolt.merlot.org/vol5no4/devaney_1209.htm > [Accessed July 2018].
Eurostat, 2015. Individuals' level of computer skills. [Database by themes > General and regional statistics > Degree of Urbanisation > Digital economy and society > Digital skills > ICT users] Eurostat. [online] Available through: Eurostat – Data Explorer: < http://appsso.eurostat.ec.europa.eu/nui/show.do?dataset=isoc_sk_cskl_i&lang=en > [Accessed July 2015].
Eurostat, 2018. Use of computers and the internet by employees. Eurostat. [online] Available through: Eurostat – Data Explorer: < http://appsso.eurostat.ec.europa.eu/nui/show.do?dataset=isoc_ci_cm_pn2&lang=en > [Accessed July 2018].
He, Y., Swenson, S. and Lents, N., 2012. Online video tutorials increase learning of difficult concepts in an undergraduate analytical chemistry course. Journal of Chemical Education, [e-journal] 89(9), pp.1128-1132. http://dx.doi.org/10.1021/ed200685p.
Jones, A.Y.M., Dean, E. and Hui-Chan, C., 2010. Comparison of teaching and learning outcomes between video-linked, web-based, and classroom tutorials: An innovative international study of profession education in physical therapy. Computer & Education, [e-journal] 54(4), pp.1193-1201. http://dx.doi.org/10.1016/j.compedu.2009.11.005.
Morgan, P., Cleave-Hogg, D., McIlory, J. and Devitt, J., 2002. Simulation technology a comparison of experiential and visual learning for undergraduate medical students. Anesthesiology, [e-journal] 96(1), pp.10-16. http://dx.doi.org/10.1097/00000542-200201000-00008.
Siegel, P., Omer, K. and Agrawal, S., 1997. Video simulation of an audit: Experimental learning theory. Accounting Education, [e-journal] 6(3), pp.217-230. http://dx.doi.org/10.1080/096392897331451.
Stefanidis, D., Korndorffer, J.R., Heiniford, B.T. and Scott, D.J, 2007. Limited feedback and video tutorials optimize learning and resource utilisation during laparoscopic simulator training. Surgery, [e-journal] 142(2), pp.202-206. http://dx.doi.org/10.1016/j.surg.2007.03.009.
Truebano, M. and Munn, C., 2015. An evaluation of the use of video tutorials as supporting tools for teaching laboratory skills in biology. Practice and evidence of scholarship of teaching and learning in higher education, 10(2), pp.121-135.
van der Meij, J. and van der Meij, H., 2015. A test of the design of a video tutorial for software training. Journal of Computer Assisted Learning, [e-journal] 31(2), pp.116-132. http://dx.doi.org/10.1111/jcal.12082.
Worlitz, J., Stabler, A., Peplowsky, S. and Woll, R., 2016. Video Tutorials: An Appropriate Way of Teaching Quality Management Tools Applied with Software. Quality Innovation Prosperity, [e-journal] 20(2), pp.169-184. http://dx.doi.org/10.12776/QIP.V20I2.754.
Authors
This is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access. This journal is licensed under a Creative Commons Attribution 4.0 License - http://creativecommons.org/licenses/by/4.0.
Authors who publish with the Quality Innovation Prosperity agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.